Positive Interventions and Effective Strategies for Classroom Management Laura A. Riffel, Ph.D

Oklahoma Tiered Intervention System of Support for High School

Positive Interventions and Effective Strategies for Classroom ManagementLaura A. Riffel, Ph.D.

You have to have a plan for this studenthttps://www.youtube.com/watch?v=fXRZcJI9yx8 The LOOKWalk toward studentProximitySecret signalEnvironmental changesWhisper in the right ear and offer equal choicesTUMS-Video modelingStudent/teacher rating sheetTime outFrom reinforcement

Tokeneconomy

Video self-modelingTouch-Use Name Positively-Make eye contact- SmilePictures used in this graphic are from 123rf animationfactory.com 3Head- Heart- Hands

What do you wantThem to think?What do you wantThem to feel?What do you wantThem to do with their hands And feet?These pictures were purchased from www.123rf.com 4Rule Number One1. Behavior is learned and serves a specific purpose. If its learned- it can be taught.

Video Modeling Your Expectationswww.pbisvideos.com Sine Qua Non

TUMS at the DoorTouch themUse their name in a positive wayMake eye contactSmile

A study found if teachers greeted their students at the door, it increased on-task behavior from 45-72% (Allday & Pakurar, 2007). Picture from www.animationfactory.com- it was purchased by Behavior Doctor Seminars8We stopped touching kids-https://www.youtube.com/watch?v=fXRZcJI9yx8 Use their name in a positive wayBhaerman and Kopp (1988) found that teachers who are flexible, positive, creative, and person-centered rather than rule oriented result in students who are less likely to drop out of school. One adult, other than their parent knowing and using their name in a positive way helps a student be successful and less likely to drop out of school.Building a relationship with a child is one of the most important factors in a students success.Every child is one caring adult away from being a success.Corwin, A. (2012)NCCA (2009)Nelsen (2006)Shipp (2013)

CHEERS!!!!

I wish I got in trouble more so he knew my name.Hey Slugger. Hows it going?Make Eye ContactWeve decreased face-to-face interactions dramatically since the 1950sThis decreases a students ability to decode facial emotions and other nonverbal cues (UCLA, 2014)

I do not own the rights to these pictures they were from a google search on the internet- By the way- there is no actual evidence that Einstein ever mentioned the technology quote- but he has been attributed to it- most likely a college experiment to see if the world would be gullible enough to keep spreading the rumor. just some rumor humor for you. 12Smilehttps://www.youtube.com/watch?v=U9cGdRNMdQQ TUMS YOUR NEIGHBORTouch them Induces complianceUse their name in a positive wayLess likely to drop out of schoolMake eye contactGives it on the front side- so they dont take it on the backSmileSmile + Frown= Smile

Changing the EcosystemAn environmental component or entity including living and non-living components that interrelate to produce a stable system through recurring interchange of resources

Picture from 123rf.com 15Rule Number Two2. Behavior is related to the context within which it occurs.

Different context=Different behavior

SignalsSecondary- turn down the lights when transitioning into classroom from noisy hallway to signal time for quiet after noisy, high energy transition.Elementary- after every high energy transition.Always have an EPR (every pupil response) question on the board for the students to answer when the bell rings.Play 60 bpm music as they transition into the room to help heart rates go down to resting heart rate. Picture from blog Teaching Teens in the 21st Centuryhttp://mrswhite1103.blogspot.com/2014_08_01_archive.html

Heart RatePlay music to calm heart ratesResearch indicates your heart rate will match the music you are listening toShow nature picturesResearch indicates looking at pictures of nature reduces anxiety

60 beats per minute18www.behaviordoctor.org/calmingvideos.htmlTardies to classPrincipal sets up a quick survey in the computer lab for what type of music the students like.Principal plays 4 minutes of student music between classes over the school intercomsPrincipal plays 1 minute of polka music the last minute of class changing time.If tardies stay below 98% it stays this ratio- otherwise it flips 4 minutes of polka music.

