Ch 10 Incl Tch.ppt

Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie

© 2010 Pearson Education, Inc.All rights reserved.

Chapter 10 Meet Needs of Students

with Challenging Behaviors

Positive Strategies for Difficult Situations


© 2010 Pearson Education, Inc.All Rights Reserved.2

Sights to SeeSolving Social Problems

Resolving Conflictwww.edutopia.org/resolving-conflict-ofarrell-middle-school

Smart Hearts: Social and Emotional Learning Overview http://www.edutopia.org/social-emotional-learning-overview-video



These Kids Are Driving Me Crazy and I

Don’t Know What to Do!!

Some Common Problems in Classrooms Student is off task. Talks during instruction. Won’t sit still. Attracts others’ attention and gets them off task. Is unprepared for class. Makes excuses to leave class. Hits other students or the teacher. Insults other students. Acts belligerent. Withdraws and does not want to participate.



Teachers on Dealing with

Problem Behaviors

What Works?

Give students attention. Encourage cooperative learning and play groups. Teach in fun and engaging ways. Study culture or “difference” of the week in the room to promote

understanding and acceptance of differences. Have students help make rules and structure learning activities

in the classroom. Have students help other students—use peer mediation, peer

buddies, circles of friends. Institute sharing time to talk about events in life. Show concern and care. Stop till student gets under control. Emphasize group work. Ask “Do you need to . . . ?” Give options.



What Does NOT Work!

Boring, unengaging teaching. Extra assignments. Yelling. Lack of respect—lashing out rudely,

nagging, pleading, begging. Intimidation—misuse of power. Punishment. Detention and suspensions.

Teachers on Dealing with Problem

Behaviors



Quincy: A Student out of Control

I can’t do anything with him. He hits other students all the time!

When I took over the class I made it fun and inviting

He’s afraid and angry at home, treated with disrespect at school.

“The other teachers wanted to get rid of Quincy. Not my student!”

I built on his interests and gave him choices.

Quincy’s behavior began to change.

He began to do his academic work, and to learn.

The most improved award for Quincy



Creating a Positive, Student-Centered Approach

KEY DECISION

Use Punishment and Rewards

OR

Meet student needs: promoting learning and relationships

Do we try to control students through rewards and punishments?

Do we label them disturbed and get them out of our classes and into special education?

Or do we work to build relationships, care, and respect?



What do we know about punishment?

eliminates behaviors in the short run….if sufficiently strong and remains in place.

does not address underlying needs

allows distancing from the person punished

reduces or eliminates guilt, ensuring reliance on external force for change

PUNISHMENT . . .



Technical Understandings :Rewards and Reinforcers

A reinforcer is a stimulus that results in a strengthening or reduction of a behavior

A reward is a stimulus that is used by someone in authority to attempt to control the behavior of another person

(Exception - we can give rewards to ourselves).



What do we know about

They . . . punish rupture relationships ignore reasons for behavior discourage risk taking undermine intrinsic interest

and motivation encourage mediocrity must be strongly desired are effective only in the short

run

REWARDS?



Rewards and punishment

‘work’ only with continued use.

They don’t teach.





Creating a Student-Centered SchoolProactive Strategies

Positive rules (small #): Positive rules (small #): like like (1) Try, (2) be safe, (3) be kind, (4) work hard, and (5) be respectful

Understanding that problem Understanding that problem behaviors reflect a need of a behaviors reflect a need of a child. child.

Contracts to find new ways Contracts to find new ways to act to act

Adults who can act as Adults who can act as mediators and supporters to mediators and supporters to help children help children learnlearn to to develop solutionsdevelop solutions



Creating a Student-Centered SchoolKey School-wide Strategies

Building community in the school Peer mediation and conflict resolution Teaching students how to support one

another through peer buddies and circles of support

Professional support—individual and group counseling, support groups

Mentors through such programs as Big Brothers and Big Sisters

A building support team Interagency support and intervention for

families



School Patterns In Dealing withBehavioral Challenges

Chaos - reactive Chaos - reactive responsesresponses

Punishment and Punishment and expulsionexpulsion

Staff controlStaff control

Rules and rewardsRules and rewards

Community and Community and positive behavior positive behavior supportsupport



A Few Practical Tools

Daily emails to parents on progress

Weekly progress report Mini conversations with

students A safe place that the student

can work Thinking about WHY the

student is doing what he / she is doing

Circle of support Hourly Progress Report



Key Strategies: The Foundation

Appreciation

Celebrations

Learning Social Skills in Community

Restorative Justice - Healing Hurt



Challenging Behaviors in the Classroom

What behaviors do we see? Underachieving Isolating Distracting Disruptive Dangerous

What do they mean?

