positive & preventive supports for students who are wired
TRANSCRIPT
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Positive & Preventive Supports for Students who are Wired
DifferentlyTrauma, ADHD, Oppositional Defiant Disorder, Conduct Disorder
Mike [email protected]
https://www.linkedin.com/in/mike-paget-31899451/https://twitter.com/mcpagetmike
SWPBS:School Wide Positive Behavior Supports
A PROCESS of creating a school wide climate/behavior support system based on:
Teach all students expected behaviors Provide substantially more POSITIVE feedback than negative Adults get better at prevention, staying calm, & changing
the tone from negative to positive
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School Wide Positive Behavior Supports: 3 tiers
• Tier 1: For ALL students by ALL staff• Teach behavior to all students: Rules, procedures,
routines; proactive vs. reactive emphasis, “catch” students behaving appropriately
• Tier 2: For 5-10% of students; those with 2-5 office referrals per year
• For small groups or individual supports; accommodations, FBAs
• Tier 3: 1 – 8 % of students; highly individualized
• Daily monitoring, data collection, DEBRIEFING; close collaboration with family & skilled professionals, e.g., mental health
Key SWPBS components
• Teach all routines – rules, expectations, transition • Identify your school’s “school wide expectations”
• Determine teachable behaviors that exemplify expectations
• Establish attention getting cue that is easy, calm, & consistently used
• More + to – teacher/student interactions: 5:1• Active supervision – proxemic support, 1:1 hurdle
support, eye contact, private non-verbal cues• Respond to minor behavior problems quickly,
quietly, calmly; re-teach expectations; disengage• Use data to make decisions
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Tier 2 SupportsTraumaADHDDisruptive Behavior Disorders:
Oppositional Defiant DisorderConduct Disorder
TraumaStress: mental or emotional tension resulting from adverse or demanding circumstances
Trauma: An emotional response to a distressing experience that challenges your sense of safety
Post Traumatic Stress Disorder: Long term responses to trauma including distressing memories/thoughts; avoiding places or people that trigger symptoms/memories; feeling guilty or worried; and symptoms such as angry outbursts or trouble sleeping.
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The Odds• Stress: Everyone experiences it
• Trauma: by age four, 25% have had at least one traumatic experience (CDC)
• When you experience trauma you need a safe space to talk about it, to express all thoughts and worries. All trauma doesn’t become PTSD.
• Post Traumatic Stress Disorder: up to 15% of girls and 6% of boys who have experienced trauma may escalate to PTSD
• In school: Distraction, difficulty concentrating; Irritability, depression, negative mood; aggression
• PTSD may show up days, weeks, months, or years after the trauma
The Adverse Childhood Experiences studies A longitudinal look at the effects of traumaThe “Big Ten” Beyond the ACEs
1. emotional abuse2. physical abuse3. sexual abuse4. emotional neglect5. physical neglect6. divorce7. domestic violence8. Substance abuse of a parent9. Parent with mental illness10. Incarcerated parent
• Racism is trauma• Being devalued• Feeling at risk• Reduced opportunities
• COVID 19 is trauma• Lack of motivation• Time management skills• Sleeping too much• Parents are handling
education, jobs, everything• Disconnected from peers• Irritability
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In a typical classroom 22% of the students have enough ACEs to impact their behavior!How many ACEs? Impact in the classroom
• 36% have 0 ACEs• 26% have 1 ACE• 16% have 2 ACEs• 3 OR MORE:• 9.5% have 3 ACEs• 12.5% have 4 or
more ACEs
• Organizing materials• Understanding cause & effect• Paying attention• Taking another’s perspective• Attachments: relationships,
empathy, friendships• Regulating emotions• Executive functioning• Managing self: reactive,
impulsive, aggressive, defiant, withdrawn, perfectionistic
Adrenaline & Cortisol• The sympathetic-adrenomedullary (SAM) system produces
adrenaline which mobilizes energy and alters blood flow to deal with stressors & is essential to survival.
• The hypothalamicpituitary-adrenocortical (HPA) system produces cortisol which mobilizes energy stores, enhances memory, and activates immune responses.
• Excessive and long-term cortisol surges can suppress the immune system and change brain architecture that is essential for learning and memory.
