the education institute of rowan university: behavior management john c. lestino, ma, lpc district...
TRANSCRIPT
The Education Institute of Rowan University:
Behavior Management
John C. Lestino, MA, LPCDistrict School Psychologist, Edgewater Park Schools
Mariane’ Pearl said, “[he is trying] to create a bridge between cultures so we can start finding true solutions to the conflicts that are causing so much suffering in the world".
•
QuestionsWhen it comes to behavior our kids are ________.
My students regularly are/do _______________.
The motivation for most of my students is ______.
The hallways usually are ______________.
There are too many _______ and not enough __________.
When it comes to change I think _____________.
Most of the parents of the students are __________________.
I think I could/want to improve in ___________________>
#1
TIMESTART
REQUESTS
NONEMOTIONAL REQUESTS
DESCRIPTIVE REQUESTS
REINFORCE COMPLIANCEFrom:W.Jenson,
et al.
FORMATDISTANCE
EYE CONTACT
TWO REQUESTS
LOUDNESS OF REQUEST
From: W. Jenson, et al.
“Time is on my side…yes it is”
R. Barkley …Executive Functions, Selected Components, ‘ADHD, and the nature of self-
control’…1997 and highlights… Working Memory (non-verbal)Retrospective function (hindsight)Prospective function (foresight)Self-awareness
Sense of time
Internalization of speech (verbal working memory)Description and reflectionSelf-questioning problem-solvingGeneration of rules and meta-rulesRule-governed behaviorMoral reasoning
Self-regulation of affect/motivation/arousalSelf-regulation-of-affectObjectivity/social perspective takingSelf-regulation of motivationSelf-regulation of arousal in the service of goal-directed behavior
ReconstitutionAnalysis and synthesis of behaviorVerbal fluency/behavioral creativityRule-creativityGoal-directed behavioral creativity and diversityBehavioral simulationsSyntax of behavior
R. Barkley …Executive Functions, Selected Components, ‘ADHD, and the nature of self-
control’…1997 and highlights…cont.
• Motor-control/fluency/syntax
Inhibition of task-irrelevant responses
Execution of goal-directed responses
Goal directed persistence
Sensitivity to response feedback
Behavioral flexibility
Task re-engagement following disruption
Control of behavior by internally represented information
What are the ‘characteristics’…
…in your class?
#2
Continuum of behavioral support: PBIS.ORG
All Students In School
Universal Interventions:(School-Wide System &Classroom delivered)
Specialized Group/Individual Interventions [e.g. Grade-level actions/initiatives; IR & S; PL # 504; I.D.E.A.; Accommodation Needs;]
Very specialized individual intervention and /or wraparound service(s): Not excluding of secondary supports in place in school, community, juvenile justice and/or medical involvement.
80-90% S.W.S.B. P.s
5- 15%A.R.f.B.P.S
1-7%C/I B. P.s
How much…off-task, underdeveloped skills, attention getting and/or obnoxious behavior is acceptable/tolerated
in your situation?
Teacher-Managed vs. Administrator-Managed Rule Violations
Clear Distinction—Consistent, Staff Support, Efficient Communication
Managed Behavior—Low Intensity, Low Frequency, Less Serious Rule Violations
Teacher Strategies—Teach desired behavior, positive reinforcement, behavior contracts, modify curriculum,
collaboration with parents and other staff
Major Rule Violations—Repeated minor violations and/or more intense and serious…
Consider and review for a specific behavior support plan
#3
Losing Control
Having Responsibility without Authority
Loss of Personal and Professional Identity Being seen as
Incompetent
Isolation Child getting Hurt
Parents Matter Mightily
• Review of ten years of research…. that parent collaboration does have positive effect on
improving pro-active outcomes for students, and children…
Journal of Adolescent and Child Psychiatry, September, 2005
See: Philadelphia Inquirer: August 21, 2005 “A Family Approach to Youth Therapy” by, Shirley Wang
ROCKING AT RIDGWAY M.S.Parenting Support Outreach
Parents…Are You Feeling Stretched?
___________________________________________________________________6:30 pm "My Kid is Driving Me Crazy!"9:00 am "The Homework Wars"6:30 pm “ The Battle Between Siblings and Friends"9:00 am "Sounding Like Mom and Dad"
It’s the law…http://www.njleg.state.nj.us/2000/Bills/S2500/2408_I1.HTM
#4
SUBCHAPTER 7. INTERVENTION AND REFERRAL SERVICES; 6A:16-7.1 … ‘IR&S’
• SUBCHAPTER 7. INTERVENTION AND REFERRAL SERVICES
• 6A:16-7.1 Establishment of intervention and referral services…
• District boards of education shall choose the appropriate multidisciplinary team approach for planning and delivering the services required under this subchapter.
• 1. The intervention and referral services shall be provided to aid students in the general education program; and…etc.
I.D.E.A.
#5
“Train-n-Hope” approach
Difficult-to-solve problem emergesExpert with solution is identifiedExpert provides trainingExpert leaves & expects school to implementSolution is not implemented accuratelyDifficult-to-solve problem emergesExpert with solution is identified……………….
