Behavior Strategies

Julie Miller, 428-3867

Becky Zweschper, 464-5689

Impact

• “The effect or impression of one thing on another”

• “The power of making a strong, immediate impression”

Impact Teaching

• Novelty• This is Different• Movement• State changes• Framing, experience

before label• Social Interaction• Music• Ownership

Novelty

• Humor, not sarcasm

• Storytelling

• Keeping them on edge

• The unexpected

• Simple things

• Magic

• Artifacts

Attending

• The average adult can pay attention for 10-12 minutes if conditions are ideal..

• Consider your average juvenile with varying degrees of alertness levels

• Movement, Engagement, Involvement

• Pay attention to ‘the crest of the wave’

Essential Questions(School to Work; Career Pathways)• What am I learning?

• Why am I learning it?

• What difference will it make in my life?

Biological Beings

• Teach people, not content• Relationship • Trust• Understand complexities-what’s beneath• Functions of behavior- interventions match!• Our kids are ‘digital natives’• Create immediate success via memory tools,

strategies, and visual reminders of growth

What’s beneath?

We often focus on overt behaviorwithout considering all the underlying needs and foundational deficits.

Conflict In the Classroom The Education of At-Risk and Troubled Students

• The growing Social/Emotional Needs of High Risk Students….

“….Many of these students already have been damaged emotionally by the debilitating effects of poverty, neglect, abuse, divorce, drugs, and rejection. They have not internalized a sense of trust in other adults or developed the necessary pro-social skills necessary for group instruction and personal learning. Consequently, the students have low frustration tolerance, misperceive social interactions, limited attention spans, and low self-esteem…” (Long & Morse)

Let’s agree

• There are probably no ‘simple’ solutions

• Role-bound power is not enough

• Wishing and hoping is not enough

• You can’t make anyone behave

The goal of Classroom Management

• Develop a classroom of students who are:

– Respectful– Responsible– Motivated– And highly engaged in meaningful tasks

So what?

• To change kid behavior, we have to

change our behavior

• Let’s try and make them our allies and not our enemies

STOIC

• S= Structure

• T=Teach

• 0= Observe, monitor

• I= Interact positively

• C=Correct**”tending to remain unemotional, especially showing admirable patience and

endurance in the face of adversity”

** “I will not let you be anything less than who you’re capable of being. I will outlast you and I will not give up”

Sprick-Discipline in the Secondary Classroom

• Expectations- Chapter 4– Tier One, research-based PBS intervention– Classroom activities and transitions– Teach, Monitor, Reinforce, Feedback– CHAMPS or ACHIEVE– Success at PBS campuses– Role play, visual supports, + - +– What level of structure do they need?

SprickDiscipline in the Secondary Classroom

• Rules and Consequences- Chapter 5– Post rules and enforce consequences– Teach rules with +/- examples– Plan for early-stage misbehaviors

• Proximity, verbal reprimand, humor, etc

– Have a plan for rule violations– Appropriate & consistent consequences– Interact briefly and unemotionally

Natural Consequences(logical consequences)

• Loss of Privileges • Reputation• Negative attention• Lack of trust• Freedom=Accountability=Responsibility• Restitution• Loss of Point-part of grade • Family Contact• Time Owed• See book Punished by Reward- Alfie Kohn

*pages 133-140 in Sprick*

Brainstorming

Task 1 – Share your classroom rules and consequences, provide feedback

Task 2 – Discuss techniques used in your room used to correct misbehaviors

Task 3 – Discuss consequences for committing rule violations

SprickDiscipline in the Secondary Classroom

• Motivation– Formula::::

Expectancy Rate X Value Rate = Motivation

10 X 10 = 100%

10 X 0 = 0 %

0 X 0 = 0 %

SprickDiscipline in the Secondary Classroom

• Further reading

• Chapters 7,8– Monitoring student behavior– Giving students feedback on their

implementation of the expectations

Anger outbursts,Difficulty with feedback, redirection

• Private discussion• Teach expected behavior• Increase attention to POSITIVE behavior• 6 positives to every 1 negative• Reduce emotional/lengthy attention• Teach students how to receive feedback• Identify the underlying causes• Teach coping strategies

Disrupting behavior

• Teach expectations

• Setting limits

• Visual supports

• Provide positive feedback to others behaving appropriately

• When the behavior stops – reward immediately

Activity – Behavior Chart

Behaviors to Ignore

Behaviors to Assign Consequences for

Behaviors to Encourage

Reinforcers

• See ADHD packet for ideas

• Projects/activities

• Leadership opportunities

• Food

• Competition

• Raffle

ADHD….Distractibility and Impulsivity

• Region 13 handout…• Self-management..get them to tune in• Can’t control meds or lack of…• See 3 components of successful programs• Instructional/Behavioral piece• Environment-organized, purposeful,

clutter-free, minimize some transitions• One direction at a time-clarity

Feeding Frenzy

– Reason for Behavior Inclusion Programs– Can work if system-wide, GOALS/RROC– Point sheets, level systems, reinforcement– Group reinforcers– Tap into the power of peer pressure and group control

dynamics– Impact Teaching components– Social contract– Feed power/control

Share what works

• Activity

• Collaborate

• Support Specialist

Favorite mantras

• “When they’re at their worst, we need to be at our best”….Lisa Schormann

• “Always fair, not even”

• “When anxiety is up, performance goes down”…..Jan Motriuk

• “If you want to do it ONCE, follow directions, if you want to do it more than once, do it anyway you want”….

Favorites

• Impact Teaching- Rich Allen, Ph.D.

• Discipline in the Secondary Classroom, Sprick• Love and Logic, Fay• Skillstreaming, Goldstein• Setting Limits in the Classroom, Mackenzie• Think Social!, Winner• www.interventioncentral.org

Brainstrorm, share,Brainstrorm, share,case studies, Q &Acase studies, Q &A

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