tk training asdn webinar#2.oct 17, 2019 #2final (1).pptx ......10/16/2019 4 over half of case study...
TRANSCRIPT
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Research‐Based Tier 2 & 3 Behavior Supports for “Tough Kids”
Presented by Karl Schleich ASDN Sr. ConsultantWebinar #2 (of 6)
Thursday, October 17, 20193:45‐5:34 pm
Community Guidelines for Todays’ Webinar
• Conversation: Quiet during presentation being respectful of those around you, partner sharing with an indoor voice, please respect the attention signal, occasional sharing in the text box.
• Help: Use the text tool. Raise your hand.• Activities: Listening, reflection, sharing, recording. • Movement: Be comfortable, be respectful of others who might be with you.
• Participation: Active listening to me and your colleagues; look for ideas and tools you can use, thinking about how you might incorporate these concepts strategies into your work.
Use the chat box
Chat box or raise hand, message to Melissa
Stay in view of the screen and in earshot
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Today’s Schedule
3:45‐5:45 Session with a
6‐minute stretch breakabout half way through
Webinar Response Structures
• Chat Box
• Polls
• Raise hand
• Partner conversations if you are in person with a colleague
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Recording available after the webinar (within 24 hours)
Ways to use the webinar handout
• Some info that you won’t need to write down
• Some blanks/tools inviting your active reflection and participation
• The handout is a “structure for success”
• The handout is intended to be used for ALL six webinars
• Additional handouts in subsequent webinars
Four other handouts from the Resource Page include:
Two more handouts from the Resource Page include:
Poll#1: Please check all that apply
• I participated in Webinar #1• I watched the recording of Webinar #1• This is my first tough kid webinar• I have one or more persons with me during this webinar
• I am by myself during this webinar• I have a “case study” student in mind from webinar #1
Information based on…• Authors
– Ginger Rhode, Ph.D.– William Jenson, Ph.D.– H. Kenton Reavis, Ed.D.
• Available from Pacific Northwest Publishing (on Safe and Civil Schools web site)
• Includes CD with reproducible forms
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Who has the book?
75% either have the Tough Kid book or intend to get it
25% do not intend to get either book
Companion Book • Practical tools for teachers
including:
– CD of reproducables– Mystery Motivator forms– Behavior rating forms– Home note forms and tools– Self‐monitoring tools– Behavior Contract tools– Tracking procedure tools
(Drag sheets)– Reinforcment tools
• Spinners• Chart moves• Point cards
Participant profile
39% Elem Teachers16% Sped Teachers24 % MS/HS Teachers16% Principals
Some Big Ideas:• Behavior can change!• Sometimes, the adult behavior needs to change in order to support the child
• We have research on our side• Five identifiable broad variables that influence behavior
Review
STOIC‐‐Cheap, simple and effective.
Structure the environment for success.Teach (and re‐teach) expectations.Observe (monitor, supervise).Interact positively (build relationships and provide positive feedback).
Correct fluently (calmly, consistently, immediately, respectfully).
Review
Top of page 2 in the handout
85% identified a boy as their “tough kid”
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Over half of Case Study students are elementary‐aged
18% Primary46% Intermediate36% Middle School ages0% older than 15
These percentages might reflect the participants, or
What happens to some of our “tough kids” after age 15?
Tough Kid Definition
Behavior Excesses
– Noncompliance– Aggressive– Argumentative– Destroys Property
Behavior Deficits
– Contingency Governed –Not rule governed
– Academic Deficits– Poor Social Skills
Of Course I Can Read
Make Me
Review
Social Skills deficits of Tough Kids Behavior Deficit—Social Skills
• Basic social skills needed to successfully interact include:– Starting a conversation– Entering games– Cooperating– Giving appropriate positive feedback to others– Grooming
Review
Behavioral Deficits—Social Skills• Intermediate to advanced social skills include:
– Asserting oneself properly– Accepting negative feedback– Learning to say “No” appropriately– Resisting peer pressure– Dealing with teasing– Managing anger
• Social skills do not develop on their own• Pull‐out social‐skills training alone is not enough
Review Project Achieve: Research Project in Florida in 1980’s‐90’s Identified Five Critical
Practices for Effective schools
• Social Skills systematically taught (Stop & Think is a model)
• Skills Streaming (Goldstein) Identified 60 Social Skills for Elementary Students
• The Big 5 include– Listening– Following Directions– Asking for help– Ignoring distractions– Responding to teasing
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Shaw Elementary School, WasillaA Universal and Systematic Social Skills Approach Let’s go the chat box…..
• Do you work in a school that attempts to systematically teach social skills to ALL students?
• If so, what materials or curriculum or materials do you use?
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Habits of Mind
Using animation to model behavior for young children
Habits of Mind
Ted X Talk
• Terry Thoren, Animator, Film Maker
• Collaborations with Art Costa and Habits of Mind
• https://vimeo.com/169279243
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Thoughts about screen time for children
• It is engaging• Often passive• Tempting for teachers and parents to use• Academy of Pediatricians warn against it• We are just beginning to understand the impacts
• Likely it is changing the way brains work
Thoughts about using video in class
• Powerful for spatial learners• Provides modeling lessons• Short clips (less than 5‐7 minutes) with additional processing can be highly effective
Habits of Mind Habits of Mind
Habits of Mind Habits of Mind
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Let’s go to the Chat Box
• Are your students identifying in any way with Molly of Denali?
