Download - N’T Tammy Utter BTS 2012. What do you think are the TOP problem behaviors? Why? Handout 1
N’T
Tammy UtterBTS 2012
Welcome!
What do you think are the TOP
problem behaviors?
Why?Handout 1
Types of Challenging Behavior
Verbal aggression Physical aggression Bullying Noncompliance Cursing Stealing Damaging property
Types of challenging behaviors as reported by educators (Harrison et al, 2012)
CHILDREN ADOLESCENTS Internalizing
Worry about mistakes
General worry Externalizing
Distractibility Hyperactivity Disruptive
Academic Not following
directions Content
Internalizing Self-doubt Worry about
mistakes Externalizing
Distractibility Hyperactivity Immature behavior
Academic Not following
directions Careless mistakes
Research says…Early appearing behavior problems in a child’s preschool career are the single best predictor of delinquency in adolescence, gang membership, and adult incarceration . (Dishion, French, & Patterson, 1995)
Young children with challenging behavior are more likely to experience: expulsion from preschool at 3.2 times the rate of K-12 students. (Gilliam, 2005)
Children who grow into adolescence with challenging behaviors are likely to drop out of school, be arrested, abuse drugs and alcohol, have marginalized adult lives, and die young. (Lipsey & Derzon, 1998)
Distress(chronic/acute stress) affects attention, focus and concentration (Lupien et al. 2001)
More Research …
60-70% of students with behavior problems have a history of physical or sexual abuse Thompson & Wyatt (1999)
40% of students at risk of failure in school have serious problems outside of school Adelmon & Taylor (1998)
It is estimated that about ½ of class time is
used for instruction and the other half addressing discipline problems. Cotton (1990)
Teachers generally believe they are unprepared to deal with disruptive behavior. Furlong , Morrison, & Dear (1994)
When you teach
students how to
behave during the
first month of
school, you
dramatically
increase their
chances of having
a productive year
3 Types of Problem Behaviors
Disruptive Behaviors that cause turmoil, confusion, disorder
Defiant Behaviors that oppose, resist, or challenge
authority Difficult
behaviors that are hard to manage and keep student from getting along
Handout # 2
Criteria for Attention-Deficit Hyperactivity Disorder (DSM-IV-TR)
1) Inattention, or
2) Hyperactivity and
Impulsivity Handout # 3
Reasons why the Wild Things are…Wild!
Handout # 4
How does poverty affect behavior?
Poverty A chronic condition
affecting the mid, body and soul resulting from multiple adverse economic risk factors (Eric Jensen, 2012)
Produces acute/chronic stress
Lower cognitive stimulation
Faces of poverty Source
generational Personal situation Event-driven
Intensity Typical Absolute (daily food
scarcity) Relative (feel poor due
to neighborhood) Context
Rural Suburban urban
How does poverty affect behavior?
CHRONIC STRESS… DISTRESS
creates emotional problems (Burgess et al. 1995)
lowers IQ/reading scores (Delaney-Black, et al. 2002)
causes memory loss (Lupien, et al. 2001)
Toxic to brain and body
Shrinks brain cells (Brown et al. 2005)
Fosters maladaptive response of emotional reactivity or disconnect(McEwen and Seeman, 1999)
Maladaptive Response to Chronic Stress
EMOTIONAL REACTIVITY DISCONNECT
Angry kid-feels stress and gets control as quickly as possible (in your face, yelling, etc.)
*may not be a behavior problem, but a symptom of a stress disorder
“Lazy kid”- shut down, almost no response, I-don’t-care” attitude, pulls the plug
May not be a behavior problem, but a symptom of a stress disorder
Kids from poverty…
Are often distractible & hypervigilant
Have learned helplessness
“If I don’t play the game…I can never lose”
Are more likely to act impulsively
Struggle with delayed gratification
MIA
You can be rich and have poverty of soul. You can be poor and have abundance of love.
Wordle
Now what do we do about it?
What do good behavior practices look like?
Handout 5
Strategies Handouts 6-11
Strategies for children from poverty
Give kids increasing amounts of control over their lives at school
Give kids choices Give control over every-day activities (cafeteria/work/pen-
pencil) Give ownership (work cafeteria, clean building, choose meals) Teach coping skills More of them and less of you in front of the class Give greater role in classroom decision making Share a problem/stressful situation in your own life, ask
for their ideas & allow problem-solving aloud with each other: If you were in my shoes what would you do?