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Beyond stress: Complex/toxic Trauma: Chronic & Unpredictable
Stressful event
SAM + HPA
Deal with the stressor
Chronic & unpredictable
stressors
Constant arousal, no
rest & recovery
Neurological & Developmental Impacts of TraumaHarvard University Center on the Developing Child 2014
Positive stress• Moderate & brief: brief increases in heart rate, mild changes in stress
hormone levels.• As the newborn’s basic needs are met by caregivers, the brain grows
and develops emotional connection capacity. Infants learn to depend on caregivers for safety and comfort.
• Normal & important for developing coping & resilience as the infant “absorbs” confidence/skills to handle stress.
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Neurological & Developmental Impacts of TraumaHarvard University Center on the Developing Child 2014
Tolerable stress• Intense stressors: serious illness of a loved one, significant injury or
frightening accident, acrimonious home climate or parental separation or divorce, persistent discrimination.
• To be “tolerable” it must occur in the context of ongoing, supportive relationships with adults.
• Without positive supportive care from relationships with adults, a state of “toxic stress” is likely to happen.
Neurological & Developmental Impacts of TraumaHarvard University Center on the Developing Child 2014
Toxic stress• Strong prolonged activation of the body’s stress management system.• Chronic, uncontrollable events without access to caring support.• Brain regions involved in fear, anxiety, and impulsive responses
overproduce neural connections.• Brain regions dedicated to reasoning, planning, and behavioral control
produce fewer neural connections.• The stress system becomes overactive, responding at lower thresholds to
events that might not be stressful to others.• Stress-related physical and mental illness are more likely later in life.
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Neuroplasticity: Brain “wiring” can change through learning & relationships
The scary news The good news• Viewing students’ poor behavior
& learning as intentional isn’t the best “lens”
• Continuing to rely primarily on strict enforcement of rules & severe punitive consequences to improve academics & behavior probably strengthens the negative behaviors; many students are “wired for battle.”
• The neocortex of students ages 12 – 25 is extraordinarily “neuroplastic.”
• The prefrontal cortex/reptilian brain pathways can strengthen; students can learn to be more rational vs. impulsive/reactive.
• Self-regulation & executive functioning (planning, goal setting, decision making, problem solving) can be trained.
Class-wide climate (Tier 1) & Tier 2 strategies & accommodations for students who experience Trauma• You will not be aware of the traumas most have experienced; make
the classroom inherently trauma informed. • 64% of students will experience at least one trauma• 22% will experience enough trauma to impact school &
relationships• Most will benefit by trauma sensitive practices.• A few may need individual and small group supports
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Literature can provide opportunities to understand trauma
A Terrible Thing Happenedby Margaret M. Holmes Sherman saw a terrible thing. He tried to ignore it but it wouldn’t be ignored.
A Rainbow of Hope: Stories and Activities to Help Children Cope with Grief and Loss by Linda Hagler10 books about trauma, grief & loss: moving; adoption; fire; new baby; divorce; bullying; foster care; death of a pet, friend, or parent
Out Of Control by Norma Fox MazerIt starts as an ordinary school day. Until Valerie Michon gets up and leaves the auditorium. And three boys decide to follow her. On the third floor they catch up with her.
Stress, trauma, & anxiety may look like:• Anger• Depression• Being defiant, uncooperative, or “checked out”
• Change your lens from PROBLEM STUDENT to SOMETHING IS GOING ON HERE
• Though all the other students responded as requested, Robert refused to go to the board in the front of the classroom. I didn’t confront the issue, but calmly talked to him later. “Some bad things are happening at home; I don’t feel safe when my back is to everyone.”
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Tier 2: Recognizing & Normalizing responding to someone who has experienced trauma
Notice when they are “not themselves” Validate & normalize• A noticeable change in behavior• new fears• separation anxiety (particularly in young
children)• sleep disturbance, nightmares• sadness• loss of interest• reduced concentration, decline in schoolwork• Anger, irritability• somatic complaints
• What happened? • Were you scared/freaked out/upset? • What did you see? • Do you keep thinking about it during the day? • Has it gotten in the way of your sleep? • Do you have dreams about it at night?• “Normalizing conversation” tends
to heal
Positive trusting relationships are essential for positive neurological growth & resilience
• Avoid authoritarian management; it is likely to trigger fight/flight reactions.
