Hand in Hand PARAPROFESSIONAL TRAINING BEHAVIOR OVERVIEW By

“Hand in Hand” PARAPROFESSIONAL TRAINING BEHAVIOR OVERVIEW By Marti Griffin West San Gabriel Valley SELPA griffin_marti@lacoe. edu adapted from and with credit and thanks to Vicki Butler, Riverside County SELPA and Diana Browning Wright & Dru Saren, California Diagnostic Centers

GOALS OF TRAINING n n n Confidentiality Individual Differences The Message of Caring Observing/Describing Behavior A New Way to Look at Behavior 2

GOALS OF TRAINING CON’T n n n Understanding the Function of Behavior and How to Respond to Behaviors Teaching Appropriate Behavior/Replacement Behavior Reinforcement Strategies Problems with Punishment Key into Strengths/Self-Esteem Building Look to Prevention 3

“People First” Language n n Words and language have a strong impact Keep in mind: student is a person, first The disability is a part of them, but not who they are Address them as, “a student who has a disability, ” rather than as disabled or handicapped. 4

“People First” Language n n n say. . . child with autism a person who has uses a wheelchair student with a disability n n n Instead of. . . autistic child afflicted or suffers from confined to a wheelchair disabled handicapped 5

Instructional Strategies n n Follow the teacher’s lead Provide only as much help as the student needs Let students know you care Use student names and SMILE 6

Instructional Strategies n n Facilitate student interaction when appropriate Students can help one another Encourage language skills Catch students being good 7

Instructional Strategies n n n Model, lead, and check Facilitate and fade Try to divide your time to meet needs of all the students who need you Use wait time--allow students time to do the task before “jumping in” Be sure students have the materials they need. 8

Confidentiality n n All personally identifiable information, written or verbal is confidential Special education records are confidential Parental consent must be obtained before sharing personally identifiable information Discussing a special education student with a neighbor or your family members is illegal 9

Lets Talk Behavior Understanding Positive Behavior Intervention

ACTIVITY IT’S A JUNGLE OUT THERE

KEY Concept n NO intervention will work if you don’t GENUINELY care about the student and the student BELIEVES that. 13

“Unconditional positive regard” The Rogers Boys “I like you just the way you are!”

Are you a dog person? 15

Or a cat person? 16

Students who need behavior support are…. 17

That surly teen with attitude… 18

was once…. . 19

The proper way of training children is identical with the proper way of treating fellow human beings. Rudolph Dreikurs USE METHODS BASED ON KINDNESS AND FIRMNESS, DIGNITY AND MUTUAL RESPECT 20

DR. JAMES TUNNEY’S DOCTORAL DISSERTATION n Measured levels of perceived caring 21

DR. JAMES TUNNEY’S DOCTORAL DISSERTATION Principals: n “Do you care about your teachers? ” n High levels of caring reported but teachers perceived low levels of caring from their principals n 22

DR. JAMES TUNNEY’S DOCTORAL DISSERTATION n Teachers: n “Do you care about your students? ” n High levels of caring reported but students perceived low levels of caring from their teachers 23

DO THE STUDENTS KNOW YOU CARE? n Most teachers said n YES, BUT…. 24

• Few students believe teachers care about them • They believe teachers only care about “A” students who know how to play the teacher’s game 25

YET… Research has shown that the greatest predictor of achievement is the student’s perception of: n “Does the teacher like me? ” n 26

• Research on resiliency has shown that successful adults who had learning and attention problems attribute that success to one person, “a charismatic adult” with whom they “identify and from whom they gather strength. ” (Julius Segal) • Many times this was a teacher. 27

ACTIVITY You will be placed in groups n Designate a recorder n Brainstorm and write on chart paper as many ways as possible to show students you care (5 min) n

Interactions That Convey Unconditional Positive Regard n n n Get on eye level & use student’s name Use specific private praise for real achievements (see handout) Know the student’s life and reference family, friends, pets, and favorite activities when you can to communicate your mentoring of each and every student. 29

More Interactions That Convey Unconditional Positive Regard n n Use the specific words, gestures, and actions that have been proven to “connect” with this specific student in the past Let the student eavesdrop of you praising a specific accomplishment or your pleasure in their company to another professional 30

YOU HAVE TO REACH THE HEART BEFORE YOU CAN REACH THE HEAD Carton Bayton, inner-city teacher

BARRIERS AND BUILDERS n Assuming n Checking n Rescuing/Explaining n Exploring n Directing n Inviting/Encouraging n Expecting n Celebrating n “Adultisms” n Respecting 32

THE POWER OF CARING n n n Encourage them to see mistakes as opportunities to learn and grow Have faith in their abilities to make a meaningful contribution Listen to them and take their thoughts and feelings seriously Respect them enough to involve them in decision making processes Help them understand the consequences of their choices in a nonthreatening environment that encourages problem solving not punishment 33

Your Caring Makes a Difference – Resilience Research n Resilient youngsters: Ø Ø Ø Define what they have control over and focus energy on those areas Believe they can solve problems and make decisions Have self discipline; more reflective than impulsive Learn from mistakes and failures Believe they can contribute and make a positive difference in the world 34

Behavior Problems are a Signal Poor Quality of Life n Little Control in Life n Few Choices n Poor Social Skills n Poor Communication Skills n STRESS n A Feeling of Not Belonging They alert us to: n 35

HOW DO WE DESCRIBE BEHAVIOR?

