challenging behaviour friday 22nd of november 2013 fintan o’regan [email protected] @fintanoregan...
TRANSCRIPT
Challenging Behaviour
Friday 22nd of November 2013
Fintan O’Reganwww.fintanoregan.com
[email protected]@fintanoregan
Publications • Cooper P and O’Regan F (2001) EDUCATING children with
ADHD: Routledge Falmer Press• O’Regan F (2002) How to teach and manage children with
ADHD: LDA a division of McGraw- Hill • O’Regan F (2005) ADHD : Continuum International • O’Regan F (2005) Surviving and Succeeding in SEN Continuum
International • O’Regan F (2006) Challenging Behaviours Teachers
Pocketbooks• O’Regan F (2006) Troubleshooting Challenging Behaviours
Continuum International • O’Regan F (2008) The Small Change 2 BIG DIFFERENCE series
Hyperactive, Inattentive and Disorganised, Special Direct [email protected]
Learning 10% of what you read
20% of what you hear
30% of what you see
50% of what you both see and hear
70% of what you hear, see and do
90% of what your peers tell you!
John Dewey
Mindset
1. Your intelligence is something about you that you can’t change very much
2. You can learn new things but you can’t really change how intelligent you are
3. No matter how much intelligence you have, you can always change or improve it
4. You can substantially change how intelligent you are
Carol S Dweck Mindset
Mindset
1. You are a certain type of person and there is not much that can be done to change that
2. No matter what kind of person you are you can always change substantially
3. You can do things differently but the important parts of who you are can’t really be changed
4. You can always change basic things about the kind of person you are
Carol S Dweck Mindset
Behaviour*
Behaviour is learned
Behaviour is purposeful in a social setting
Behaviour is chosen
Behaviour communicates information about needs
Behaviour can be the result of BDS
Behaviour can be changed
Behaviour can be taught
Rogers 1997
Risk factors in the child
Specific learning difficulties/neurological difficulties
Difficult temperament
Levels of intelligence, IQ and EI
Socialisation difficulties
Physiological issues of levels of self esteem, depression, stress
Other health factors
Risk factors in the family Overt parental conflict
Family breakdown
Sibling rivalry
Inconsistent or unclear discipline
Hostile or rejecting relationships
Health of parents
Failure to adapt to a child’s changing needs
Physical, sexual or emotional abuse
Death and loss-including loss of friendship
Why are some students not motivated?
No relevance for them
Fear of failure
They feel inadequate
Uninspiring work
SEN issues which may be difficult to address
Plevin 2010
Some SEN and Behaviour terms
ADHD, ASD, AGT, BD, CD, ODD, EBD, SEBD, SpLD, OCD, DCD, LD, SPD, SLD, TS, PWS, DAMP, MLD, SLD, and…OTT
Motivation Myths
Some students are beyond help
All they need is some competition
It’s not my job to motivate them......they should just learn it
Bribe them to learn
Discipline them....that will solve it
Problems associated with rewards*
Only useful for LOW ORDER tasks
Effectiveness wears out over time
No use if student lacks skills/resources to complete task
Reduce interest in the work
Rely on a member of staff being present
The keys to motivation
Belonging: to feel accepted, appreciated, loved, needed, connected
Power: recognition, freedom, choice, success, contribution
Fun: novelty, intrigue, excitement, variety, adventure, amusement, surprise
Dr William Glaser The Achieving Society
School attitude at age 7 years Boys Girls
Do not enjoy school 24 10
Like school a lot 43 48
Enjoy reading 48 65
Thinks the teacher thinks they are clever 44 51
Always try their best 74 85
Talks when should be working 17 11
Are always unhappy at school 9 6
TES 15.10.10
Exclusion issues Boys are 4 times more likely to be permanently
excluded from schools and 3 times more likely to be temporary excluded
At age 14 one in five boys has a reading age of 7 and at age 16, 25% (90,000) of all boys in English schools do not gain one GCSE C grade
Harriet Sergeant Handle with Care Sept 2006
Boys
• Boys like socialite learning• Boys like active learning• Boys lower boredom level• Boys like to know 3 main things
S. Bidduf 1996
Boys and Girls and SEN
The Corpus Callosum, is enlarged in women, compared to men
Bishop K.M. and Wahlsten, D. Sex differences in the human corpus callosum: myth or reality? Neuroscience and Bio behavioural Reviews vol 21 (5) 581 - 601, 1997.
Needs of Girls and Boys
To fit in : belonging, to connect, cooperate
To stand out : to be different, appear capable, compete
To be your own person : to be assertive , rights and responsibility
ASD
Triad of Social Impairment:
• Social Communication• Social Imagination• Social interaction
…..also Sensory sensitivity and processing
ADHD DSMV
1) Change the age of onset from of impairing symptoms by up to age 7 to the
onset of symptoms up to age 12,2) Change the three subtypes to three current presentations;3) Add a fourth presentation for restrictive inattentive;
4) Change the examples in the items, without changing the exact wording of
the DSM-IV items, to accommodate a lifespan relevance of each symptom and to improve clarity.