• Show up, accept & believe in the student no matter what. • Make sure each student feels recognized & welcome.• Use private conferencing & “coaching” to ensure dignity• Keep teaching behaviors you want to increase the possibilities of
positive acknowledgements
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Students need lots of calm, predictable, & positive routines to rewire their brains
• Knowing what to expect feels safe• Visual schedules (words and images) • Entry and exit routines• Announce activity/location transitions (“in 3 minutes…”) • Give a heads-up for anything unexpected (loud sounds, fire drills)• Warm smiling morning greetings, “plan the day” • News can undermine safety. Discuss news, model confidence &
optimism.
Students need experiences practicing new coping skills • Teach about the body’s stress activation responses• Teach relaxation & meditation • Rhythmic movement helps regulate your nervous system (e.g.,
learn math to the beat of a drum, walk while in a discipline talk)• Students with trauma history experience a lack of control. Provide
opportunities for them to have choices/control. • Provide a safe space for a student to calm down & de-stress (in or
out of the classroom).• Model & encourage “asking for help”• Model taking care of yourself• When students use healthy ways to de-stress, “call it out” – See
that asset & support it.
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Being positively connected to your “tribe” and being useful strengthen your ability to handle life
• Nurture student qualities including empathy, optimism, & forgiveness.
• Consider “restorative justice” practices to teach ways to resolve problems using empathy.
• Provide opportunities for all students to experience leadership.• Provide opportunities for all students to be helpful to others.
Tier 2 & 3 Counseling & Collaboration• Team with counselors. Daily routines/coaching
need to support counseling. A sad day in class can wipe away the benefits of counseling.
• Cognitive Behavioral Intervention for Trauma in Schools Research based/Rand Corporation 2018• School-based, group and individual intervention• 5th grade through 12th grade
• Work on strengthening your connection to families; know resources to share with them.
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Social Skills for Students who have Experienced Trauma• Talking with others• Accepting apologies • Making positive self-statements• Accepting help• Advocating for oneself• Dealing with fear• Using relaxation strategies• Being assertive
Attention Deficit Hyperactivity DisorderInattention, impulsiveness, hyperactivity, disorganization, unfinished assignments, careless errors, lack of focus, disruptive & distracting “A chef who can’t find her ingredients… An orchestra trying to play without a conductor” Thomas Brown, Ph.D.
DSM: 5%ACTUAL: 9.4% of children, 20% of boys, 15% of teens, 4.4% of adults CDC 2020
GENETIC INFLUENCE: 74% (“Genetics of attention deficit hyperactivity disorder”; Faraone & Larsson; Molecular Psychiatry volume 24, pages562–575. 2019)
A NEURODEVELOPMENTAL NEURAL/CHEMICAL BRAIN BASED DISORDERPossibly related to a gene that is involved in the creation of dopamine and norepinephrine (chemicals that control the brain’s ability to maintain regular/consistent attention).
“OVERIDENTIFIED & UNDERDIAGNOSED”
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DSM 5 Diagnostic Criteria: Inattention6 + symptoms:• Often fails to give close attention to details or makes careless mistakes in schoolwork, at
work, or with other activities.• Often has trouble holding attention on tasks or play activities.• Often does not seem to listen when spoken to directly.• Often does not follow through on instructions and fails to finish schoolwork, chores, or
duties in the workplace.• Often has trouble organizing tasks and activities.• Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long
period of time.• Often loses things necessary for tasks and activities Is often easily distracted.• Is often forgetful in daily activities.
