pbis one step more… december 2014 jeremy geschwind amy ruona pps
TRANSCRIPT
PBIS one step more…December 2014Jeremy GeschwindAmy RuonaPPS
Think of your history…what is something we should know about you that could help shape your program?Something other than the skills you were hired for….e.g. you made go carts as a child and raced them down your street.
3
Reflection prompts
• What have I tried to change/improve?• What did I/do I avoid? Why?• How did I have to stretch?• What was surprising?• What worked / didn’t work?• What did I learn about myself? My students?• Where will I go to next with this?
1. Presenter 1 tells what s/he thought about in reflection – Collaborators listen and do not respond (3 min) Presenter “backs away” from group.
2. Collaborators ask each other clarifying and probing questions, share comments and ideas about what the Presenter has shared. Presenter listens and does not respond (3 min)
4. Presenter takes 2 minutes to think and speak about any new questions or insights they have gained from this exercise (2 min)
Repeat steps 1-4 for next Presenter.
FISHBOWL – GROUPS OF 3
5
ConsolidateTake a moment to reflect on this
experienceLearn?Next steps?
(4 min)Share out
What is Working?
Take a 10 minute Break
WORKING WITH THE TOP OF THE TRIANGLE AND OTHER CHALLENGES IN OUR DAY
Let’s take a couple of minutes to review…
Basics first: STOIC
Correct fluently
Structure for success
Teach expectations
Observe and monitor
Interact positively
Proactive
Reactive
We have a strong structure…clear expectations…positive interactions…but there are still a few kids that can never seem to do what they are supposed to…HELP!
12
Axioms
Don’t take it personally
Kids (people) do well if they can
We change the environment before we change student behavior
Patience and relationship are critical
13
Know the student Learn what is seen and unseen Cultural congruence Skills
Academic Cognitive
Impulse control Sustaining attention Emotional self-regulation Problem solving Receptive and expressive language Social skills Shifting set, changing tasks
Home life protective and risk factors
14
Re-framing “winning” All of our instruction comes down to getting a
student from Point A to Point B in their growth
We can identify Point A for a challenging student, and teach them to the next level
“Gains” for our challenging student may look different than his/her classmates
We make choices
We are flexible in what we want to see
15
Won’t or Can’t?We see won’t
Bad, annoying Lazy, unmotivated Inappropriate Doesn’t try Trying to annoy me Refuses to sit still Unwilling
We need to understand can’t
Frustrated, challenged
Trying hard, tired of failing
Unaware Can’t get started Can’t remember Over-stimulated Unable
16
17
“Why?” Students behave differently because they:
Don’t know or forget what is expected Don’t have the skill to do what is expected Don’t value what is expected Are processing other material “Get something” from their misbehavior Don’t feel connected Don’t experience success at school Don’t have their basic needs met
So What Can We Do?
19
Planned discussion Set aside conference time
Make appointment with student
Prepare your thoughts
Listen to student
This provides attention, builds the relationship
Monitor, provide follow-up recognition
Fade
20
Adjust relationship/Ratio of Interactions
Reflect on our interactions/collect data
Increase positive attention when student is doing the “right” thing. 3:1 ratio
Invite student participation in problem solving
21
Meaningful work Provide a special job & practice it
This might increase:
Positive Attention Movement breaks Opportunity for success and recognition Satisfaction Skill development- the skills may need to taught Relationship building
22
Contract / Goal Setting Provides attention
Provides skill building
Invite student into problem solving dialogue
Draft written agreement
Provide reinforcement
Movement Breaks
Relationshi
p!
