Norman Public SchoolsNovember 2, 2009

Agenda for Today321 ActivityActive SupervisionDealing with Difficult StudentsSET Results 2009Data Driven Decision Making : Social

Skills“Vision” Activity

3 – 2 – 1 Activity

3 things you’ve done as an internal coach 2 PBS challenges at your campus1 outcome or expectation for the day!

Dealing with Difficult Students

Non-compliance Looks Different for Different Students

Active ResistancePassive ResistanceFailure to Understand a Teacher DirectiveImpulsivity andHyperactivityNegotiation

Students rarely come across in only one of these ways, but a combination.

Active ResistanceSkilled in setting up power struggles

Body language, volume…we back offHave a little respect for authority

Walking away when student making bad choice = encouraging the behavior

If you don’t know the student, at least label the behavior

Least you know a student, the least you can push them

Giving/receiving feedback problematicAudience influences student

“I am convinced that life is 10% what happens to me and 90%

how I react to it.”-Charles R. Swindoll

Pre-teach- looks like- Sounds like

Pre-correct- Pattern?- Time of day?- Antecedent behavior?- Goes off?

Intervene- Behavior is already happening

Passive ResistanceIgnores directives and typically refuses to

respondDoes not express anger or show signs of

emotion

Small steps build on the “Yeses”

Failure to Understand Teacher DirectivesOften receptive/expressive language delayInconsistently follows directionsDidn’t hear, pretending, followsNeed time to respondCheck for understanding before develop

negative patternPre-correct potential for transitions

Some children don’t understand time (“In about a minute”)

Language is an issueThey don’t understand your jokesRemember (break it down)Walk and talk, get to class

Impulsivity and HyperactivityFrequency is exhaustingAverage person attends 8 minutesStudent’s noncompliant behavior is often

unintentionalDo not comply because they lack impulse

control

Practice active participationStructures they can count onParameters without confinementFeedback is critical

Impulsivity and HyperactivityFrequency is exhaustingAverage person attends 8 minutesStudent’s noncompliant behavior is often

unintentionalDo not comply because they lack impulse

control

Practice active participationStructures they can count onParameters without confinementFeedback is critical

NegotiationTraps teacher/staffDerailDelayAvoidControl

Don’t engage!Don’t ask questions!Clear limits!“Moving on…”“Maybe so…”“It’s not the time”…point to watchIgnore

Four motivations for MisbehaviorAttentionPower/controlSense of helplessness/display of inadequacyRevenge

Rudolf Dreikur, based on Adlerian Theory (Alfred Adler)

Students who cannot or who believe they cannot become very skilled at making it appear that they will not.

What Do Dou Do With a Child Like This? Inside the Lives of Troubled Children by L. Tobin

Maslow’s Hierarchy of NeedsSome psychologists have added a further layer for Beliefs and Spirituality

Communicate AppropriatelyIt takes 30 seconds to make a first

impression!It takes approximately 20 additional

encounters to undo or change a bad first impression!

Dr. Mehrelbin, UCLA (Capturing Kids’ Hearts)

The Importance of Language

The Importance of Language55% Body language38% Tone of Voice7% Words

Dr. Mehrelbin, UCLA (Capturing Kids’ Hearts)

Ratio of InteractionsUnderstand how important it is for you to

interact with each student at least 3 times more when they are behaving than misbehaving

Watch for the tendency to fall into the criticism trap

Positive FeedbackThe feedback must be accurateThe feedback must be specific and

descriptiveThe feedback should be contingentThe feedback should be age appropriateThe feedback must be given in a manner that

fits your personal style

The Four Questions for Dealing with Misbehavior

Excuse me, (name), what are you doing?What are you supposed to be doing?Were you doing it?What are you going to do about it?Affirm

Dr. Mehrelbin, UCLA (Capturing Kids’ Hearts)

Making the Questions Work For You:Ask two timesGet quiet and wait for emotional shiftAffirmation“You may either answer the question

appropriately, or you choose to (consequence)”

Either move to the next question or deliver the consequence.