DSM 5 Diagnostic Criteria:Hyperactivity and Impulsivity6 + symptoms:• Often fidgets with or taps hands or feet, or squirms in seat.• Often leaves seat in situations when remaining seated is expected.• Often runs about or climbs in situations where it is not appropriate (adolescents or adults may
be limited to feeling restless).• Often unable to play or take part in leisure activities quietly.• Is often “on the go” acting as if “driven by a motor”.• Often talks excessively.• Often blurts out an answer before a question has been completed.• Often has trouble waiting their turn.• Often interrupts or intrudes on others (e.g., butts into conversations or games)
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InsightsDrs Ed Hallowell and John Ratey
• “…A Ferrari brain with bicycle brakes” EDWARD HALLOWELL, M.D.• “If you’re going to manage ADHD, you first have to own it.”• “VAST” – Variable Attention Stimulus Trait• “The “Kryptonite” for ADHD is BOREDOM”• “Vitamin Connect” – The other Vitamin C
• Loving and liking are effective medicines• Medications: “The most powerful tool that everyone fears…”
• Respect meds and know they are very safe and extremely beneficial for some
Executive Function: The brain’s ability to organize, prioritize, integrate, & manage cognitive activity.With ADHD, EF skills lag 4 years behind chronological age
• School: Missing work; forgetting; unorganized; school anxiety• Social Interactions: Friendship concerns, impulsive behaviors• Home: Sibling conflicts, homework, chaotic room, mealtime, chores• Difficulty MAKING YOURSELF do things that don’t interest you.
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Executive Function skillsThinking, feeling, & behaving to get things done
1. Flexible: “tweaking” plans as needed
2. Emotional control3. Getting started 4. Handling multiple
information5. Planning/organization6. Timeliness7. Self-monitoring8. Staying focused,
controlling impulses
Tier 2 Become a Trusted Coach for EF skills
• Remain calm; avoid irritation• Privacy/respect/dignity/avoiding public attention &
embarrassment• Sticky notes, private “signals”
• “Coach” on how to set own prompts• Alarms, sticky notes in key places
• Give simple instructions• “Put your book away” vs. “clean up the room”
• Oral/written/visual/digital instructions• Recognize progress, not perfection• Slow down: simple, brief, allow 10 seconds before repeating
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Tier 2When students reflexively feel unable, frustrated, or doubting their ability to handle something
•Use a 4-second pause• Non-verbals – “lean in”• Reflect their feelings• Instead of jumping in, you’re allowing time for the
student to process• Multiple experiences like this for the student
encourages resilience and belief in self
Tier 1 or 2Managing distractions & extending focus: The Pomodoro technique
• Determine an amount of time that works for you to get something accomplished (start with 10-15 minutes)
• Determine what you are going to do.
• When the timer says “STOP” take a 5-minute break. Reflect on what you accomplished.
• You should experience the neurological pleasure/satisfaction/reinforcer of a bit of dopamine!
• Gradually “grow” your work time to a max that works for you.• “Pomodoro” is Italian for tomato. Francesco Cirillo developed the
idea. He used a tomato shaped wind-up timer.
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Tier 1 or 2Strengthening Self-management with Small Steps
• When you doubt your ability to get something done, you can be seduced into grandiose planning, likely leading to discouragement
• Instead, Break a task into small pieces• Tackle the first piece• Talk to yourself, “I’ve just done…”• Having a small success reinforces your ability to get
something done
Tier 2 Success Journals to Encourage Students who Expect Failure
• You tend to see the worst, raking yourself over the coals for every mistake
• A trusted “coach” can help you see small successes• Keep a “Success Journal” – start with 1 a day, increase as
it feels natural. Review with the “coach.” • Consider modeling & sharing this routine.
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Tier 2 Organization skills
• Students with ADHD mature on average 4 years behind neurotypically developing peers. Respect both the student’s nature & age.
• Visual organizing instincts: items in view; visual schedules; divide areas into manageable “quarter areas”
• Prompt/encourage weekly clean out of desk, bookbag, locker, room, & car
• Check in & check out• Have an “organizational review” 1 or more times daily • Email or fax assignments home• Be sure to see any growth in organizational skills & call it out!
Social Skills for Students with ADHD• Accepting criticism or a consequence• Accepting compliments• Being on time• Getting another person’s attention• Listening to others• Being prepared for class• Dealing with boredom
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Tier 3 strategies & accommodations for students who experience ADHD
an individual plan: Student support team/504 plan/IEP development
Intensive: 1 – 8 % of students
Daily monitoring/data collection; team debriefings to refine strategies & supports
Close & trusting communication with the family
Engagement of other services, e.g., mental health
Avoid diagnosing when talking with the family; discuss patterns which inhibit academic, social, and emotional success
See the strengths of students with ADHD• High energy and persistence on projects & activities they like• Out of the box thinking – the ability to see things others miss• Creativity• Strong associative skills, quick thinking, good at brainstorming• Endless energy and enthusiasm• Their excitement helps them be strong supporters of a cause• Often their creative instincts are fun to be around• Their energy and quick thinking in high pressure situations is often
helpful
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Disruptive Behavior DisordersBehavioral health conditions where children and youth “disrupt” others by acting out regularly; an inability to control anger or aggression.