Demonstration table

White boarddoorSocial infoNature picturesWater feature60 bpm musicBlue bean bagRound wooden table with pictures of students above itPictures of heroes to aspire towardTeam pointsTeam divisions if using whole brain teachingWhite round tableWhite metal clockExtended learning gamesSilver boxWind chimeGlobe

Demonstration table

White boarddoorSocial infoNature picturesWater feature60 bpm musicBlue bean bagRound wooden table with pictures of students above itPictures of heroes to aspire towardTeam pointsTeam divisions if using whole brain teachingWhite round tableWhite metal clockExtended learning gamesSilver boxWind chimeGlobe

If your room is smallerSecret SignalTwo taps of the chair leg- done in private (only student knows you tapped their chair) (Pre-cued what this means)

Ideas that will catch the others

These pictures were purchased from www.123rf.com

24DailyEach teacher should have three levels of contingencies and rewards-DailyWeeklyMonthly


25Rule Number Four4. We can improve behavior by 80% just by pointing out what one person is doing correctly.

Love Notes

Put Mr. Potato Head Together

Have studentsadd pieces to his bodytill hes alltogether.This picture is property of Behavior Doctor Seminars28Put the cootie together.

Dont think this is just an elementary idea. Even high school students will have good behavior if thereinforcement is right They will just want to make the cootie bug more bizarre looking This picture is property of Behavior Doctor SEminars29Weekly


30Barrel of Monkeys

When the monkeysreach the floor or a desktop

These pictures are property of Behavior Doctor Seminars31Week Long Contingency

Besides a daily contingency- you could have a weekly contingency going for things like bringing back homework, everyone having a pencil, everyone in their seat when the bell rings, things like that each one worth a few jumps on the game board. (any game board- even high school students would be nostalgic for Candy Land)- When they reach the end of the game board they earn a home work free night. Incidentally, this is the number one thing secondary students tell me would mean the world to them. One night without home work means more to them than any monetary or tangible object you could give them.Id velcro the board and pieces up on the white board so the students can see where they are in the game.Google search on Candy Land32Compliment Board1111 1111 1111 1111 1111 1111Brownie Points

Brownies are from Microsoft office clipart search34Monthly


352 jars- one w/lights & one w/out

These pictures are property of Behavior Doctor Seminars36Rule Number Five5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.

4 Positives for Every NegativeLanyard20 beadsStart in the morning with all 20 beads on your left sideEvery time you compliment a student on their appropriate behavior move a bead to the right side.Every time you reprimand a student move 4 beads back to the left side.

38Beads on a string

Move down when you use a behavior specific praise.Paper clipsPut 30 paper clips in your left pocket or a cup on the bus.Every time you compliment a student, move a paper clip into the other pocket or cup. Every time you get after a student, move 4 paper clips back to where they started.

403x5 index cardTears for positivesTears for negatives11 to 5You can use something as simple as an index card and keep track of negative comments compared to positive comments. You will be amazed the first day at how few positives you use and then work to increase the numbers each day.41Vibrating Watch- reminds you to catch students being good

http://www.amazon.com/s/ref=nb_sb_noss_2?url=search-alias%3Daps&field-keywords=vibralite+3

http://www.eseasongear.com/viviwa.html

You can use something as simple as an index card and keep track of negative comments compared to positive comments. You will be amazed the first day at how few positives you use and then work to increase the numbers each day.42Energy Flows Where Attention Goes

4372 %


44Targeted Groups


45To Be a Real Intervention it has to do the following:Stop the behaviorBe proactive- not reactiveMatch the function of the behaviorInclude a replacement behaviorInclude antecedent manipulationsInclude consequence modifications

Rule Number Three3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.

The Bandaid

or

The ActorImpulsivity, Hyperactivity, and Sensory IssuesCDC reports 11% (2011) ADHD (13.2 males) and (5.6% females)Sensory Processing Disorder (83.6% ASD) (3.2% NT) (Tomchek & Dunn, 2007)

Why Boys More than Girls

MaleFemaleThese pictures were purchased from www.123rf.com

50Center of Gravity is differentFemales- the center of gravity on females is around the hipsMales- the center of gravity is in the chest-

Challenge your friendshttps://www.youtube.com/watch?v=MW0ZTvRCS1o Cushion the chair-

These pictures are the property of Behavior Doctor Seminars53

These pictures are the property of Behavior Doctor Seminars54Standing work Station

These pictures are the property of Behavior Doctor SEminars55Under each deskPlace a piece of Velcro or bathtub applique under each desk

http://www.additudemag.com/adhd/article/3967.html

http://www.dillberghealth.com/content/kids-should-fidget-classhttp://phys.org/news162554898.html

56This worked at all 4 levels

Tool Box- ADHD ideas 6-7Fiddles- Research shows that keeping the hands busy improves retention by 39%

Vibrating Watches-Vibration can be set for whatever interval you choose.Automatically resetsReminds students to come back to Earth and pay attention

Many different brands- Watchminder and Vibralite are just two of them

Is the ability of the nervous system to interpret information from the sensory systems and make meaningful responses from the information (adaptive response).An appropriate adaptive response meets the challenges of the environment.Sensory regulation occurs when an individual is able to maintain a calm and focused state.Sensory Scholar 2014 Sensory Processing

Occurs when an individual has difficulty interpreting the sensations from the body.

