behavior strategies 2013-14

Behavior Strategies 2013-

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Presented by:Behavior Intervention Specialists

Heather Bushard Melissa Lilleberg Stephanie Mars Pam Rother

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“Adults who work with

youth have long been

aware of the awesome power of

relationships.”

-Bendtro, Brokenleg, & VanBockernReclaiming Youth At Risk

The 10 – 90 Rule of Behavior Intervention

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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!

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Alfie Kohn VS Dwight Schrute

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Positive Behavior Intervention

Effective behavior support involves

modifying environments, teaching new

skills, and controlling staff

responses

Reducing challenging

behavior

Increase & support positive behavior

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Kids Do Well If They Can

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Making a Plan

PREVENT RESPOND

TEACH

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Fist Activity

Reasons for Choosing Behaviors

1. To avoid pain: Question:

PunishmentGuiltConsequences

Diane Gossen, “My Child Is A Pleasure”

“What will happen if I

don’t?”

Reasons for Choosing Behaviors

2. For respect or reward:

Question:

ApprovalApplauseCompensation

Diane Gossen, “My Child Is A Pleasure”

“What will I get if I do?”

Reasons for Choosing Behaviors

3. To be the person they want to be: Question:

Diane Gossen, “My Child Is A Pleasure”

Self-respect“Who will I be if

I do?”

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5 positions of control

prevent – teach - respond

Punisher BuddyGuilter

Manager (Coach)

Monitor

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Diane Gossen5 Positions of Control

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The Manager (Coach)

prevent – teach - respond

•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?”

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Who Would Say…

prevent – teach - respond

•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?

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The Weave

prevent – teach - respond

MONITORMANAGER(COACH)

Rules

Consequences

Beliefs

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)

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Role Playing The Weave

prevent – teach - respond

1. Get with your ‘shoulder partner’2. Choose a scenario3. Each person practice The Weave

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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

prevent – teach - respond

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What Do You Do With A Child Like This?

Inside the Lives of Troubled Children

By: L. Tobin

prevent – teach - respond

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Acknowledgement

prevent – teach - respond

Nutrition

Communication

Socialization

Touch

Humor

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Precipitating Factors

Understanding helps us:1. Be proactive2. Avoid becoming a factor3. Depersonalize

prevent – teach - respond

Functions of BehaviorWhy do they do what they do?

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Behavior Iceberg

Functions of Behavior

Unmet Needs and Lagging Skills

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Bendtro Brokenleg and Van Bockern; Reclaiming Youth At-Risk, (1990)

To be effective educators, we must be able to look beyond the misbehavior

and beyond our frustration to discover

the purpose of the behavior.

Functions of Behavior

Challenging Behavior serves one of two primary functions:

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Behavior Iceberg

Functions of Behavior

Unmet Needs and Lagging Skills

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The Impact of Labeling Behavior

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Lagging Skills

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

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Ross Greene- Check Your Lenses

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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).

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Basic Needs•Survival•Love & Belonging•Power•Fun•Freedom

love

love family

groups

friends

accomplishment

recognition

achievement

competence

choices

expression

creativity

play

learning

laughter

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Making a Plan

PREVENT RESPOND

TEACH

Antec

eden

ts

BehaviorsConsequences

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“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, p2

prevent – teach - respond

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Creating the Conditions for students to fix their mistakes and return to the group stronger than they

were before

prevent – teach - respond

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Needs Inventory

• Complete the front- NO PEEKING

• Score each section and transfer your totals to the back

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What Drives You Crazy?

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Beauty and the Beast

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prevent – teach - respond

Respond VS React

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• Climate of Yes

• Does it really matter?– If she pays attention?– If he stands while working?

prevent – teach - respond

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Tootsie Pop Fun

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Tootsie Pop Brain

prevent – teach - respond

Cortex

Limbic System

Brain Stem

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prevent – teach - respond

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Keys to Limit Setting

• SIMPLE AND CLEAR

• ENFORCEABLE

prevent – teach - respond

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Enforceable Statements

Tell kids what WE will do or allow…rather than trying to tell THEM what to do.

prevent – teach - respond

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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.”

prevent – teach - respond

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Enforceable Statements Activity

prevent – teach - respond

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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.

prevent – teach - respond

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prevent – teach - respond

10%

35%55%

Communication Data

WordsToneNon-Verbal

• 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.)

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When your student is

engaged in appropriate and

desired behaviors, staff’s light switch

is “on”

prevent – teach - respond

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• 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

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” .

prevent – teach - respond

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Being Neutral Hard

Potential Problems

•Extinction Burst! - Inappropriate behaviors increase temporarily

•Other “undesirable” behaviors may crop up

•Takes time to work.

prevent – teach - respond

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30 Second Interventions

• Monitor Position•Redirecting •Brief•Use the power of a question•Assume compliance

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•Walk away after making a request--

•Make no more than two requests

•Keep neutral, non- emotional, calm

30 Second Interventions

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•Request that they “start” a task

•Positive and descriptive

•Avoid coercion and surrendering

•Reinforce compliance

30 Second Interventions

The Fab 5

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blamesham

e

guilt

excuses

apolo

gies

I’m only interested in

FIXING

I’m not interested in…

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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

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Complain To Me Babyprevent – teach - respond

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