Transcript AutoCAD Architecture 2008: Part I: Getting Started

Chapter 10
Meet Needs of Students
with Challenging Behaviors
Positive Strategies for Difficult
Situations
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2e
Peterson / Hittie
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Sights to See
Solving Social Problems
Resolving Conflict
www.edutopia.org/resolving-conflict-ofarrellmiddle-school
Smart Hearts: Social and Emotional
Learning Overview
http://www.edutopia.org/social-emotionallearning-overview-video
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Schools for All Learners, 2e
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These Kids Are Driving Me Crazy and I
Don’t Know What to Do!!
Some Common Problems in Classrooms
 Student is off task.
 Talks during instruction.
 Won’t sit still.
 Attracts others’ attention and gets them off task.
 Is unprepared for class.
 Makes excuses to leave class.
 Hits other students or the teacher.
 Insults other students.
 Acts belligerent.
 Withdraws and does not want to participate.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Teachers on Dealing with
Problem Behaviors
What Works?
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Give students attention.
Encourage cooperative learning and play groups.
Teach in fun and engaging ways.
Study culture or “difference” of the week in the room to promote
understanding and acceptance of differences.
Have students help make rules and structure learning activities in
the classroom.
Have students help other students—use peer mediation, peer
buddies, circles of friends.
Institute sharing time to talk about events in life.
Show concern and care.
Stop till student gets under control.
Emphasize group work. Ask “Do you need to . . . ?” Give options.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Teachers on Dealing with Problem
Behaviors
What Does NOT Work!
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Boring, unengaging teaching.
Extra assignments.
Yelling.
Lack of respect—lashing out rudely,
nagging, pleading, begging.
 Intimidation—misuse of power.
 Punishment.
 Detention and suspensions.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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Quincy: A Student out of Control
 I can’t do anything with him. He hits other students
all the time!
 When I took over the class I made it fun and
inviting
 He’s afraid and angry at home, treated with
disrespect at school.
 “The other teachers wanted to get rid of Quincy.
Not my student!”
 I built on his interests and gave him choices.
 Quincy’s behavior began to change.
 He began to do his academic work, and to learn.
 The most improved award for Quincy
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Creating a Positive, StudentCentered Approach
KEY DECISION

 Use Punishment and
Rewards

OR
 Meet student needs:

promoting learning and
relationships
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Do we try to control
students through rewards
and punishments?
Do we label them disturbed
and get them out of our
classes and into special
education?
Or do we work to build
relationships, care, and
respect?
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What do we know about punishment?
PUNISHMENT . . .
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Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
eliminates behaviors in the
short run….if sufficiently
strong and remains in place.
does not address underlying
needs
allows distancing from the
person punished
reduces or eliminates guilt,
ensuring reliance on external
force for change
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Technical Understandings :
Rewards and Reinforcers
A reinforcer is a stimulus that
results in a strengthening or
reduction of a behavior
A reward is a stimulus that is
used by someone in authority to
attempt to control the behavior of
another person
(Exception - we can give
rewards to ourselves).
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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What do we know about REWARDS?
They . . .
 punish
 rupture relationships
 ignore reasons for behavior
 discourage risk taking
 undermine intrinsic interest
and motivation
 encourage mediocrity
 must be strongly desired
 are effective only in the short
run
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Rewards and
punishment
‘work’ only with
continued use.
They don’t
teach.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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Creating a Student-Centered School
Proactive Strategies
 Positive rules (small #): like
(1) Try, (2) be safe, (3) be kind, (4)
work hard, and (5) be respectful
 Understanding that problem
behaviors reflect a need of a
child.
 Contracts to find new ways
to act
 Adults who can act as
mediators and supporters to
help children learn to
develop solutions
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Creating a Student-Centered School
Key School-wide Strategies
 Building community in the school
 Peer mediation and conflict resolution
 Teaching students how to support one
another through peer buddies and
circles of support
 Professional support—individual and
group counseling, support groups
 Mentors through such programs as Big
Brothers and Big Sisters
 A building support team
 Interagency support and intervention for
families
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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School Patterns In Dealing with
Behavioral Challenges
 Chaos - reactive
responses
 Punishment and
expulsion
 Staff control
 Rules and rewards
 Community and
positive behavior
support
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Schools for All Learners, 2e
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A Few Practical Tools
 Daily emails to parents on
progress
 Weekly progress report
 Mini conversations with
students
 A safe place that the student
can work
 Thinking about WHY the
student is doing what he /
she is doing
 Circle of support
 Hourly Progress Report
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Key Strategies: The Foundation
 Appreciation
 Celebrations
 Learning Social
Skills in Community
 Restorative Justice Healing Hurt
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Challenging Behaviors
in the Classroom
What behaviors do we
see?
 Underachieving
 Isolating
 Distracting
 Disruptive
 Dangerous
Inclusive Teaching: The Journey Towards Effective
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What do they mean?
Behaviors communicate
legitimate needs for:
 Survival
 Love and Belonging
 Power
 Fun
 Freedom
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Traditional Behavior Management
Versus Positive Behavioral Support
Tr aditional Behavior
Mana geme nt
Behavior is causing us or others
trouble, so we want to
eliminate it.
Behavior, which is learned, is
com municating something
important.
Assessme nt
Specify the problem beha vior
and determine frequency,
strength, duration.
Condu ct “functionalanalysis” to
determine reasons for the
beha vior.
Goal
Elimina te problem behavior.
Help studentlearn better ways
of com municating needs.
Inter ve ntion
Reduce reinforcem ent of
beha vior (“extinguish” by
ignoring) or punish when
target beha vior occurs.
Develop a sense of safety and
trust between teacher an
d
stu dent.
Pr oble m
Positive Behavioral Suppor t
Ma ke the cla ss fu
n and
interesting so there is a “pa y
off” for positive participa tion.
Provide support from another
person; reduce frustra tion in
the setting.
Teach alterna tivewa ys to
com municate.
Teach how to tolerate school
conditions.
Succe ss
The beha vior is eliminated and
people in power view the
situation as better.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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The person’s problem is solved
from his or h er p oint o
f view.
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Vicious Cycles in Behavioral
Challenges
. . . feel angry, confused,
bored, hurt and may . . .
Teacher
I am controlled, don’t
. . . hurt myself or others, yell,
understand, unstimulated so I
cry, run around . . .
punishment &
control
...
This works!! I express my
anger, am less bored, express
my hurt.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
20
© 2010 Pearson Education, Inc.
All Rights Reserved.
Children With
Emotional & Behavioral Challenges
Need:
• Care and love
• Sense of belonging
• Attention
• Respect
• Help learning positive
ways to get needs and
desires met
• Encouragement
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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But often get:
• Rejection
• Clinically labeled
• Segregation
• Anger and
punishment
• Humiliation
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BEHAVIORAL CHALLENGES
Key Elements for Effective Practice