37

KEY Concept: How to Describe Behavior needs to be described so it is: n observable n measurable (frequency, duration, n specific intensity) 38

Describing Behavior Examples: n NOT “ Jamie tantrums” but “she lies on n NOT “Lyle is aggressive” but, “he pinches, floor kicking feet, yelling profanity. ” kicks, or bites when an uninvited peer joins his game. ” 39

@#%! “BAD” WORDS (for Behavior Descriptions) n uncooperative n destructive n argumentative n aggressive n oppositional n manipulative n noncompliant n hyperactive 40

“Let’s Describe” ACTIVITY 41

Positive Behavior Intervention n n A New look at behavior Understanding behavior Changing behavior Intervention Strategies Behavior support plans 42

Positive Behavior Regulations n n n Techniques that may not be used: Cannot cause physical pain No noxious sprays No denial of sleep, food, water, shelter, bedding, physical discomfort, bathroom use No Verbal abuse, ridicule, humiliation n n No physical restraint by device that immobilizes all 4 extremities No locked seclusion Students must be adequately supervised Cannot deprive of one or more senses (vision, hearing, etc. ) 43

SUPPORT vs. Management 44

FUNCTION vs. Consequences 45

ANTECEDENTS vs. Consequences 46

TEACHING vs. Controlling 47

Understanding Behavior n n All behavior is a form of communication Escaping Gaining Seeking/Sensory 48

WHAT IS A FUNCTION? KEY Concept Behavior has one of two functions: 1. 2. To get something To reject something (escape, protest, or avoid) The behavior has accomplished this function. 49

KEY Concept The concept of FUNCTION was developed for individuals with severe handicaps. Therefore, it doesn’t always fit others perfectly. 50

ANOTHER WAY TO LOOK AT FUNCTION—Mistaken Goals n Undue Attention n n Misguided Power n n Revenge n n Assumed Inadequacy From Rudolf Dreikurs n Behaviors that invite adults to feel irritated, annoyed, worried, guilty Behaviors that invite adults to feel threatened, challenged, provoked, defeated Behaviors that invite adults to feel hurt, disappointed, disbelieving, disgusted Behaviors that invite adults to feel hopeless, helpless, despair, inadequate 51

WHAT DO KIDS NEED? ü FREEDOM THROUGH CHOICES ü FUN ü A SENSE OF BELONGING ü POWER 52

What will some students do to get what they need? n n If I don’t get some choice in the way I work or what I learn (freedom), I won’t work at all If my teacher never cracks jokes, seems to enjoy teaching, or thinks up interesting lessons (fun), I’ll make my own fun 57

n n If I don’t feel I’m one of the smart kids (belonging), I’ll be one of the kids who has problems and show I don’t care If I can’t be a class leader, know a lot in a class discussion, or do an assignment well (power), I’ll be the class clown and get noticed. 58

What is the Message ? n n n n Careful observation and documentation. . What happens before? What happens after? When does it occur? What does student avoid and seek? What need (function) is being met? WIIFM? (What's In It For Me? ) 59

THE “A” IN ABC KEY Concept There are ALWAYS antecedents: immediate past long range (Predictors = Antecedents) 60

ACTIVITY FIND THE FUNCTION A = Antecedent B = Behavior C = Consequence (What did the student get from the behavior) 64

EXAMPLES OF FUNCTION OF BEHAVIOR Billy throws his work on the floor because it was hard work for him. When he does this face shows anger and frustration. n What is the antecedent? n What is the function? (Get or Escape/Protest/Avoid) n 65

POSSIBLE ANTECEDENTS n n Type of work being asked to do (is it math, writing, …. ) Work is too hard or seems too long Work seems boring, too babyish Other? ? ? 66

FUNCTION OF THE BEHAVIOR HIS ACTIONS ARE A PROTEST 67

EXAMPLES OF FUNCTION OF BEHAVIOR n n n Dolores giggles and disrupts peers around her because she enjoys the attention and reactions she gets and her face shows pleasure and excitement. What is the antecedent? What is the function? (Get or Escape/Protest/Avoid) 68

POSSIBLE ANTECEDENTS n n n Type of class or any class in school Availability of peers in a setting where they cannot escape Other? ? ? 69

FUNCTION OF THE BEHAVIOR n Her actions are to get social attention, even when that attention from peers is one of displeasure and disapproval 70

EXAMPLES OF FUNCTION OF BEHAVIOR n Bruce, a fully included first grader, uses swear words and other “special words” related to what is going on around him. His face shows pleasure and excitement and he uses these words as a method of starting a conversation (i. e. his peers immediately tell him not to use these words and start conversing with him about the use of appropriate language. ) 71