5) Remove PDD from the exclusion criteria.
6) Modify the pre-amble A1 and A2 to indicate that information must be obtained from two different informants (parents and teachers for children
and third part/significant other for adults) whenever
possible.
Girls with ADHD
Their problems are frequently under-appreciated
May be inattentive only If hyperactive, may present differently
Oppositional Defiant Disorder
• Argues with Adults• Refuses and Defies• Angry and Defensive• Spiteful and Vindictive
Possess a “counter- will “the more pressure we apply the greater the opposition
Riley’s Rules regarding ODD • They live in fantasy land where they can defeat all authority figures• They are optimistic and fail to learn from experience• You must be fair to me no matter how I treat you• Seek revenge when angered• Need to feel tough• Feel you will run out of moves eventually • Feel equal to their parents• Emulate the behaviour of their least successful peers• Answer most questions with “I don’t know”• Logic revolves around denial or responsibility
• Douglas Riley the Defiant Child 1999
Conduct Disorder
Aggression to people/animals
Destruction of Property
Deceitfulness or theft
Serious Violations of rules
A Formula for Teaching and Management?
SF3R
Fintan O’Regan 2006 Troubleshooting Challenging Behaviour Continuum publications
Structure
• Rules, Routines and Rituals
• Acceptance and understanding of Mood and Motivation Management by all members of the school community
• Management of non structured time
Flexibility
• Alternative ways of supporting “Non Traditional Learners” in learning and development
• If it is not working then... change the activity
• Working with other professionals/agencies when necessary
Rules, Routines and Rituals will…
• Reduce anxiety• Enhance motivation, confidence and self esteem• Enhance concentration and reduce distractions• Facilitate independence
Application of Rules
Band 1 Band 2 Physical /Verbal abuse Distractibility
Phone Disorganisation
Timekeeping Calling out Attendance Fidgeting Dress Code Engaging others
Rules and Responsibilities
* Rules, Rights and Responsibilities posted clearly in classes
*Graduated Positive and Logical consequences
reinforcement charts explained on a regular basis *Set up escape hatch for certain students to sound
off/diffuse …………”can’t do it in public”
Basics
• Have you cut out external distractions• Are you aware of the danger spots• Can you arrange the seating plan to reduce
potential trouble spots• Can you see them at all times• Do you control exits and entrances• Is your mobility fit for purpose• Does your equipment work and do have
your materials in advance
Classroom layout
• Identify a safe haven / quiet area• Sit away from door, window, corridor• Sit away from resources not in use• Sit away from resources needed by other students• Sit near teacher• Sit near student with good study and attention skills• If available use work stations• Use horseshoe layout for discussion
Excessive motor activity
Allow student to fiddle with an agreed object e.g. stress ball, concentrators, bar magnets etc…
Give short breaks between assignments Plan ahead for transition times Use alternative technology e.g. computer, music Set variety of tasks and activities, where possible include
‘hands on’ activity Give whole class stretching exercises midway through
Motivation
Set short term mini-targets. "By the end of the lesson you need to get down to here in your text book." "In the next ten minutes you need to complete numbers 1-4. I'll be back to check in ten minutes."
Make lesson activities more active
Include fun starters, video clips, educational games, energizers, magic tricks and brain teasers in your lessons from time to time to break up monotony.
Some personal skills could be
• Listen actively to what they say• Use assertiveness as opposed to aggressiveness• Bring energy and optimism into the classroom• Eliminate Sarcasm and other forms of put downs• Challenge damaging talk about student’s by
colleagues• Use of signs and signals to prevent escalation of
behaviour• Feigning shock and surprise at the student’s choice
of action
Some extra thoughts
• Don’t take it personally, it’s not about you it’s about them
• Humour is more powerful than muscle• A child’s attempt to gain power can be
healthy• You must be prepared to be unpopular
Some teaching styles
• The Controllers
• The Friend
• The Benign Dictator
Also The Grumblers, The Optimist, The Competitive one, The Pacifist, The Chatterbox, Dull as dishwater, The Explosive
Controllers
Attitudes
• Children should be seen and not heard• Don’t smile till Xmas• They’re just like their parents • If one person gets away with it, they will all do it• It’s a battle and I aim to win it
Controllers
Strategies• Tell them what to do• Threaten them with consequences• Send them to somebody else
Outcomes• Poor quality relationships• High quality stress• Learning and risk taking will be impaired
The Friend
Attitudes
• Children need nurturing like buds on a flower• Being nice and friendly means children will like you• Classrooms are a democracy where negotiation is
the key• Planning excellent work will always be enough
The FriendStrategies• Asking, Negotiating, Pleading followed by • “Why are you doing this to me” (hurt)• “How many times have we been through this”
(frustration)
Outcomes• Uncertainty leads to insecurity• Learning and risk taking are significantly impaired
The Benign Dictator
Attitude• A teachers job is to set boundaries• A child’s job is to test them• Children should be helped to experience
achievement and mistakes will be part of the journey
• Caring means sometimes being prepared to make unpopular decisions
• The problem is the problem not the child• Fairness is not giving everybody the same it is giving
them what they need
The Benign Dictator
Strategies• Holds children accountable for their choices• Creates a culture of praise that focuses on what children do well• Redirects children towards success• Applies consequences positive and negative with consistency
Outcomes• Children learn boundaries with dignity• The teacher is both leader and coach in the classroom• Learning, risk taking and motivation are greatly enhanced
Assertive Body language Eye contact
Height/level positioning
Relaxed
Nodding
Personal space –balance
Facial expressions
Not fidgeting
Focused, active listening
Touch (if you are comfortable using it)
Active Listening
• To give your complete focus to what the other person is saying
• Let the other person finish before you start talking• Maintain eye contact• Keep your emotions in check• Don’t interrupt or jump to conclusions• Look for feelings or intent behind the words
And also
• Use verbal and non-verbal encourages, e.g. head nods, ‘uh ah’ I see etc…
• Use of silence
And try not to say….• ‘I know how you feel’• ‘Don’t worry it will be alright’• ‘If I were you’……(give information, not advice)
Assertive Sentence starters Let’s………..