• How might Molly of Denali assist us with our tough kids?
Universal Support
• Providing social skills (SEL) at the universal level makes good sense
• Social skills instruction doesn’t hurt anyone• Pull outs for social skills has minimum effectiveness unless they are being reinforced in the classroom
• If your school is not presently utilizing an adopted SEL curriculum you might advocate doing so
We left off in webinar #1 talking about
Critical Concepts for working with
Tough Kids
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Critical Concepts for Working With Tough Kids
Critical Concept 1:Tough Kids are managed not cured
Critical Concept 2: Positives work best with Tough
Kids
Critical Concept 3: There are multiple causes for
Tough Kids
Managed Not Cured
• Conduct disorder is considered by most experts to be a chronic, lifelong condition
– Early interventions have potential to divert at‐risk children from becoming Tough Kids
– After age 8, antisocial and conduct disorder should be viewed as a chronic disorder (like diabetes)
– There is no “cure” but behavior can be controlled and managed with a sensible regimen of supports and appropriate interventions (Kazdin, 1987)
Managed not Cured
• What goes away naturally without intervention– Whining, demanding attention, fears, can’t sit still, bed wetting
• What does not go away without intervention– Swearing, arguing, acting without thinking, disobeying at home and school, lacking guilt
• What increases without intervention– Hangs out with kids who get in trouble, truancy, alcohol and drugs
Critical Concepts for Working With Tough Kids
Critical Concept 1:Tough Kids are managed not cured
Critical Concept 2: Positives work best with Tough Kids
Critical Concept 3: There are multiple causes for Tough
Kids
Positives Work Best
• Positives are the backbone of any educational program for Tough Kids
• Tough Kids may be immune to punishment• 4:1 ratio (minimum)
Bottom of Page 5 in the Handout
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Why Are Positives Important?
Boss 1 vs. Boss 2How would this situation impact your:
– Attitude– Work completion– Effort– Communication– Willingness to try/take a risk
Ratios of Interactions
A key to our success with all students, and especially our
tough kids!
> 4:1 positive to corrections or redirects
Ratio of Interactions
• A measure of what the teacher is paying attention to
• Coded Positive: two kinds…..– Contingent: When we acknowledge or praise a behavior (specific is more powerful)
– Non‐contingent: When we greet, smile, connect with no reference to specific behaviors
• Coded Negative:– Corrections, redirections
Let’s go to the chat box
• What are some strategies you use to increase the ratio of positive interactions you have with your case‐study student?
Effecting ROI: Three ways…..
1. Increase non‐contingent positive interactions2. Increase contingent positive interactions3. Decrease re‐directs or corrections
A few strategies to increase ROI
A new handout
included on the
resource page
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Self‐monitoring
Teacher’s being
intentional
A challenge of the next two weeks
• Video your self for 10 minutes doing classroom instruction, ideally with your tough kid present
• Watch your video (no one likes watching themselves on video) and code your ratios of interactions, both the – ROI for the whole class, and – your ROI with your tough kid
Feedback is the We get what we
pay attention
to!
Critical Concepts for Working With Tough Kids
Critical Concept 1:Tough Kids are managed not cured
Critical Concept 2: Positives work best with Tough Kids
Critical Concept 3: There are multiple causes for Tough Kids
Multiple Causes for Tough Kids
• Parent Background• Parenting Style• Divorce• Supervision• Association With Peer Group• Social Class/Socioeconomic Disadvantage• Types of Behavior Overt vs. Covert• Family Size/Birth Order• School Experience and Failure• Trauma• Genetics
From: Gelfand, Jenson, & Drew (1997) Understanding childhood behavior disorders, Harcourt & Brace
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The Big Five Causes of Misbehavior for Tough Kids
1. Peer influence (attention)2. Nonsupervision (impulsive)3. Inappropriately made commands by
adults4. Incapable of meeting the academic or
social demands of the setting (escape)5. Instrumental (wants something)
Poll #2
Of the five BIG causes of misbehavior, which one do you hypothesis might be the leading cause of your case study student?• Peer influence (attention)• Non‐supervision (impulsive)• Inappropriate commands by an adult• Incapable of meeting the academic or social
demands of the setting (escape)• Instrumental (wants something)
Tough Kid Definition
Behavior Excesses
– Noncompliance– Aggressive– Argumentative– Destroys Property
Behavior Deficits
– Contingency Governed –Not rule governed
– Academic Deficits– Poor Social Skills
Of Course I Can Read
Make Me
• Noncompliance—”Kingpin behavior”• All other behavioral excesses revolve around noncompliance– Aggression– Argumentative behavior– Destruction of property
• Tough Kids comply about 40% of the time
• Typical students comply about 80% of the time
Behavior Excess Non‐compliance: The Kingpin Behavior
• How significant is the non‐compliance of your tough kid?
• How would you know?
