LRE Behavior and Social Skills Johannah Morgen LRE

LRE, Behavior, and Social Skills Johannah Morgen

LRE "LRE means that, to the maximum extent appropriate, school districts must educate students with disabilities in the regular classroom with appropriate aids and supports, referred to as "supplementary aids and services, " along with their nondisabled peers in the school they would attend if not disabled, unless a student's IEP requires some other arrangement. This requires and individualized inquiry into the unique educational needs of each disabled student in determining the possible range of aids and supports that are needed to facilitate the student's placement in the regular educational environment before a more restrictive placement is considered. “ (Wrightslaw)

LRE and Classroom Management • Children struggle in general education setting because of social or behavioral issues more than any other reason • We have to consider LRE as we evaluate our response to behavior challenges. • We can't remove a child because his/her behavior is difficult until we've tried all appropriate aids and supports.

LRE and Classroom Management Because of this, it is important that general education teachers: • Have a good toolbox of effective behavior management approaches • Know when to ask for help and who to ask for help • Are able to take good data to document concerns about the behavior of a student

Classroom Management We're going to talk about general classroom management. Here's a general list of common-sense approaches to start from: • Control your own emotions while dealing with difficult behaviors. – Remind yourself that none of these children came to school to make your life difficult. – Remind yourself that no-one wants to be seen as "bad". – Remind yourself that everyone is doing the best with the resources they have to hand. – Rather than yelling at, being sarcastic to, or otherwise responding in kind to a student who is being inappropriate, try to calmly figure out what you can do to help the child be successful. • Find something to like in even the most challenging kids. • Focus on the progress, however small, that is being displayed. Cheer for students when the shows an approximation of the appropriate behavior. • Use “symptom estrangement”; be angry with the behavior, but work with the pupil. – Realize that kids are a reflection of what they’ve experienced with adults before. Don’t blame the victims; help them.

Classroom Management To sum up: • Always treat students with respect and preserve their dignity. • Always do what is in the students' best interests. • Seek solutions, not blame. • Model tolerant, patient, dignified, and respectful behavior. • Use the least intrusive intervention possible. • Connect with your students and build strong personal bonds with them. • Instill hope for success. • Don’t do anything you wouldn't want done to you. • Keep believing in the student’s ability to change for the better. • Catch kids being good

How to do it Change your language when responding to misbehavior: • Avoid “why” questions • Avoid saying “you” • Avoid “no” and “don’t” • Avoid lecturing or nagging

Why no why questions? • Kid’s often don’t know why • Asking why invites kids to lie/excuse • It invites them to try to distract you from the core issues Think about it: • Have you had “why” questions used against you? • What purpose do “why” questions serve? • Are there times a “why” question is appropriate?

Why avoid saying you? • It feels like an attack • It feels condescending or controlling • It doesn’t solve problems Think about it: • How do you feel when someone who is angry with you uses “you” statements? • How do you see children reacting to “you” statements when they are in trouble?

Why no nos? • It doesn’t tell the child what s/he should be doing. • Kids respond to the action word in your direction. (The action word in “Don’t run!” is “run”. ) Think about it: • How do children respond to “no/don’t” in your setting? • How do you react when someone says “no” to you? • How does context/tone matter when saying no?

Why no lecturing? • Students tune out lectures after a few words • It’s easy for lectures to devolve to blame, accusation, and off-topic discussion Think about it? • What have been your experiences with being lectured? • How do you respond to lectures? • How have you seen students respond to lectures?

