rti and behavior: managgging the defiant and non …...reinforcing for the student, then the...

Response to Intervention

RTI and Behavior: Managing the Defiant andg gNon-Compliant Student

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


Key Behavioral Challenges1 U d di h E i l ‘Bi Id ’ i 1. Understanding the Essential ‘Big Ideas’ in

Student Behavior Management2. Review of Selected Behavior Intervention

Ideas/Sample ‘Tier 1’ Behavioral Case

3. Defining Student Problems Via the Behavior Statement: “If You Can’t Name It, You Can’t Fix It!”

4. Creating a Continuum of Classroom Responses to Common Low-Level Student Misbehaviors

5. Ideas for Managing More Volatile Behaviors6 Review of Free Internet Resources to Help Teachers


6. Review of Free Internet Resources to Help Teachers with Behavioral and Academic Concerns


Access PPTs and other materials from this workshop at:

http://www.interventioncentral.org/tremperhs



Intervention Centralwww interventioncentral orgwww.interventioncentral.org


Response to InterventionResearch-Based Antecedent Strategies to

I St d t B h i E lImprove Student Behaviors: ExampleA positive relationship with the teacher is often a p pcrucial factor in motivating a struggling student. The power of positive teacher-student interactions is p pillustrated in one recent study, which found that--when instructors took just a few seconds to greet inattentive j gstudents by name at the start of class--the percentage of time those students spent academically engaged p y g gduring the first 10 minutes of instruction soared from 45% to 72% (Allday & Pakurar, 2007).


( y )

6

Source: Allday, R. A., & Pakurar, K. (2007). Effects of teacher greetings on student on-task behavior. Journal of Applied Behavior Analysis, 40, 317-320.


Common Core State Standards InitiativeStandards Initiativehttp://www.corestandards.org/

View the set of Common Core View the set of Common Core Standards for English Language Arts (including writing) and mathematics being adopted by mathematics being adopted by states across America.


Response to InterventionBehavior and the Common Core Standards…

Speaking & Listening St d d 6 12 Standards: 6-12:

Comprehension & CollaborationCollaboration

Source: National Governors Association Center for Best Practices & Council of Chief St t S h l Offi (2010) C State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/

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p gp. 49


Common Core State Standards: Supporting Different Learners in ELA

“The Standards set grade-specific standards but do The Standards set grade specific standards but do not define the intervention methods or materials necessary to support students who are well below or necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great grade specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given achievement levels of students in any given classroom.”


Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrievedon September 23, 2012, from http://www.corestandards.org/; p. 6.


Common Core State Standards:

“ It is also beyond the scope of the Standards to Supporting Different Learners in ELA

…It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives ”and skills necessary in their post high school lives.


Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrievedon September 23, 2012, from http://www.corestandards.org/; p. 6.

Response to InterventionRTI and Behavior: Managing the Defiant and

Non Compliant StudentNon-Compliant Student

‘Big Ideas’. What are key concepts g y pthat are helpful with student behavior management?management?



Big Ideas: Similar Behaviors May Stem from Very Different ‘Root’ Ca ses Different ‘Root’ Causes

(Kratochwill, Elliott, & Carrington Rotto, 1990)

• Behavior is not random but follows purposeful patterns• Behavior is not random but follows purposeful patterns.

Students who present with the same apparent ‘surface’ Students who present with the same apparent surface behaviors may have very different ‘drivers’ (underlying reasons) that explain why those behaviors occur.) y

A student’s problem behaviors must be f ll id tifi d d l d t carefully identified and analyzed to

determine the drivers that support them.


Source: Kratochwill, T. R., Elliott, S. N., & Carrington Rotto, P. (1990). Best practices in behavioral consultation. In A. Thomas and J. Grimes (Eds.). Best practices in school psychology-II (pp. 147=169). Silver Spring, MD: National Association of School Psychologists..


ABC: The Core of Behavior Management“....at the core of behavioral interventions is the three-term contingency consisting of an antecedent, b h i d ”behavior, and consequence.”

“That is, most behavior is ,believed to occur…”

A CA B Cwww.interventioncentral.org 13

Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.



“… subsequent to some type q ypof environmental event (i.e., an antecedent) …”





“…which then may be maintained if it is followed yby an event that is pleasurable or reinforcing (i.e., consequence).”



Response to InterventionABC: Events as Antecedents

‘Discriminative Stimulus’: An antecedent can become Discriminative Stimulus : An antecedent can become associated with certain desired outcomes and thus ‘trigger’ problem behaviors.p

If the consequence associated with the behavior is qreinforcing for the student, then the antecedent or trigger can serve to signal (discriminate) that reinforcement is coming

A B Ccoming.

A B Cwww.interventioncentral.org 16



‘Discriminative Stimulus’: An antecedent can become Discriminative Stimulus : An antecedent can become associated with certain desired outcomes and thus ‘trigger’ problem behaviors.

Example: A student is given k h t t l t

p

a worksheet to complete.

A B CA B Cwww.interventioncentral.org 17




The student stares at the paper for a moment—then

p

p ptears it up.





The student is sent to the ffi ll i f

p

office-allowing escape from the task.




Advantages of Antecedent Strategies vs. ‘Reactive Approaches’

1 Can prevent behavior problems from occurring1. Can prevent behavior problems from occurring2. Are typically ‘quick acting’3 Can result in an instructional environment that 3. Can result in an instructional environment that

better promotes student learning


Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.


Common ‘Root Causes’ or ‘Drivers’ for Behaviors Include…

Power/Control• Power/Control• Protection/Escape/Avoidance• Attention• Acceptance/Affiliation• Expression of Self• Gratification• Justice/Revenge


Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West..pp. 3-4.

Response to InterventionFrom the Trenches…

Offi Di i li R f lOffice Disciplinary Referral

““Disrespect toward teachers. Yelled at me while I was helping him with his assignment. Told him to cool down p g gand sit in the center and he started up again. Finally, I asked him to leave. Have called home twice and spoke to grandmother about tardiness attendance and behaviorgrandmother about tardiness, attendance, and behavior.

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““L. was sleeping in class. I told him twice to wake up and read along with class. He did so, albeit reluctantly. The g , ythird time he fell asleep I buzzed the office to tell them he was coming down, with a referral to follow. He cursed and threw his book in the ‘book box’threw his book in the book box .

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““For some reason, R. wants to keep challenging me. Today he was being persistent that he wanted to sit on a table not g pin his chair. This was after I asked him to stop talking 4-5 times, that’s all. I sent him to the office again, second time.

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Inference: Moving Beyond the Margins of the ‘Known’Inference: Moving Beyond the Margins of the Known

“An inference is a tentative conclusion without direct l i t f il bl d t All or conclusive support from available data. All

hypotheses are, by definition, inferences. It is critical th t bl l t k di ti ti b t that problem analysts make distinctions between what is known and what is inferred or h th i d L l l i f h ld b hypothesized….Low-level inferences should be exhausted prior to the use of high-level inferences.”

161p. 161


Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176).


Examples of High vs. Low Inference HypothesesAn 11th-grade student does poorly on tests and quizzes in math. Homework is often incomplete. He frequently shows up late for l d d t dil ti i t i di i

High-Inference Hypothesis. The student is ‘just Unknown

class and does not readily participate in group discussions.

g yp jlazy’ and would do better if he would only apply himself.

Unknown

Known

UnknownLow-Inference Hypothesis. The student has gaps in academic skills that require (a) mapping

h kill d (b) idi h Known

Unknown


out those skill gaps, and (b) providing the student with remedial instruction as needed.

