Transcript Managing Difficult Students: Verbal De

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Provide an overview of the nature of
acting out behavior
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Review our roles in the conflict cycle
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Offer strategies to address
challenging behaviors in the
classroom
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Steps 1-4: Emphasis on prevention and teaching
Steps 5-7: Emphasis on safety, crisis management,
re-entry and follow-up procedures
http://iris.peabody.vanderbilt.edu/bi1/bi1_02.ht
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Managing behavior is all
about what we say and do!
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Overall behavior is cooperative and
acceptable
Student is responsive to teacher
directions and praise, and accepts
corrective feedback
Student is engaged in learning and
satisfied with getting work completed.
Student ignores distractions and/or
inappropriate behaviors of others.
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Analyze design of physical space of the
classroom
Create a practical schedule
Establish high classroom expectations for all
Use predictable classroom routines
Manage instruction, incorporate best practices
Teach behaviors while students
are in calm phase.
PLAN IT OUT!
 Manage
minor problem behaviors quickly and
efficiently
Plan, teach, and implement predetermined hierarchy
of consequences
Implement in order consistently
• For example for the first rule infraction-Redirection
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Signal occurrence
Tell the student the correct response
Ask student to restate/demonstrate
Disengage
AVOID POWER STRUGGLES
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Least
Proximity
Ignoring + Acknowledgement
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1- Verbal Redirection/Correction
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For example– Verbal Warning
– Owing-time/Lunch Detention
– Loss of Privilege
– In Class Time Out
– Conference with Student
– Phone Call to Parent
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Most
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Exclusionary Time Out
Administrative Sanctions
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Triggers also referred to as setting events, aversive
stimuli, antecedents, etc.
◦ School-based examples
 Repeated failures, frequent corrections,
teasing, conflicts with other students, etc…
◦ Nonschool-based examples
 Argument with parent, no breakfast,
substance abuse, family member illness,
inadequate sleep, etc…
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Identify the context
(trigger) and
predictable
behavior problem
Specify expected
behaviors
Modify the context
Conduct behavior
rehearsals
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Provide strong
reinforcement for
occurrences of
expected behaviors
Prompt expected
behaviors
Monitor the plan
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Observe student’s body language
◦ Limited eye contact/Veiled eyes
◦ Busy hands – tapping pencils, rubbing legs,
wringing hands
◦ Moving in and out of groups with no goal directed
purpose
◦ Off task
◦ Starring into space
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Listen to student’s response
◦ Unwillingness to talk
◦ Close ended short responses
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Occurs due to an inability to handle trigger
Noticeable change in behavior
◦ Rise in level of stress
◦ Loss of attention and concentration
◦ Increase in off-task behavior
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May last a long time
Signals the possibility that an acting-out
behavior may develop
◦ Prime opportunity to intervene and change the course
of the behavior (and quite possibly your day!)
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Offer teacher empathy
Assist student with task
Provide space
Offer assurances and additional time
Permit preferred activities (within set
parameters)
Change activities (independent, passive,
movement)
Maintain teacher proximity
Use student self-management where
appropriate
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Behavior becomes focused and directed typically
at staff
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Questioning and arguing
Noncompliance and defiance
Disruptive behaviors
Provoking of others
Limit testing
Whining and crying
Inappropriate verbalizations (e.g., threats)
Destruction of property…
Avoid staff-engaging negative interactions
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Consciously avoid escalating prompts that
lead to more serious behaviors:
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Shouting
Engaging in power struggles
Moving into the student’s space
Touching the student
Sudden or very quick movements
Using “put-down” statements
Becoming defensive and arguing
Communicating anger and frustration through
body language
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Remain calm, detached, and respectful
◦ PAUSE – The most powerful response is no
immediate response.
 Realize the student is playing a game
 Don’t take it personally!
 Use your predetermined procedures
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Utilize non-confrontational limit-setting
procedures
◦ Establish initial set-up
◦ Present the information as a decision
◦ Follow-through
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An individuals personal space varies greatly
depending on the following factors:
Size
Age
Gender
Role
Relationship
Cultural Background
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Typically a person’s personal space will
range from 1.5 feet to 3 feet.
Imagine a hula hoop
Anxiety generally affects a person’s
comfort zone
Personal space can include personal
belongings such as backpacks, coats, and
I-pods.
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Approach the student in a nonthreatening manner
◦ Move slowly and deliberately toward
the problem situation.
◦ Minimize body language.
◦ Keep a reasonable distance.
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Facial expressions: avoid glaring, staring, and
eye rolls
Staff posturing (avoid leaning into students,
pointing, and “puffing up”)
Avoid fast movements
Tone
◦ be calm, patient, and attentive
Volume
– speak in a volume that is appropriate for the
setting
Cadence
◦ Speak in an even rate and rhythm
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Use non-confrontational limit-setting
procedures
◦ Step 1: Restate expectations in calm manner
◦ Step 2: Present the information as a choice
 Present the desired behavior and the consequence if
he/she does not comply as a decision for the student to
make.
 Allow time for the student to decide
 Withdraw from the student, attend to other students or
engage in some other task.
◦ Step 3: Follow through
◦ Ignore low level negative statements and see
them for what they are…face-saving remarks
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Conflict is unavoidable and natural
Conflict is manageable- You can do it!
Intervene early and often for best results
Pause-
◦ Often the most powerful response is no immediate
response.
◦ Think- What predetermined step should occur next?
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Don’t take it personally
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Serious Destruction of Property
Assault
Self-Abuse
Severe Tantrums
Hyperventilation
Overall Behavior is out of control.
http://www.iris.peabody.vanderbilt.edu/bi1/bi1_07.html
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Preparations and Precautions
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Short-Term Interventions
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Long-Term Interventions
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Trapped in the Conflict Cycle
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Student violates our personal values system
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Personal irritability
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Embarrassed by not meeting professional expectations
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Fury due to over-involvement with a student leading to
personal helplessness
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Student triggers our own unfinished psychological business
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Student displays confusion but with a
decrease in severe behavior
Overall behavior shows confusion and lack
of focus
 Denial
 Blaming Others
 Social Withdrawal
 Minimizing of the Problem
 Avoidance of debriefing
 Responsive to concrete directions
 Responsive to manipulative or mechanical tasks
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Intervention is focused on removing excess
attention.
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Don’t nag
Avoid blaming
Don’t force an apology
Emphasize starting anew
http://www.iris.peabody.vanderbilt.edu/bi1/bi1_08.html
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Transition from Peak behaviors to normal
activities
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Isolate the student
Engage in independent work with clear criteria
Complete exit paperwork
Restore the environment
Resume the regular schedule
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Student returns to non-agitated and relatively
normal state
Student shows an eagerness to participate in
non-engagement activities
◦ Eagerness for independent work or activity
◦ Subdued behavior in group work
◦ Subdued behavior in class discussion
Intervention is focused on re-establishing
routines and activities.
- follow through with consequences for the
problem behavior.
- positively reinforce any displays of
appropriate behavior.
http://www.iris.peabody.vanderbilt.edu/bi1/bi1_09.
html
◦ Not an aversive consequence
◦ Should only take 3-5 minutes
◦ Occurs after student has been calm for at least 20
minutes
◦ Process
 Review the problem incident to identify triggers
 Establish alternative responses to triggers
 Focus on a smooth transition to classroom activity
Geoff Colvin (1989):
It is always important to remember that “if you
inadvertently assist the student to escalate, do not
be concerned; you will get another chance to do it
right the next time around.”
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