Here are two examples: An activity Instead of: "What is wrong with this class? Why does it take you forever to open your notebooks? How do you expect to learn anything if you take up half the morning fooling around? " TRY: "I get impatient when we don't get to work promptly. I'm so excited about teaching you things that will help you succeed in life. I like to see all notebooks opened and everyone ready to begin when the bell rings. " Instead of: "How can you all be so mean? That is a cruel thing to do, making fun of someone who stutters!“ TRY: "It upsets me to see anyone in our group being made the brunt of hurtful jokes. I expect our class to treat all of its members with respect. We are a team. "

You try it "You're out of your chair again. “ "Oh no. . . What did you do that for? “ "You better start paying attention. “ "Why do you always do this to yourself? "

Other Options • Send notes • When you think a child might need help, ask if s/he wants help. Then give a choice- from the teacher or another student. • Combine one and two and ask through a note • Be silly (Dear Jill, I miss your words. Your Notebook)

Your Experiences • What behavior challenges have you observed in your settings? • How have they been successfully addressed? • What have you seen gone wrong and what could you learn from those observations?

Extensions Think about this scenario and come up with your solutions: You have an effective class management system whereby free time is earned for completing assigned class work. John never gets his work done and therefore never gets free time. You feel badly, but a rule is a rule. John and you are both frustrated. What do you do?

Extensions Think about this scenario and come up with your solutions: You teach a lesson and then give a follow-up worksheet to be completed by all pupils while you conduct individual student conferences. You are frequently interrupted with questions, and are unable to give your undivided attention to specific students during the individual discussion sessions. You find yourself increasingly angry at the class. What do you do?

Extensions Think about this scenario and come up with your solutions: Jane angrily enters your classroom. She has just been scolded by another teacher for "fooling around" and has had the privilege of eating lunch outside at the picnic tables revoked for the rest of the week. In your class she is refusing to do work, calls out and continues the behavior from the other class, adding to it her complaints of unfairness. The class is in danger of not earning the class reward of an extra recess period for having completed all of your assignments. What do you do?

Resources for the Behavior Slides Extensions: http: //www. behavioradvisor. com/Discussion. S cenarios. html Overall: http: //www. behavioradvisor. com/Primer. html

Behavior to Social Skills Classroom management is one key to addressing difficult behaviors, but helping students to develop effective social skills is another. Children who are out of step socially are more likely to be bullied or become bullies. They are more likely to struggle academically and to act out in class.

LD and Social Skills There are two theories on the connection between LDs and social skills: • LD causes social skills problems – The child fails academically, develops low self-esteem, is looked down on by others, develops social problems • LD correlates with social skills problems – The same neurological problems that cause LDs also make it difficult for children to interpret social behavior and demonstrate appropriate social behavior The research supports the correlation theory.

The long list of challenges Children with LDs often: • Choose socially unacceptable behaviors • Struggle to solve social problems • Struggle to predict consequences to their social behavior • Are more likely to be rejected or isolated by peers And…

The long list, continued • Are often the object of negative statements, criticisms, and warnings from teachers • Are less adaptable to new social situations • Are more likely to be judged negatively by adults after informal observation • Receive less affection from parents and siblings • Have less tolerance for frustration and failure And…

The long list, continued • Struggle to interpret the language of others • Are more likely to be depressed • Are more likely to be ignored by peers when trying to join in play or conversation • Are involved in fewer extra-curriculars, play dates, and informal play And…

The long list, concluded • Tend to have limited, immature, and repetitive vocabulary and be less concise • Tend to have trouble inferring the meaning of others, taking conversational turns, and seeing others’ point of view • Have trouble with humor, sarcasm, and ambiguity in oral language

Your Turn • What kinds of problems could these challenges cause children (or adults) in the classroom and in the world?

Here are some common ones: • More likely to commit juvenile crime; more likely to be caught; more likely to be punished severely • Causes embarrassment, anxiety, and puzzlement in family • Struggle across all settings; all settings are social • Struggle in finding and keeping work; all environments are social • FAIL TO GET PRACTICE USING SOCIAL SKILLS WELL (think about it- low social skills=fewer play dates, fewer real dates, fewer social activities overall)

Four Key Social Skills • • Enter or join a group Establish and maintain friendships Resolve conflicts “tune in” to social skills

Your Turn • How would you teach of these skills? – Enter or join a group – Establish and maintain friendships – Resolve conflicts – “tune in” to social skills