Behavior Management Heather Childs Heather Merasty May 3

Behavior Management Heather Childs & Heather Merasty May 3, 2010

Agenda 1) 2) 3) 4) 5) Building Relationships Collecting Data Types of Behavior Prevention Strategies Intervention & Replacement Strategies

Build Relationships 1) Gather background information on your student: What are their strengths? What are their interests and likes? What is the student passionate about? What are their preferred environment/classes? Who are their friends?

Build Relationships 2) Gather daily information: How did they sleep last night? Have they eaten breakfast? Have they taken their medication? What did they do last night?

Build Relationships 3) Become their ally l You may use the Reinforcement tracker to keep track of rewards/activities that motivate the student Two Basic Philosophical Tenets: Kids are worth it. I will not treat a student in a way I myself would not want to be treated. Discipline: Winning at Teaching (Coloroso, 1987)

We are more inclined to do things for people we like & who genuinely like us! Six Critical Life Messages I believe in you I trust in you I know you can handle life’s situations You are listened to You are cared for You are very important to me

Collecting Data l l l l Be as specific as possible and back it up with facts and recorded data. When & where does the behavior take place? How frequently does the behavior take place? Who is involved? What was happening in the classroom at the time? How long does the behavior last? Anything else you feel is important!

Collecting Data Instead of… Describe as… Johnny is mean and the other students don’t like him. Johnny hit two students when coming in from recess. Johnny can not sit still or stay quiet during story time. Johnny interrupted story time 5 X by talking out loud & rolled around on the carpet the last 10 mins of the story. Johnny refuses to stay at his desk and rarely completes his work. Johnny left his desk 8 X during the 15 min writing period. He did not complete his journal assignment.

All Behavior is Communication! Behavioral Function refers to the purpose the behavior serves for the student. There are two broad categories: l to get something or to escape something Functional Behavioral Assessment with Planning (Reithaug, 2007).

All Behavior is Communication! To get something: To escape or avoid something: l. Sensory stimulation l. Attention l. Preferred l. Tangibles events stimulation l. Individuals l. Difficult or non-preferred tasks

When misbehaving, don’t look at the student as being defiant but as needing something. What do they need? You may use the Motivation Assessment Scale to determine what they need.

Don’t forget to talk to the child. Talk about the problem and generate solutions together. 1 2 3 4 Show Empathy Gather Information “I’ve noticed that…. What’s up? Define the Problem Get your concern on the table “My concern is…” or “The thing is…” Invitation Brainstorm Solutions together “Let’s think about how we can solve this problem” or “Let’s think about how we can work that out. ” Always finish with: “Do you have any ideas? ” Finishing Statement – “We’ll try this and if this solution doesn’t work, we’ll talk some more and come up with something that does work. ”

Be Preventative! l Environmental Strategies: – – – Change the student seating away from high stimuli Provide opportunities for movement Place of relaxation where the student can have break or a quiet place to complete an assignment. See from their point of view - sit in the student’s desk What could be distracting or is their glare off the White board, etc. ? Make sure their desk is the appropriate size.

Be Preventative! l Organizational Strategies – Assist student in developing organizational strategies l Instructional Considerations l Scheduling, Rules, Routines, & Transitions

Intervention & Replacement Strategies l Sensory Stimulation – – – Schedule frequent opportunities for breaks Watch for restlessness Optional workstations and seating OT Toolbox See attached - Heavy Work Activities List for Teachers

Intervention & Replacement Strategies l Attention – Students can sustain attention for approximately their age + or – 2 minutes. (e. g. 12 years old expectations should be 10 -14 minutes).

Intervention & Replacement Strategies l Avoiding or Escaping Events – – – Have small cards with pictures or symbols that the student can use to communicate what they need or want before they become upset. Chunk assignments Number the sequence of steps in a task. l l Use a 3 -box grid to sketch out what to do first, second, third. Use a “First & Then” visual.

Avoiding or Escaping Events Cont. – – Get a model of the assignment Turn assignments into a game Change your voice (sing words, speak in monotone, etc. ) Do something unexpected (Talk to the wall)

Websites and Links l Social stories on all issues & environments. http: //www. thewatsoninstitute. org/teacherresources 2. jsp? page. Id=21613922406012264157472 90&wwparam=1259695570 l Games, songs, communication cards, print resources, & info for special needs http: //www. do 2 learn. com/

Websites and Links l Ministry of Education, Response to Intervention resources. Includes graphic organizers for boards and desks, selfregulation templates, chart templates http: //www. education. gov. sk. ca/Rt. I/Level. I l Teach-nology - Printable labels for anything in the classroom (pre-made), graphic organizers, timeline generators, etc. http: //www. teach-nology. com/worksheets/graphic/ l Free printable pictures, schedules, behavior charts, etc. http: //www. chartjungle. com/schoolhome. html