CRISIS AS OPPORTUNITY MANAGING AT RISK CHALLENGING BEHAVIOR.

Download CRISIS AS OPPORTUNITY MANAGING AT RISK CHALLENGING BEHAVIOR.

Post on 19-Jan-2016

215 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

<p>Challenging Behavior</p> <p>Crisis as OpportunityManaging at risk challenging BehaviorWelcomeFraming the Webinar:1Take a moment</p> <p>Reflect upon:</p> <p>How do you perceive behaviors that are challenging you?Pause 1minute</p> <p>Joanne noteStudents who display intense behaviors can:</p> <p>Interrupt instructionChallenge adult authorityCreate unsafe classroom and school environments </p> <p>2Challenging behaviorsAny repeated pattern of behaviors or perception of behavior that interferes or is at risk of interfering with optimal learning or engagement with pro-social interactions with peers and adults.</p> <p>3Challenging behaviors</p> <p>4Crisis isWhen a students inability to cope results in a change in behavior.</p> <p>Note: Student and young person will be used interchangeably in the remaining content5Crisis as Opportunity</p> <p>In Chinese, the word Crisis is composed of 2 characters:Wei-indicates a critical or dangerous situationJi-an opportunity for change </p> <p>Setting Conditions- anything that makes challenging behavior less likely to occur</p> <p>Physical environmentIs it calming or stressfulTemperature , noise level or lighting effects the stress level in room.</p> <p>6How it startscrisis CycleStressful incident or situation</p> <p>Students feelings</p> <p>Students behavior</p> <p>Adult response</p> <p>7Crisis response strategies</p> <p>8</p> <p>Understanding stress9Pre-Crisis State(Calm)Behavioral IndicatorsInterventionsAble to cooperate and follow directionsProvide clear consistent expectations with consistent praiseResponsive to praise and reinforcementProvide engaging interactionsAble to make an error and receive correction Positive and predictable environmentLess likely to reactTeach and practice social skills and coping skills10Trigger Phase(Agitation)Behavior IndicatorsInterventionsIncrease or decrease in body/eye/hand movements Provide quiet space or alone timeDistracted; unfocusedTeacher supports (provide assurance) Bothering othersProvide extended timeQuestioning or arguingAdult proximityAvoidance or escape (not willing to follow directions)Give choices in activitiesWithdrawal (no speech or eye contact) Change expectations11Escalation Phase(Aggression)Behavioral IndicatorsInterventionsDefianceMaintain calmPhysical or verbal aggressionAvoid escalating promptsProperty destruction Use proximity (respect student space)Self-abuseTime away with staff supportLeaving areaCrisis communication12</p> <p>Outburst Phase(Violence)</p> <p>Behavioral IndicatorsInterventionPhysical aggression immediate danger to self or othersImplement crisis planVerbal aggression threats towards others Remove potential triggers, targets, weaponsProperty damage Allow safe personal spaceSelf-abuseSpeak very little13Recovery Phase(calm) Behavioral IndicatorsInterventionCalm body languageAllow time and space for recoveryAble to communicate to othersTeach new coping skills Life Space Interview (LSI)Cooperate willingness to resume taskReturn with support and praise to normal activity</p> <p>14Goals of Life Space interviewReturn student to baseline (calmness)Clarify eventsRepair and restore relationship Teach new coping skillsReturn student to classroom or routine </p> <p>15Life Space interview- I Escape I = Isolate the conversation</p> <p> E = Explore students point of view S = Summarize their feeling C = Connect feelings to behaviors A = Alternative behaviors P = Practice new behavior E = Enter back into routine</p> <p>16Moving forwardQuote:When I was 5 years old, my mother always told me happiness was the key to life.When I went to school, they asked me what I wanted to be when I grew up and I wrote down HAPPY.They told me I didnt understand the question and I told them they didnt understand LIFE. -John Lennon-</p> <p>ReflectionTake a Moment to reflect on how you perceive student who are defiant or non-compliant..They interrupt instructionDo poorly academicallyChallenge adult authorityCreate unsafe classroom &amp; school environmentsShow little motivation to learn or be a part of the school communityThey are the most challenging to teach and to reach. 17Brought to you by:</p> <p>18</p>