QUESTIONS? ? n n n What is the antecedent? What are the consequences? What is the function? (Get or Escape/Protest/Avoid) 72

POSSIBLE ANTECEDENTS AND THE CONSEQUENCES… n n n Availability of peers in a setting where they cannot escape Other? ? ? Peers talk to him 73

FUNCTION OF THE BEHAVIOR n n His actions are to get social interaction started (get something) Bruce wants to be engaged, but he doesn’t have any topics 74

Good Work!!!!!!! 75

WHAT DOES THAT MEAN ABOUT HOW WE RESPOND? n If we understand the function, we try to not to reinforce by allowing the student to continue to get what they want from the inappropriate behavior 76

WHAT DOES THAT MEAN ABOUT HOW WE RESPOND? n Instead—there are two strands Ø Make environmental changes that support acceptable behavior(removing the need for use of the problem behavior to get needs met) 77

Teach Appropriate Behavior n n We need to teach students appropriate ways to get their needs met Replacement behaviors Problem solving New solutions 78

TEACHING ALTERNATIVE BEHAVIORS KEY Concept n If the student has demonstrated the behavior elsewhere: Identify that environment (note its elements). n Prompt and reinforce use in environment where problem exists. n 79

Shape, Model and Cue 80

WHAT DOES THAT MEAN ABOUT HOW WE RESPOND? n Lavoie – Broken Record Clip 81

How to respond to Billy… n Alter assignments so that the work is not overwhelming to him (remove the need to protest) 82

How to respond to Billy… n Teach an acceptable protest for work that appears difficult, such as calling the teacher over and telling her the work appears long and hard (functionally equivalent alternate behavior) 83

How to respond to Dolores… n Receive instruction on how to make and keep friends and peers will receive instruction on how to calmly redirect her to use appropriate interactions to achieve their brief expressions of approval (remove the need to get social attention in maladaptive ways) 84

How to respond to Dolores… n Earn brief interactions during work periods that result in social approval from her peers, yet not to disrupt others (get social attention with functionally-equivalent alternative behavior) 85

How to respond to Bruce… n Provide collaborative learning opportunities that allow Bruce to be in sustained social interactions with his peers (remove the need to use swear words to start a social interaction) 86

How to respond to Bruce… n Bruce will be taught specific social interaction initiation techniques and his peers will be taught how to prompt him to use these techniques (functionallyequivalent ways of starting a social dialogue) 87

You be the judge… n Did the school respond well to this child’s problem behavior? 88

PUNISHMENT IS BASED ON SEVERAL FALSE PREMISES n n n To make children do better, we have to make them feel worse It is more important to make children pay for what they have done than to learn from what they have done Children learn better through control and intimidation than through exploring the results of their choices in a nurturing environment 90

Problems With Punishment n n May reinforce negative attention seeking patterns Confirms student’s own poor selfconcept Can reward non-compliance by increasing peer status Increases student resistance by setting up power struggles 91

More Problems n n Does not address the root of the problem Does not work for students with serious behavior problems Does not teach appropriate behavior Reactive, rather than proactive, so. . . Who’s in charge? 92

IS THIS STUDENT DECIDING TO BE MORE RESPONSIBLE AND COOPERATIVE IN THE FUTURE? My punishment What I decided about myself to do and others Stay after class The teacher is stupid Stay after, pretend to work Call my parents I’m in trouble. Tell my parents Figure how to get the teacher lied out of it Name on board I don’t care Experience the punishment but don’t change

What Should We Use Instead of Punishment? Reinforcement n To achieve maintenance of a new behavior, it must be reinforced. Reinforcement is actions we take, privileges or tangibles we give that the student really wants to get, and therefore, he/she will do the behavior again and again to get the reinforcement. 94

REINFORCERS SHOULD HAVE: POWER 95

REINFORCERS SHOULD HAVE: FREQUENCY 98

REINFORCERS SHOULD HAVE: IMMEDIACY 99

REINFORCERS SHOULD HAVE: VARIETY 101

WHAT ABOUT REINFORCEMENT? n n Why should I reinforce a student for something s/he should be doing anyway? BECAUSE…. . v v If the student was already performing successfully and finding natural satisfactions, rewards would not be necessary. However…. It is a way to get the student started on the right path…. For many of our students, distant payment is just too far away to be motivating. Delaying gratification takes maturity AND a positive learning history From Diana Browning Wright – See handout 103

OTHER QUESTIONS ABOUT REINFORCEMENT n n n “I shouldn’t have to bribe the student to get him or her to do what should be done! “Won’t the other students in the class become upset and behave negatively if some students are receiving special reinforcers? From Diana Browning Wright (see handout) 104

Key Into Strengths n n n n Our faults are our virtues to excess Showing off--leadership Recklessness--courage Stubborn--persistent Stingy--frugal Perfectionist--neat Rowdy--energetic 105

Look to Prevention n n n Study the environment Look at your own behaviors and those of others: when, where, how, before, after Determine the need--help student meet it Structure carefully Keep classroom positive Be creative 106