School-wide and
classroom based,
intentional strategies

Information more than
power

Meet needs of children
rather than control their
behavior.
Build community &
children’s resilience to
PREVENT problems.

Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Journey to the Classroom
How Could We Not Try?
 Wesley would hit, scream,
and curse defiantly (a 1st
grader!)
 The whole school staff was
pulling for Wesley!
 Goal - keep him in school
 Paraprofessional support
 Fear of losing Wesley to
segregated programs
 Supported other children
interacting with Wesley
 Wesley re-entered the
classroom and was doing
better
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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© 2010 Pearson Education, Inc.
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Proactively Meeting Needs Of
Students With Behavioral Challenges
 Survival
 Love
 Power
 Fun
 Freedom
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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All Rights Reserved.
Balancing Information and
Power in Relationships
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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© 2010 Pearson Education, Inc.
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Communication Based on Respect or Control:
Philosophies at War in Practice
Respect
Control
Curiosity
Request
Third alternative
Assumption of intent
Demand
One right way
Authority
“You should” statements
Rationale/explanation
Clear I-statements
Professional distance
Sharing/disclosure
Listening/support
Negotiation
Inclusive Teaching: The Journey Towards Effective
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Domination/coercion
Rewards/punishments
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A Time for Power and Control
 Understand and
communicate our ‘nonnegotiables’
 When we must use our
power do so respectfully:
 Use caring, respectful tone
of voice
 Provide a reason why
something is nonnegotiable
 Be respectful - “I know this
is important to you”
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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© 2010 Pearson Education, Inc.
All Rights Reserved.
Engaging the Classroom
Community in Problem Solving
 Classroom meetings teacher facilitates students in
discussing the problem and creating
solutions
 Circle of friends - students
provide support to a student who is
having difficulty
 Peer and conflict mediation
- students are trained to help other
students work through conflicts
under teacher supervision
 Peer support - students act as
peer buddies and supporters
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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© 2010 Pearson Education, Inc.
All Rights Reserved.
Giving Students and
Ourselves a Break
 Students go to classrooms of
other teachers
 Ask assistance from a specialist psychologist, special education
teacher, etc.
 Create a safe place within the
classroom where a student can
go and cool down
 This is NOT the same thing as
‘time out’ or sending students to
the office
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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© 2010 Pearson Education, Inc.
All Rights Reserved.
Professional & Community Supports

Support groups for
students - death in the
family, drug abuse,
pregnancy, etc.

