behavior management heather childs & heather merasty may 3, 2010
TRANSCRIPT
Agenda
1) Building Relationships
2) Collecting Data
3) Types of Behavior
4) Prevention Strategies
5) Intervention & Replacement Strategies
Build Relationships
1) Gather background information on your student:
What are their strengths?
What are their interests and likes?
What is the student passionate about?
What are their preferred environment/classes?
Who are their friends?
Build Relationships
2) Gather daily information:
How did they sleep last night?Have they eaten breakfast?Have they taken their medication?What did they do last night?
Build Relationships
3) Become their ally You may use the Reinforcement tracker to keep track of
rewards/activities that motivate the student
Two Basic Philosophical Tenets:
Kids are worth it.
I will not treat a student in a way I myself would not want to be treated.
Discipline: Winning at Teaching (Coloroso, 1987)
We are more inclined to do things for people we like & who genuinely like us!
Six Critical Life Messages
I believe in you
I trust in you
I know you can handle life’s situations
You are listened to
You are cared for
You are very important to me
Collecting Data
Be as specific as possible and back it up with facts and recorded data.
When & where does the behavior take place? How frequently does the behavior take place? Who is involved? What was happening in the classroom at the time? How long does the behavior last? Anything else you feel is important!
Collecting Data
Instead of… Describe as…
Johnny is mean and the other students don’t like him.
Johnny hit two students when coming in from recess.
Johnny can not sit still or stay quiet during story time.
Johnny interrupted story time 5 X by talking out loud & rolled around on the carpet the last 10
mins of the story. Johnny refuses to stay at his desk and rarely completes his
work.
Johnny left his desk 8 X during the 15 min writing period. He did not complete his journal
assignment.
All Behavior is Communication!
Behavioral Function refers to the purpose the behavior serves for the student. There are two broad categories:
to get something or to escape something
Functional Behavioral Assessment with Planning (Reithaug, 2007).
All Behavior is Communication!
To get something: To escape or avoid something:
Sensory stimulationAttentionPreferred eventsTangibles
Sensory stimulationIndividuals Difficult or non-preferred tasks
When misbehaving, don’t look at the student as being defiant but as needing something.
What do they need?
You may use the
Motivation Assessment
Scale
to determine what they need.
Don’t forget to talk to the child. Talk about the problem and generate solutions
together.
ShowEmpathy
GatherInformation
“I’ve noticed that…. What’s up?
Define theProblem
Get yourconcernon the table
“My concern is…” or “The thing is…”
Invitation BrainstormSolutions together
“Let’s think about how we can solve this problem” or
“Let’s think about how we can work that out.”
Always finish with: “Do you have anyideas?”
Finishing Statement – “We’ll try this and if this solution doesn’t work, we’ll talk some more and come up with something that does work.”
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Be Preventative!
Environmental Strategies:– Change the student seating away from high stimuli – Provide opportunities for movement– Place of relaxation where the student can have break or a
quiet place to complete an assignment.– See from their point of view - sit in the student’s desk
What could be distracting or is their glare off the White board, etc.?
– Make sure their desk is the appropriate size.
Be Preventative!
Organizational Strategies– Assist student in developing organizational
strategies
Instructional Considerations
Scheduling, Rules, Routines, & Transitions
Intervention & Replacement Strategies
Sensory Stimulation – Schedule frequent opportunities for breaks – Watch for restlessness – Optional workstations and seating – OT Toolbox – See attached - Heavy Work Activities List for
Teachers
Intervention & Replacement Strategies
Attention – Students can sustain attention for approximately their age +
or – 2 minutes. (e.g. 12 years old expectations should be 10-14 minutes).
Intervention & Replacement Strategies
Avoiding or Escaping Events – Have small cards with pictures or symbols that
the student can use to communicate what they need or want before they become upset.
– Chunk assignments – Number the sequence of steps in a task.
Use a 3-box grid to sketch out what to do first, second, third.
Use a “First & Then” visual.
Avoiding or Escaping Events Cont.
– Get a model of the assignment – Turn assignments into a game– Change your voice (sing words, speak in
monotone, etc.)– Do something
unexpected
(Talk to the wall)
Websites and Links
Social stories on all issues & environments. http://www.thewatsoninstitute.org/teacher-resources2.jsp?pageId=2161392240601226415747290&wwparam=1259695570
Games, songs, communication cards, print resources, & info for special needs http://www.do2learn.com/
Websites and Links
Ministry of Education, Response to Intervention resources. Includes graphic organizers for boards and desks, self-regulation templates, chart templates http://www.education.gov.sk.ca/RtI/LevelI
Teach-nology - Printable labels for anything in the classroom (pre-made), graphic organizers, timeline generators, etc.http://www.teach-nology.com/worksheets/graphic/
Free printable pictures, schedules, behavior charts, etc. http://www.chartjungle.com/schoolhome.html