Known


Big Ideas: Behavior is a Continuous ‘Stream’ (Schoenfeld & Farmer 1970)

• Individuals are always performing SOME type of behavior: watching the instructor sleeping

(Schoenfeld & Farmer, 1970)

of behavior: watching the instructor, sleeping, talking to a neighbor, completing a worksheet (‘behavior stream’).( )

• When students are fully engaged in academic behaviors, they are less likely to get

ff t k d di l bl b h ioff-task and display problem behaviors.• Academic tasks that are clearly understood, elicit student

interest provide a high rate of student success and include interest, provide a high rate of student success, and include teacher encouragement and feedback are most likely to effectively ‘capture’ the student’s ‘behavior stream’.


Source: Schoenfeld, W. N., & Farmer, J. (1970). Reinforcement schedules and the ‘‘behavior stream.’’ In W. N. Schoenfeld (Ed.), The theory of reinforcement schedules (pp. 215–245). New York: Appleton-Century-Crofts.


Big Ideas: Academic Delays Can Be P t t C f B h i a Potent Cause of Behavior

Problems (Witt Daly & Noell 2000)

Student academic problems cause many h l b h i bl

(Witt, Daly, & Noell, 2000)

school behavior problems.

“Wh th [ t d t’ ] bl i b h i bl “Whether [a student’s] problem is a behavior problem or an academic one, we recommend starting with a functional academic assessment, since often behavior problems occur , pwhen students cannot or will not do required academic work.”


Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West, p. 13

Response to InterventionUnmotivated Students: What Works

M ti ti b th ht f h i t di i1. the student’s expectation

of success on the task

Motivation can be thought of as having two dimensions:

of success on the task

2. the value that the student places Multiplied by

pon achieving success on that learning task

The relationship between the two factors is multiplicative. If EITHER of these factors (the student’s expectation of success on the task OR the student’s valuing of that success) is zero then the ‘motivation’ product will student s valuing of that success) is zero, then the motivation product will also be zero.Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools In M A Shinn H M Walker & G Stoner (Eds ) Interventions for


problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.


Non Compliant Student

Sample Behavioral Interventions. Non-Compliant Student

What are examples of behavioral strategies that can be used in gsecondary classrooms to increase compliance and connect with compliance and connect with students? pp 21 33pp. 21-33



Working With Behaviorally Challenging StudentsClassroom strategies to proactively manage (and

prevent) problem behaviors can be grouped as:) g• Academic Adjustments• Communication Tools• Communication Tools• Consequences• Defusing Strategies• Environmental Adjustments• Reinforcement• Relationship-Building


• Relationship-Building• Skill-Building

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Behavior Management Strategies: Academic Focus• BEHAVIORAL MOMENTUM: INCREASING COMPLIANCE.

Students with low-frustration tolerance or lack of confidence b lk h k d t l t h ll i d i may balk when asked to complete challenging academic

tasks assigned as independent seatwork. A strategy to increase the probability that a student will attempt a increase the probability that a student will attempt a challenging academic task is to precede that task with a short series of brief, easy academic tasks. (For example, a student , y ( p ,may do three easy problems on a math worksheet before encountering a challenge problem.) The student builds 'behavioral momentum' in completing the easy items and is thus 'primed' to attempt the challenge item that might otherwise derail them 11


otherwise derail them. 11


Behavior Management Strategies: Academic Focus• REDUCE RESPONSE EFFORT: INCREASING

COMPLIANCE. Teachers can increase student motivation d li th h th d th t d th and compliance through any method that reduces the

apparent ‘response effort’ of an academic task- so long as that method does not hold the student to a lesser academic that method does not hold the student to a lesser academic standard than classmates. Appropriate response-effort examples include (1) breaking a larger student assignment p ( ) g g ginto smaller ‘chunks’ and providing the student with performance feedback and praise for each completed ‘chunk’ of assigned work, and (2) arranging for students to start challenging reading or homework assignments in class as a cooperative activity and then complete the remainder on their 22


cooperative activity and then complete the remainder on their own. 22


Behavior Management Strategies: Communication Tools• CRITICISM PAIRED WITH PRAISE: COMMUNICATING

ACCEPTANCE. Here is a way to structure critical feedback to th t th t h ti t l th t d t convey that the teacher continues to value the student

despite the misbehavior: (1) The teacher describes the problem behavior that the student should target for change; problem behavior that the student should target for change; (2) The teacher describes (or encourages the student to brainstorm) appropriate behavioral alternatives; (3) The ) pp p ; ( )teacher acknowledges and praises some noteworthy aspect of the student's past classroom behavior or accomplishments, and finally (4) The teacher affirms that he or she values having the student as a part of the classroom community.

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Behavior Management Strategies: Communication Tools• CRITICISM PAIRED WITH PRAISE: COMMUNICATING

ACCEPTANCE: EXAMPLE:(1) Description of problem behavior: "Trina, you said disrespectful things about other students during our class meeting this morning You continued to do so even after I asked meeting this morning. You continued to do so even after I asked you to stop." (2) Appropriate behavioral alternative(s): "It's OK to disagree with another person's ideas But you need to make sure disagree with another person s ideas. But you need to make sure that your comments do not insult or hurt the feelings of others." (3) Specific praise: "I am talking to you about this behavior because know that you can do better. In fact, I have really come to value your classroom comments. You have great ideas and

lf ll " (4) Affi ti t t t "Y


express yourself very well." (4) Affirmation statement: "You contribute a lot to class discussion!"


Behavior Management Strategies: Communication Tools• EMPHASIZE THE POSITIVE IN TEACHER REQUESTS:

INCREASING STUDENT COMPLIANCE. When an i t t ' t h iti ' i ' th t t h i l instructor's request has a positive 'spin', that teacher is less likely to trigger a power struggle and more likely to gain student compliance Whenever possible the teacher avoids student compliance. Whenever possible, the teacher avoids using negative phrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment"). Instead, the teacher p y y g ) ,restates requests in positive terms (e.g., "I will be over to help you on the assignment just as soon as you return to your seat").


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Behavior Management Strategies: Communication Tools• TWO-PART CHOICE STATEMENT: DELIVERING CLEAR

CONSEQUENCES FOR NON-COMPLIANCE. The teacher t t b l t t b th k l d can structure verbal requests to both acknowledge a non-

compliant student’s freedom to choose whether to comply and to present the logical consequences for non-compliance and to present the logical consequences for non-compliance (e.g., poor grades, office disciplinary referral, etc.). The teacher frames requests to uncooperative students as a two-q ppart 'choice' statement: (1) The teacher presents the negative, or non-compliant, choice and its consequences; (2) The teacher next states the positive behavioral choice that the student is encouraged to select.


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Behavior Management Strategies: Communication Tools• TWO-PART CHOICE STATEMENT: DELIVERING CLEAR

CONSEQUENCES FOR NON-COMPLIANCE : EXAMPLE:Here is a sample 2-part choice statement, "John, you can stay after school to finish the class assignment or you can finish the assignment now and not have to stay after class It is your assignment now and not have to stay after class. It is your choice."



