Transcript Using ODR Data for Decision Making
NJ
PBSIS
Helping Schools Build Systems of Support
Using a Redirection Protocol
NJ PBSIS is a collaboration between the
New Jersey Department of Education, Office of Special Education Programs
and
The Boggs Center
, Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded through the I.D.E.A. 2004, Part B Funds.
Rutgers, The State University of New Jersey
NJ
PBSIS
Helping Schools Build Systems of Support • The purpose of the NJ PBSIS initiative is to build capacity among school personnel to implement a multi-tiered system of behavior intervention to: a) increase positive student conduct; b) increase available instructional time; c) encourage and support pro-social student behavior; d) use a continuum of function-based problem solving to address repeated behavior and conduct issues; and e) create environments conducive to including students with disabilities and behavior support needs.
NJ
PBSIS
Helping Schools Build Systems of Support • PBSIS is a collaboration between the New Jersey Department of Education, Office of Special Education Programs and the Boggs Center at Rutgers Robert Wood Johnson Medical School. State Training Team: • • • Sharon Lohrmann, Ph.D
Bill Davis, M.Ed
Scott McMahon, MSW • • • Jolie Battista, M.Ed
Paula Raigoza, M.Ed
Blair Rosenthal, Ph.D
• NJ DOE – OSEP Coordinator: Mary Haspel, M.A. BCBA 3
How Much time do We Lose?
Formula from Taken from the Maryland PBIS Initiative: http://pbismaryland.org
Student Instructional Time: • Number of referrals you have • Multiplied by the average number of minutes a student is out of class for the referral • =
Instructional Time Missed
Administrator Time • Number of referrals you have • Multiplied by the average number of minutes it takes an administrator to process a referral • =
Administrator Time Lost
Quickie Calculation
Formula from Taken from the Maryland PBIS Initiative: http://pbismaryland.org/ Instruction Time Example • If your school has
2912 office conduct referrals
and on average students are out of class for
40 minutes
you are loosing
116,480 minutes of instructional time
1,941 hours, 323 days
Administrator Time Example
• 2912 x 15 minutes of AT = 43,725 minutes 728 hours, 121 days
Momentary Solution
• Sending kids to the office solves the problem ‘
in the moment
’ but it’s not a long term solution • There will be thousands of other moments…….we need to use practices and interventions that play out over the long term
The Fundamental Principle
• To have the broadest positive impact, Interventions need to focus on: – Improving the quality of interpersonal relationships among students and staff – Improving the clarity and consistency of what we expect of students – Using our greatest gift – teaching to help students engage in pro-social behavior
NJ
PBSIS
Helping Schools Build Systems of Support
Redirection Protocol
8
Prevention is the Best Approach
• Build environments based on respect and relationships • Expectations and routines minimize minor infractions • Anticipate and plan for common problems students have • Attend to emerging issues and signs that signal a possible problem • Use a consistent redirection protocol school-wide 9
Scan for signals that the student is having difficulty
• Attend to facial, body language, tone of voice, compliance signals that indicate a potential problem is emerging • Common behaviors indicate a student is having a problem include: – Head down – Mumbling – Over excited – Not following directions – Depressed or agitated affect
Discussion
: How to Handle When A Student is Having a Problem
• People need different things when they are having a bad day. • Let’s consider the range of ‘needs’ here today • Use the checklist on the next slide to answer this question: –
When I am upset it helps me when people…
–
How do we apply this principle to responding when students are having a difficult time?
Discussion
: How to Handle When A Student is Having a Problem
• Given that there is a range of possible responses we can use when we sense someone is upset: – Which of these work best for you?
– Which of these make you even more agitated?
