what should i do when i am working with students who have challenging behaviors pennsylvania...
TRANSCRIPT
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What Should I Do When I Am Working with Students Who Have Challenging Behaviors
Pennsylvania Training and Technical Assistance Network
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Local Policy
Your local school district, IU, preschool or employing agency’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!
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Learner Outcomes
Participants will:
• Describe the range of behaviors encountered in their daily work
• Examine a model that can help in recognizing signs that student behaviors may turn serious
• Discuss their role in preventing challenging behaviors from occurring
• Explore effective strategies to use when challenging behaviors do occur
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Agenda
• Introduction and learner outcomes• Basic behavior terms• Seven Phases of Challenging Behaviors
−Definitions−Tips for preventing challenging
behaviors−How to respond when behaviors occur
• Scenarios• Wrap-up
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Antecedentwhat occurs before a behavior
Behavioran observable and measurable act of an individual
Consequenceany event that follows a behaviorReinforcement Punishment
Basic Behavior Terms
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Basic Behavior Terms
Function:
The purpose that the behavior serves
• to get something• to avoid, delay, or escape something
Why Determine the Function?
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“It is easier to prevent a behavior from
occurring, than to deal with it after it has
happened.”
Behavior Mantra
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Recognizing the Range of Behaviors
Activity - What behaviors do you see?• Get into pairs or small groups• Choose a note taker• Brainstorm problem behaviors of
students you encounter in your work• Place each behavior on the
appropriate place on the Behavior Four-Square Chart (behavior can be in more than once place)
• Share out
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5.
6.
1. 2.
3.
4.
7.Calm
Agitation
Acceleration
Peak
De-escalation
RecoveryTrigger
Seven Phases of Challenging Behaviors
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5.
6.
1. 2.
3.
4.
7.Calm
Agitation
Acceleration
Peak
De-escalation
RecoveryTrigger
Seven Phases of Challenging Behaviors
You a
re h
ere
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Seven Phases of Challenging Behaviors
1. Calm
−Definition:
• Student is in typical, neutral state• Student is cooperative and
responsive to teacher and task demands
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Seven Phases of Challenging Behaviors 1. Calm
Tips for preventing challenging behaviors
• Be aware of the antecedents that affect behavior⁻Environmental⁻Time⁻Physical/Medical⁻Task⁻Instructor⁻Presentation
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Seven Phases of Challenging Behaviors
1. Calm
How to respond when behaviors occur
• Treat students with respect
• Look for opportunities to praise students
• Attend to appropriate behaviors of student
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5.
6.
1. 2.
3.
4.
7.Calm
Agitation
Acceleration
Peak
De-escalation
RecoveryTrigger
Seven Phases of Challenging Behaviors
You are here
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Seven Phases of Challenging Behaviors
2. Trigger
Definition• Any event that provokes an undesired
response from the student− School-based − Non-school based
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Seven Phases of Challenging Behaviors
2. Trigger
Tips for preventing challenging behaviors
• Remove or reduce the importance of the trigger
• Provide a reminder or cue for an alternate reaction to the trigger
• Precision requests
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Seven Phases of Challenging Behaviors
2. Trigger
How to respond when behaviors occur
• Respond to negative student behaviors in a professional manner
• Don’t take it personally• View as a teaching opportunity
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Seven Phases of Challenging Behaviors 2. Trigger
How to respond when behaviors occur (cont.)
• Avoid Management Traps−Passionate discipline−Preaching−Questioning
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5.
6.
1. 2.
3.
4.
7.Calm
Agitation
Acceleration
Peak
De-escalation
RecoveryTrigger
Seven Phases of Challenging Behaviors
You are here
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Seven Phases of Challenging Behaviors
3. Agitation
Definitions• Student behavior unfocused or off-
task• Student showing indicators of anxiety• Student no longer in typical, neutral
state
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Seven Phases of Challenging Behaviors
3. Agitation
Tips for preventing challenging behaviors• Let student know you are aware there
is a problem• Use active listening• Help student label the emotion• Clarify immediate expectations• Reduce situation demands
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Seven Phases of Challenging Behaviors
3. Agitation
How to respond when behaviors occur
• Provide or withdraw attention• Avoid a power struggle• Offer choices• Use interrupting strategies
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5.
6.
1. 2.
3.
4.