And most importantly…
Build Relationships!
Of all the things researchers have discovered about the value of quality relationships, one of the most surprising is that they are strong mediators of stress. Good relationships diffuse stress and make your life easier.
Eric Jensen, 2012
Relationship Building- Do I do any of these things:
Call all kids by name daily?? Ask if they could use a listener? Greet kids coming and/or leaving Ask about their hobbies, family and interests? Ask about, and know their own personal and
academic challenges and dreams? Always acknowledge responses in class? Smile at student whether they’re your favorite or
not? Always use personal courtesies (please, thank you) Visit the student’s neighborhood, attend a game or
community event Let students display talents
Improve Working Memory and Attention/Decrease Behaviors
Use the pause technique Chunk content into smaller chunks to aid in
understanding; Prime the learning to create an attentional bias to the
content Do a fast physical activity 1st to activate the frontal lobe
uppers like dopamine and norepinephrine Use music in the classroom (www.whytry.org) Tie in instruction to current events Utilize advertising “hooks” (sales pitch, YouTube video) Use objects and props Utilize theater, drama, and dance Utilize computer programs: www.lumosity.com;
www.junglememory.com Plan engaging lessons: www.10minutelessonplans.com
Two Types of Attention
“REFLEXIVE” HARD-WIRED IN DNA
“SELF-REGULATED” LEARNED & EARNED
Brain responds impulsively to environmental contrasts in sound, movement, lighting, emotions, or tactile input
Student learns to suppress behaviorally irrelevant input to play a sport, an instrument, read a book, design, build, write or solve a problem
Stop telling kids to “Pay attention!” and start teaching them How to Do It!
Build Attention through Physical Activities
Standing Walking Touching Objects Collecting Items Walks in the room Games in place Activities recess
Fast writing practice
Design/build Well-coached
sports Use musical
instruments Build in brief
mental or physical breaks
Effective classroom managers employ different types of strategies with different types of students, whereas ineffective managers tend to use the same strategies regardless of the type of student or situation.
Classroom Management that Works
Robert Marzano (2003)
“Do something. If it works, do more of it. If it doesn't …do something else.”
Franklin Delano Roosevelt
Maintain Positive Expectations
Low expectations = low achievement
High expectations = set the stage for high achievement
Handout # 12
Effective Use of Positive Reinforcement
Natural positive reinforcement/feedback Edible reinforcement Material reinforcement Social reinforcement
Handout 13
Handout
Thoughts to ponder…
Teachers who criticize, hold negative attitudes and use sarcasm as classroom discipline will activate the fear and stress areas of the student’s brain (amygdala –fight/flight/freeze)
Once the amygdala is activated in class, it takes at least 30-90 minutes to calm down for quality learning
Threats, insults, put-downs and sarcasm activate the amygdala
If you activate the 3 Fs…(Fight, Flight, Freeze)
Be sure to apologize before the class is over. You can say, “ Sorry I got frustrated and took it out on you.”
In the moment, the immediate thing to do is GIVE THE STUDENT IMMEDIATE CONTROL over something. The “sense of control” decreases the stress and reduces the feelings of anger, frustration or powerlessness.
Remember the “3-1 Ratio” for your class and do what you can to balance the “1” negative.
Benefits of Early
Intervention
Handout14
Keep a Positive Attitude
Take care of yourself: Get adequate rest and exercise Maintain a positive , realistic vision of students behaving
successfully Evaluate your behavior plan Don’t take it personally Make an effort to interact positively with each student* Consult with colleagues Implement positive, research-based behavior programs
99% of Classroom Engagement is Up to the Teacher, Not the Student
You create the relationships
You establish the classroom rules
You acknowledge and reward behaviors
You use affiliation seeking
You entice with novelty and prediction
You use engaging strategies
Focus on engagement: include all kids in learning
Use energizers to foster good brain chemicals
Remember the 3-1 ratio
Manage social groups (partners, teams, whole group)
Allow physical activity to increase working memory and attention
The teacher is probably the single most important factor affecting student achievement Marzano (2003)
There is a strong relationship between teacher expectation and student success and behavior. If teachers expect students to achieve and behave properly, they will; if the teacher expects students to achieve poorly and behave inappropriately, they will.(Colvin (2004)
Most
Important
Factor:
YOU!
!!