Behaviors communicate

legitimate needs for: Survival Love and Belonging Power Fun Freedom



Traditional Behavior Management Versus Positive Behavioral Support

Traditional Behavior Management

Problem Behavior is causing us or others trouble, so we want to eliminate it.

Behavior, which is learned, is communicating something important.

Assessment Specify the problem behavior and determine frequency, strength, duration.

Conduct “functional analysis” to determine reasons for the behavior.



Goal Eliminate problem behavior. Help student learn better ways of communicating needs.

Intervention Reduce reinforcement of behavior (“extinguish” by ignoring) or punish when target behavior occurs.

Develop a sense of safety and trust; make the class fun and interesting; provide support from another person; reduce frustration in the setting; teach alternative ways to communicate; teach how to tolerate school conditions.

Success The behavior is eliminated and people in power view the situation as better.

The person’s problem is solved from his or her point of view.

Traditional Behavior Management Versus Positive Behavioral Support



Vicious Cycles in Behavioral Challenges

This works!! I express my anger, am less bored, express my hurt.

I am controlled, don’t

understand, unstimulated so I

. . .

. . . hurt myself or others, yell, cry, run around . . .

. . . feel angry, confused, bored, hurt and may . . .

Teacher

punishment &

control



Children With Emotional & Behavioral Challenges

Need:• Care and love• Sense of belonging• Attention• Respect• Help learning positive

ways to get needs and desires met

• Encouragement

But often get:• Rejection• Clinically labeled• Segregation• Anger and

punishment• Humiliation



BEHAVIORAL CHALLENGESKey Elements for Effective Practice

School-wide and classroom based, intentional strategies

Information more than power

Meet needs of children rather than control their behavior.

Build community & children’s resilience to PREVENT problems.



Journey to the ClassroomHow Could We Not Try?

Wesley would hit, scream, Wesley would hit, scream, and curse defiantly (a 1st and curse defiantly (a 1st grader!)grader!)

The whole school staff was The whole school staff was pulling for Wesley!pulling for Wesley!

Goal - keep him in schoolGoal - keep him in school Paraprofessional supportParaprofessional support Fear of losing Wesley to Fear of losing Wesley to

segregated programssegregated programs Supported other children Supported other children

interacting with Wesleyinteracting with Wesley Wesley re-entered the Wesley re-entered the

classroom and was doing classroom and was doing betterbetter



Proactively Proactively Meeting NeedsMeeting Needs Of Of Students With Behavioral ChallengesStudents With Behavioral Challenges

Survival

Love

Power

Fun

Freedom



Balancing Information and Power in Relationships



Communication Based on Respect or Control:Philosophies at War in Practice

Respect

Curiosity

Request

Third alternative

Rationale/explanation

Clear I-statements

Sharing/disclosure

Listening/support

Negotiation

Control

Assumption of intent

Demand

One right way

Authority

“You should” statements

Professional distance

Domination/coercion

Rewards/punishments



A Time for Power and Control

Understand and communicate our ‘non-negotiables’

When we must use our power do so respectfully: Use caring, respectful tone

of voice Provide a reason why

something is non-negotiable

Be respectful - “I know this is important to you”



Engaging the Classroom

Community in Problem Solving

Classroom meetings - teacher facilitates students in discussing the problem and creating solutions

Circle of friends - students provide support to a student who is having difficulty

Peer and conflict mediation - students are trained to help other students work through conflicts under teacher supervision

Peer support - students act as peer buddies and supporters



Giving Students and

Ourselves a Break

Students go to classrooms of other teachers

Ask assistance from a specialist - psychologist, special education teacher, etc.