7.Calm
Agitation
Acceleration
Peak
De-escalation
RecoveryTrigger
Seven Phases of Challenging Behaviors
You are here
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Seven Phases of Challenging Behaviors
4. Acceleration
Definition• Student actively resisting, refusing• Verbal aggression, threats• Violation of behavior rules• A student screams “You can’t make
me, _________”• A student curses at you• Behavior is confrontational
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Seven Phases of Challenging Behaviors
4. Acceleration
Tips for preventing challenging behaviors- Posture−Eye Contact −Facial Expression−Distance −Voice Quality−Privacy −Present Options−Acknowledge cooperation
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Seven Phases of Challenging Behaviors
4. Acceleration
How to respond when behaviors occur • Avoid escalating prompts • Remain calm and respectful• Set clear limits• Remove potentially dangerous items• Obtain needed support to manage
situation• Use distracting statements to help
student redirect focus
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5.
6.
1. 2.
3.
4.
7.Calm
Agitation
Acceleration
Peak
De-escalation
RecoveryTrigger
Seven Phases of Challenging Behaviors
You are here
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Seven Phases of Challenging Behaviors
5. Peak
Definition• Student aggression to self, others or
property• Overall student behavior out of
control• Fighting • Property destruction • Assault
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Seven Phases of Challenging Behaviors
5. Peak
Tips for preventing challenging behaviors
• Specific Defusing Statements • Dignity for yourself • Dignity for the student • Keep the student in class• Teach an alternative to aggression
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Seven Phases of Challenging Behaviors
5. Peak
How to respond when behaviors occur• Protect yourself, student and others
as much as possible• Remove student or remove others• Pause and Assess• Physically step away and send for
help• Block non-aggressively (if necessary)
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5.
6.
1. 2.
3.
4.
7.Calm
Agitation
Acceleration
Peak
De-escalation
RecoveryTrigger
Seven Phases of Challenging Behaviors
You a
re h
ere
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Seven Phases of Challenging Behaviors
6. De-escalation
Definition• Reduction or cessation of student
aggression• Reduced frequency or intensity of
student behaviors• Student may appear confused
Tips for preventing challenging behaviors• Be cautious of your responses to
student
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Seven Phases of Challenging Behaviors
6. De-escalation
How to respond when behaviors occur
• Provide cues to signal positive behaviors
• Attend to appropriate behaviors• Engage student in individual
assignment• Provide quiet time
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5.
6.
1. 2.
3.
4.
7.Calm
Agitation
Acceleration
Peak
De-escalation
RecoveryTrigger
Seven Phases of Challenging Behaviors
You are here
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Seven Phases of Challenging Behaviors
7. Recovery
Definition• Student returns to “calm”• Student eager to complete tasks• Student reluctant to interact or talk
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Seven Phases of Challenging Behaviors
7. Recovery
Tips for prevention• This phase is necessary after a
challenging behavior has occurred• Attempts for prevention of the behavior
should occur in the previous phases so that the student does not have to enter the recovery phase
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Seven Phases of Challenging Behaviors
7. Recovery
How to respond when behaviors occur• Attend to appropriate student behaviors• Help student focus on independent task
or activity• Consider/analyze events that led to
crisis• Teach alternative responses at a later
time
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Seven Phases of Challenging Behaviors
Additional Strategies
• Disciplinary procedures• Short-term interventions• Long-term interventions • Use crisis-prevention strategies • Complete exit paperwork
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Scenarios
Seven Phases of Challenging Behaviors
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Because we ignored the whispers of behavior, we
created the shouting behavior…
The idea is to listen as soon as possible so the person
does not have to keep shouting.
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Resources• Alderman, Gary L. Management Traps: Recognizing and Staying
Out of Common Management Traps http://www.ccbd.net/documents/bb/Fall_1997_Vol.8_No.3_Management_Traps.pdf
• Colvin, Geoff, Ph.D. (1999) Defusing Anger and Aggression: Safe Strategies for Secondary School Educators. IRIS Media, Inc., Eugene, Oregon.
• Ginger Rhode, Ph.D.William R. Jenson, Ph.D.H. Kenton Reavis, Ed.D,(1992) The Tough Kid Book Sopris West
• Mendler, Allen N., Ph.D. (2005) Just in Time: Powerful Strategies to Promote Positive Behavior. National Education Service, Bloomington, Indiana.
• Mendler, Allen N., Ph.D. (1997) Power Struggles, Successful Techniques for Educators. Discipline Associates, Rochester, New York.
• Walker, H.M., Colvin, G. & Ramsey, E. (1995). Antisocial Behavior in School: Strategies and Best Practices. Pacific Grove, CA: Brooks/Cole Publishing Co.