Oppositional Defiant Disorder
Conduct Disorder2X males : females Fairchild, Graeme, et al. Conduct disorder. Nature Reviews Disease Primers (2019). https://www.nature.com/articles/s41572-019-0095-y
DSM 5 estimates up to 6% of children & youth have a DBD
DBD’s prevalence among youths in juvenile justice systems is estimated to be between 30 & 50%.
Oppositional Defiant Disorderanger-guided disobedience; hostilely defiant behavior toward authority figures
8 criteria Other issuesAnger or Irritable Mood1. Often loses temper2. Is often touchy or easily annoyed3. Is often angry and resentfulArgumentative or Defiant Behavior4. Often argues with authority figures5. Often actively defies or refuses to comply with authority figures or with rules6. Often deliberately annoys others7. Often blames others for mistakes or misbehaviorVindictiveness8. Has been spiteful or vindictive at least twice within the past 6 months
• At least 6 months, an early pattern –prior to age 8
• Almost always at home• Doesn’t see own behaviors as
wrong, unjustified, or harmful.• Regular temper tantrums
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Where does Oppositional & Defiant behavior come from?
Temperament: of the child or parentParenting: the challenge in managing a child with a difficult temperamentADHD may be a contributing factor in 30-50% of ODDHabitual life/academic/social stressUnresolved grief, angerMental health challenges may lead to the student putting up a “protection perimeter” to escape discomfort.
What ELSE does the ODD student think and feel?
I do not accept your authority!
When you punish or reward me, I feel that you are trying to control or manipulate me
My greatest sense of control comes from how I can make others feel
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Characteristics: A third view…from within the adult coping with this student
• You will not talk to me that way!• Because I am the teacher!• I will argue to show that I am in control• You will take responsibility for your behavior!• I have already tried that…it does not work
• Adult frustration & intensity make disruptive behavior disorders worse.
Conduct DisorderA persistent & repetitive pattern of behavior that violates societal norms or the basic rights of others• You must show at least 3 of the 15 defining behaviors• In the previous 12 months, with at least 1 in the past 6 months• The behaviors impair academics and relationships• A lack of remorse, guilt, or empathy• No apparent concern about poor performance at school or
work• Deficient affect
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15 Conduct Disorder identifiers
AGGRESSION1. Bullying or Threatening 2. Initiating fights3. Using weapons4. Physical cruelty to people5. Physical cruelty to animals6. Stealing while confronting a victim7. Forced sexual activity
DESTRUCTION OF PROPERTY8. Fire setting intending to do damage9. Deliberately destroying property
DECEITFULNESS OR THEFT10. Breaking and entering11. Lying to obtain goods or to avoid responsibility12. Stealing without confronting a victim
SERIOUS VIOLATION OF RULES13. Staying out at night against parents’ wishes by age 1314. Running away overnight15. Frequency truancy by age 13
How these behaviors might look at school•Bullying, intimidating•Cheating on tests•Lying about homework•Destroying school property•Stealing from peers or staff
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Risk factors for Conduct Disorder• Biological/adoptive parent or sibling with conduct disorder• Biological parents’ personal problems result in inconsistent
parenting• Abuse, parental rejection or neglect, & harsh parenting • Neighborhood violence • Peer rejection • Peer delinquency• ADHD may be related in 25-40% of CD diagnoses• ODD may escalate into CD
A Stressed-out Family may model & teach CoercionStudies suggest that 97% of CD is from family environment
Family factors Coercion “tools” come to school• Stress on a family: poverty, divorce,
drug & alcohol problems, physical abuse
• Stressors interrupt effective parenting
• Family members control each other in coercive ways: yelling, threats, intimidation, force
• Children learn coercion: disobeying, whining, yelling, throwing tantrums, threatening parents, aggression
• Whining• Manipulation• Demanding• Refusing• Cajoling• Delaying• Aggression• Bullying • Threats
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Home plays a central role• We cannot say with certainty what causes disruptive behavior
habits, but dynamics at home play an important role, either negatively or positively.