Behavior Management Strategies: Defusing Strategies• PRE-CORRECTION: GIVING A TIMELY REMINDER. Pre-

corrections remind students of behavioral expectations just b f th t bl it ti (1) Th t h before they encounter problem situations: (1) The teacher defines the student problem behavior(s) and identifies those school situations and settings where the problem behavior(s) school situations and settings where the problem behavior(s) tend to be displayed; (2) The teacher shares information with the student about the problem behaviors and their related psituations or settings; (3) The teacher and student next come up with expected or acceptable replacement behaviors that the student should display in those situations; (4) At the 'point of performance' the teacher delivers a brief pre-correction, a timely behavioral reminder that alerts the student to follow the 66


timely behavioral reminder that alerts the student to follow the classroom behavioral rule or expectation. 66


Lack of Teacher-Student Relationship: What to Avoid• What the Research Says: At times, instructors and students

can fall into a ‘negative reinforcement trap’ (Maag, 2001; p. g p ( g, ; p176) that actively undercuts positive relationships: A student who has difficulty with the classwork misbehaves and is then

b h h h i i l’ ffi B h h d sent by the teacher to the principal’s office. Both teacher and student are reinforced by the student’s exclusion from the classroom: The teacher is negatively reinforced by having a classroom: The teacher is negatively reinforced by having a difficult student removed from the room and the student is also negatively reinforced by being allowed to escape the a so egat e y e o ced by be g a o ed to escape t echallenging classwork. Because this scenario is reinforcing to both parties, it is very likely to be repeated with increasing


frequency unless the teacher intervenes to break the negative cycle.

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Behavior Management Strategies: Relationship-Building• MAINTAIN A HIGH RATIO OF POSITIVE INTERACTIONS:

BUILDING STUDENT CONNECTIONS. Teachers can i th dd f b ildi iti l ti hi ith increase the odds of building a positive relationship with any student by maintaining a ratio of at least three positive teacher-student interactions (e g greeting positive teacher-student interactions (e.g., greeting, positive conversation, high-five) for every negative (disciplinary) interaction (e.g., reprimand).( g , p )


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Behavior Management Strategies: Relationship-Building• STRIVE FOR DAILY POSITIVE INTERACTIONS: BUILDING

STUDENT CONNECTIONS. If the teacher lacks a positive l ti hi ith ti l t d t th t h k th relationship with a particular student, the teacher makes the

commitment to have at least one positive verbal interaction per class period with that student (e g greeting at the door per class period with that student (e.g., greeting at the door, positive conversation, praise for student discussion comments). Whenever possible, the teacher continues to ) p ,interact in positive ways with the student throughout the rest of the class period through both verbal (e.g., praise comment after a student remark) and non-verbal (e.g., thumbs-up sign, smile) means. In all such interactions, the teacher maintains a polite respectful tone 88


polite, respectful tone. 88


Behavior Management Strategies: Relationship-Building• TEACHER GREETING: INCREASE ACADEMIC

ENGAGEMENT. A personalized greeting at the start of a l i d b t l l l f d i t class period can boost class levels of academic engagement.

The teacher spends a few seconds greeting each student by name at the classroom door at the beginning of classname at the classroom door at the beginning of class.


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Behavior Management Strategies: Relationship-Building• 'TWO-BY-TEN': STRUCTURING POSITIVE TEACHER-

STUDENT INTERACTIONS. The teacher makes a it t t h 2 i t ti ith th t d t commitment to have a 2-minute conversation with the student

across 10 consecutive school days (20 minutes of cumulative positive contact) This strategy (‘non-contingent teacher positive contact). This strategy ( non-contingent teacher attention’) can be helpful with students who lack a positive connection with the teacher.


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Tier 1 Case Example: Justin: Tier 1 Case Example: Justin: Non-Compliance



Case Example: Non-ComplianceTh P blThe Problem

J ti h d tt f th t t f th h l f t • Justin showed a pattern from the start of the school year of not complying with teacher requests in his English class. His teacher Mr Steubin noted that – when given a teacher teacher, Mr. Steubin, noted that – when given a teacher directive—Justin would sometimes fail to comply. Justin would show no obvious signs of opposition but would sit passively or g pp p yremain engaged in his current activity, as if ignoring the instructor.

When no task demands were made on him, Justin was typically a quiet and somewhat distant student but otherwise appeared


a quiet and somewhat distant student but otherwise appeared to fit into the class and show appropriate behavior.

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Case Example: Non-ComplianceTh E idThe Evidence• Student Interview. Mr. Steubin felt that he did not have a strong

relationship with the student so he asked the counselor to talk with Justin relationship with the student, so he asked the counselor to talk with Justin about why he might be non-compliant in English class. Justin told the counselor that he was bored in the class and just didn’t like to write. Wh d b th l J ti d itt d th t h ld d th When pressed by the counselor, Justin admitted that he could do the work in the class but chose not to.

• Direct Observation. Mr. Steubin noted that Justin was less likely to Direct Observation. Mr. Steubin noted that Justin was less likely to comply with writing assignments than other in-class tasks. The likelihood that Justin would be non-compliant tended to go up if Mr. Steubin pushed him to comply in the presence of Justin’s peers The odds that Justin him to comply in the presence of Justin’s peers. The odds that Justin would comply also appeared to increase when Mr. Steubin stated his request and walked away, rather than continuing to ‘nag’ Justin to


comply.

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Case Example: Non-ComplianceTh E id (C )The Evidence (Cont.)• Work Products. Mr. Steubin knew from the assignments that he did

receive from Justin that the student had adequate writing skills However receive from Justin that the student had adequate writing skills. However, Justin’s compositions tended to be short, and ideas were not always as fully developed as they could be—as Justin was doing the minimum to

t bget by.• Input from Other Teachers. Mr. Steubin checked with other teachers who

had Justin in their classes The Spanish teacher had similar problems in had Justin in their classes. The Spanish teacher had similar problems in getting Justin to comply but the science teacher generally found Justin to be a compliant and pleasant student. She noted that Justin seemed to really like hands on activities and that when potentially non compliant he really like hands-on activities and that, when potentially non-compliant, he responded well to gentle humor.



Case Example: Non-ComplianceTh I iThe Intervention• Mr. Steubin realized that he tended to focus most of his attention on

Justin’s non-compliance So the student’s non compliance might be Justin s non-compliance. So the student s non compliance might be supported by teacher attention. OR the student’s compliant behaviors might be extinguished because Mr. Steubin did not pay attention to them.

• The teacher decided instead that Justin needed to have appropriate consequences for non-compliance balanced with incentives to engage in consequences for non compliance, balanced with incentives to engage in learning tasks. Additionally, Mr. Steubin elected to give the student attention at times that were NOT linked to non-compliance.



Case Example: Non-ComplianceTh I i (C )The Intervention (Cont.)• Appropriate Consequences for Non-Compliance. Mr. Steubin adopted a

new strategy to deal with Justin’s episodes of non-compliance Mr new strategy to deal with Justin s episodes of non-compliance. Mr. Steubin got agreement from Justin’s parents that the student could get access to privileges at home each day only if he had a good report from th t h b t l i ith l t the teacher about complying with classroom requests.

Whenever the student failed to comply within a reasonable time (1 p y (minute) to a teacher request, Mr. Steubin would approach Justin’s desk and quietly restate the request as a two-part ‘choice’ statement. He kept his verbal interactions brief and neutral in tone As part of the ‘choice’ his verbal interactions brief and neutral in tone. As part of the choice statement, the teacher told Justin that if he did not comply, his parents would be emailed a negative report. If Justin still did not comply, Mr. St bi ld f ll th h l t th t d i di th t f


Steubin would follow through later that day in sending the report of non-compliance to the parents.

