Transcript The SST Process and Behavior Management Angela Brown Positive Behavioral Interventions and Supports www.dcsig.org Our goals for this session are: • To provide a basic review of.

The SST Process and
Behavior Management
Angela Brown
Positive Behavioral Interventions
and Supports
www.dcsig.org
Our goals for this
session are:
• To provide a basic review of the
research on human misbehavior
and its implication in the classroom
• To gain an understanding of the
impact of societal and familial
influences which impact on
students’ performance in school
• To review the SST process as it
relates to team decision making
about student behaviors.
Real World
Classroom
Management was
easy when The
Beaver was in
school.
But…kids today are
different
What factors are
impacting on schools?
• Schools are under pressure to
create safe, orderly and effective
learning environments where
students acquire social as well as
academic skills that will allow them
to succeed in school and beyond.
This pressure has emerged from
real disciplinary challenges
combined with wariness of school
violence sensationalized in the
media (Lewis & Sugai, 1999; Sugai
et al., 2000; Walker, Nishioka, Zeller,
Bullis, & Sprague, 2001; Walker &
Shinn, 2002).
Attention Spans
• Television Commercials
appear every 11-13 minutes
or less.
• The attention span of most
children matches this
schedule.
• When we were younger the
commercials came every
15-18 minutes.
• Attention spans are getting
shorter.
Mark Greenberg, a violence expert from
Penn State University, said several
factors contribute to school violence:
Among them are a dramatic
decrease in family stability;
parents who are indifferent;
less contact between kids and
parents; unsafe and
inadequate housing; and the
increasing impact of media on
attitudes and behavior.
Adverse Early
Childhood Experiences
•Neglect
•Abuse
•Trauma
•Learned Helplessness
Harsh and Inconsistent
School Practices
•Failure to adapt instruction
•Office Discipline Referrals
•Suspension
•Expulsion
Adjustment Problems
•ADHD
•Depression
•Antisocial Behavior
•Academic Failure
•Health Problems
Prejudicial Bias
•Teacher Rejection
•Peer Rejection
Some people hear the phrase
“addressing barriers to learning”
and think it is about student deficits.
It’s much more about
environmental deficit conditions.
And, it is always concerned about
>strengths and protective buffers
(e.g., assets, resiliency)
>promoting healthy development
There are four basic
goals/functions
of misbehavior
•
•
•
•
Attention getting
Power Seeking
Revenge
Withdrawal/Inadequacy
We want to get something
or
get away from something
Which button are they
pushing
• “gittin”
– Attention from you
through
• Lectures
• Redirects
• Sent to office
– Attention from peers
– Access to
reinforcers
• “gittin out of”
– Escape from
• Work through
time-out
• People through
time-out
–
–
–
–
Counselor
Office
Security
Suspension
INTERVENTION
CONSIDERATIONS
• Interventions should be
evidence-based at national and
school-based level
• Interventions should be tiered:
– Universal
– Primary
– Secondary
– Tertiary
Hard Facts
• Behavior is learned and serves a
specific purpose.
• Behavior is related to the context in
which it occurs.
• For every year a behavior is in place it
takes at least one month for that
behavior to have a significant change.
• Children comply with the rules 80% of
the time. However they are
complimented for their behavior less
than…..
2% of the time
Conceptual Principles for Addressing
Student Behavior Through SST.
• Behavior
is learned
and can
be
taught.
Behavior is lawful and predictable.
What is the role of the
SST in addressing
student behaviors?
Understanding the relation between
physiological factors and environmental
variables is a critical feature when supporting
children with behavioral, social, emotional,
and mental health issues.
Data collection and use for active decision
making are important for continuous
intervention, program, and system
improvement.
When discussing a
student’s behaviors,
consider the following
• Does the students have
demonstrate these behaviors
in all settings?
• Does the students have a
history of these behaviors?
• How do we select an
intervention for the students
being discussed?