Understanding ADHD*
*Attention Deficit Hyperactivity Disorder
Outside the Box
27
Causes of ADHD
Genetics (97%) Gene level difference: a difference in neurotransmitter function
Environmental toxins such as tobacco, alcohol, and lead (2-10%)
Brain injuries (1-10%)
28
ADHD and Executive FunctionsExecutive functions are not the
same as intelligence
Management system of the brain - Perception of Time - Impulse Control - Working Memory - Internal Language - Self-Regulation
29
Perception of Time
30
Impulse Control
31
Working Memory
32
Internal Language
33
Self-Regulation
SUPPORTS FORSTUDENTS W/ ADHD
35
Ideas for behaviors that accompany ADHD
Clear, consistent structure / routines High positives, predictable consequences
Frequent feedback
Encouragement
Surrogate frontal lobe Visual schedules Visual routines Visual checklists
36
More Ideas…Movement – jobs, standing, work spaces Visual supports
Labels Boundaries
Patience and forgiveness
Opportunities to use strengths
Rock Paper Scissors Fiesta
Sympathy versus Empathy Video Clip
Managing the Cycle of Escalating
Behavior
After School Teacher Jason entering room (calm)
Jason, put your backpack and coat in your basket.
I can’t find a basket (trigger)
(Doesn’t move)
I don’t want to put my backpack away- I
have important stuff in it. (agitation)
You never believe me. I have very important stuff I NEED. (acceleration)
F_____ you! (peak)
Moves away and glares (de-escalation)
You can choose any empty basket.
Jason- please go now to the empty
basket with your backpack.
Jason this is what we do every day- you need to put your backpack away.
I guess you’ve made the choice to break this rule again.
Jason you can’t talk like that- it’s disrespectful…you owe me time.
Slowly moves closer, calmly points to beanbag
I guess I have because it’s a dumb rule.
Staff keeps eye on Jason as he sits in beanbag
Jason moves to beanbag and picks up comic book there (recovery)
How to break the cycle…
Have engaging programming
Identify triggers
Identify environmental factors that can be changed
Intervene early in an escalation
Teach replacement behaviors
Strategies for Managing Escalating Behavior
Staff empathy
Assisting the student to focus on the task
Providing space
Providing assurances and additional time
Permit preferred activities
Staff proximity
Independent activities
Passive activities
Movement activities
Student self-management when appropriate
Two Components for Managing Escalating
Behavior
1. Understand the Model Patterns Specific behaviors for each phase Know where the student is in the cycle
2. Develop Strategies for Each Phase Implement strategies based on where the
student is in the cycle
Phase 1: CalmStudent is cooperative.
Phase 2: TriggerStudent experiences a series of unresolved problems.
Phase 3: AgitationOverall behavior is unfocused.
Phase 4: AccelerationOverall behavior is leading to further negative
interactionsPhase 5: Peak
Overall behavior feels out of control- possibly unsafePhase 6: De-escalation
Overall behavior shows confusion and lack of focusPhase 7: Recovery
Student interested in busy work and not interested in engaging
Strategies
Intervention is focused on proactive prevention.
Engaging activities
Use positive reinforcement
Communicate positive expectations within the clear structure of the program
Teach skills to operate within the program
Providing opportunities for success
Problem Solve
Strategies1. Calm
Identifying the Trigger
1. Pre-Correction: anticipating the problem behavior and intervening beforehand
2. Addressing non-school based triggers: parent conferences-partnerships, school support services, wrap-around services
STRATEGIES2. TRIGGER
What to do before a behavior escalates fully…Goal is to reduce anxiety
Achieve eye contact
Use person’s name
Non-verbal signal
Proximity & praise
Reduce distance
Do the unexpected
Give time to think & decide
Give more “start” requests instead of “stop” requests.
Make non-emotional instead of emotional requests
Use the “broken record” technique.
CONNECT THEN
REDIRECT
Staff empathy
Movement activities
Space (jobs)
Options/Choices
Preferred activities
Staff proximity
Pre-arranged signal
Independent activities
Relaxation techniques
CONTINUING TO REDUCE AGITATION
Strategies3. Agitation
Techniques that may backfire
Raising your voice
Saying “I’m the boss”
Insisting on having the last word
Sarcasm
Nagging
Comparing to others
Drawing others in
Insisting you’re right
Preaching
Assumptions
Non related events
Holding a grudge
STRATEGIES3. AGITATION
Strategies
4. Acceleration
Intervention is focused on safety
Remove all triggering factors
Avoid escalating prompts
Maintain calmness, respect and detachment/non- confrontational
Approach the student in a non-threatening manner
What are Escalating Prompts?