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Teacher Command Sequence: Two-Part Choice Statement

1. Make the request. Use simple, clear language that the student understands.

If possible, phrase the request as a positive (do) statement, rather than a negative (don’t) statement. (E.g., “Justin, please start your writing assignment now.”) Wait a reasonable time for the student to comply (e.g., 1 minute)



Teacher Command Sequence: Two-Part Choice Statement2 [If the student fails to comply] Repeat the request as 2. [If the student fails to comply] Repeat the request as

a 2-part choice. Give the student two clear choices with clear consequences Order the choices so that with clear consequences. Order the choices so that the student hears negative consequence as the first choice and the teacher request as the second choice choice and the teacher request as the second choice. (E.g., “Justin, I can email your parents to say that you won’t do the class assignment or you can start the won t do the class assignment or you can start the assignment now and not have a negative report go home It’s your choice ”) Give the student a


home. It s your choice. ) Give the student a reasonable time to comply (e.g., 1 minute).


Teacher Command Sequence: Two-Part Choice Statement

3. [If the student fails to comply] Impose the pre-selected negative consequence. As you impose the consequence, ignore student questions or complaints that appear intended to entangle you in a power struggle.



Case Example: Non-ComplianceTh I i (C )The Intervention (Cont.)• Active Student Engagement. Mr. Steubin reasoned that he could probably

better motivate the entire class by making sure that lessons were better motivate the entire class by making sure that lessons were engaging.

H d t ff t t b ild l d t i f hi h i t t t He made an extra effort to build lessons around topics of high interest to students, built in cooperative learning opportunities to engage students, and moved the lesson along at a brisk pace. The teacher also made ‘real-g pworld’ connections whenever he could between what was being taught in a lesson and ways that students could apply that knowledge or skill outside of school or in future situationsoutside of school or in future situations.



Case Example: Non-ComplianceTh I i (C )The Intervention (Cont.)• Teacher Attention (Non-Contingent). Mr. Steubin adopted the two-by-ten

intervention (A Mendler 2000) as a way to jumpstart a connection with intervention (A. Mendler, 2000) as a way to jumpstart a connection with Justin. The total time required for this strategy was 20 minutes across ten school days.



Sample Ideas to Improve Relationships With St d t Th T B T I t tiStudents: The Two-By-Ten Intervention (Mendler, 2000)

• Make a commitment to spend 2 minutes per dayMake a commitment to spend 2 minutes per dayfor 10 consecutive days in building a relationship with the student…by talking about topics of with the student…by talking about topics of interest to the student.

Avoid discussing problems with the student’s behaviors or schoolwork during these times.behaviors or schoolwork during these times.


Source: Mendler, A. N. (2000). Motivating students who don’t care. Bloomington, IN: National Educational Service.


Case Example: Non-ComplianceTh OThe Outcome• The strategies adopted by Mr. Steubin did not improve Justin’s level of

compliance right away Once the teacher had gone through the full ten compliance right away. Once the teacher had gone through the full ten days of the ‘two by ten’ intervention, however, Mr. Steubin noticed that Justin made more eye contact with him and even joked occasionally. And th t d t’ t f li th ti bl i d b t till h d the student’s rate of compliance then noticeably improved—but still had a way to go.

• Mr. Steubin kept in regular contact with Justin’s parents, who admitted about 8 days into the intervention that they were not as rigorous as they should be in preventing him from accessing privileges at home when he was non-compliant at school. When the teacher urged them to hold the line at home, they said that they would –and did. Justin’s behavior


, y yimproved as a result, to the point where his level of compliance was typical for the range of students in Mr. Steubin’s class.

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Activity: Think of a Behaviorally Activity: Think of a Behaviorally Challenging Student…Part 1

At your tables:• Discuss students of yours who have

shown challenging behaviors this year.• Select one student in your classroom

with ‘emerging’ behavior problems.g g p• Write a description of that student’s

problem behavior.


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problem behavior.



Behavior Statement: How can the description of a student’s problem p pbehavior be formatted to help the teacher to find effective strategies to teacher to find effective strategies to fix that behavior?



Behavior (‘ABC’) StatementBehavior ( ABC ) StatementThe behavioral statement--also known as the 'ABC' (A t d t B h i C ) 'ABC' (Antecedent-Behavior-Consequence) statement– is a simple template that helps t h t th i bl l i f It teachers to narrow their problem-solving focus. It describes:

A. Antecedents: events that precede and trigger the problem behavior;

B. Behavior: the problem behavior itself; and C Consequences: events occurring as a result of


C. Consequences: events occurring as a result of the behavior that reinforce it in the future.

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Behavior (‘ABC’) Statement: Behavior on a Ti liTime-line

The behavioral statement places the student's behavior on a ( )timeline (antecedent, behavior, outcome)—allowing the

teacher to examine the antecedent events/conditions (‘triggers’) that may set off a problem behavior and the ( triggers ) that may set off a problem behavior and the consequences that typically follow the problem behavior.

ABC Timeline

A CBwww.interventioncentral.org 6161

A CB


Behavior (‘ABC’) Statement: Examples( ) pAntecedent Behavior ConsequenceDuring large-group lectures in social studies

Brian talks with peers about non-instructional topics

and receives positive peer attention

topics

During independent seatwork assignments involving writing tasks

Angela verbally refuses to comply with teacher requests to start work

and is sent to the office with a disciplinary referralinvolving writing tasks requests to start work referral.



Classroom Behavior Chart: Classroom Behavior Chart: Middle & High School Classrooms



TUTORIAL: How To…Write a Behavioral Statement for Problem Classroom Behaviors

Time is a limited commodity in busy classrooms. Teachers need streamlined tools to speed their understanding of mild problem behaviors (Packenham, Shute, & Reid, 2004). The Classroom ABC Chart helps instructors to quickly write Classroom ABC Chart helps instructors to quickly write behavior statements in ABC format and to link student behaviors to their underlying purpose or function The chart behaviors to their underlying purpose or function. The chart is divided into four columns: 1. Antecedent/Activity; 1. Antecedent/Activity; 2. Student Behavior3 Consequence/ Outcome; and


3. Consequence/ Outcome; and 4. Behavior Function.

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Antecedent/Activity. The chart lists a range of classroom activities typically taking place when the student problem behavior occurs. If a teacher finds that a student behavior is displayed across multiplethat a student behavior is displayed across multipleclassroom settings/activities, choose only the one or two settings/activities where the student's behavior is two settings/activities where the student s behavior is most problematic. The teacher is encouraged to write out his or her own description of any activities not listed here.



Antecedent/Activity: ExamplesStart of class/bell-ringer activities

Large group lecture

Independent seat workIndependent computer work

Large-group lectureLarge group teacher-led discussion

Transitions between academic activities

Large-group: when called on by the teacher Homework collection

In class homework reviewStudent work-pairsStudent groups: cooperative

In-class homework review

Tests and/or quizzesg p plearning

Reading activities

q

Class dismissal


Reading activitiesWriting activitiesMath activities

Response to InterventionStudent Behavior. A listing of common types of classroom misbehavior are listed here. The instructor identifies those problem behaviors that the student most often behaviors that the student most often displays during the 'antecedent/activity' previously antecedent/activity previously selected. Teachers should choose no more than 2-3 behaviors to keep the behavior statement (and classroom intervention) manageable. If the t h d t ti l teacher does not see a particular behavior listed, the instructor can write his or her own behavior


write his or her own behavior definition.