Factors Associated with Successful & Enduring Implementation for Evidence-
Based Intervention for SEL Skills [Elias, et al]
Presence of Program Coordinator or Committee
Individual's involvement with high morale & ownership
Ongoing process of formal and informal training
High inclusiveness of all school personnel
High visibility in the school and community
Components that explicitly foster mutual respect and support'
Varied and engaging instructional activities
Linkage to stated goals of the school and/or districts and state
Consistent support from school principals
Additional support from new and seasoned administrators
Additional collegial support
The Central Premise: B. Doll, et.al
• “[the]developmental competence of children will be more evident and the impact of emotional distress lessened when their classroom contexts support strong interpersonal relationships and foster self-regulated learning…”
• “Resilient Classrooms”, 2004; @Guilford Pub. Authors: Doll, Zucker, & Brehm
Evidence-based interventions for behavioral self control: B.Doll
Kendall and Braswell’s (1985) Stop & Think program teaches individual children to stop and evaluate their behavior before acting. Their research has shown this to be an effective strategy for impulsive children.
Eddy et al.’s (2000) LIFT [Linking the Interests of Families and Teachers] program teaches children specific social behaviors, incorporates a ‘Good Behavior Game’ at recess, and provides parents with instruction in good discipline through 6 meetings at their child’s school. The program has been identified as a Blueprints Promising Program of the Center for the Study and Prevention of Violence.
Interventions for behavioral self control : B. Doll
Involve class in a classroom meeting to set classroom rules
Practice routines for following the rulesSet classroom goals and monitor progress
towards the goalsInvolve families in setting standards for behaviorUse pictures, gestures or other cues to prompt
behavior
Following class rules…Following class rules…sample itemssample items
• I follow the rules in class.
• I pay attention when I am supposed to in this class.
• I do my work when I am supposed to be working in this class.
• I am care not to bother other students by moving around or making noise.
• Most kids follow the rules in this class.
• Most kids pay attention when they are supposed to.
• Most kids work quietly and calmly in this class.
Following Class Rules
05
10152025
Nu
mb
er o
f Stu
den
ts
Never
Sometimes
Often
Almost Always
Example:
Bad behavior in School… #7
And other places, too!
What do we mean by behavior…in school?
What is behavior…
What you can observe…
What can be defined…
What can be measured…
What you can predict…
Increasing Motivation to Learn: Rule of Thumb
80% X 20%
‘New (to) Old’
‘Mastered (to) Instructional
‘Fluent (to) Emerging’
Maintaining Classroom Expectations and Routines
☆ Teach useful and appropriate skills and knowledge
☆ Use effective instructional strategies
☆ Design instruction to maximize student engagement
☆ Identify obstacles
☆ Encourage appropriate behavior
☆ Discourage/Prevent rule violations
☆ Modify Instruction
☆ Monitor student behavior and your management practices
Increasing Motivation to LearnTeach Responsibility
Be Firm and Fair with Discipline
Foster Good Relationships Teach Good Study
Habits
Listen
Provide Opportunities for Successes
Set Routines
Reinforcement
Balance Praise and Punishment
Talk
Communicate with Parents Set Limits
Provide Increased Rewards for ImprovementIdentify Areas in
Need Reward Effort and Productivity
Be Available
The chant… “Say it with me…” please!
• “I want you to do It…”
• “I want you to do it Now…”
• “I want it done Well…”
#8
12 Core Principles for Managing ADHD Student’s
1. Bridging time
2. Greater immediacy of consequences
3. Increased frequency of consequences
4. Use of more salient consequences
5. More frequent changes in rewards
6. Act, don't yak
7. Use positives before negatives
8. Anticipate problems; have a plan
9. Keep a disability perspective
10. Maintain a sense of proportion
11. Don't personalize the child's problems
12. Practice forgivenessBarkley, DuPaul, Stoner,Power, Ikeda, et al.
“I give 110% on the job”
• 40% on Monday
• 30% on Tuesday
• 20% Wednesday
• 15% Thursday
• 05% Friday
Observational Procedures for Assessing Executive Functions During Task Performance (Gioia, Isquith, and Guy)
Before Beginning a Task
1 Self-awareness of ability: Ask the child whether the task will be easy or difficult and to explain the choice
of answer. If relevant, ask for a prediction of performance.
2. Goal setting, strategic behavior: Ask the child what his or her goal is and to explain plans for achieving that goal.
During the Task:
1. Initiation: If appropriate, create opportunities for initiation (e.g., provide insufficient materials, requiring the child to initiate a request)
2. Inhibition: If appropriate, create some distractions that would require active inhibition from the child.
3. Sustain: Observe the length of time that the child persists on the tasks, those that are well within their abilities and those that are more
difficult.
4. Self-monitoring: Ask the child how he or she is doing.
5. Strategic behavior/problem solving: If appropriate, create obstacles that would require active, flexible problem solving from the child.
After Completion of the task:
1. Self-evaluation: Ask the child how he or she did and how the results compare with the prediction
2. Strategic behavior and problem solving: Ask what the child did to succeed; list relevant strategic procedures; ask the child whether he or she used them or whether they might be useful.
