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!

!!