Learning and Challenging Behaviors n Learning and behavior

Learning and Challenging Behaviors n Learning and behavior problems result from interaction between the child and his or her environment and those in the environment n Instructional focus: u Identifying child’s needs Identifying child’s u Identify environmental supports Identify environmental required to meet needs

Problem behaviors are often a result of the child not knowing HOW to do the task or perform skill (social competence).

Poor student relationships can lead to: problems with classroom adjustment u acting out or withdrawing u low involvement in school activities u poor academic performance u school failure u

An Educational Approach to Behavior Support n Because behavior problems are often a reflection of skill deficits… n …teaching is often the best intervention.

Think, Pair, Share Think about the social behavioral challenges in your CBO n Share these with your partner n

Positive Behavior Support Historically 1. Reaction to the use of aversive 2. No tolerance for interventions that are insulting, degrading, or aversive 3. Person-centered 4. Increase in quality of life

Characteristics of Positive Behavior Support Uses assessment to develop plan n Comprehensive n Proactive, involving teaching alternative skills n Emphasizes lifestyle enhancement n Based on inclusive settings n

What has discipline focused on in the past? n Waiting for behavior to occur and reacting to specific inappropriate student behavior n Reprimands, lost of privileges, suspensions n MYTH: All students know what is expected, they just choose to not do it.

Necessary steps to school-wide behavior support 1. Establish a school-wide leadership or behavior support team to guide and direct the process. This team should be made up of an administrator, grade level representatives, support staff, and parents. 2. Secure administrator agreement of active support and participation. 3. Secure a commitment and agreement from at least 80% of the staff for active support and participation. 4. Conduct a self assessment of the current school-wide discipline system. 5. Create an implementation action plan that is based data based decision making. 6. Establish a way to collect office referral and other data on a regular basis to evaluate the effectiveness of school-wide PBS efforts.

Major components of a school-wide system n an agreed upon and common approach to discipline, n a positive statement of purpose, n a small number of positively stated expectations for all students and staff, n procedures for teaching these expectations to students, n a continuum of procedures for encouraging displays and maintenance of these expectations, n a continuum of procedures for discouraging displays of rule-violating behavior, and n procedures for monitoring and evaluating the effects of the discipline system on student behavior a regular and frequent basis

School-wide PBS Objectives n n n School-wide program posted throughout school School-wide expectations taught throughout school (classroom & nonclassroom settings) Procedures developed to discourage problem behaviors Staff development emphasizes use of these and other effective approaches Data based decision-making for student/staff behavior: School-wide program evaluated frequently for effectiveness

Primary Interventions n Those interventions that create a stable “host” environments. n Consists of: u Rules u Procedures u Physical arrangement of environment and supervisors

Primary Interventions School-wide Classwide

Why is it necessary to create stable “host” environments? n Reduces behavior issues for up to 80% of the students in school. n More intensive interventions are less likely to work in a chaotic environment.

Secondary Interventions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Continuous availability. Rapid access (72 hr). Very low effort by teachers. Consistent with school-wide expectations. Implemented by all staff/faculty in a school. Flexible intervention based on assessment. Functional assessment. Adequate resources (admin, team), weekly meeting, plus 10 hours a week. Student chooses to participate. Continuous monitoring of student behavior for decision-making

Tertiary Interventions n Direct toward individuals n Based on functional assessments n Monitored closely, n May consist of: arranging the environment, using proactive interventions to remove the likelihood that problem behavior occurred.

Challenging Behaviors Serves a Purpose n Obtaining u Attention u Tangible u Sensory n Escaping u Task, event, activity u Attention

Name that function? n n n Zoe is asked to wait for snack, while waiting she takes the snack of another child. Joe lays his head on his paper when asked to write in his journal. Rahem pushes his paper to the floor when asked to do a math worksheet. After working alone in the writing center, Mazie throws a pencil at another child on her way to the waste basket. When the class begins to line up for art, Lizzie begins to scream and push.

Set conditions to ensure appropriate behavior n What does it mean to set the conditions for appropriate behavior? n What would it look like to give feedback for correct performance?

Once the inappropriate behavior has occurred what does it mean to: n Modify the conditions? u Organizationally u Physically u Instructionally

What makes an effective small group? Rules and procedures are taught explicitly n Teach how to participate in group. n Teach individual small group or center. n Teach new center or group as they are adjusted and changed. n Teach one group or center at a time.

Students need to know procedures for? What to do when something does not work. n What to do when they do not understand what they are supposed to be doing. n What to do when they complete an activity at a center or in a group. n How to access help. n

Students need to know procedures for? When and how to interrupt your small group instruction. n How to clean up or transition to another activity. n How to decide who goes first when engaged in a par or group activity. n

Teaching Rules and Procedures State the context n Tell the students what it is you want them to do n Show them what you want u Model u Coach n Provide feedback n

Take the time NOW n Think about the group or student you will be working with in your placement n Identify what you will want them to do (what is the context) n Identify the expectations or procedures for getting that done n Script out how you will teach them n Script out how you will provide feedback

Management of Others n Make sure your center or small group is where you can see the whole room n Make sure you attend to others not in the small group you are conducting so they know what they are doing is important

What will you teach? n How will your teach it? n How will you provide feedback for expected behaviors? n How will you provide feedback for behavior that is undesirable? n How will you know when it has been taught? n

Acknowledge Pay attention to what you want the students to continue to do n Acknowledge what students do right n I noticed that many of you got ready quickly u I see Mikala already has her book open and is reading u

Remind PREteach. Be proactive, teach and rehearse expected behavior n Give boosters. n Show me what you will do when you finish your work u Tell me what you will do if you need help u

Redirect (give feedback) When you see or hear behavior that is not desirable, redirect students to the correct behavior. n Redirect the student using a “do” request rather than a “don’t” request. ” u I hear a lot of talking. This is the time for … u I see lots of students out of their seats. You need to be sitting and … n

If problems arise, ask yourself: n n n Did I do an effective job explicitly teaching the activity? Did I acknowledge appropriate behavior and provide corrective feedback for inappropriate behavior? Is the activity interesting to the student? Have the students mastered the skill and need to move on? Is this activity too difficult for students to do independently? Did I introduce too many new centers/activity areas at once?