you catch more flies with honey than vinegar presented by: network 207 noreen deluca steven gilroy...

You Catch More Flies With Honey Than Vinegar

Presented by: Network 207Noreen DeLucaSteven GilroyBrandi Passantino

June 5, 2014

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Welcome…Come in and introduce yourself to the other people at your table.

Read the quote on your table and jot down on a post-it what it makes you think about. Share with your table.

Alliteration Activity

Think about an adjective that starts with the first letter of your first name and aptly describes your personality.

Then choose a movement to go along with your alliterated name.

Share the name and movement with your tablemates.

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Agenda: Behavior Intervention Strategies

Reasons for Misbehavior

Functions of Behavior

Behavior Intervention Strategies

Application to Practice—Now What?

Closure

Role of the Paraprofessional

What types of paraprofessional are in your school? What are you?

What do you think your role is as a __________ paraprofessional?

Is anyone returning from last year’s extravaganza? What strategies have you used? What worked?

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Warm-up: What Are Some Reasons for Student Misbehavior?

Jot down two of your biggest behavior issues with students and why you think they misbehave.

Share responses with Table Group Talk.

Write the top 2-3 reasons for student misbehavior on a post and place on the chart paper.

If a child doesn’t know how to read

…we teach

If a child doesn’t know how to swim

…we teach

If a child doesn’t know how to tie his shoes

…we teach

If a child doesn’t know how to multiply

…we teach

If a child doesn’t know how to behave

... we?

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Most Common Responses to Disciplinary Issues…

Removal

Increased supervision and monitoring

Exclusion

Counseling

Suspension

Referrals

Placement…

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Principles of School-Based Behavioral Support

Behavior is shaped by one’s experiences

Behavior is learned and can be taught

Functional relationship between behavior & environmental events (the “ABCs”)> Antecedent events> Behavior > Consequence events

Behavior is COMMUNICATION

Adapted from From: D Browning Wright, from Nishioka and Sprague, 2010

Most Common Functions of Behavior

To Obtain/ Get :

• Peer attention

• Adult attention

• Desired activity

• Desired object/ items

• Sensory stimulation: auditory,

tactile, etc.

To Escape/Avoid:

• Difficult Task

• Boring Task

• Easy Task

• Physical demand

• Non-preferred activity

• Peer attention

• Staff attention

• Reprimands

From: Loman and Borgmeier, 2010

All Behavior has a Purpose

MotivationMotivation2 basic premises:2 basic premises:

To “get” somethingTo “get” something

To “get out of” somethingTo “get out of” something

UNDERSTANDING Function of Behavior


Behavior

Escape/Avoid Something

Obtain/Get Something

Tangible/Activity

SocialStimulation/Sensory

PeerAdult

ABC's of Behavior If You Can Predict it…You Can Prevent it!

• Antecedent: what was going on just before the behavior, what is the trigger?

• Behavior: what happened?

• Consequence: what happens as a result of the behavior?

Teach kids to self monitor, i.e. breathe, drink water, walk no talk

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Antecedent

Behavior

Consequence

Terry is assigned

math work

Terry gets out of his

seat

Gets attention from peers &Escapes math(avoidance)

Step 1: Developing a Hypothesis

EXAMPLE

Terry is late to school

Setting Event

Antecedent

Behavior

Consequence

Terry is assigned

math work

Terry gets out of his

seat

Gets attention

from peers &Escapes math

Terry completes

mathwith Peer Tutor

Step 2:Selecting An Alternative Behavior

Consequence Consequence ChangesChanges

Antecedent /Antecedent /Setting Event Setting Event ChangesChanges

EXAMPLE

Terry is late to school

Setting Event

Setting Events Strategies

Antecedent Strategies

Behavior Teaching

Consequence Strategies

BEHAVIOR SUPPORT PLANNINGBEHAVIOR SUPPORT PLANNING

Check in

Self-regulation exercises

Preview the day

Break down assignment

Scaffold instructions

Provide other choices to intersperse

Ask for help

Ask to work with Peer

Ask for time to self-regulate

Specifically praise and socially acknowledge within shorter time frames

Provide tutoring

Step 3: EXAMPLE

Setting Events Strategies


Behavior Teaching


BEHAVIOR SUPPORT PLANNINGBEHAVIOR SUPPORT PLANNING

*Assess whether Math Level appropriate

*Increase amount of Math instruction

*Provide more appropriate peer access re:Math & Social

*Review class expectations prior to assigning*Group according to strengths*Give lead to student based on strength then switch to Peer Tutor*Break into do-able time segments inc. social breaks