• New handout from resource page
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An assignment for the upcoming weekCollect some data on Non‐compliance
• Teacher gives the request.
• Waits 10 seconds.
• Marks yes or no depending on if the student complies within 10 seconds
• At least 10 requests in a week in order to calculate a percent compliant?
A closer look
An objective score to get a baselineA simple equation
“Yes” tallies (compliances) divided by total requests
Teachers expect/value different kinds of behaviors
• What do you expect of your students?
• What do other teachers/staff members expect and value?
Let’s go the chat box…..
• What specific behavior is really important to you as a teacher for your students to demonstrate compliance?
Another Tough Kid Book Resource
• Importance of classroom behaviors
• Invites teachers to recognize some are more important than others
• 4 categories– Classroom Behavior– Basic Interaction Skills– Getting Along Skills– Coping Skills
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Rate yourself in each of the 11 classroom behaviors
Go to the chat box: Which of these was most important to you?
Another reflective, intentional activity for the next week
• Use the document to do your own self‐reflection of these classroom behaviors and their relative importance to you.
• If your tough kid works with other staff, use the tool to better understand what your colleagues expect. This data can inform us as to what specific behaviors we can teach our student to be successful in the other staff members class.
Understanding Tough Kid Behavior
Objectives:1. Define Tough Kid behavior and identify potential causes
2. Clarify critical concepts for working with Tough Kids
3. Understand how to apply the ABCs of Behavior to make decisions about how to address TK behavior
Thinking Functionally About Behavior
• Behavior that is repeated serves a function– A baby cries to…– A student who gets good grades works hard to …– You come to work each day to…
• Behavior is learned so it can be taught
Page 6 in Handout The ABCs of Behavior
Always start by defining the problem behavior
Antecedent
When __________ happens
Behavior
The student does (what) ____
Consequence
Because (why) __________
Page 6 in Handout
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Defining Observable Behaviors
• Definitions of behaviors need to be:
– Observable: The behavior is an action that can be seen
– Measurable: The behavior can be counted or timed
– Objective: Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!
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Bottom of page 6
Observable/objective or not?
Observable or not?
• Johnny refuses to follow adult directions• Johnny has a bad attitude• Johnny argues when given a direction or told “no”
• Johnny gets out of his seat without permission• Johnny tantrums when told “no”• Johnny is mad
Return to page 2 in your handout
Was your description from last week:
Observable?
Measurable?
Defined so clearly that a person unfamiliar with the student would recognize the behavior without any doubts?
Case Study Student (pg 7 of handout)
• Operationally define noncompliant behaviors– What does this look and sound like?
• Operationally define other behaviors of concern (1–2)
• There may be other behaviors; however, focus on behaviors that will have the biggest impact on student outcomes
Case Study Student (top of pg 7 of handout)
Define two or three non‐compliant behaviors)
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Chat Box Activity
• What is one of your operationally defined noncompliant behaviors
• What does this look and sound like?• The “Litmus test” for your behavior:
– Observable– Measurable– Clear
Address the Kingpin: Noncompliance
• Utilize an antecedent strategy to increase the likelihood of compliance
• This Precision Request strategy addresses a common factor in TK noncompliance: inappropriately made commands by adults
Antecedent
When __________ happens
Behavior
The student does (what) ____
Consequence
Because (why) __________
Pacific Northwest Publishing www.pacificnwpublish.com/ 93
TKs Have Learned to Use Coercive Pain ControlPage 8 in Handout
60% of requests are withdrawn!
• Request is withdrawn and pain stops
• TK is randomly rewarded for noncompliance
• Reinforces micro‐bursts of aggressive behavior
Deficits Related to Pain ControlBottom of page 8
• Use coercion with teachers and develop a academic deficit
• Use coercion with peers and develop a social skills deficit
• Use coercion to get demands immediately met and develop deficits in self‐management and delayed gratification
The ABCs of Behavior
Antecedent
When __________ happens
Behavior
The student does (what) ____
Consequence
Because (why) __________
Antecedent Control• State the student’s name• Do not use a question• Get up close• Use a quiet voice• Look ‘em in the eyes (be culturally sensitive)
• Give them time• Ask only twice (avoid nagging)• Avoid multiple requests• Describe the request• Be unemotional• Make start not stop requests
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Antecedent Control• Verbally reinforce compliance
85% of the time, adults forget to reinforce compliance of Tough Kids
Page 9 The Acting Out CyclePage 9 in Handout
Let’s go to the chat box
• Something I want to remember from this webinar is…..
Tasks to consider doing in the coming two weeks
1. Collect some data on non‐compliance of one student
2. Self‐assess about the behaviors that are most important to be successful in your classroom
3. Pay attention to your ratios of interactions with this individual student
4. Video yourself to observe and code your ROI’s
5. Watch the Terry Thoren Ted X Talk
Next Webinar in Two Weeks: Thurs, Oct. 24, 2019 from 3:45‐5:45 pm Thank you for your participation!
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Next Webinar on Thursday, Oct. 24, 2019from 3:45‐5:45 pm
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Thank you for your participation!!!
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Contact Information: Karl [email protected]‐355‐4930
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