• ___ Back off • ___ Give me space • ___ Ignore that something is wrong • ___ Ask me what’s wrong • ___ Offer help • ___ Offer comfort • ___ Empathize • ___ Cheer me on • ___ Give me a suggestion
Graduated Responses to Conduct Infractions
Seriousness of Infractions Redirectable Behaviors
Minor behaviors that respond to in-routine redirections
Interfering Behaviors
Repeating behaviors that take attention away from the running of the routine or instruction
Type of Response
Redirections ‘ Managed on the Spot ’ Redirection Remediation
Disruptive & Dangerous Behaviors
Behaviors that prevent routines or instruction from continuing or place the student or others at risk Remediation Referral to Office 13
Redirectable Behaviors
• Behaviors handled by the adult in the area • Personal tolerance for redirectable behaviors should be guided by an operational definition of the code of conduct and your school-wide expectations to reduce variations across staff • Emphasis is on re-engaging the student in the routine using
effective redirection strategies
to reduce an escalation 14
Interfering Behaviors
• Behavior persists and requires repeated redirections – early stages of taking attention away from instruction • Strategies will include what to do
in the moment
(e.g., redirection, environmental modification) to reframe the situation and what to do as
follow up
(e.g., call home, targeted intervention strategies) to produce long term behavior change 15
Disruptive – Dangerous Behaviors
• The behavior takes attention away from instruction or places people at risk • Strategies will include what to do
in the moment
(e.g., referral to the office) to reframe the situation and what to do as
follow up
(e.g., function-based problem solving, referral to I & RS) to produce long term behavior change 16
Behavior Cycles Start Small
• Behavior is
part of a cycle
that becomes reinforced over time • When a behavior incident occurs
in the moment
, we need to
interrupt the cycle
to
re engage
in the routine • Following the incident we need to
follow up
with
function-based intervention
for
durable
long term
change
17
Problem Behavior Cycle
Student and Adult get reinforced (“Whew! I’m outta here” “Whew! I can teach now) Antecedent (Task Demand) Student Behavior (Disruption) The Behavior Disappears Adult Responds (Verbal Redirection Sent to the Office)
Strategies to Interrupt and Re Frame the Cycle
Student and Adult experience
POSITIVE OUTCOMES MODIFY
THE Antecedent trigger
TEACH
a Replacement Behavior
REINFORCE COOPER ATION ION
Use
REDIRECT-
that
RE ENGAGES
the student
Implementing a Redirection Protocol
• The best way to redirect a situation is to respond in ways that best preserves the dignity of the person you are interacting with: – Stay calm – Use a firm, but neutral tone of voice – Use actions and words that are objective and respectful – Avoid confrontation approaches (e.g., debating, sarcasm, etc.)
Sound Familiar?
Student While doing class work Johnny becomes off-task and starts to talk to his peers. Johnny responds by saying,
“This work stinks, I don’t want to do it.”
Johnny says,
“I don’t care about this class, I am not doing this work.”
Johnny then stands up, slams his work on his desk, says
“Fine!”
and storms out of the room.
Teacher His teacher asks him to stop talking and tells him to get back to work.
His teacher says “
Why do you always fight with me in class?”
His teacher says,
“You need to do this work or you are going to the office!”
Implementing a Redirection Protocol
• It is easy to feel ‘validated’ in displaying an
escalated response
when someone is arguing or talking offensively to you • We naturally de-escalate when being spoken to with respect and sensitivity
Developing a Redirection Protocol
• Research supports having a consistent – non confrontational protocol for responding to occurrences of behavior AND training for staff on how to implement the protocol – Reductions in externalizing behaviors – Increases in on task behaviors (e.g., Benner et al. (2012)
Exceptional Children
) 23
Redirection Protocol
•
You observe that the student is not themselves OR an initial conduct infraction has occurred:
1. If possible, provide an area-wide reminder of the expectation rather than singling out a student 2. Speak to the student
privately
–
Classroom based
: Assign an independent, pairs, or small group activity so the majority of the class is engaged. Walk around, ensure everyone is engaged, provide praise and assistance. Then approach the student and speak privately to at their desk, your desk or other location in the classroom – the goal is to avoid drawing other students’ attention to the conversation –
Other locations
(e.g., hallway or cafeteria): approach the student ask to speak with them; step off to the side away from other students.
24
Redirection Protocol
3a: Student is agitated or upset: – • •
T
one Use a quiet, neutral and attentive tone Approach the situation as a teachable moment – • • •
L
anguage Use objective, neutral and supportive language Paraphrase and mirror the student’s statements Label emotions and behavior (not the student) – • •
C
aring Disposition Display empathy and concern Provide social coaching to help the student make a good choice – – – – Offer options for how they can handle the situation Give a opportunity to take a break Offer opportunity to talk with someone Employ strategies redirections (see list) 25
Video Activity Same Situation-Two Approaches
• Watch the video clip of Michael – first approach – What signaled to you that Michael wasn’t himself today?
– What are your suggestions for how the teacher could improve her response to Michael?