Sensory Integration DysfunctionAyres 1988

Individuals with sensory processing disorder often do not believe that other people perceive things differently than they do.

Sensory Scholar 2014Perceptions

www.youtube.com- Carlys CafeOverhead Sensory IssueFluorescent light bulbs are 100 Hertz.This means the gas in the light bulb flickers 100 times per second.The flicker is imperceptible to most people; however, some of our students with sensory issues have behaviors because they are reacting to the flicker in the lights.25% of the population suffers from negative physical effects (Irlen, 2014)Lets just shoot for 6% of the students who are really impacted in learning and behavior (for math purposes)www.huelight.net

Video of fluorescent lights is from youtube search and huelight.net is the owner of the picture on the right.65Learning Difficulties

Take out a sheet of paper and a writing utensilUse your opposite (non-dominant hand)Write the sentences that I dictate.

Fluorescent light bulbs are 100 Hertz.This means the gas in the light bulb flickers 100 times per second.The flicker is imperceptible to most people; however, some of our students with sensory issues have behaviors because they are reacting to the flicker in the lights.Got a pencil?????PenAgainwww.penagain.com Also available at Wal-mart, Walgreens & Office Depot.

69Visiting a classroom..

70Assignment Procedures

71

Three Stars and a WishBy John Morris in Haversham England72

The way you used personification in this story really helped me visualize the setting.

2. The spacing of your cursive handwriting really made it easy for me to read.

3. The action words you chose made the climax of the story very pivotal.

I wish youd add some more detail describing the main characters. Way to go, I cant wait to read it again.733-2-8 Paragraph-For my dog TJs 14th birthday she went to Fleabucks, Boneanza, and Barkin Robbins Ice Cream. At Fleabucks she had a nice bowl of iced water. She asked for a sprig of mint in her water and splashed the mint so she had minty fresh breath. We then trotted over to Boneanza for a nice juicy T-bone steak. TJ loves to gnaw the bone so she quickly ate the steak and took the bone home in a doggie bag. We then went to Barkin Robbins for some ice cream as a birthday treat. TJ chose Backyard Bones Bubble Yum triple dip ice cream in a cup for her birthday dessert. TJs fourteenth birthday was a real treat at Fleabucks, Boneanza, and Barkin Robbins.

Spelling-Meichenbaums 5-step Cognitive Learning TheoryStep One: The teacher voices and demonstrates the conceptStep Two: The teacher voices the concept while the students demonstrate on individual boardsStep Three: The students voice and demonstrate the concept on individual boardsStep Four: The students whisper and demonstrate the concept on individual boardsStep Five: The students think and demonstrate the concept on paper or boards.

75Non-compliant Behavior

Rule Number Six6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

77When you want complianceOffer two equal choices

From the right ear

Heart RateHeart Rates increase on average to 147 bpm before aggressive act- 45-90 seconds prior to the act.We have time to intervene

80Options Instead of saying Sit Down say:Which would be best for you? Sitting in the blue chair or the red chair?Open ended questions force the student to stay in frontal cortex instead of going on a quick trip to brain stem.What if they still refuse?Keep repeating the option- never engage in power struggle- you will lose.

81Handle all problems with compassion firstCompassion:- Man I can understand how you felt like throwing a book across the room, but we cant allow that because someone else could get hurt.What could you do to help yourself not lose control like that?Heres what I do.82Youtube.com just breatheMy version of Check-in/Check-outStudent/Teacher Rating Sheet-

Student-Teacher Rating FormDate:StudentHour OneHour TwoHour ThreeHour FourHour FiveHour SixKeep hands and feet to selfRespect other peoples spaceStart work within two minutesTotalPoints

3= Great Hour- No or very few behavioral learning opportunities occurred2= Pretty Good Hour- few behavioral learning opportunities occurred1= This Hour could have been better- more than a few behavioral learning opportunities occurred

Student Signature: _________________________________________________Teacher Signature: _________________________________________________Parents' Signature: _________________________________________________For younger students use smiling faces:

33233362323333Smiley faces from www.animationfactory.com85John Hattie

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement- Available at www.amazon.com Found that students recording their own success had the highest impact.Picture from www.amazon.com 86When paired with a relationship building activity it becomes an even stronger intervention.Dr. Ann Corwin says these 3 things are essential to building a relationship:Eye contactTouchingTalking Bhaerman, R.D. & Kopp, K.A. (1988) says:A student is less likely to drop out of school if one adult other than their teacher knows and uses their name.

