Preventing

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Preventing Responding to Challenging
BehaviorSteve Romano-Technical Assistance
DirectorIllinois PBIS NetworkAdapted from
Geoff Colvins Managing the Cycle of Acting-Out
Behavior

• Acknowledgement to Kimberli Breen, MS, CAS
• Affecting Behavior Change
• abchange_at_optonline.net

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6 Components of PBISEach support makes the next
more effective

• 1) Select and define expectations routines
  (OAT)
• 2) Teach behavior routines directly (in all
  settings)
• 3) Actively monitor behavior (MIS)
• 4) Acknowledge appropriate behavior
• Predictable/Intermittent/Long-term
• 5) Use data to make decisions (on-going)
• 6) Correct behavioral errors
• Pre-correction/Boosters/De-escalation/FBA

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School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• Individual students
• Assessment-based
• High intensity

• 1-5 Tier 3/Tertiary Interventions
• Individual students
• Assessment-based
• Intense, durable procedures

• Tier 2/Secondary Interventions 5-15
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• 5-15 Tier 2/Secondary Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• Tier 1/Universal Interventions 80-90
• All students
• Preventive, proactive

• 80-90 Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/schoolwide.htm
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Acting-out Behavior Cycle
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Changing Behavior

• Supportive climate (easiest)
• Teach Expected Behavior (easier)
• Positive Consequences (relatively easy)
• Negative Consequences (difficult)

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Key to Using Positive Consequences

• Mild Consequences
• Intermittently Delivered

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Key to Using Negative Consequences

• Mild Consequences
• Consistently Delivered

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Continuum of Consequences

• General
• 1-2 Behavior Supports first
• Continuum process (privately delivered)
• Remind/prompt expected behavior
• Provide choice (a.k.a. warning)
• Engage in expected behavior or alternative
• OR Expected behavior or receive 1st consequence
• Put it on the student to make a decision
• 1st Classroom consequence
• 2nd Classroom consequence
• Office-managed consequence

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Correcting Problem Behavior

• Procedures are designed to
• a. Arrest (stop) problem behavior
• b. Avoid escalation
• c. Ensure correct behavior occurs
• next time

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Systematic (General) Correction Procedures

• First Least Disruptive (Private)
• Dont embarrass, escalate, expect problem
• More Intrusive Measures If Persists
• Remove attention from student displaying
  inappropriate behavior
• Your attention
• Class (audience) attention
• Focus on student(s) nearby exhibiting the
  expected behavior

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Systematic Correction Procedures

• Secure students attention
• Check to confirm can use a simple/silly
  request/comment
• Redirect the student to expected behavior
• (pre-established gesture/verbal prompt)
• Inform him/her of expected behavior
• Acknowledge the changed behavior at earliest
  occurrence

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Systematic Correction Procedures

• Deliver the penalty or loss of privilege in a
• matter-of-fact manner
• Do not argue with the student
• Do not discuss the details of the penalty
• WALK AWAYWALK AWAY

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Decide if addressing it is worth it

• Addressing problem behavior means providing
  attention which MAY REINFORCE the behavior
• Controlling for attention is critical
• The next student behavior is often determined by
  initial (and subsequent) teacher responses

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Make Priority Decisions Today

• What behavior do you want/expect
• Decide on Unacceptable behaviors
• Must follow continuum of consequences for these
  every time
• Must be followed consistently (Cannot be student
  specific unless BSP in place)
• Decide on tolerable (annoying) behaviors
• How can you better deal with/accept

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Hallway BehaviorAnytime you dont know student

• Greet
• Secure students attention Hello, Good
  morning, Good afternoon
• Meet
• Introduce yourself with name title (other?)
• Optionally, can offer to shake hands
• Ask students name (before making requests)
• Optionally, Nice to meet you
• Remind
• Im sorry, but in the hallway, you need to ____
• Do you know what Im going to ask you to do?
• I need you to Be Respectful by ____
• Thank (were correcting for next time)

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Ifpersists or system-wide

• Student ID badges (expectation must have at all
  times)
• Positive Consequence when comply
• Positive Consequence to students that assist
• System-wide Negative Consequence for not
  identifying self to staff
• Increase likelihood that student identity will be
  become known (ask full name, grade carry roster
  write down identifiable characteristics
  follow-up)

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Delivering Quality InstructionCritical
Instructional Practices for First Seven Minutes
of a Period

• Establish entry routine (business like focus)
• Provide lesson focus/objectives
• Connect lesson focus to previously taught/learned
  skills
• Allow for practice/review first
• Display some level of enthusiasm for content
• Present clear directions

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Delivering Quality Instruction

• Respond to students following directions
• Provide opportunity for All students to respond
  (OTR) pre-correction, choral, peer
• Provide differential feedback for cooperation
• Know if all students responded correctly
• Establish exit routine for students who complete
  initial instructional task (start HW, help
  others, read)

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Acting-out Behavior Cycle
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Think about your students Agitation Phase (3)

• Increases in behavior
• Darting eyes
• Busy hands/fidgeting
• Off on-task cycle
• More talkative
• Other

• Decreases in behavior
• Staring into space
• Veiled eyes
• Non-conversational language (yes, no, etc)
• Contained/hidden hands
• Withdrawal from groups
• Other

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Calming Strategies for Managing Agitation Phase
(3)

• Teacher empathy
• Assist student to focus on the task
• Provide space or Proximity
• Provide assurances additional time
• Choice of independent or preferred activities
  (when appropriate)
• Passive v. Active activities
• Movement activities
• Student self-management

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Calming Strategies for Managing Agitation Phase
(3) (continued)

• Addressing potential roadblock responses from
  adults/students
• Fair vs. Equal
• Task Avoidance

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Think about your students Acceleration Phase
(4)

• Questioning/arguing?
• Non-compliance/defiance?
• Rule violation?
• Threats? Intimidation?
• (Minor) destruction of property?
• Other?

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Defusing Strategies for Managing Acceleration
Phase (4)

• Avoid escalating prompts
• Teacher expectations greatly influence behavior
• Maintain calmness, respect detachment
• Approach student in non-threatening manner

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Think about your students Peak Phase (5)

• Serious destruction of property?
• Physical attacks?
• Self-abuse?
• Tantrums?
• Running away?
• Other?

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Safe Management Strategies for Peak Phase (5)

• School/District Policy
• Office-level management/consequences
• Identify possible emergency situations
• Develop Action Response Plan
• School-wide, Classroom, Individual student
• Follow Action Response Plan
• Follow up, de-brief, plan next steps

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Think about your students De-escalation Phase
(6)

• Confused?
• Withdrawn?
• Denial/blame?
• Avoidant of adult discussion/debriefing?
• Responsive to directions?
• Responsiveness to movement/tasks?
• Other?

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Reintegration Strategies for De-escalation Phase
(6)

• Isolate student
• Engage in independent work
• Complete exit paperwork
• Determine consequences
• Restore resume

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Think about your students Recovery Phase (7)

• Eagerness for independent work?
• Embarrassed?
• Apologetic?
• Tired?
• Other?

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Resumption Strategies for Recovery Phase (7)

• Transition steps
• Strong focus on normal routine
• Maintain consequences
• Acknowledge problem solving behaviors
• Support student
• Plan (if necessary)
• Debriefing Plan
• With student
• With adults involved