Dr. Mehrelbin, UCLA (Capturing Kids’ Hearts)

Behave In/Behave OutYou cannot appropriately deal with

misbehavior if your button is pushed. Our goal is to de-escalate behavior and hold the student accountable.Use questions sequentiallyDo not lectureNo bailingDon’t add questionsBe consistent in how you ask questions (ask

questions the same way with all kids in any situation)

Dr. Mehrelbin, UCLA (Capturing Kids’ Hearts)

Role PlayFind a partner in your table group or from

a nearby tableTake turns being student and teacherRole play 4 questions with an easy

scenario and a fairly compliant studentOnce you have role played both parts with

your partner, change partners and repeat process

After second partner role plays, return to your seat

Precision RequestsStart with, “It’s time to do your math.”If a second request is needed, use the keyword, “need.”If the request is followed, use a social reinforcer.

(praise)If the request is not followed, immediately use a mild

pre-planned negative consequenceAfter the negative consequence has been delivered,

repeat request cycle again.

Do not take the consequence away!

Best Practices

Role PlayFind a partner in your table group or from

a nearby tableTake turns being student and teacherRole play four questions with an easy

scenario and a fairly compliant studentOnce you have role played both parts with

your partner, change partners and repeat the process

After your second partner role play, return to your seat

Pick your battles!

What is it you want?

School-wide Evaluation Tool (SET)

Indicators: UniversalTotal referrals per year per student is highAverage number of referrals per day is high

Universal

Indicators: Selected or Targeted

Proportion of students with 0-1 referrals is low, but proportion of students with 2-10 is high

Students have received >10 referrals

5% of students with most office referrals account for high percentage of all referrals

High frequency of suspensions/expulsions

Selected

Targeted

Teaching Expected Behavior

ShowTell

Practice

Prevention

Interruption

Crisis response

Follow-up

Prevention

Intent = increase the likelihood that the student(s) will productively and

successfully engage in class and school activities

Classroom space Practical schedule Instruction

Study Skills

Expectations Classroom routines

Proactive behavior system

Social skills

Teaching Study SkillsRepeated disciplinary

exclusions from instruction keep students from learning many specific learning strategies, or study skills, necessary for success in school.

—Geoff Colvin

Teaching Social Skills

Social competence is predictive of long term psychological, social adjustment and success in school.

Comprehensive Social Skills Programs

Understand and define termsReview key research assumptionsAssess social skillsProvide systematic classroom

instructionUtilize social skills curriculum

resources

Social Skills InstructionModelingRole PlayPerformance FeedbackTransfer of Training

What are social skills?Interpersonal behaviors that allow an

individual to interact with others successfully.

Characteristics of social skills deficits:

Unable to attend to class/taskMakes negative comments to peersNegative self-concept (worthless)

High level of frustrationLacks sensitivity toward others

What the experts say…Children with poor interpersonal skills are

at risk later in life for problems (Quay, 1979)Social competence in preschool children can

predict academic achievement in elementary children

New demands for change—Kindergarten children must now learn to get along with entire class, not just mom and dad

Early years are the most important times to teach prosocial behaviors (Maccoby, 1980)

InteractionStudent academic

success relates to his/her ability to interact withOthersEnvironment

AssumptionMany educators teach with the

assumption that the skills are perceived

and learned informally

AppropriatenessResearch provides

statistics that show some students with disabilities LACK the ability to perceive appropriate ways to interact

Types of Social Skills Deficits:Skill Deficits

Problem: the student does not have the skill in his/her behavioral repertoire

Method: direct instruction, model, and observation (ex. Bat mitzvah)

Performance DeficitsProblem: the student has the behavior, but does not use

it due to lack of enforcementMethod: manipulate antecedents through peer initiation

Self Control DeficitsProblem: the student lacks the control necessary to

inhibit inappropriate behaviorsMethod: behavior modification techniques

Who Benefits from Social Skills Instruction?Students who are withdrawn or aggressiveStudents who have periodic deficitsSpecial needs students (i.e. learning

disabilities, communication disorders, behavior problems)

How Are Social Skills Taught?Direct Instruction

Be SpecificStep by Step

Getting Results

Data Vision Incentives

Resources

Action Plan

Evaluation Anxiety

Vision Skills Incentives

Resources

Action Plan

Evaluation

Perception

Data Skills Incentives

Resources

Action Plan

Evaluation

Confusion

Data Vision Skills Resources

Action Plan

Evaluation

Gradual

Change

Data Vision Skills Incentives

Action Plan

Evaluation

Frustration

Data Vision Skills Incentives

Resources

Evaluation

Data Vision Skills Incentives

Resources

Action Plan

Assumptions

FalseStarts