*Teach expectations*Teach Self- Regulating skills*Teach student appropriate attention seeking skills*Teach to ask for assistance

*Use natural social praise*Use praising “schedule” and fade*Redirect positively*Construct plan so student “earns” attention time

Step 3 More detailed

EXAMPLE

Take One: School of Hard Knocks

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Watch the role play and look for the ABC’s of behavior. Think about what’s triggering Joey’s behavior and what behavior is being reinforced.

How could have this been handled differently? Discuss…

What Can We Do Differently?

Teaching Expectations Using an Instructional Approach

Define Observable, measurable

Teach Identify, prior knowledge, model, structured practice, acknowledge

Remind Pre-correct, prompt behaviors/rules prior to entering natural context

Monitor Supervise, feedback/acknowledgement, data

Evaluate Data, adaptations needed, non-responders needing more support

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Danielson Framework

2c Managing Classroom Procedures

There is little loss of instructional time due to effective classroom routines and procedures. The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established classroom routines, and volunteers and paraprofessionals contribute to the class.

2d Managing Student Behavior

Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, and respectful to students and is effective.

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Two by Ten StrategyA way to create a positive connection

Spend 2 minutes per day with your most challenging student, he or she leads the conversation.

Do this for 10 days in a row.

Research shows that there is an 85% improvement not only with that student but with the class in general.

Created by Raymond

Raymond Wlodkowski

Two by Ten StrategyA way to create a positive connection

Spend 2 minutes per day with your most challenging student, he or she leads the conversation.

Do this for 10 days in a row.

Research shows that there is an 85% improvement not only with that student but with the class in general.

Created by Raymond

Raymond Wlodkowski

Examples of Replacement Behavior

Use of Visuals: Teach breathing and calming:

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I am working f or:

Using a Bulls

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BREAK

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Sample Behavior Interventions

Remember behavior interventions are individual!What works for some may not work for others!

The Common Denominator across interventions is the need for Consistency!

Peruse these interventions…Have you tried any of them?

What has your experience been? Of the ones mentioned think of why they may not have been effective.

Are there any that you might try?

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Setting Events Triggering Antecedents

Desired Behavior

Problem Behavior

Acceptable Alternative Behavior

Maintaining Consequence

Maintaining Consequences

Setting EventStrategies


Behavior Teaching Strategies


BEHAVIOR INTERVENTION PATHWAY

BEHAVIOR SUPPORT PLANNING

Functional Assessment

FUNCTION

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Neutralize/eliminatesettingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective/ remove

ineffectivereinforcers

Table TalkResponding to Classroom Behavior Scenarios

Each group receives a scenario

• Read the scenario

• Team members brainstorm possible interventions, list them on the back of the paper

• Consider the implications of the solutions that you brainstormed

• How will you assess its effectiveness ?

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Shaping Children’s Behavior With Well Chosen Words

Read the article:

- Highlight any new learning with an

- Anything you have already tried

- Anything you don’t understand

- Is there anything that you will try

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• Fill in each component of the Summary Statement/Hypothesis.

Review #1

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Consequence/ Outcome

Function

BehaviorAntecedent

Setting

Event

•Summary Statement/Hypothesis (Answer Key)

Review #1

Review #2. UNDERSTANDING Function of BehaviorFill in the chart with the terms in the appropriate boxes: adult, peer, get/obtain something, attention, sensory/stimulation, escape/avoid something, tangible/activity


Problem Behavior



Tangible/Activity


PeerAdult

Review #2. UNDERSTANDING Function of Behavior (Answer Key)


Problem Behavior



Tangible/Activity


PeerAdult

Next Steps

What will you try with students who misbehave?

How might you work with teachers on the grade to strengthen this practice?

How will you assess its’ effectiveness?

What support will you need to be effective

Exit Ticket…3-2-1

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you catch more flies with honey than vinegar presented by: network 207 noreen deluca steven gilroy...

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