Behavior Strategies 2013 14 Presented by Behavior Intervention

Behavior Strategies 2013 -14 Presented by: Behavior Intervention Specialists Heather Bushard Melissa Lilleberg Stephanie Mars Pam Rother

2

“Adults who work with youth have long been aware of the awesome power of relationships. ” -Bendtro, Brokenleg, & Van. Bockern Reclaiming Youth At Risk

The 10 – 90 Rule of Behavior Intervention

Research is… • Telling us the methods we have been using to “manage” students are not working • Validating the importance of intrinsic motivation • Indicating the short-term success of extrinsic motivation • Indicating that extrinsic motivation tends to DECREASE intrinsic motivation! 5

Alfie Kohn VS Dwight Schrute 6

Positive Behavior Intervention Effective behavior support involves modifying environments, teaching new skills, and controlling staff responses Reducing challenging behavior Increase & support positive behavior 7

Kids Do Well If They Can 8

Making a Plan TEACH PREVENT RESPOND 9

Fist Activity 10

Reasons for Choosing Behaviors 1. To avoid pain: Punishment Guilt Consequences Question: “What will happen if I don’t? ” Diane Gossen, “My Child Is A Pleasure”

Reasons for Choosing Behaviors 2. For respect or reward: Approval Applause Compensation Question: “What will I get if I do? ” Diane Gossen, “My Child Is A Pleasure”

Reasons for Choosing Behaviors 3. To be the person they want to be: Self-respect Question: “Who will I be if I do? ” Diane Gossen, “My Child Is A Pleasure”

prevent – teach - respond 5 positions of control Punisher Monitor Guilter Buddy Manager (Coach) 14

Diane Gossen 5 Positions of Control 15

prevent – teach - respond The Manager (Coach) • Encourages self control • Discusses beliefs & values • Focus on working together • Asks “What do you believe? ” • “If you solve this problem, what does that say about you? ” 16

prevent – teach - respond Who Would Say… • I’m disappointed in you… • You never get it right. • C’mon, do it for me. • Do you want to earn a happy face sticker today? • Didn’t you say you’d do it? • You’re always the last one to finish. • How can you solve this problem? • You won’t get a star if you don’t finish • What do you believe about how we treat each other? 17

prevent – teach - respond The Weave Rules Beliefs MONITOR MANAGER (COACH) Consequences Fixing It If you don’t _______. . . The consequences will be _____. I would rather be talking to you about _______. . . (fixing it- we both get needs met) 18

prevent – teach - respond Role Playing The Weave 1. Get with your ‘shoulder partner’ 2. Choose a scenario 3. Each person practice The Weave 19

prevent – teach - respond First Hour Needs “By focusing on fulfilling fundamental emotional needs, teachers can enhance students’ motivation to learn. ” Spence Rogers and Lisa Renard, “Relationship-Driven Teaching” 1999 20

prevent – teach - respond What Do You Do With A Child Like This? Inside the Lives of Troubled Children By: L. Tobin 21

prevent – teach - respond Acknowledgement Nutrition Communication Socialization Touch Humor 22

prevent – teach - respond Precipitating Factors Understanding helps us: 1. Be proactive 2. Avoid becoming a factor 3. Depersonalize 23

Functions of Behavior Why do they do what they do?

Behavior Iceberg Functions of Behavior Unmet Needs and Lagging Skills 25

To be effective educators, we must be able to look beyond the misbehavior and beyond our frustration to discover the purpose of the behavior. Bendtro Brokenleg and Van Bockern; Reclaiming Youth At-Risk, 26 (1990)

Functions of Behavior Challenging Behavior serves one of two primary functions: Obtain Escape Sensory Attention Activities or Objects

Behavior Iceberg Functions of Behavior Unmet Needs and Lagging Skills 28

The Impact of Labeling Behavior Cognition How you think Affect How you feel Action What you do 29

Lagging Skills • Challenging Bx occur when the demands of the environment exceed a kid’s capacity to respond adaptively 30