• Disruptive patterns of behavior stand a better chance at
“course-correction” if we address them early.
4 ideas to break the patterns of demanding, defiant, and coercive behavior early1.More POSITIVE than NEGATIVE feedback: The “Matching
Law” says that reinforcement determines behavior.1. If negative behavior gets a response every 3 times, vs. positive behavior which gets a response every 15 times, then
negative behavior will probably happen 5 times more often than positive (Snyder, J. & Stoolmiller, M. (2002). Reinforcement and coercive mechanisms in the development of antisocial behavior. The family. In J. Reid, G. Patterson, & J. Snyder (Eds.), Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 65–100). Washington, D.C.: American Psychological Association.)
2.Academic success increases appropriate behavior3.Help the family parent effectively4.Kg/1st /2nd grade classrooms effective with the 8 Elements of
Successful Classroom Management
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Schools play a central role
No evidence for•Boot camp•Behavior modification schools
•Wilderness camps
Effective school supports
• Cognitive Behavior Therapy & Rational Emotive Therapy can help students identify triggers and better manage their anger.
• Teachers need to “coach” to help the insights & skills take root.
• SEL:• Emotional regulation training• Problem solving training• Social skills training
• Natural consequences based on pre-determined expectations, calmly and respectfully implemented
So WHAT do we do?!?A prescription offered by Dr. William DikelThe Teacher’s Guide to Student Mental Health
• Offer choices
• Avoid engaging in power struggles
• Have a sense of humor
• Don’t take the behavior personally
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Talking tactics (avoiding power struggles)
AVOID USE
Lectures and sermonsPersuasionInterruptionYellingMind-readingArguing
BrevityListenNeutral voice toneOne topic at a timeHonesty & Humor
Be aware of your non-verbals:Voice rate, tone, volume; facial expression; gestures; personal space
The art of reframing
Negatives Silver linings• Often looses temper• Often argues with adults• Actively defies, refuses to comply• Deliberately annoys others• Blames others• Touchy or easily annoyed• Often angry or resentful• Often spiteful or vindictive
• Passionate, having deep convictions• Sees alternative perspectives• Assertive• Persistent• Reflective; courage to confront• Sensitive• Having the courage to stand up• Persistent sense of justice
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Rational discipline (offer choices)
• Fight?• Flight?• RATIONAL
• Choices• Pre-determined• Applied calmly• Reliably
Power Struggles, Relationships, Honesty
Power Struggles• Escalating interaction• Worse in presence of others• Disengage• Attitudinal therapy:
• Neutral to positive gets positive• Negative gets neutral• Efficient, business like• Sometimes – Nothing but
Neutral
Relationships & HonestyVerbal v. Non-verbal
communication issues
Relationship support
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INDIRECT instruction of Social skills for Students with ODD/CD/DBD
• Following instructions• Accepting consequences• Listening to others• Compromising with others• Making restitution• Showing sensitivity to others• Negotiating with others• Conflict resolution• Accepting decisions of authority
• Calm emphasis on how using these skills benefits the student…logical & natural outcomes
The Confusion about Positive Reinforcement• Manipulation or reward?• For whose benefit?• Useful strategies:
• Privacy• Out of the limelight• Neutral enthusiasm• In the best interest of the student• Persistence
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Quirky & Tricky Strategies
• The Puzzle Technique• A reinforcement contract
• Earning your way out of work• A reinforcement plan based on resisting work
• Hidden Management Strategies• Avoid responsibility
• NO: “Because I said so” ?• YES: “The clock says”• YES: “The rules say”
• Negative expectations• “You won’t like this…”• “You won’t understand this…”
• The Double Bind – either compliance or compliance
The Domino Effect: Using Behavioral Momentum
• Identify a high-probability command the student is likely to comply with.• Bobby, on your way to the pencil sharpener…
• Identify a low-probability command the student is likely to respond with a bit of resistance.
• Calmly state the high-probability command, followed by the low-probability command
• Bring your paper to the front.
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Effective Directives• Give calm neutral eye-contact to the student• Give a brief clear directive
• Do not use a question; this isn’t “optional”• “Walk to my desk” vs. “Would you please walk to my desk?”