I need you to........ In five minutes you will have……….
When I return I will see……………..
Today we are going to……………..
You will be…………………..
I expect you to……………..
I know that you will………………
Thank you for……………………
Refocusing the conversation
Student Adult
• ‘It wasn’t me’ ‘I hear what you are saying….’• ‘But they were doing the same thing ‘I understand…..’• ‘I’m going to report /sue you” ‘Be that as it may….’• ‘I was only…..’ ‘Maybe you were….and yet….’• ‘You are not being fair’ ‘Yes I may appear unfair…’• ‘It’s boring’ ‘Yes you may think it boring…
yet• ‘You are annoying’ ‘That could be true however.......
If not working try…..
“I am stopping this conversation now and I am going to walk away and give you a chance to think about the choices that you want to make……. I know that when I come back we will have a productive conversation”
Summary of Assertive Sentence starters
• Let’s………..• I need you to…………• In five minutes you will have……….• When I return I will see……………..• Today we are going to……………..• You will be…………………..• I expect you to……………..• I know that you will………………• Thank you for……………………
Watch your but’s
• I’d like to see you at break but I have to mark these tests
• I’m pleased with what you have written but I need you know it’s still not neat enough
• I think you have improved in your Science but I am very disappointed with your behaviour today
• I see that you are trying but it’s not good enough
General approaches
• Keep reading the mood of the student/s• Always focus on the incident not the student, don’t
personalise • Try to provide a “save face” option in front of peers by
providing a choice of outcome• Be prepared to go into the “broken record” mode at
times and don’t get into drawn into smokescreen behaviour
• Use of humour if appropriate
Solving Conflict
• Isolate them to avoid peer reinforcement and embarrassment and let them have their say
• Give clear messages about negative behaviours and costs
• Ask moral questions• Focus on moving forward but also dig for an
apology However :• You can’t talk to a drunk when he’s drinking• Avoid spraying matches with skunks
Value of praise
Praise can improve self-esteem, self-reliance, autonomy, achievement and motivation
Praise will have different effects according to the gender, home background, abilities and personality of pupils
Praise should be seen as encouragement and as part of a continuing process
Types of praise
Wallpaper praise…………..’great’ , ‘lovely’
Personnel Praise…………..’you are brilliant’
Directed praise………’well done for following the rule’
Reflective praise…….you should feel good about this work
Contextual praise………….this assignment is so good that I need to show it to the Head so that we can display it on the wall or enter it for an award..
Rapport
• Definition ...is to describe the relationship of two or more people who in sync or on the same wavelength because they feel similar and/or relate well to each other.
D. Stewart 1998
• Explanation ...it stems from an old French verb rapporter
which means literally to carry something back...i.e. share similar values, beliefs, knowledge, interests
N.Turton 1998
Building Rapport
• Mirroring : Getting into a rhythm with the person on as many levels possible
• Reciprocity : Doing favours without asking for something back
• Commonality : Deliberately finding something in common with a person in order to build a sense of trust
C. Colley : Building Rapport http://www.evancarmichael.com
Parental Involvement
Contact procedures
Parent teacher conferences
Report cards
– Some children can place a great deal of pressure on family relationships
– Some strategies are important - to be followed through at home
– Parents must try and look after themselves
Working with parents
Listen and acknowledge –allow them to express themselves uninterrupted
Ask them what they think they need in order to resolve the issue
Agree to reasonable request. Consider when and who will action them
Give them a clear and realistic date when you will contact them and tell them about progress
Thank them and remind them that you have their child’s best interest at heart