Complete SST discussion form
From Primary Prevention to Treatment of Serious Problems:
A Continuum of Community-School Programs
Intervention
Continuum
Primary
prevention
Examples of Focus and Types of Intervention
(Programs and services aimed at system changes and individual needs)
1. Public health protection, promotion, and maintenance to foster opportunities,
positive development, and wellness
• economic enhancement of those living in poverty (e.g., work/welfare programs)
• safety (e.g., instruction, regulations, lead abatement programs)
• physical and mental health (incl. healthy start initiatives, immunizations, dental
care, substance abuse prevention, violence prevention, health/mental health
education, sex education and family planning, recreation, social services to access
basic living resources, and so forth)
2. Preschool-age support and assistance to enhance health and psychosocial
development
Early-after-onset
intervention
• systems' enhancement through multidisciplinary team work, consultation, and
staff development
• education and social support for parents of preschoolers
• quality day care
• quality early education
• appropriate screening and amelioration of physical and mental health and
psychosocial problems
3. Early-schooling targeted interventions
• orientations, welcoming and transition support into school and community life for
students and their families (especially immigrants)
• support and guidance to ameliorate school adjustment problems
• personalized instruction in the primary grades
• additional support to address specific learning problems
• parent involvement in problem solving
• comprehensive and accessible psychosocial and physical and mental health
programs (incl. a focus on community and home violence and other problems
identified through community needs assessment)
4. Improvement and augmentation of ongoing regular support
• enhance systems through multidisciplinary team work, consultation, and staff
development
• preparation and support for school and life transitions
• teaching "basics" of support and remediation to regular teachers (incl. use of
available resource personnel, peer and volunteer support)
• parent involvement in problem solving
• resource support for parents-in-need (incl. assistance in finding work, legal aid,
ESL and citizenship classes, and so forth)
• comprehensive and accessible psychosocial and physical and mental health
interventions (incl. health and physical education, recreation, violence reduction
programs, and so forth)
• Academic guidance and assistance
• Emergency and crisis prevention and response mechanisms
5. Other interventions prior to referral for intensive, ongoing targeted treatments
• enhance systems through multidisciplinary team work, consultation, and staff
development
• short-term specialized interventions (including resource teacher instruction
and family mobilization; programs for suicide prevention, pregnant minors,
substance abusers, gang members, and other potential dropouts)
Treatment for
severe/chronic
problems
6. Intensive treatments
• referral, triage, placement guidance and assistance, case management, and
resource coordination
• family preservation programs and services
• special education and rehabilitation
• dropout recovery and follow-up support
• services for severe-chronic psychosocial/mental/physical health problems
An Enabling Component to Address Barriers to Learning
& Enhance Healthy Development at a School Site
Range of Learners
(categorized in terms of their
response to academic instruction
at any given point in time)
I = Motivationally
ready & able
Not very
motivated/
lacking
prerequisite
II = knowledge
& skills/
different
learning rates
& styles/minor
vulnerabilities
No Barriers
Barriers
Barriers
to
to
Learning
Learning
Instructional
Component
(a) Classroom
Teaching
+
(b) Enrichment
Activity
Desired
Outcomes
Compone nt to Enable Learning
A Comprehensive, Multifaceted Approach
for Addressing Barriers to Learning
Avoidant/:
very deficient
in current
III = capabilities/
has a disability/
major health
problems
The approach weaves six clusters of enabling
activity (i.e., enabling component curriculum)
into the fabric of the school to address barriers
to learning and promote healthy development
for all students.
Classroom-Based
Approaches to
Enable Learning
Crisis/
Emergency
Assistance &
Prevention
Support for
Transitions
Infrastructure
>leadership
>resource
coordination &
enhancement
Student
& Family
Assistance
Community
Outreach/
Volunteers
Home Involvement
in Schooling
Emergent impact = Enhanced school climate/culture/sense of community
What does the teacher
need to implement the
intervention?
• How does teacher skill and
knowledge impact the child’s
success?
• How can the SST support the
child during the course of the
behavioral intervention?
• What are some of the ways
that the SST determine the
effectiveness of the
intervention?
Teachers are sometimes the victim of a
violent act at school, but usually it's
because they are trying to break up a
fight, Goldstein added.
"Almost every teacher has had to
break up a fight at some time in his or
her career," he said. "But only one-fourth
of teachers have ever had any training
on how to break up fights. The result is
that teachers can get hurt."
CAUTION
• It is very easy to turn your choices
into threats:
– Choose my way or the highway.
– Knock that off or I’m going to send
you to the back of the room.
• Consider if your boss said:
– Would you rather do your report
today or get fired? Okay- don’t
answer
Complete “What you Say?”
What works with tough
kids?
• Systematic screening and referral
• Social and life skills instruction and
support
• De-escalation
– Adults prevent
– Student learns self-control
• Adult mentoring and case
management
• Specialized classroom supports
– Academic
– Function-based behavior support
• Alternative discipline
• Parent collaboration
• Service coordination with community
agencies
• Work or service learning
Students experiencing
behavioral difficulties in school
benefit from:
• Examples and being taught
strategies for conflict management,
coping skills and goal setting
• Experiences in gaining self
regulatory skills (i.e. self-reflective
techniques, impulse
control/management skills, self
management, social
competencies,etc.)
• Exposure to a model adult
behavior and an opportunity to
develop a long term “trusting”
relationship (i.e. mentor, Big
Brother/Big Sister etc.)
Misrules
A student will need lots
of practice
before they will acquire
or own a skill
Brandon and
the shoes
Encourage the use of appropriate
consequences to match the
chronological and developmental
needs of students
• To have the present action
stopped
• To have the student’s
behavior changed
• To stop the infraction from
occurring again
• To show the student that I
am displeased
• To teach the student a
more appropriate or
replacement behavior
We need to teach behavior
the same way we teach
reading, math, science, etc.