Behavior: Examples Sits inactive Puts head on desk Is inattentive (e g staring into

Calls out with instructionally relevant comments

Is inattentive (e.g., staring into space, looking out the window)

Leaves seat without permissionPlays with/taps objectsThrows objects

Requests bathroom or water breaks

Uses cell phone music player

Destroys work materials or instructional materials (e.g., ripping up a worksheet breaking a pencil) Uses cell phone, music player,

or other digital device against class rules

up a worksheet, breaking a pencil)

Whispers/talks to other students

Whispers/talks/mutters to self Makes loud or distracting noises

pabout non-instructional topicsWhispers/talks to other students about instructional/academic topics:


Makes loud or distracting noises Calls out with non-instructional

comments

about instructional/academic topics: e.g., seeking answers or help with directions


C /O t Th Consequence/Outcome. The teacher chooses outcomes/ consequences that typically follow the consequences that typically follow the problem behavior. The instructor should try to limit the number of yconsequences/outcomes selected to 3.



Consequences/Outcomes: Examples—Student fails to complete work.

Teacher ignores the behavior

—Student is sent from the classroom to the office or to in-school suspension (disciplinary —Teacher ignores the behavior

('planned ignoring').—Teacher redirects the student.

school suspension (disciplinary referral).—Student receives a disciplinary

—Teacher reprimands the student.—Teacher conferences w/ the student

consequence outside of class time (e.g., afterschool detention).

student.

—Student receives positive peer —Student is sent from the classroom to talk with a counselor/ p p

attention—Student receives negative peer attention

psychologist/social worker.—Student receives a snack, nap, or other support


attention. other support.


Behavior Function. The function of the student behavior is the need or the student behavior is the need or purpose that it fills for the student (e.g., peer attention, ( g pescape/avoidance). The function is based on the behavior statement and

ti ll i th ‘b t ’ essentially is the ‘best guess’ (hypothesis) for why the behavior is occurringoccurring.



Behavior Functions (Witt, Daly, & Noell, 2000)Peer attentionAcceptance/ affiliation with

Escape or avoidance of a situation or activity (e.g., p

individuals or peer group(s)Power/control in interactions

because the student lacks the skills to do the academic work)

Power/control in interactions with peer(s)

Fulfillment of physical needs:

Adult attention

p ye.g., sleep

Power/control in interactions with adult(s)


Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West..pp. 3-4.


B h i S 3 E lBehavior Statements: 3 Examples

• Jack: The Work’s Not Getting Done

• Carl: Hard to Ignore

• Tamara: Social Butterfly



J k Th W k’ N t G tti D Hi Jack: The Work’s Not Getting Done: His social-studies teacher, Mr. Lang, realizes by b t th thi d k f l th t J k ld about the third week of class that Jack seldom

turns in work from in-class assignments—and th t h h d th k i ft t that, when he does, the work is often not complete.

The teacher will sometimes approach Jack to di t hi b k t t k d i i d d t redirect him back to task during independent

assignments. Depending on his mood, Jack b i ti b ll d fi t


can be uncommunicative or verbally defiant.


Jack: The Work’s Not Getting Done

Behavior (‘ABC’) Statement for Jack

Antecedent Behavior Consequence

D i i d d t J k d During independent seatwork involving reading or writing

Jack:• sits inactive• puts his head on

and :1. fails to complete

the workreading or writing activities

puts his head on the desk

• Fails to begin in-

the work.2. is redirected to task

by the teacherclass assignments (verbal refusal)

3. is sent from the classroom to the office (disciplinary


office (disciplinary referral).


Jack: The Work’s Not Getting Done: What is the F nction?

• Mr. Lang sees what he thinks is a pattern: that consequences 1 (failure to complete work) and 3

the Function?

consequences 1 (failure to complete work) and 3 (occasionally being sent to the office) support the function of escape/avoidance. function of escape/avoidance.

• The instructor sees that teacher redirection might suggest adult attention as a behavioral influence, but gg ,there is no other evidence that this function contributes to Jack’s behavior.

• Based on the behavioral statement, Mr. Lang concludes that Jack’s behaviors serve the function of ‘escape and

id ’ f l k


avoidance’ of classwork.

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Jack: The Work’s Not Getting Done: Intervention: Escape/A oidance

• Mr. Lang reviews Jack’s work-products, looks at past

Escape/Avoidance

records on the student from the cumulative folder, and meets with Jack to better understand what is driving the escape behaviorescape behavior.

• The teacher concludes that, while Jack has near-grade-level reading and writing skills he does not like literacy level reading and writing skills, he does not like literacy activities. Jack also appears to be (quietly) disorganized and lacks good work-planning skills. He also prefers to and lacks good work planning skills. He also prefers to work with others than to work alone.



Jack: The Work’s Not Getting Done: Intervention: Escape/A oidance (Cont )

So the English teacher decides to:

Escape/Avoidance (Cont.)

1. Introduce Jack to an effective ‘self-regulated’ approach to planning in-class and homework assignments in two

i d i h h ’ i dsessions during the teacher’s open period.2. Review organization and time-management skills with the

ti lentire class.3. Provide greater direction when introducing independent

reading and writing assignments and reduce their lengthreading and writing assignments and reduce their length.4. Increase use of student cooperative learning during

independent work periods


independent work periods.

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Jack: The Work’s Not Getting Done: Intervention: Escape/A oidance (Cont )Escape/Avoidance (Cont.)



Carl: Hard to Ignore: Carl is a student Carl: Hard to Ignore: Carl is a student who is not easy to overlook. Mrs. Randolph his math teacher finds that Randolph, his math teacher, finds that Carl's faces and wise-cracks can set off the entire class Surprisingly Carl's peers the entire class. Surprisingly, Carl s peers don't like to work with him, complaining that he distracts them them.

Mrs Randolph begins the behavior statement convinced Mrs. Randolph begins the behavior statement convinced that Carl is motivated by peer attention-seeking. To make the process manageable she limits her analysis to large


the process manageable, she limits her analysis to large-group instruction, where Carl’s behavior is most challenging.


Carl: Hard to Ignore

Behavior (‘ABC’) Statement for Carl


During large-group lecture or teacher-led

Carl:• makes

distracting

and :• teacher ignores the

behavior teacher led instruction

distracting noises

• calls out with

behavior • teacher

redirects/prompts/reminds non-instructional comments

• teases peers

the student.• teacher reprimands the

student


• teases peers• leaves his seat

student.• teacher conferences w/ the

student.


Carl: Hard to Ignore: What is the Function?

• After construction a behavior statement, Mrs. R d l h i i d t th t 3 f th 4 t Randolph is surprised to see that 3 of the 4 most frequent consequences of Carl’s clowning in l i ti f t h tt ticlass are variations of teacher attention.

• She decides that the primary function of Carl’s behavior is likely to be ‘adult attention’.



Carl: Hard to Ignore: Intervention: Adult Attention SeekingAttention-Seeking

Mrs Randolph put together the following plan for Carl:Mrs. Randolph put together the following plan for Carl:• Keep interactions brief and neutral when Carl engages

in attention-seeking behavior (to ‘turn off’ the spigot of in attention seeking behavior (to turn off the spigot of adult attention during misbehavior).

• Establish clear consequences for misbehavior (e.g., Establish clear consequences for misbehavior (e.g., single teacher warning, move the student’s seat to be near teacher, parent phone-call, office referral)..