Agitated behavior from staff (shouting) Cornering the student Engaging in power struggles Moving into the student’s space Touching or grabbing the student Sudden or very quick responses Making derogatory statements Arguing/becoming defensive Body language that shows anger & frustration
ENGAGE DON’T ENRAGE
What is a Non-Threatening Manner?
Establish eye level position
Move slowly…Give student space
Speak privately
Be brief
Stay with agenda and avoid power struggles
Acknowledge cooperation
Crisis management Implement your plan
contact the office clear the room
DO NOT PROBLEM SOLVE Encourage Calmness
Deep breaths Sitting down “You are not in trouble”
INTERVENTION IS FOCUSED ON SAFETY
Strategies 5. Peak
Intervention is focused on monitoring for re-escalation of
behavior
Monitor for health/safety of all involved Avoid blaming Allow time and space Engage in independent work Cool-down time Determine appropriate time to debrief
Strategies
6. De-escalation
Intervention focuses on returning to normal activities
Follow through with consequences
Positively reinforce any displays of appropriate behavior
Debrief/rehearse problem solving routine
Strategies7. Recovery
EFFECTIVE CONSEQUENCES
Does the consequence…
• Model, instruct or teach a more appropriate behavior?
• Interfere with the flow of the program?
• Give the student the choice to redirect and engage in activities?
Strategies7. Recovery
Facilitates transition back to program… not further negative consequence.
Goal is to increase appropriate behavior
Pinpoint events that contributed to the incident- Name it to Tame it.
Focus on problem solving
Teach replacement behaviors
Debriefing activities and forms
Debriefing Session
Proactive Strategies
Have program-wide structure and expectations in place
Engaging activities
Identifying triggers and making changes
Progressive Break Plan
Verbal De-escalationTechniques
Daniel Siegel“Flipping Your Lid “Video Clip
What Do Our Older Students Want?
Fun Choices Leadership opportunities To be understood Separation/Distinction
Different acknowledgement system Different snack table Different Clubs Different responsibilities
Power Freedom Space/Peace
Ways to Engage Our Older Students
Acknowledgement of developmental differences Leadership Activities
“Leadership Club”/“Leadership Squad” Intentional Meetings Opportunities to make decisions
Concept of responsibility & consequences Separate Space Different roles/jobs Balance of enrichment, recreation, & academics Special Interest Clubs
Leadership Skill Building Model leadership behaviors
What are you doing and why are you doing it Build up slowly
Small opportunities with room for growth Lots of Cooperative Games Distinct Day of the Week Explore interests Role Plays/Problem Solving Scenarios Skill Building
Teaching a lesson Reading to a younger child Leading a game
Specific student jobs that have worked
Ball Collector Snack Helper Eyes and Ears Ref-ing Lead Circle Assistant teacher during lesson plan Game Leader Recess Helper Student Voice at Monthly Staff meeting
Projects that have worked…
Bike Project (Beverly Cleary) Community Volunteering (BC) Re-teaching favorite lesson plans (Sunnyside) Fundraising for specific organizations (Hill-
Glencoe) Monthly craft project Reading Buddies (Abby) Teacher /Sports Assistant Scavenger Hunt (Mike-KCLC) Clubs
Action Hero Adventure Club (Maia-F House)
Potential Challenges
Potential Barriers Rigidity of Grown-ups
Has to be a priority Staying within ratio
Floater 1 day of week Sight and sound for compliance
Shared space Separate table/Separate corner
Transitional staff Students can train
Power Struggles Engaging on the fly:
Tend to be reactive rather than proactive I need time to think about it and need more
information Do you have any ideas as to why I might say no? I know you are ready for it- but I’m not
When we lead with the “no” We don’t know what to do When we are in a hurry We think we need to be the “dictator” We are frustrated with the child
Adult Self-Reflection Willingness to relinquish control Tolerance for ambiguity Willingness to put in the work up front Being comfortable with the prep, process,
and reflection Being ok with an activity turning out
differently than planned Validate students’ thinking/welcome their
ideas Have high expectations Skill building for success
Can I do this? Is there someone on my staff who can?
TEAM MEETING…NEXT STEPSSTOIC?TOP 5%?ESCALATION CYCLE?OLDER STUDENTS?