Create a safe place within the classroom where a student can go and cool down

This is NOT the same thing as ‘time out’ or sending students to the office



Support groups for students - death in the family, drug abuse,

pregnancy, etc. Consultation -

psychologist, social worker, special education teacher

Individual counseling Group counseling

Professional & Community Supports



Engaging Parents in Partnership

Understand history of the family and child

Tell parents of challenges and ask opinion

Identify and build on strengths in the family (understanding all families have problems)

Communicate positive student attributes as well as problems

Be aware of family dynamics and potential for abuse



Selected Proactive Approaches toSocial and Behavioral Challenges

Conscious Discipline - Becky Bailey (2001) Conscious Discipline. Love Guidance Press

Circle of Courage - Larry Brendtro (2003) Reclaiming Youth at Risk. Solution Tree Press

Collaborative Problem-Solving - Ross Greene (2008) Lost at School

Setting Limits - Robert J. MacKenzie (2003) Setting Limits in the Classroom

Cooperative Discipline - Linda Albert (1996) Cooperative Discipline



Individualized Differentiation The Behavior Intervention Plan

Step 1. Identify social and behavioral problems

Step 2. Develop a student-centered theory

Step 3. Develop and Implement the Plan

Step 4. Evaluate the Outcomes Together



Proactive Crisis Management

Stages Of Crisis Development

Counter-productive Responses

Helpful Responses

1. ANXIETY shown by . . .

Noncompliance

Disruption

Unusual actions

Orders - “Do this!”

Limits - “You can’t do that”

Consequences - “If you, I will”

Label - “You’re a problem!”

Listen and reflect - “You seem upset”

Curiosity - “What’s going on?”

Support - “I’m here if you want to talk”

Partner - “Let’s work together”

Positive expectations - “It will work out”






Helpful Responses

2. TRIGGER Action sets crisis in motion

Questioning - “Why do I have to?”

Refusal

Emotional outburst

Demands - “Sit down!”

Consequences - “You will get an F”

Threaten - “Stop or I will call your mother”

Cool off - deep breaths, state feelings

Agree to work it out - show willingness to solve problem; let person know you are there






Helpful Responses

3. CRISIS A serious crisis develops

Intimidation

Threat

Violence

Anger - “Back off!!”

Move in - move toward the student

Retaliate - “Go to the office now!”

Give personal point of view: Give your point of view using I-statements.

Solve the problem: Brainstorm win–win solutions.






Helpful Responses

4. RECOVERY Student settles down & feels

Embarrassment

Guilt

Shame

Blame - “You always act this way”

Instruction to retaliate - “I’ve told you . . . What is wrong with you?

Listen - “You look like you are sad”

Normalize crisis - “All of us lose it sometimes”

Personal disclosure - “I did something like this when I was your age once”



Proactive Crisis ManagementStages Of Crisis Development


Helpful Responses

5. RESOLUTION Calm

Remind of crisis - “You were out of control”

Avoid - not look at student

Expect recurrence - “He’s going to go off again if they don’t get him out”

Collaborate - “How can we work together to help you?”

Analyze: “What happened? What would have helped you?”

Problem-solve: “What would be better next time you have these feelings?



Bumps in the RoadSuspensions and Detentions Don’t Work

Challenging students and negative educators yelling and disrespectful

In-school suspension is chaotic

Problem behaviors increased Suspension is simply a

vacation If we treated students with

respect and tried to help them it could be different. It was in my old school!



Behavior Challenges and IDEA…

Behavior plans considered in IEPs as needed.

Positive behavioral support encouraged

Up to 10 days suspension is allowed; can remove a child who brings a dangerous weapon to school up to 45 days if substantially likely to result in injury

Services to support progress in the general education curriculum must be provided after 10 days.



Requires that a Behavior Intervention Plan based on a Functional Assessment be developed if the behavior is related to the disability.

A ‘manifest determination’ meeting is held to determine if this is the case. If not, a student with a disability may receive the same response that other students do.

Behavior Challenges and IDEA…



Back PackPositive Approaches to Behavior Challenges

Reclaiming Youth Networkhttp://www.reclaiming.com/

Research Center for Positive Behavior Support rrtcpbs.fmhi.usf.edu/

Center for Effective Collaboration and Practice cecp.air.org/

Documents

Ch 10 Incl Tch.ppt