Carl: Hard to Ignore: Intervention: Adult Attention Seeking (Cont)Attention-Seeking (Cont)

Mrs. Randolph put together the following plan for Carl:P id i i i h d h • Provides positive attention each day at moments when the student is not clowning around: e.g., greeting at door brief positive conversationdoor, brief positive conversation.

• Parent conference: Shares copy of behavior report card outlining expected classroom behavior and outlining expected classroom behavior and communicates with the parent via email at least weekly about Carl’s behavior. NOTE: This part of the plan is to p pbe in place for 5 weeks.



Tamara: Social Butterfly: Mr Tamara: Social Butterfly: Mr. Brody, an English teacher, finds that Tamara’s persistence in talking with peers Tamara s persistence in talking with peers during instructional activities interferes with her own and peers' classwork with her own and peers classwork.

In preparation for a meeting with Tamara and her parent In preparation for a meeting with Tamara and her parent about her behavior, Mr. Brody decides to create a behavioral statement As part of his fact finding the teacher meets with statement. As part of his fact-finding, the teacher meets with other students whom Tamara most often talks with in class to find out why they participate in those off task


to find out why they participate in those off-task conversations.


Tamara: Social Butterfly

Behavior (‘ABC’) Statement for Tamara


When paired with another student or when working in a

Tamara:• uses inappropriate

language with

and :1. student receives

peer attentionwhen working in a group

language with peers

• taunts/teases/

peer attention2. teacher redirects

the student to makes fun of peers

• makes verbal threats toward

task.3. teacher reprimands

the student


threats toward peers

the student.


Tamara: Social Butterfly: What is the Function?

• What surprises Mr. Brody is the information (f T ’ ) th t f h (from Tamara’s peers) that many of her seemingly innocent off-task comments to l t t ll d t classmates are actually derogatory or

threatening.• Essentially, Mr. Brody concludes, Tamara is

bullying classmates.• The teacher decides that a social function is

driving Tamara’s behavior (‘power/control in


g ( pinteractions with peer’).


Tamara: Social Butterfly: Intervention: Power & Control of Peers

Tamara’s behavior falls under the school’s ‘zero-tolerance for bullying’ policy

Control of Peers

for bullying policy.• Mr. Brody shares his information about Tamara’s

intimidating behavior towards classmates with the intimidating behavior towards classmates with the guidance department.

• Tamara’s counselor and Mr Brody meet with the Tamara s counselor and Mr. Brody meet with the student and her parents to share the peer complaints of her behavior (without naming those students).( g )

• The student is placed in a bully prevention program and meets for several sessions with the counselor.



Activity: Think of a Behaviorally Activity: Think of a Behaviorally Challenging Student…Part 2• Look over the handout Classroom Behavior Chart:

Middle & High School Classrooms. g• For the student whom you previously selected, use

the chart to write a behavior (‘A-B-C’) statement.the chart to write a behavior ( A B C ) statement.• Then attempt to identify a FUNCTION that you believe

sustains the student’s behavior sustains the student s behavior. • Share your statement with others at your table.


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The Teacher as Behavioral ‘First Responder’. How can teachers pdevelop a broader range of classroom responses to manage misbehavior? responses to manage misbehavior? pp. 9-15



Classroom Behavior Incident: Teacher Response Plan Classroom Behavior Incident: Teacher Response Plan

T h h d f Teachers who can draw on a range of responses when dealing with classroom misbehaviors are

lik l t k th t d t i th more likely to keep those students in the classroom, resulting in fewer disruptions to i t ti d b tt l i t f instruction and better learning outcomes for struggling students. A good organizing tool for t h i t t t i tli i th i teachers is to create a matrix outlining their response options for classroom behavior

t d di i li


management and discipline.

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Classroom Behavior Incident: Teacher Response Plan Here are 8 categories of teacher response to

student misbehavior:

1. Behavior Reminder2. Academic Adjustment3. Environmental Adjustment4. Warning5. Time-Out6. Response Cost7. Behavior Conference


8. Defusing Strategies94


Scenario 1: 7th-Grade Instructional Team• A 7th-grade instructional team uses the format of the Classroom

Behavior Incident: Teacher Response Plan to standardize their t i b h i t d t Th t d id t response to misbehaving students. The team decides to

develop their 'defusing strategies' resources.Th t ith th h l' t l h lth t ( h l i l • They meet with the school's mental health team (school social worker, school psychologist, school counselor, assistant principal) and develop a 'defusing' pass system principal) and develop a defusing pass system.

• According to this system, any student who appears to need to talk with a mental health staff member is to be given a pass. talk with a mental health staff member is to be given a pass. The student is to check in with the secretary in the guidance counseling office, who will call to locate an available staff


member for the student to talk with.

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Response to InterventionScenario 1: 7th-Grade Instructional TeamInstructional Team

A student, Francine, is in her Science class, whispering to a

Behavioral Reminder. The teacher makes eye contact p g

couple of her friends sitting near by. The teacher can see that the whispering is

teacher makes eye contact with Francine while teaching and puts a finger to his lips that the whispering is beginning to distract students in proximity to Francine.

p g pto signal that she should stop

talking and attend to instruction.



A student, Francine, is in her Science class, whispering to a p gcouple of her friends sitting near by. The teacher can see that the whispering is that the whispering is beginning to distract students in proximity to Francine.

Environmental Adjustment. When Francine continues to

talk to peers the teacher talk to peers, the teacher moves her to a seat near the front of the room, away from front of the room, away from her friends and close to the

teacher.


Response to InterventionScenario 1: 7th-Grade Instructional Team

Warning. Francine ti t l t h Instructional Team

A student, Francine, is in her Science class, whispering to a

continues to clown at her desk, making faces and

whispering comments to no p gcouple of her friends sitting near by. The teacher can see that the whispering is

whispering comments to no one in particular. The

teacher approaches her desk that the whispering is beginning to distract students in proximity to Francine.

ppand tells Francine quietly

that if she continues to talk d di t t th t d t and distract other students,

she will need to stay after class for a teacher class for a teacher

conference, which will probably make her late for


p ylunch. Francine’s behaviors

improve immediately.


A student, Jay, walks into his English class after lunch one

Behavioral Reminder. The teacher approaches Jay and q ietl asks that he p ll o t g

day and appears visibly upset. When the teacher directs the class to pull out a homework

quietly asks that he pull out his homework. She then returns to the front of the class to pull out a homework assignment for review, Jay sits in his seat looking flushed and

H d t t k t

returns to the front of the room.

angry. He does not take out his work.




Behavior Conference. The teacher sees that Jay is still

t tti t hi g

day and appears visibly upset. When the teacher directs the class to pull out a homework

not getting out his homework. She gives the

class a 5-minute assignment class to pull out a homework assignment for review, Jay sits in his seat looking flushed and

H d t t k t

class a 5-minute assignment to review their homework

before submitting and uses angry. He does not take out his work.

gthat time to meet briefly with Jay in the hallway. She asks

d d i d open-ended questions and discovers that Jay is angry

about an incident that


about an incident that occurred at lunch.

Response to InterventionScenario 2: 7th-Grade Instructional TeamDefusing Techniques. Instructional Team


Based on information gathered during the behavior

conference the teacher gday and appears visibly upset. When the teacher directs the class to pull out a homework

conference, the teacher decides that Jay needs to meet with a mental health class to pull out a homework assignment for review, Jay sits in his seat looking flushed and

H d t t k t

meet with a mental health staff member to talk through and resolve his issue from angry. He does not take out his work.lunch. She issues Jay a pass

and he goes to the guidance ffi Ulti t l h t office. Ultimately, he meets for 20 minutes with the

school psychologist calms


school psychologist, calms down, and is able to return to

class.