By tying in Dr. Leanne Hawkens Behavior Education Program (Check-in/Check-out a school can use both components of monitoring their own progress and tying in Dr. Ann Corvins research and Drs. Bhaerman and Kopps research with her unique way of checking in on a student on an hourly and daily basis.To read more about the Behavior Education Program check out this article: http://www.calstat.org/textAlt/SpEDge_eng/fall05edge.html

Check in-Check outHome check-inEarned rewardParent report to schoolGraph pointsReview pointsLook at previous graphed pointsAdapted from Hawken 200889I tie my student/teacher rating sheet into the homeThe parents reinforce the students at home for good behavior at school.This does several things:Connects home and school in a positive way instead of an adversarial way.Sends message to student that home and school are working together.Student gets rewarded and recognized for good behavior which encourages good behaviorParents are happy to comply with something so simplereinforcements are attention and recognition- not prizes.72 %

20%

Rule Number Seven7. All behavior falls into two categories: Kids are either trying to gain something or escape something by their inappropriate behaviors.

Rule Number Eight8. Things kids are trying to get:

Attention- (adults or siblings)Access (preferred items)Sensory input (proprioceptive input)

Rule Number Nine9. Kids are trying to escape these things:

Work or TasksAttention from Adults or PeersPain (emotional or physical)Sensory overload (too much coming in)

Intensive (Tier Three)12-20 y.o. make up 13% of the US population but are responsible for 28% of the single-offender and 41% of the multiple offender violent crimes (Princeton, 2015)What do we see at school?


95What is a trigger for the student?Verbal or Physical AggressionWhat are they trying to get or get out of by having this behavior- where is it coming from?Environmental Change to Set the Student up for success

Place where they can calm down- not a punishment.Bean bag chair (prefer blue and pleather)- absorbs coolness and is a calming color.Nature pictures on the wall near this area.Powercard or Poster on how to calm self down with breathingHeadphones for listening to 60 bpm music

Replacement BehaviorTeach student different methods for calming self down and help them choose the one that is best for them:Walking and talkSitting in bean bagBreathing technique4-6-7 technique4 in- 4 out techniqueWriting about what is upsettingDrawing pictures about what is upsetting

Change the adult=change the studentFeed the replacement behavior- with maintaining consequenceExtinguish the target behavior with reminders or ignoring depending on maintaining consequenceWhat is the goal behavior?What adult or peer behaviors will feed this goal behavior?Competing Pathway Chart:

Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

FBA DATA TOOL (FREE)

We look at the behavior in conjunction with the time of day that it occurs- were there patterns to time of day? If there ere- what is that telling us?

We look at day of the week data if we collected enough days of data.We look at the percent of time each behavior occurred. BASELINE DATABASELINE DATA

Did staff behavior stop student behavior?What context showed up the most with each behavior?

What antecedents paired up with each behavior? This helps you be proactive in your planning.

What consequences paired up with each behavior- this helps you determine what the functioning reinforcer was behind the behavior.

Secondly, how effective was the consequence that occurred at stopping the behavior right away?

Start with the first behavior on your sheet. For this student it is disruptive outburst

Using the Antecedent, Contexts, time of day, and day of the week determine what you think the main trigger is for this behavior- For this student it was waiting or down time in class.

Next, we determine the maintaining consequence. What is feeding this behavior. For this student it is peer attention. What event or setting takes place prior to the target behavior? (Antecedent)What behavior are you targeting to change? (Behavior)What adult or peer behaviors are reinforcing this behavior? (Consequences)What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary?What new behaviors might you teach to the student to replace the current target behaviors?How might you change the adult behavior regarding the original target behavior and the new replacement behaviors?What is the goal behavior?What adult or peer behaviors will feed this goal behavior?Competing Pathway Chart:

Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

72 %

20%

8%

Rule Number Ten10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.

100%

Picture from 123rf.com 109

Documents

Positive Interventions and Effective Strategies for Classroom Management Laura A. Riffel, Ph.D