providing a positive environment on the bus: using verbal de-escalation and interventions 2013 fapt...
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Providing a Positive Environment on the Bus: Using
Verbal De-escalationand Interventions
2013 FAPT SymposiumPresenters:
Jill MeadKristy Johnson
Meet and GreetJill Mead Operations Manager Charlotte County Public Schools
Kristy Johnson Staffing Specialist with ESE Dept District Co-Coordinator
Charlotte County Public Schools
Some topics we will be looking at:
Why do some of our student’s act out? How can we prevent this acting out? What do we do when we can’t prevent it?
Before we start, we need to know a few
Behavioral Basics.
Behavioral Basics
Behavior is anything we say
or do. Each behavior is an attempt to communicate
something Behaviors are learned and they all serve a
purpose. That’s why we keep doing them! If you want a behavior to occur again, pay
attention to it.
Behavioral ABCs
A- Antecedent (right before) B- Behavior C-Consequence (right after)
We change a behavior by changing the antecedents and consequences.
Why ???
First question to look at when we discuss behavior
Why + New behavior= Intervention Some reasons for acting out:
* Past trauma
* Learned behavior
* Sensory issues
Looking at kids differently
1 out of 4 students in school has been a victim of some type of trauma
Trauma may be defined as real or perceived event/threat, or series of events.
Individuals ability to cope may be severely compromised
Trauma Informed Care Some kids are able to develop coping skills to
help, so you may not even know about the trauma.
Others cannot, and if the right trigger is presented, the effects of the trauma can be seen easily
“We need to presume the clients we serve have a history of traumatic stress and exercise universal precautions by creating systems of care that are Trauma-Informed.”
(Hodas, 2005)
Looking at kids differently….How can we provide trauma informed care?
Structured, safe environment Predictable environments, with
consistent routines that are taught Firm consistent limits for inappropriate
behavior
Other reasons why…
Behavioral problems may be related to trauma triggers.
Behaviors are learned and are a form of communication. Acting out can serve a purpose and/or tell us something.
Environment may be “one size fits all”. Sensory issues
An Ounce of Prevention Positive Behavioral Interventions and
Supports (PBIS) A method of changing behavior for all
students, based on data Encompasses all areas of the school, and all
parts of the school day, including the bus Has a school or department based team that
oversees the program
PBIS What it does for the school wide environment:
* Provides clear expectations for students
* Provides consistent consequences* Ensures rules are explicitly taught* Teaches students the “right way” (replacement behavior)
* Recognizes and reinforces good behavior* Facilitates relationship building
PBIS in Florida
PBIS is in:
54/67 school districts 81% of districts
For a total of 1421 schools. 7 pre-k schools 784 elementary schools 275 middle schools 184 high schools 87 alt/center schools 84 other (ex- K-8)
Traditional Discipline versus PBIS
Traditional Discipline:
*Goal is to stop undesirable behavior
through the use of punishment
*Focuses on the student’s problem behavior
*Waits until there is
a behavioral fire
Positive Behavioral Support: *Goal is to stop undesirable
behavior • Replacing with a new behavior
or skill
• Rewarding appropriate behavior
*Focus is on teaching skills
*Uses proactive/ preventative steps to prevent inappropriate behavior
PBIS on the bus- how does it fit in?
*Bus ride is the beginning of the school day
Same PBIS principles apply (proactive, positive approach)
Know the school wide expectations for your school
*Have bus rules that fit in with expectations
*Have rewards that are in line with school wide expectations
*Ask to be a part of the PBIS team. Each school has one
Use a little “TLC”Proactive behavior strategies on the bus to avoid a crisis
Teach rules Look for the Good Consistent Consequences
Teach Rules
No more than 3-5 rules Make sure they are related to
expectations Teach them (daily for the first week,
weekly for the first month, monthly or as needed rest of year)
Have them posted Keep them positively stated
Elem. sample Loading and Unloading
When the bus is moving
Responsible Stay in your seat
Help each other to get on and off
Make sure bus driver can see you
Give book bag to aid
Stay seated
Talk in a low voice
Keep hands to your self
Respectful Talk in a low voice
Be nice to others
Keep hands and feet to self
Be on time
Talk in a low voice
Keep bumper on seat
Keep hands and feet to self
Ready Be visible
Be on time
Look both ways
Watch the driver
Keep your seat
Use inside voice
Raise hand for help
Keep seat belt fastened
Face forward
Look for the Good
Focus on the student’s strengths Avoid general praise (such as “great job”) Be specific Use positive feedback to reinforce
expected behavior
• For example:
Jason, I noticed that you talked quietly to Joe today. Thanks!