Response to InterventionGroup Activity: Develop a Classroom Behavior Response Plan Behavior Response Plan

• Review the 8 general categories Classroom Behavior Incident: • Review the 8 general categories of teacher response to problem behaviors.

Classroom Behavior Incident: Teacher Response Plan

1. Behavior Reminder• Select the categories that you

would find MOST challenging.2. Academic Adjustment3 Environmental Adjustment

• Turn to page 15 of the handout. Using your colleagues as a

3. Environmental Adjustment4. Warning5 Time-Outresource, develop specific ideas

under these categories for intervening with students Write

5. Time-Out6. Response Cost7 Behavior Conference


intervening with students. Write them down on the form provided.

7. Behavior Conference8. Defusing Strategies



‘Defensive Management’. How can a teacher prevent problems with defiant p pstudents through proactive behavior management? management? pp. 19-21



Defensive Management: A Method to Avoid Power Defensive Management: A Method to Avoid Power Struggles

‘Defensive management’ (Fields, 2004) is a teacher-friendly six-step approach to avert student-teacher power struggles that emphasizes providing proactive power struggles that emphasizes providing proactive instructional support to the student, elimination of behavioral triggers in the classroom setting,

l ti hi b ildi t t i li ti f d f i relationship-building, strategic application of defusing techniques when needed, and use of a ‘reconnection’ conference after behavioral incidents to promote t d t fl ti d iti b h i hstudent reflection and positive behavior change.


Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.


Defensive Management: Six StepsDefensive Management: Six Steps1. Understanding the Student Problem and Using

Proactive Strategies to Prevent ‘Triggers’. The teacher collects information--through direct observation and perhaps other means--about specific instances of student problem behavior and the instructional components and other factors psurrounding them. The teacher analyzes this information to discover specific ‘trigger’ events that seem to set off the problem behavior(s) (e.g., lack of skills; failure to understand problem behavior(s) (e.g., lack of skills; failure to understand directions).

The instructor then adjusts instruction to provide appropriate The instructor then adjusts instruction to provide appropriate student support (e.g., providing the student with additional instruction in a skill; repeating directions and writing them on the board)


the board).Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.


Defensive Management: Six StepsDefensive Management: Six Steps

2. Promoting Positive Teacher-Student Interactions. gEarly in each class session, the teacher has at least one positive verbal interaction with the student. Throughout the class period, the teacher continues to g p ,interact in positive ways with the student (e.g., brief conversation, smile, thumbs up, praise comment after a student remark in large-group discussion, etc.). In a student remark in large group discussion, etc.). In each interaction, the teacher adopts a genuinelyaccepting, polite, respectful tone.





3. Scanning for Warning Indicators. During the class 3. Scanning for Warning Indicators. During the class session, the teacher monitors the target student’s behavior for any behavioral indicators suggesting that the student is becoming frustrated or angry. Examples of behaviors that precede non-compliance or open d fi i l d t i k tt i defiance may include stopping work; muttering or complaining; becoming argumentative; interrupting others; leaving his or her seat; throwing objects etc ) others; leaving his or her seat; throwing objects, etc.).





4. Exercising Emotional Restraint. Whenever the student 4. Exercising Emotional Restraint. Whenever the student begins to display problematic behaviors, the teacher makes an active effort to remain calm. To actively monitor his or her emotional state, the teacher tracks physiological cues such as increased muscle tension and heart rate, as

ll f th ti well as fear, annoyance, anger, or other negative emotions. The teacher also adopts calming or relaxation strategies that work for him or her in the face of strategies that work for him or her in the face of provocative student behavior, such as taking a deep breath or counting to 10 before responding.


g p gSource: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.



5. Using Defusing Tactics. If the student begins to escalate 5. Using Defusing Tactics. If the student begins to escalate to non-compliant, defiant, or confrontational behavior (e.g., arguing, threatening, other intentional verbal interruptions), the teacher draws from a range of possible descalating strategies to defuse the situation. Such strategies can i l d i t ti ith th t d t hil include private conversation with the student while maintaining a calm voice, open-ended questions, paraphrasing the student’s concerns acknowledging the paraphrasing the student s concerns, acknowledging the student’s emotions, etc.





6. Conducting a ‘Reconnection’ Conference. Soon after 6. Conducting a Reconnection Conference. Soon after any in-class incident of student non-compliance, defiance, or confrontation, the teacher makes a point to meet with the student to discuss the behavioral incident, identify the triggers in the classroom environment that led to the

bl d b i t ith th t d t t t problem, and brainstorm with the student to create a written plan to prevent the reoccurrence of such an incident Throughout this conference the teacher incident. Throughout this conference, the teacher maintains a supportive, positive, polite, and respectful tone.





Teacher Tools. What are free tools that can help teachers to manage that can help teachers to manage classroom behaviors and promote student success?



B h i R t C d Behavior Report Card Maker

Generate teacher-created behavior rating scales for daily scales for daily behavioral assessment.


URL: http://www.interventioncentral.org/teacher-resources/behavior-rating-scales-report-card-maker


Behavior Behavior Report Card: Card:

Example



Intervention Planner for Behaviorhttp://www.interventioncentral.org/teacher-resources/behavior-intervention-plan

This application presents a range of intervention strategies to address behavior Some of the strategies behavior. Some of the strategies target student motivation.



Jackpot! Reward Finderhtt // i t ti t l /http://www.interventioncentral.org/teacher-resources/student-rewards-finder

The Jackpot Reward Finder is a collection of ideas for classroom rewards for both elementary and rewards for both elementary and secondary levels. Teachers can put together their own individualized menus of rewards and even create reinforcer/reward surveys to review with students.



AccommodationFinderhttp://www.interventioncentral.org/teacher resources/learning disabilityteacher-resources/learning-disability-accommodations-finder

This application allows the user to This application allows the user to browse a set of 60+ classroom accommodations to put together a unique plan for a struggling learner. q p gg g



Academic Survival Skills Checklist MakerChecklist Makerhttp://www.interventioncentral.org/teacher-resources/student-academic-success-strategies-checklist-makersuccess strategies checklist maker

The Academic Survival Skills Checklist Maker provides a starter set pof strategies to address:

•homework• note-taking• organization•study skills

ti t • time management.

Teachers can use the application to create and print customized checklists


create and print customized checklists and can also save their checklists online.



De-escalating the Agitated Student. How should teachers respond to How should teachers respond to students who are emotionally upset to prevent their escalation?



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Cowin, L, Davies, R., Estall, G., Berlin, T., Fitzgerald, M., & Hoot,

S (2003) De-escalating aggression and violence in the mental S. (2003). De escalating aggression and violence in the mental health setting. International Journal of Mental Health Nursing, 12, 64-73.

• Fishkind, A. (2002). Calming agitation with words, not drugs: 10 commandments for safety. Current Psychiatry, 1(4), 32-39.Available at: http://www.currentpsychiatry.com/pdf/0104/0104_Fishkind.pdf

• Richmond, J. S., Berlin, J. S., Fishkind, A. B., Holloman, G. H., Z ll S L Wil M P Rif i M A & N A T (2012) Zeller, S. L., Wilson, M. P., Rifai, M. A., & Ng, A. T. (2012). Verbal de-escalation of the agitated patient: Consensus statement of the American Association for Emergency Psychiatry


Project BETA de-escalation workgroup. Western Journal of Emergency Medicine, 13(1), 17-25.

