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Behavior Support Section Summer Institute 2005
Kathi Wilhite [email protected] Swencki [email protected]
Science 101(What, you thought you were
here to learn about behavior?)
The Science of Human Behavior
(Yours-not theirs…)
Your kids leave wet towels on the floor.
Yesterday was the last straw. Sarah
came to class tardy for the third time this
week. Why? Because she was at her locker trying to
find her homework.
Someone cuts you
off in traffic.
Every time (at least it seems like every time!) Todd does
something he shouldn’t, he always
has an excuse or blames someone
else.
Your husband
leaves the toilet seat
up…again!
Your wife wants to talk about
the toilet bowl seat during the
Superbowl.
On Friday afternoon your principal tells
you to expect a new student Monday.
“I can’t do this” seems to be the only words Jamie can say when we are learning a new skill. I know he can do the work, but I can’t sit beside him all day to keep him
going.
New kitten deposits hairball on new carpet, just as in-laws are arriving for
dinner.
Dinner burns.
Know Thyself
HUMAN NATURE
Is stubborn and inflexible. We do “more of the same” even when it doesn’t work.
American culture encourages us to look for the “quick fix”.
If the only tool you have is a hammer, everything
looks like a nail.
The Science of
Human Anatomy(rated g)
BrainstemSustains life functions (blood pressure, heart rate)
MidbrainAppetite & Sleep
Limbic BrainSeat of emotions and impulse-action oriented if aroused
CortexLogic, planning, cognition, executive functions
THE BRAIN
Spotlight: The Limbic System
HippocampusThe librarian of the brain. Records sensory input (smell, taste, touch, sight, hearing) during emotional events.
AmygdalaThe pharmacist of the brain. Releases chemicals for crisis response & programs the exact configuration for quicker release in the face of a similar threat in the future.
Spotlight: The Amygdala
Oxytocin (good)Triggered by nurturance, sexual arousal, physical touch, melodic sounds.Plays critical role in bonding & relationships.When elevated in body-reduces stress, calms.
Cortisol (bad if sustained)Triggered in crisis. Elicits fearfulness, depression, stress. Impairs physical development and declarative memory.
What is perceived by the brain determines
the chemical response.
Spotlight: The Amygdala
IN CRISISKey function-Survival!
1. High Threat Perceived2. Information from Cortex is Cut Off
3. Rely Solely on Limbic Data
How one interprets reality when under stress
is most reflective of one’s significant life
experiences.
The Science of
Structure
“Children must have at least one person who believes in them. It
could be a counselor, a teacher, a preacher, a
friend. It could be you. You never know when a
little love, a little support, will plant a small seed of hope.”
Marian Wright Edelman
Everyone must feel…
WantedSuccessful
Safe
Creating a Climate for Learning
Clear, Positive Expectations
Clear Rules Positive Role
Modeling Acceptance of
Shaping Respect for Each
Student
Limit Setting Praise Procedures &
Routines Positive
Reinforcement Structured Academic
Success
Learning is a POWERFUL Reinforcer
“The student who is learning, and knows he or she is learning, is receiving a powerful reinforcement to continue that behavior; nothing succeeds like success!”
Kitto
In order to begin the teaching/learning process…you must
first get the students’ attention!!!
IN THE BRAIN ATTENTION IS TRIGGERED BY EMOTION!!!
ALERT STUDENTS’ SENSESTRIGGER SIGNIFICANT MEMORIES
NOVELTY
NEW INFORMATION???The Brain’s Subconscious
AssessmentImmediate Memory
Do I WANT to learn this?How does this relate to what I
already know?Does this make sense?What do I get from learning
this?Do people that matter to me
know or desire to know this?
Information must enter short-term memory in order to transition into long-term memory…
the more meaningful from the
beginning...the better the chances of it sticking around!
Brain-Based Tips to Improve Learning
Catch phrasesRepetitionMusic TriggersPhysical MovementVisual Cues
CATCH PHRASESNike?
Trix?US Army?
9105551212910-555-1212
• Key Points in your lessons should be reduced to catch phrases.
• Rules/Procedures should be reduced to catch phrases.
REPETITIONNatural way for the brain to
determine importance.Ensures information will be
available when it is ready to be processed.
Can/should be done through catch-phrase review.
Can also be done through symbolic attachment.
MUSICThe brain has neurons specifically designated
for processing music.Specifically helpful in spatial reasoning and
math.Music impacts and helps regulate mood.Use to aide student transition.Consistent uses of selected music can be
calming to students with anxiety…(diagnosed and situational).
PHYSICAL MOVEMENT
Physical movement associated to language development and problem solving.
Repetitive physical movement increase learning by improving recall.
Incorporate physical movement in all parts of memorization skills.
Establish a physical gesture that means, “this is important…so pay attention!”
VISUAL CUEINGVisuals are the strongest aide in quick learning.Vision also had dedicated neurons in the brain.Children need gestures to make language clearer.Stress makes the brain more dependent on visuals
not only to hear and process, but also to establish perceptions.
Use visual cues to get students’ attention, to clarify language, as a behavioral intervention, and to signal the brain as to what is important.
SURFACE MANAGEMENT TECHNIQUES
Proximity Control
Interest Boosting
Support From Routine
Support Through Humor
Signal Interference
Planned Ignoring
Antiseptic Bouncing
The Science of
Interpretation(AKA Faulty Science)
Common Behavior Problems Faced by Teachers In the Classroom
Acting-out, aggressive, hyperactivity
Withdrawn Poor social
relationships Defiance of authority Immaturity
Poor academic achievement
Poor attention span Perceptual
deficiencies Inadequate self-
concept Use of drugs
Bullock, L.M. & Brown, R.K. (1972)
How does the typical school respond to
“perceived” problem behaviors?
Why have things not changed?
The Science of
Application
All Students in School
Students with Chronic/Intense Problem Behavior
Students At-Risk for Problem Behavior
Students without Serious Problem
Behaviors
1 to 7% Specialized
Individual Interventions
5 to 15% Targeted Group
Interventions
80 to 90% Universal School-wide Interventions
The Science of
Human Needs
SURVIVALBELONGING
POWER/SELF-WORTHFREEDOM
FUN
OUR FIVE BASIC NEEDS
What do you do with a student who throws a book across the room and uses inappropriate language to
inform the teacher that he/she does not intend to
complete his work?
The Science of
Developing an FBA
Step 1: Identify the problem behavior.
CAUTION: TRIGGER CAUTION: TRIGGER WORDSWORDS
“Trish is hyper.”
“Carlos is disruptive.”
“Jan is aggressive.”
Step 2: Gather the data.
Step 3: Analyze the data.
Step 4: Design/Implement the BIP
Step 5: Review and Evaluate the plan…if
not working...go back to step 3.
The Science of
Developing a BIP
When designing BIP’s, consider:Skill deficits-
the teacher will need to teach replacement behaviors that serve the same function as the inappropriate behaviors
Performance deficits-the teacher will need to manipulate the
antecedents or consequences; may need to make changes in instruction/curriculum
Environmental issues-the teacher will need to modify the physical
environment; may need to make changes to instructional methods.
“Grant me the serenity to accept the people I
cannot change, the courage to change
the person I can, and the wisdom to know
it’s meit’s me.”
RESOURCES
Behavioral Objective SequenceSheldon Braatenwww.researchpress.com
The Teacher’s Encyclopedia of Behavior Management: 100 Problems/500 PlansRandall S. Sprick/Lisa M. Howardwww.sopriswest.com
www.air.org/cecp/fba/problembehavior/funcanal.pdf www.specialconnections.ku.edu