Ross Greene- Check Your Lenses 31

Choice Theory Students engage in learning when it is meaningful —but meaningful means when the activity satisfies a deep-rooted human emotional need (W. Glasser 1998). 32

Basic Needs • Survival • Love & Belonging • Power • Fun • Freedom love family accomplishment competence groups recognition friends love achievement laughter creativity choices play expression learning 33

Making a Plan nt de ce te An PREVENT RESPOND es nc ue eq ns TEACH Co s Behaviors 34

prevent – teach - respond “If a child doesn’t know how to read, we TEACH” “If a child doesn’t know how to swim, we TEACH” “If a child doesn’t know how to multiply, we TEACH” “If a child doesn’t know how to drive, we TEACH” “If a child doesn’t know how to behave, we…. . -TEACH? -PUNISH? Why can’t we finish the last sentence as automatically as we do the others? John Herner (NASDE President) Counterpoint 1998, p 2 35

prevent – teach - respond Creating the Conditions for students to fix their mistakes and return to the group stronger than they were before 36

Needs Inventory • Complete the front - NO PEEKING • Score each section and transfer your totals to the back 37

What Drives You Crazy? 38

Beauty and the Beast 39

prevent – teach - respond Respond VS React 40

prevent – teach - respond • Climate of Yes • Does it really matter? – – If she pays attention? If he stands while working? 41

Tootsie Pop Fun 42

prevent – teach - respond Tootsie Pop Brain Cortex Limbic System Brain Stem 43

prevent – teach - respond 44

prevent – teach - respond Keys to Limit Setting • SIMPLE AND CLEAR • ENFORCEABLE 45

prevent – teach - respond Enforceable Statements Tell kids what WE will do or allow… rather than trying to tell THEM what to do. 46

prevent – teach - respond Enforceable Statements • “Don’t talk to me in that tone of voice!” • “I’ll listen as soon as your voice is as calm as mine. ” • “I’m not going to line you up until everyone is silent. ” • “I’ll be lining up students up as soon as it quiets down. ” 47

prevent – teach - respond Enforceable Statements Activity 48

prevent – teach - respond Differential Reinforcement AKA- The Light Switch General strategy for interacting with kids to help focus our positive energy on the behaviors we want to continue to see. 49

prevent – teach - respond Communication Data 10% 55% 35% Words Tone Non-Verbal 50

prevent – teach - respond When your student is engaged in appropriate and desired behaviors, staff’s light switch is “on” • facial expression pleasant • tone of voice upbeat, positive • body turned toward or facing student • specific praise (“I really appreciate how focused you are right now, ” • “I can see that you are very determined to ignore those kids that are talking, ” etc. ) 51

prevent – teach - respond When your student is engaged in behaviors that are inappropriate and less desired, refrain from attending to those behaviors; staff’s light switch is “off”. • Please note, this is NOT the same as ignoring your student. • redirect to task by pointing (limited or NO verbals) • no eye contact • body turned slightly away • facial expression & tone neutral, conveying boredom 52

prevent – teach - respond Being Neutral Hard Potential Problems • Extinction Burst! - Inappropriate behaviors increase temporarily • Other “undesirable” behaviors may crop up • Takes time to work. 53

30 Second Interventions • Monitor Position • Redirecting • Brief • Use the power of a question • Assume compliance 54

30 Second Interventions • Walk away after making a request • Make no more than two requests • Keep neutral, non- emotional, calm 55

30 Second Interventions • Request that they “start” a task • Positive and descriptive • Avoid coercion and surrendering • Reinforce compliance 56

gui ap olo gie e s am sh I’m not interested in… lt The Fab 5 bla me c ex s e us I’m only interested in FIXING 57

prevent – teach - respond • It’s OK to make a mistake • I know you didn’t mean for it to turn out this way • I’m not interested in your mistake- I’m interested in what you’re going to do about it 58

prevent – teach - respond Complain To Me Baby 59

Please complete an evaluation! It helps us improve!! 60