Tammy Utter BTS 2012

What do you think are the TOP problem behaviors?

Why?

Handout 1

      

Verbal aggression Physical aggression Bullying Noncompliance Cursing Stealing Damaging property

CHILDREN



Internalizing

 

Worry about mistakes General worry

 

Externalizing

 

Distractibility Hyperactivity



Disruptive Academic

 

Not following directions Content ADOLESCENTS



Internalizing

 

Self-doubt Worry about mistakes

 

Externalizing

 

Distractibility Hyperactivity



Immature behavior Academic

 

Not following directions Careless mistakes

Research says…

Early appearing behavior problems in a child’s preschool career are the single best predictor of delinquency in adolescence, gang

membership, and adult incarceration . (Dishion, French, & Patterson, 1995)

Young children with challenging behavior are more likely to experience: expulsion from preschool at 3.2 times the rate of K-12 students.

(Gilliam, 2005)

Children who grow into adolescence with challenging behaviors are likely to drop out of school, be arrested, abuse drugs and alcohol, have marginalized adult lives, and die young.

(Lipsey & Derzon, 1998)

Distress(chronic/acute stress) affects attention, focus and

concentration (Lupien et al. 2001)

More Research …

60-70% of students with behavior problems have a history of physical or sexual abuse

T hompson & Wyatt (1999)

40% of students at risk of failure in school have serious problems outside of school

Adelmon & Taylor (1998)

It is estimated that about ½ of class time is used for instruction and the other half addressing discipline problems.

Cotton (1990)

Teachers generally believe they are unprepared to deal with disruptive behavior.

Furlong , Morrison, & Dear (1994)

   Disruptive  Behaviors that cause turmoil, confusion, disorder Defiant  Behaviors that oppose, resist, or challenge authority Difficult  behaviors that are hard to manage and keep student from getting along Handout # 2

1)

Inattention, or

2)

Hyperactivity and Impulsivity

 Handout # 3

Handout # 4

 Poverty   

A chronic condition affecting the mid, body and soul resulting from multiple adverse economic risk factors

(Eric Jensen, 2012)

Produces acute/chronic stress Lower cognitive stimulation

 Faces of poverty  

Source



generational

 

Personal situation Event-driven Intensity



Typical

 

Absolute (daily food scarcity) Relative (feel poor due to neighborhood)



Context



Rural

 

Suburban urban

CHRONIC STRESS…   

creates emotional problems

(Burgess et al. 1995)

lowers IQ/reading scores

(Delaney-Black, et al. 2002)

causes memory loss

(Lupien, et al. 2001) DISTRESS   

Toxic to brain and body Shrinks brain cells

(Brown et al. 2005)

Fosters maladaptive response of emotional reactivity or disconnect( McEwen and Seeman, 1999)

EMOTIONAL REACTIVITY  Angry kid-feels stress and gets control as quickly as possible (in your face, yelling, etc.) DISCONNECT  “Lazy kid”- shut down, almost no response, I don’t-care” attitude, pulls the plug  *may not be a behavior

problem, but a symptom of a stress

disorder



May not be a behavior problem, but a symptom of a stress

disorder

  Are often distractible & hypervigilant Have learned helplessness

“If I don’t play the game…I can never lose”

  Are more likely to act impulsively Struggle with delayed gratification MIA

You can be rich and have poverty of soul. You can be poor and have abundance of love.

Now what do we do about it?

What do good behavior practices look like?

Handout 5

Strategies

Handouts 6-11

       

Give kids increasing amounts of control over their lives at school Give kids choices

Give control over every-day activities (cafeteria/work/pen pencil) Give ownership (work cafeteria, clean building, choose meals)

Teach coping skills More of them and less of you in front of the class Give greater role in classroom decision making Share a problem/stressful situation in your own life, ask for

their ideas & allow problem-solving aloud with each other: If

you were in my shoes what would you do?



And most importantly…

 Of all the things researchers have discovered about the value of quality relationships, one of the most surprising is that they are strong mediators of stress. make your life easier.

Good relationships diffuse stress and  Eric Jensen, 2012

         

Call all kids by name daily??

Ask if they could use a listener?

Greet kids coming and/or leaving Ask about their hobbies, family and interests?

Ask about, and know their own personal and academic challenges and dreams?

Always acknowledge responses in class?

Smile at student whether they’re your favorite or not?

Always use personal courtesies (please, thank you) Visit the student’s neighborhood, attend a game or community event Let students display talents

          

Use the pause technique Chunk content into smaller chunks to aid in understanding; Prime the learning to create an attentional bias to the content Do a fast physical activity 1 st to activate the frontal lobe uppers like dopamine and norepinephrine Use music in the classroom ( www.whytry.org

) Tie in instruction to current events Utilize advertising “hooks” (sales pitch, YouTube video) Use objects and props Utilize theater, drama, and dance Utilize computer programs: www.lumosity.com

; www.junglememory.com

Plan engaging lessons: www.10minutelessonplans.com

“REFLEXIVE” HARD-WIRED IN DNA

 Brain responds impulsively to environmental contrasts in sound, movement, lighting, emotions, or tactile input

“SELF-REGULATED” LEARNED & EARNED

 Student learns to suppress behaviorally irrelevant input to play a sport, an instrument, read a book, design, build, write or solve a problem

Stop telling kids to “Pay attention!” and start teaching them How to Do It!

        Standing Walking Touching Objects Collecting Items Walks in the room Games in place Activities recess      Fast writing practice Design/build Well-coached sports Use musical instruments Build in brief mental or physical breaks

Effective classroom managers employ different types of strategies with different types of students, whereas ineffective managers tend to use the same strategies regardless of the type of student or situation.

Classroom Management that Works Robert Marzano (2003)

“Do something. If it works, do more of it. If it doesn't …do something else.”

Franklin Delano Roosevelt



Low expectations = low achievement



High expectations = set the stage for high achievement

Handout # 12

   

Natural positive reinforcement/feedback Edible reinforcement Material reinforcement Social reinforcement

Handout 13 Handout

 Teachers who criticize, hold negative attitudes and use sarcasm as classroom discipline will activate the fear and stress areas of the student’s brain (amygdala – fight/flight/freeze)  Once the amygdala is activated in class, it takes

at least 30-90 minutes

to calm down for quality learning  Threats, insults, put downs and sarcasm activate the amygdala



Be sure to apologize before the class is over. You can say, “ Sorry I got frustrated and took it out on you.”



In the moment, the immediate thing to do is GIVE THE STUDENT IMMEDIATE CONTROL over something. The “sense of control” decreases the stress and reduces the feelings of anger, frustration or powerlessness.



Remember the “3-1 Ratio” for your class and do what you can to balance the “1” negative.

Benefits of Early Intervention

Handout14

       Take care of yourself: Get adequate rest and exercise Maintain a positive , realistic vision of students behaving successfully Evaluate your behavior plan Don’t take it personally Make an effort to interact positively with each student* Consult with colleagues Implement positive, research-based behavior programs

     

You create the relationships You establish the classroom rules You acknowledge and reward behaviors You use affiliation seeking You entice with novelty and prediction You use engaging strategies

    

Focus on engagement: include all kids in learning Use energizers to foster good brain chemicals Remember the 3-1 ratio Manage social groups (partners, teams, whole group) Allow physical activity to increase working memory and attention

  The

teacher

is probably the single most important factor affecting student achievement Marzano ( 2003 ) There is a strong relationship between teacher expectation and student success and behavior. If teachers expect students to achieve and behave properly, they will;

the teacher expects students to achieve poorly and behave inappropriately, they will

.

if

(Colvin

(

2004

)