Consultation psychologist, social worker,
special education teacher


Individual counseling
Group counseling
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
30
© 2010 Pearson Education, Inc.
All Rights Reserved.
Engaging Parents in Partnership

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Understand history of the family
and child
Tell parents of challenges and
ask opinion
Identify and build on strengths
in the family (understanding all
families have problems)
Communicate positive student
attributes as well as problems
Be aware of family dynamics
and potential for abuse
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Selected Proactive Approaches to
Social and Behavioral Challenges

Conscious Discipline - Becky Bailey (2001)
Conscious Discipline. Love Guidance Press

Circle of Courage - Larry Brendtro (2003)
Reclaiming Youth at Risk. Solution Tree Press

Collaborative Problem-Solving - Ross
Greene (2008) Lost at School

Setting Limits - Robert J. MacKenzie (2003)
Setting Limits in the Classroom

Cooperative Discipline - Linda Albert (1996)
Cooperative Discipline
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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© 2010 Pearson Education, Inc.
All Rights Reserved.
Individualized Differentiation
The Behavior Intervention Plan
Step 1. Identify social and
behavioral problems
Step 2. Develop a studentcentered theory
Step 3. Develop and Implement
the Plan
Step 4. Evaluate the Outcomes
Together
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Proactive Crisis Management
Stages Of Crisis CounterDevelopment
productive
Responses
1. ANXIETY
shown by . . .
Noncompliance
Disruption
Unusual actions
Orders - “Do
this!”
Limits - “You
can’t do that”
Consequences “If you, I will”
Label - “You’re a
problem!”
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
34
Helpful Responses
Listen and reflect “You seem upset”
Curiosity - “What’s
going on?”
Support - “I’m here if
you want to talk”
Partner - “Let’s work
together”
Positive expectations
- “It will work out”
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Proactive Crisis Management
Stages Of Crisis CounterDevelopment
productive
Responses
2. TRIGGER
Action sets
crisis in motion
Questioning “Why do I have
to?”
Refusal
Emotional
outburst
Demands - “Sit
down!”
Consequences “You will get an
F”
Threaten - “Stop
or I will call your
mother”
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
35
Helpful Responses
Cool off - deep
breaths, state
feelings
Agree to work it out show willingness to
solve problem; let
person know you are
there
© 2010 Pearson Education, Inc.
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Proactive Crisis Management
Stages Of
Crisis
Development
Counterproductive
Responses
Helpful
Responses
3. CRISIS A
serious crisis
develops
Intimidation
Threat
Violence
Anger - “Back
off!!”
Move in - move
toward the
student
Retaliate - “Go to
the office now!”
Give personal point
of view: Give your
point of view using
I-statements.
Solve the problem:
Brainstorm win–win
solutions.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
36
© 2010 Pearson Education, Inc.
All Rights Reserved.
Proactive Crisis Management
Stages Of Crisis CounterDevelopment
productive
Responses
4. RECOVERY
Student settles
down & feels
Embarrassment
Guilt
Shame
Blame - “You
always act this
way”
Instruction to
retaliate - “I’ve
told you . . . What
is wrong with
you?
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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37
Helpful Responses
Listen - “You look like
you are sad”
Normalize crisis - “All
of us lose it
sometimes”
Personal disclosure “I did something like
this when I was your
age once”
© 2010 Pearson Education, Inc.
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Proactive Crisis Management
Stages Of Crisis CounterDevelopment
productive
Responses
Helpful Responses
5. RESOLUTION Remind of crisis Calm
“You were out of
control”
Avoid - not look
at student
Expect
recurrence “He’s going to go
off again if they
don’t get him out”
Collaborate - “How
can we work together
to help you?”
Analyze: “What
happened? What
would have helped
you?”
Problem-solve: “What
would be better next
time you have these
feelings?
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
38
© 2010 Pearson Education, Inc.
All Rights Reserved.
Bumps in the Road
Suspensions and Detentions Don’t Work
 Challenging students and
negative educators yelling
and disrespectful
 In-school suspension is
chaotic
 Problem behaviors increased
 Suspension is simply a
vacation
 If we treated students with
respect and tried to help them
it could be different. It was in
my old school!
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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© 2010 Pearson Education, Inc.
All Rights Reserved.
Behavior Challenges and IDEA…
 Behavior plans considered in
IEPs as needed.
 Positive behavioral support
encouraged
 Up to 10 days suspension is
allowed; can remove a child
who brings a dangerous
weapon to school up to 45
days if substantially likely to
result in injury
 Services to support progress
in the general education
curriculum must be provided
after 10 days.
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Schools for All Learners, 2e
Peterson / Hittie
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© 2010 Pearson Education, Inc.
All Rights Reserved.
Behavior Challenges and IDEA…


Requires that a Behavior
Intervention Plan based on a
Functional Assessment be
developed if the behavior is
related to the disability.
A ‘manifest determination’
meeting is held to determine if
this is the case. If not, a
student with a disability may
receive the same response
that other students do.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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© 2010 Pearson Education, Inc.
All Rights Reserved.
Back Pack
Positive Approaches to Behavior Challenges
Reclaiming Youth Network
http://www.reclaiming.com/
Research Center for Positive
Behavior Support
rrtcpbs.fmhi.usf.edu/
Center for Effective Collaboration and
Practice
cecp.air.org/
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Schools for All Learners, 2e
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© 2010 Pearson Education, Inc.
All Rights Reserved.