How to Recognize/Reward Appropriate Behavior
Rewards are effective when they are:- Used to build new skills or sustain desired skills- Used with contingent delivery of rewards for specific behavior- Gradually faded over time
- Name behavior and expectation observed
Reward/ Recognition system continued:
Immediate reward (ticket-token) acts as teaching tool, focuses on desired behavior
Is a bridge to long-term reward Increases likelihood of repeating desired
behavior Reduces need to engage in disciplinary
procedures Verbal praise can be just as effective as a
tangible Reinforcer vs. a Bribe
Consistent Consequences
Happens right after the behavior Not necessarily negative High ratio of positives to negatives Give Choices when possible Have a clearly established tier of
consequences Enforce them consistently
From the American Public Health Association report on bullying on the bus…
Create consistent consequences for misbehavior Train drivers to de-escalate aggression Have assigned seats Praise and reward appropriate behavior Get parents involved Give daily reports of incidents Set policy that promotes positive steps rather
than punishment
APHA cont…
Help troublemakers become peace makers by giving them responsibility
Develop incentives for positive behavior Bring drivers into classrooms to allow
students to relate to them in different environments
Keep a daily journal of what behavior problems occurred, and what happened right after.
Verbal De-escalation
“If you can keep your head when all about you
Are losing theirs, and blaming it on you…. “
Rudyard Kipling
De-escalation:
Verbal De-Escalation is an intervention A tool that uses calming language, re-
direction, and other techniques. (Kerr & Nelson, 2010).
Successful Verbal Intervention or De-escalation
Goal is SAFETY!! De-escalation interventions can happen
any time during the escalation stages This is not the time to teach or problem
solve Requires flexibility Be aware of what is happening within
yourself
De-Escalation: How to Use Verbal Intervention
Set limits for student Use non-verbal communication- students
in crisis may not be listening Avoid Power struggles- student attempts
to distract you Use Active Listening Respond to true questions, ignore verbal
junk
Establishing Clear Limits
1. Explain exactly which behavior is inappropriate- Triage if more than one. Be specific.
2. Give reasonable, not special, choices and consequences.
3. Allow time4. Enforce consequences
Use non-verbal communication
WHAT WE “HEAR”: 80% -non verbal 12%- voice inflection 8%- spoken word Be award of threatening posture Use as few words as possible-be conciseAvoid the “2 miles up the hill in the snow”
lecture.
1) Maintain a safe distance (5 - 6 feet) from individual.
2) Maintain intermittent eye contact.
3) Use clear voice tone.
4) Use voice volume lower than that of agitatedindividual.
5) Use relaxed, well balanced posture with hands held in front of self.
General Guidelines for Verbal Intervention
Copyright 2007 T.E.A.M. Interventions
Avoiding Power Struggles
Types of Power Struggles
Defending your authority or credibility• Reacting to personal button pushing• Issuing unrealistic consequences• Getting Sidetracked
Give reasonable choices A. You’re welcome to ___________ or
_________________.
B. Feel free to ______________ or ____________________.
C. Would you rather ______________ or ________________?
What would be best for you _______________ or ___________?
Examples:
Would you rather listen without interrupting or choose another place to be right now?
You’re welcome to wear your coat or carry it with you. Do you want to sit in the front row or the second row? I see you want to argue; I argue at 12:00 or 4:45
which would you prefer? Which would be best for you? Would you like to talk
in a six inch voice to your neighbor; or move up front in the seat behind me?
Active Listening Guidelines
Concentrate- Give student your attention Acknowledge-use body language and
facial expressions to let students know you are listening
Respond-repeat back to students what they have said, not what you think
Empathize- take students point of view and feelings into account
More…ways to de-escalate Do not be defensive even if comments or insults are
directed at you. Be very respectful to agitated individual. Make it clear
that we believe they should be treated with dignity and respect.
Respond selectively. Answer only informational questions no matter how rudely asked, (e.g. “Why do I need to sit in this *&%$ seat”?) Do not answer abusive questions (e.g. “Why are all drivers jerks?” ) This sort of question should get no response whatsoever.
Effective Verbal Intervention Must Be:
Specific -Name behavior that is not allowed in the setting.
-Objective and matter of fact (no emotion).
Concise
-As few words as needed to get point across.
Directive
-Give specific choices. (pre determined by staff.) Ask, “Which do you choose?”
Key Points
Behavior Escalation does not occur in a vacuum- interactions with adults, environment, peers can increase or decrease escalating behavior
Avoid being drawn into power struggles Keep yourself and the student safe Give Choices that you can enforce when
setting limits Primary Goal is always safety