• Use Alpha vs. Beta Commands• Alpha: specific, detailed, concise• Beta: Vague, open to interpretation
• Physical proximity of about 3 feet• Quiet calm voice• Allow a wait period of at least 5 seconds
Clear Accurate Praise
• WEAK:• “Nice!”• “Great!”• “Right!”
• STRONG:• “Nice job the way you identified all of the adverbs!”• “Great work cleaning up the art table!”• “Right! That’s where the books go!”
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The Art of Non-Negotiating
Beware of ODD/CD “ma·no a ma·no”
• Reflect on the possibility that trauma plays a role with the student.• Students with these personality patterns are accustomed to dealing with
upset adults.• Attempting to “one up” the intensity makes matters worse.• Remind yourself: This is not personal• De-escalate yourself; watch your body language; respect personal space• Ensure dignity for a volatile student• Allow silence when feeling pressured• Review with your colleagues how things played out• Seek training in de-escalation skills and train, train, train
• Examples: Crisis Prevention Institute, MANDT
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See the strengths in students who have disruptive behavior disorders• Creativity• Determination• Strength• Compassion for animals• A trailblazing attitude; willingness to go against norms• Leadership
• Be willing to use “reframing”
So Where Do We Go Now?Today’s discussion: PBS overview, Characteristics & Challenges of 7 Disorders, Strategies & Accommodations
Coaching model of implementation: 95%Recommended school wide discussions on other key topics:
School/Family PartnershipsSchool/Mental Health PartnershipsBecoming Experts at Student Strengths
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5 “keys” to better outcomes
1. Students need to own their personalities2. School staff should provide reasonable
accommodations to avoid failure or escalation3. The most Essential and Central support:
RELATIONSHIPS with Caring Adults 4. Eliminate stigma: We need to help students who
have mental wellness challenges feel welcome and wanted
#5 A Positive & Welcoming Climate
Positive & preventive
practices (e.g., MTSS, RTI, PBS)
School/ family collaboration
Mental Health partnering with the school
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School wide discussion & planning: Improving school/family partnerships
• Many of us who work in schools perceive that families are of major importance in student success. While most schools aren’t heavily staffed for significant work with families, it’s important enough that we should seize the opportunity to get creative about more effective partnerships between schools and families. Everyone who works in a school has opportunities to contribute to this.
• Schools are encouraged to explore the following questions, and to develop intentional data-based plans to strengthen this area of student support.
• What are some barriers?• How could the school become more welcoming?• Identify ways families might be involved in their
children’s education.
Barriers to school/family collaboration • Access: Some families are unable to come to the school during the
day• Lack of confidence• Communication: ASL, ESL• Lack of understanding the school/home relationship• Insensitivity and hostility on the part of school personnel• The “mutual blame game”• Too many negative interactions• Stigma, apprehension, stress…
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Becoming more welcoming
Empathic listening Build connections• Non-verbals are the key• Don’t interrupt• Validate: “You have every right
to be upset”• Stay calm• Ask for ideas• Be responsive & accessible
• Effective ways to communicate
• Electronic communication (REMIND app, text messages, emails, social media)
• 5 positives per week• Warm greetings• Experience fun at school
Define “Involvement” asSupporting your child’s education
• Participate in person, phone, email, zoom• Attend school events• You and your child read to each other• Let your child help prepare dinner – use math and reading• Take your child on a nature walk, to the library, or to a
museum
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MH with an office at school• “Prevention to intervention” collaboration• Psychiatric crisis intervention on site• Non-stigmatizing, normalizing• Access, no transportation problems• Liability: Professional MH is 24/7/365 • School administrators rate SMH 99%• “triage” processes • How to get started?
Intentional Efforts to Identify & Build Student Strengths• Power Capes• Value “neurodiversity”
• Dr. Thomas Armstrong has a couple of excellent books:• Neurodiversity in the Classroom
• Includes a checklist of 165 skills of individuals who are Neurodiverse • You’re Smarter Than You Think
A kid’s guide to multiple intelligences• Reframing• Creating opportunities for students to help others, to feel their unique &
positive contributions, to experience being needed• Strengthen students’ belief in their strengths, e.g., “power stones”
recognition
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Thank you for your attention and for the very important work you do with our children and youth.
Mike [email protected]
https://www.linkedin.com/in/mike-paget-31899451/https://twitter.com/mcpagetmike