Video Activity Same Situation-Two Approaches
• Watch video clip of Michael – different approach – What did she do this time that you thought was effective?
– What other suggestions or strategies would you offer?
Redirection Protocol
3b: Student engaged in a Code of Conduct infraction (e.g., dress code, electronics, tardy, etc.): – • •
T
one Use a quiet, neutral and attentive tone Approach the situation as a teachable moment – • • •
L
anguage Use respectful and supportive language Choose words that operationalize what you want the student to (label the behavior not the student) Paraphrase and mirror the student’s statements – • • •
C
aring Disposition Display interest in the student being successful Employ strategic redirections (see list) Provide social coaching to help the student make a good choice – Offer options for how they can handle the situation 28
Redirection Protocol
When using
strategic redirection strategies
it is helpful to Provide the ‘redirection’ and then give the student a couple of minutes, check on the rest of the class and come back to the • • • • • • student.
State the expectation in terms of what you want the student to do (not stop doing) Offer assistance Offer two options for how the student can handle the situation Engage the student to generate options Give the student pressure free personal space for a couple of minutes Provide the student with options to choose from
• • • • • • • • • •
Offer a way for the student to save face Change the topic Lower your voice Repeat a strategic prompt phrase (Time to start work) Offer the student a break to step away Label the student’s emotion Put a positive spin on your directive Provide acknowledgement / empathy statements Use humor to defuse and redirect Pair with a peer
29
Video Activity Same Situation-Two Approaches
• Watch the video clip of Sara – first approach – What are your suggestions for how the teacher could improve her response to Sara?
Video Activity Same Situation-Two Approaches
• Watch video clip of Sara – different approach: – What did she do this time that you thought was effective?
– What additional suggestions would you offer?
Redirection Protocol
4a: The student responds to redirections and cooperates with request: – Thank the student for their cooperation – Acknowledge the positive behavior or choices – Provide frequent social praise through the rest of the routine 32
Redirection Protocol
4b: The student does not respond to redirections and requests: – Try again: re-employ initial protocol steps (praising rest of class, speaking privately) – • • Determine the level of disruptiveness to the class
Behavior is present but not disruptive
: In this scenario the student has not complied with the request but is not disruptive to instruction (e.g., still wearing their hat, did not put their phone away). Reframe your attention back to the rest of the class. Provide the class with social praise, resume instruction, engage the class in an activity. Ignore the behavior (not the student) try to engage them in the instructional routine. At the end of class, speak with the student privately to address the matter and determine next steps.
Behavior is present and disruptive
: apply the Code of Conduct definition for an office managed infraction, if the behavior meets the
Redirection Protocol
• • • • – – – – If the student needs to be sent to the office, consider the importance of how the last interaction is framed Use language that will result in a smoother transition back into the classroom Avoid language that leaves conflict ‘hanging in the air’ Always ask the student to leave privately “ We seem to be having a hard time resolving this issue. I would like to talk with you more about this outside of class. Right now, though it is best at this point for you to go to Mr. Johnson’s office. Please gather up your things and I will write your pass. I will see you tomorrow .”
What is the tone in this example?
How does the student remember this interaction?
Why does this approach open the door for a smooth transition back into the class?
34
Redirection Protocol
5. Follow – up
: determine what actions need to occur following the incident: –
First time behavior
: Consider a student-teacher conference to provide reminders of expected behavior and determine if the student needs any supports to meet the expectation in the future. Monitor for any changes in behavior that would signal a greater degree of intervention is needed.
– • • • •
Ongoing behavior
- strategies may include: Communicate with parents/guardians Complete the
Function-Based Information Tool
interventions to try and select strategic Consider I & RS referral if other intervention attempts have been made For students with IEPs or 504 plans contact the case manager for problem solving support 35
Redirection Protocol Avoid These
• Some strategies tend to escalate a situation. Include a discussion about strategies that DON’T work as well so staff know to avoid using these, for example: • Yelling • Scolding a student in front of the class • Sarcasm • Ultimatums • Having the last word • Engaging in a debate or argument with the student • Using previous incidents as ‘fire power’
Personal Practice Change
• When redirecting a student our response should not be more disruptive than the behavior we want to defuse • Always talk to students respectfully – even when they are not talking to your respectfully – Leave out sarcasm and jabs – Avoid using ultimatums – Avoid trying to have the last word • Visit www.njpbs.org
for tools and resources 37