Learning and Challenging Behaviors

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Learning and Challenging Behaviors

• Learning and behavior problems result from
  interaction between the child and his or her
  environment and those in the environment
• Instructional focus
• Identifying childs needs
• Identify environmental supports required to meet
  needs

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• Problem behaviors are often a result of the child
  not knowing HOW to do the task or perform skill
  (social competence).

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Poor student relationships can lead to

• problems with classroom adjustment
• acting out or withdrawing
• low involvement in school activities
• poor academic performance
• school failure

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An Educational Approach to Behavior Support

• Because behavior problems are often a reflection
  of skill deficits
• teaching is often the best intervention.

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Think, Pair, Share

• Think about the social behavioral challenges in
  your CBO
• Share these with your partner

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Positive Behavior Support

• Historically
• Reaction to the use of aversive
• No tolerance for interventions that are
  insulting, degrading, or aversive
• Person-centered
• Increase in quality of life

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Characteristics of Positive Behavior Support

• Uses assessment to develop plan
• Comprehensive
• Proactive, involving teaching alternative skills
• Emphasizes lifestyle enhancement
• Based on inclusive settings

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What has discipline focused on in the past?

• Waiting for behavior to occur and reacting to
  specific inappropriate student behavior
• Reprimands, lost of privileges, suspensions
• MYTH All students know what is expected, they
  just choose to not do it.

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Necessary steps to school-wide behavior support

1. Establish a school-wide leadership or behavior
   support team to guide and direct the process.
   This team should be made up of an administrator,
   grade level representatives, support staff, and
   parents.
2. Secure administrator agreement of active support
   and participation.
3. Secure a commitment and agreement from at least
   80 of the staff for active support and
   participation.
4. Conduct a self assessment of the current
   school-wide discipline system.
5. Create an implementation action plan that is
   based data based decision making.
6. Establish a way to collect office referral and
   other data on a regular basis to evaluate the
   effectiveness of school-wide PBS efforts.

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Major components of a school-wide system

• an agreed upon and common approach to discipline,
• a positive statement of purpose,
• a small number of positively stated expectations
  for all students and staff,
• procedures for teaching these expectations to
  students,
• a continuum of procedures for encouraging
  displays and maintenance of these expectations,
• a continuum of procedures for discouraging
  displays of rule-violating behavior, and
• procedures for monitoring and evaluating the
  effects of the discipline system on student
  behavior a regular and frequent basis

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School-wide PBS Objectives

• School-wide program posted throughout school
• School-wide expectations taught throughout school
  (classroom nonclassroom settings)
• Procedures developed to discourage problem
  behaviors
• Staff development emphasizes use of these and
  other effective approaches
• Data based decision-making for student/staff
  behavior
• School-wide program evaluated frequently for
  effectiveness

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Primary Interventions

• Those interventions that create a stable host
  environments.
• Consists of
• Rules
• Procedures
• Physical arrangement of environment and
  supervisors

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Primary Interventions
School-wide
Classwide
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Why is it necessary to create stable host
environments?

• Reduces behavior issues for up to 80 of the
  students in school.
• More intensive interventions are less likely to
  work in a chaotic environment.

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Secondary Interventions

1. Continuous availability.
2. Rapid access (72 hr).
3. Very low effort by teachers.
4. Consistent with school-wide expectations.
5. Implemented by all staff/faculty in a school.
6. Flexible intervention based on assessment.
7. Functional assessment.
8. Adequate resources (admin, team), weekly meeting,
   plus 10 hours a week.
9. Student chooses to participate.
10. Continuous monitoring of student behavior for
    decision-making

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Tertiary Interventions

• Direct toward individuals
• Based on functional assessments
• Monitored closely,
• May consist of arranging the environment, using
  proactive interventions to remove the likelihood
  that problem behavior occurred.

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Challenging Behaviors Serves a Purpose

• Obtaining
• Attention
• Tangible
• Sensory
• Escaping
• Task, event, activity
• Attention

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Name that function?

• Zoe is asked to wait for snack, while waiting she
  takes the snack of another child.
• Joe lays his head on his paper when asked to
  write in his journal.
• Rahem pushes his paper to the floor when asked to
  do a math worksheet.
• After working alone in the in the writing center,
  Mazie throws a pencil at another child on her way
  to the waste basket.
• When the class begins to line up for art, Lizzie
  begins to scream and push.

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Set conditions to ensure appropriate behavior

• What does it mean to set the conditions for
  appropriate behavior?
• What would it look like to give feedback for
  correct performance?

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Once the inappropriate behavior has occurred what
does it mean to

• Modify the conditions?
• Organizationally
• Physically
• Instructionally

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What makes an effective small group?

• Rules and procedures are taught explicitly
• Teach how to participate in group.
• Teach each individual small group or center.
• Teach each new center or group as they are
  adjusted and changed.
• Teach one group or center at a time.

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Students need to know procedures for?

• What to do when something does not work.
• What to do when they do not understand what they
  are supposed to be doing.
• What to do when they complete an activity at a
  center or in a group.
• How to access help.

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Students need to know procedures for?

• When and how to interrupt your small group
  instruction.
• How to clean up or transition to another
  activity.
• How to decide who goes first when engaged in a
  par or group activity.

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Teaching Rules and Procedures

• State the context
• Tell the students what it is you want them to do
• Show them what you want
• Model
• Coach
• Provide feedback

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Take the time NOW

• Think about the group or student you will be
  working with in your placement
• Identify what you will want them to do (what is
  the context)
• Identify the expectations or procedures for
  getting that done
• Script out how you will teach them
• Script out how you will provide feedback

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Management of Others

• Make sure your center or small group is where you
  can see the whole room
• Make sure you attend to others not in the small
  group you are conducting so they know what they
  are doing is important

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• What will you teach?
• How will your teach it?
• How will you provide feedback for expected
  behaviors?
• How will you provide feedback for behavior that
  is undesirable?
• How will you know when it has been taught?

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Acknowledge

• Pay attention to what you want the students to
  continue to do
• Acknowledge what students do right
• I noticed that many of you got ready quickly
• I see Mikala already has her book open and is
  reading

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Remind

• PREteach. Be proactive, teach and rehearse
  expected behavior
• Give boosters.
• Show me what you will do when you finish your
  work
• Tell me what you will do if you need help

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Redirect (give feedback)

• When you see or hear behavior that is not
  desirable, redirect students to the correct
  behavior.
• Redirect the student using a do request rather
  than a dont request.
• I hear a lot of talking. This is the time for
• I see lots of students out of their seats. You
  need to be sitting and

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If problems arise, ask yourself

• Did I do an effective job explicitly teaching the
  activity?
• Did I acknowledge appropriate behavior and
  provide corrective feedback for inappropriate
  behavior?
• Is the activity interesting to the student?
• Have the students mastered the skill and need to
  move on?
• Is this activity too difficult for students to do
  independently?
• Did I introduce too many new centers/activity
  areas at once?