128


How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Create a 'safe' setting. An educator attempting to calm

an agitated student cannot always select the setting in an agitated student cannot always select the setting in which that interaction plays out. When a student outburst occurs in the classroom, however, the educator outburst occurs in the classroom, however, the educator should attempt to engage the student in a semi-private conversation (e.g., off to the side of the room) rather than having an exchange in front of classmates. As part of the protocol for conducting a de-escalation

f d lt h ld l th t th conference, adults should also ensure that they are never left alone with agitated students.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Limit the number of adults involved. Having too many

educators (e g teacher and a teaching assistant) educators (e.g., teacher and a teaching assistant) participating in a de-escalation conference can be counter-productive because of possible confusion and counter productive because of possible confusion and communication of mixed messages to the agitated student. If more than one adult is available in the instructional setting, select the one with the most experience with de-escalation techniques to engage the t d t t hil th dditi l d t ( ) student one-to-one, while the additional educator(s)

continue to support the instruction or behavior management of other students


management of other students.

130


How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Provide adequate personal space. Stand at least 2

arm's length of distance away from the agitated student arm s length of distance away from the agitated student. If the student tells you to 'back off' or 'get away', provide the student with additional space.the student with additional space.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Do not block escape routes. When individuals are

agitated they are more likely to experience a 'fight oragitated, they are more likely to experience a fight-or-flight' response that can express itself in the need to have escape routes available. When engaging a have escape routes available. When engaging a student in a de-escalation conference, do not position yourself between the student and the door. If the student says, "Get out of my way", step back to give that student additional personal space and reposition

lf t f hi h t ti l thyourself out of his or her potential escape path.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Show open, accepting body language. Convey through

stance and body language that you are calm and stance and body language that you are calm and accepting of the student--and will treat that student respectfully and maintain his or her safety. Stand at an respectfully and maintain his or her safety. Stand at an angle rather than facing the student directly in a 'confrontational' pose. Keep hands open and visible to the student. Stand comfortably, with knees slightly bent. Avoid 'clenched' body language such as crossing arms

b lli h d i t fi tor balling hands into fists.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Keep verbal interactions respectful. It is natural for

educators to experience feelings of defensiveness educators to experience feelings of defensiveness, embarrassment, anxiety, or irritation when attempting to talk down a student from an emotional outburst. talk down a student from an emotional outburst. However, you should strive to appear calm and to treat the student respectfully at all times. Avoid use of teasing, reprimands, or other negative comments and abstain as well from sarcasm or an angry tone of voice.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Communicate using simple, direct language. When

people are emotionally upset they may not process people are emotionally upset, they may not process language quickly or with complete accuracy. In talking with the student, keep your vocabulary simple and your with the student, keep your vocabulary simple and your sentences brief. Be sure to allow sufficient time for the student to think about and respond to each statement before continuing. In particular, if the student does not respond to a statement, avoid falling into the trap of

i t i kl th t th t d t i i l 'i i assuming too quickly that the student is simply 'ignoring you". Instead, calmly repeat yourself--several times if necessary


necessary.

135


How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Coach the student to take responsibility for moderating

behavior At the point in an encounter with an agitated behavior. At the point in an encounter with an agitated student when you feel that you have established rapport, you can use a positive, assertive tone to rapport, you can use a positive, assertive tone to prompt the student to take responsibility for controlling his or her own behavior (e.g., "John, it is hard for me to follow what you are saying when you raise your voice and pace around the room. If you sit down and calmly

l i h t th bl i I thi k th t I h l ")explain what the problem is, I think that I can help.").



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Reassure the student and frame an outcome goal. You

can often help to defuse the student's agitation by can often help to defuse the student s agitation by reassuring the student (e.g., "You're not in trouble. This is your chance to give me your side of the story") and is your chance to give me your side of the story ) and stating an outcome goal ("Let's figure out how to take care of this situation in a positive way" ; "I want to understand why you are upset so that I can know how to respond"). Also, if you do not know the agitated t d t h hi i t d lf student whom you are approaching, introduce yourself

and state both your name and position.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Identify the student's wants and feelings. Use

communication tools such as active listening (e g "Let communication tools such as active listening (e.g., Let me repeat back to you what I thought I heard you say ...."), open-ended questions (e.g., "What do you need .... ), open ended questions (e.g., What do you need right now to be able to calm yourself?"), and labeling of emotions ("Rick, you look angry. Tell me what is bothering you") to better understand how the student feels and what may be driving the current emotional

tb toutburst.



How to: Calm the Agitated StudentHow to: Calm the Agitated Student• Identify points of agreement. Here are suggestions for

finding authentic common ground with the student in finding authentic common ground with the student in response to different situations.

1 Agreement with student's account: If you essentially 1. Agreement with student s account: If you essentially agree with the student's account of (and/or emotional reaction to) the situation, you can say so (e.g., "I can ) , y y ( g ,understand why you were upset when you lost your book on the field trip. I would be upset too.")



How to: Calm the Agitated StudentHow to: Calm the Agitated StudentIdentify points of agreement (Cont.)

2 A t ith i i l d i li d b 2. Agreement with a principle expressed or implied by the student: If you are unsure of the objectivity of the student's account you might still discern within it a student s account, you might still discern within it a principle that you can support (e.g., If the student claims to have been disrespected by a hall monitor, p y ,you can say, "I think everybody has the right to feel respected."




3 A t ith th t i lit f th t d t 3. Agreement with the typicality of the student response: If you decide that the student's emotional response would likely be shared by a substantial number of would likely be shared by a substantial number of peers, you can state that observation (e.g., "So I gather that you were pretty frustrated when you g y p y ylearned that you are no longer sports-eligible because of your report card grades. I am sure that there are other students here who feel the same way."




4 A t t di If t fi d i t 4. Agreement to disagree: If you cannot find a point on which you can agree with the student or validate an aspect of his or her viewpoint you should simply state aspect of his or her viewpoint, you should simply state that you and the student agree to disagree.



Tutorial: How to Verify That Your Classroom H th F d ti N f St Has the Foundation Necessary for Strong

CORE Behavior Management pp. 7-8• Good behavior management rests on a

foundation that includes these elements:foundation that includes these elements:Effective instructionExplicit teaching of behavioral expectationsExplicit teaching of behavioral expectationsStudents trained in basic class routinesPositive classroom rules postedPositive classroom rules postedEffective teacher directivesContinuum of in class consequences for


Continuum of in-class consequences for misbehavior


Tutorial: How to Verify That Your Classroom H th F d ti N f St Has the Foundation Necessary for Strong

CORE Behavior Management pp. 7-8

• The Behavior: Critical RTI Elements checklist is a useful tool to evaluate your classroom behavior management readiness.



Essentials of Core Behavior Management



Elements of Strong CORE Behavior M tManagement

• Think of a classroom (or other academic Think of a classroom (or other academic setting such as study hall) in your school or district that appears to have difficulty in pp ymanaging student behaviors.

• Review the items on the ‘Behavior: Critical RTI Elements’ checklist.

• Locate the ONE item from the checklist that you believe would MOST improve the behaviors of this challenging classroom.Di fi di ith


• Discuss your findings with your group.

rti and behavior: managgging the defiant and non …...reinforcing for the student, then the...

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