The goal of these procedures is to identify the child's ‘self-control processes’ in performing a given task.
Psychoeducational Interventions By Change Agent
Strategy Interventionteacher-mediated instructional match .
contingency management daily reports/home-
school notes
contingency contracting
computer assisted instruction
parent-mediated goal setting
contracting
peer-mediated peer tutoring
cooperative learning
self-directed self-monitoring
Functional Behavior Assessment(Nelson, Roberts, & Smith, 1998)
• Why conduct an FBA?– All behaviors occur for a reason because they serve a purpose for
an individual.– An understanding of why and how a behavior serves a particular
purpose for a student is critical in developing an intervention plan that is more likely to be effective for a student
– Systematic way to select intervention procedures that will be maximally effective
• What is an FBA?– Series of assessment procedures that identify environmental
factors that serve to maintain a problem behavior(s) for an individual.
– Collaborative process
Common Functions of Behavior
• Escape/Avoidance– school work and task demands– social situations
• Attention– adult– peers
• Access to an object or activity• Autonomic Reinforcement (self-stimulation)• Multiple Functions
#9
Making Attributions
• Attributions are ways to explain things.
• People have styles of explaining things or of making attributions
• Three styles– Permanent vs. temporary– Pervasive vs. specific– Personal vs. impersonal
Three Skills for Optimism
• Learn to recognize thoughts that flit across your mind (automatic thoughts). These thoughts affect mood and behavior.
• Evaluate these automatic thoughts for accuracy.
• Generate more accurate explanations
Why Optimism?
Emotional turmoil, depression, and anxiety interfere with a child’s ability to pay attention and can lead to poor performance
Children may become preoccupied with negative feelings and be unavailable for learning
This can lead to problems with acting out or internalizing behaviors
Positive Psychology or Psychology: Impact on the psychology of change
“…a psychology of human strengths should not be the study of how negative experience should be avoided or ignored, but rather how positive and negative experiences may be interrelated…It would be a mayor mistake to assume that all positive is good…
“…call for the scientific study of…positive states…should not be misunderstood as a call to ignore the negative aspects of human experience…
Aspinwall & Staudinger (2003b)
#10
Proven Outcomes: Handler et al. S.W.P.B.S. 2003
Decreases: Disruptive classroom behavior
Office referral, detentions, & suspensions Number of high-risk students
Increases: Academic performance Engagement Satisfaction Staff retention Staff attendance
School Wide Positive Behavior Supports
Measurement After P.A.T.H.S. Curriculum: Kam, Greenberg, Kusche, et al. JEBD, 2004: Trajectory w. improvement
Predicted trajectories of children's externalizing behaviors.
Sustaining Classroom Systems
Align with School-wide System
Establish Classroom Rules and Expectations
Teach Expectations
Directly
Establish Clear Discriminations
Support School-wide Initiatives
Supporting Classroom PBS Systems
Total management packages appear more effective than separate
components.
The most important components of management systems are the application
of contingent extrinsic consequences.
Group contingencies seem as effective as individual
contingencies.
The optimum management package
appears to be a combination of group and individual contingencies.
The Challenge• Problem behavior is increasing• School-wide discipline systems are typically unclear and
inconsistently implemented• Educators often rely on reactive and crisis management interventions to
solve chronic problem behavior• Educators often lack specialized skills to address severe problem behavior• Resources scarce• Educators under multiple pressures to meet standards• Traditional “discipline” methods simply do not change behavior
among the most challenging students• Students with the most challenging behaviors need comprehensive
systems of support• Students have limited opportunities to learn school-based social skills and
to receive feedback on their use
Positive Behavior Support
PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
Remember
“A teacher affects eternity...they can never tell where their influence stops...” Henry Broke Adams, 1838-1918
Working Positively Together
It gets the job done…Who knows where you’ll land…So enjoy the ride…When you can!
References http://www.state.nj.us/njded/chared/
http://www.edsolution.org/character_ed/main_new.cfm [Character Ed. Websites: NJCCE and NJDOE]
http://www.interventioncentral.org/index.shtml
SAFEGUARDING: [email protected]
http://www.nasponline.org/
njasp.org
http://www.drrobertbrooks.com/
“Conflict in the Classroom” : Long & Neuman
“The Tough Kid Handbook” Jenson
“The Resilient Classroom” Doll, et al.
“Anger Management of Youth” Eggert
“Responding to Behavior Problems in School” Horner
“ADHD in the Schools II” DuPaul & Stoner
“Emotional & Behavioral Problems of Young Children” : Gimpel
Dr. Mel Levine: ‘Developmental Variation and Learning Disorders (2nd Edition)’
‘ADHD and the nature of Self-Control’ Barkley
‘Homework Success for Children with ADHD’ Power, et al.
Cognitive Behavior Therapy for Children’ Kendall
‘Applied Behavior Analysis in the Classroom’ Alberto and Troutman
‘The Optimistic Child’ Seligman
‘The Defiant Child’ Barkley
‘The Essential Calvin and Hobbs’ Watterson