Ten Tried and True Strategies for Classroom Success Supporting challenging behaviors with positive interventions Janice Gont, LBS Instructional Coach CUSD 308 M.Ed., MA Jennifer Tate, All Star Behavior, LCSW, BCBA February 4, 2017 ILCCBD Conference

Reframe Your Assumptions… Behavior is…. Because…. Misbehavior has an underlying cause… What skills need to be developed? Behavior = communication… What is the student trying to communicate? Behavior has a function… What you do think? Hypothisis? Behavior occurs in patterns… What are the triggers? The only behavior teachers can control are their own… How can I model replacement behaviors? Behavior can be changed… What is the desired outcome? The Behavior Code Companion (Minahan & Rappaport, 2016)

Assess Function Intervention Ideas: Escape/Avoidance Attention Functions that maintain behavior: Intervention Ideas: Escape/Avoidance Teach functional break options Extended processing time Give Choices Calm down area Delay of schedule Attention Increase positive attention (random and non-contingent) Planned time for social interaction Planned ignoring (staff and peers) Access to Preference First/then Give choices Physically remove or present item Poor transition= not a choice Schedule time with item (definitive criteria) Sensory/ Automatic Provide opportunities for movement Provide replacement behavior that fits classroom Set parameters for movement (specified area) Escape/ Avoidance Attention Needing Obtain/ Access to preference Sensory stimulation/ Automatic

Establish Rapport Why is this important? How can I do it? Students demonstrate increased compliance for those they have a positive relationship with   Students often have not had positive relationships- Be the one to give it! Builds a trusting relationship with student Minimizes attention needing behavior Ability to tap into that relationship when needed Listen Be authentic Give attention- show an interest Validate student perspective Follow through and be consistent

Teach to the Skill Deficit Not personal Slow progress Teach behavior like academics Give processing time Create benchmarks and celebrate progress Break down the skill Give alternatives

Interactive Modeling 1 2 3 4 5 6 State the behavior Model behavior expectation What does the behavior look like? 3 Interactive questioning What do students observe? 4 Student models How can the behavior be applied? 5 Whole group practice All students get to practice 6 Feedback Gather reflections and discuss student observations

De-escalate Eruptions De-escalating refusal & shut down Be Directive Avoid confrontation Remain calm Respectful redirection Intervene early Offer limited choices Avoid negotiating in the moment Give space for cool down Reflect

Promote Self- Regulation Prepare the child for the environment Welcoming atmosphere Warm up activity for the day Calm… cool… and collected! Calm down box Body check (i.e. Zones) Prepare the environment for the child Calm down areas Differentiated work areas Clear expectations… visuals Incorporate movement and sensory related Strategies into practice

Limit Verbal Language- Utilize Nonverbal Communication Why do we use this technique? Types of alternative communication Cannot process auditory input when upset Ability to disengage in power struggle Reduce attention to challenging behavior Encourage independence Less interruption to learning environment Visuals - Pictures, words, task analysis, checklist, written conversation, task strip, schedule Write out expectations/ processing Communication with others in class (Pivot praise/redirection) Overt Communication Expectations posted in the room Gestures, pointing or visual reference to expectation

Increase Use of Positive Interventions Most effective way to retrain the brain and create change Eventually we run out of restrictive measures but can always introduce more positive Put accountability on student for what they earn instead of us “taking away” Improves the culture and relationships in the school environment

The Graduated Transition 5 Ways to make transitions smoother... Establish predictable routines Provide a “transition activity” for reentry into the classroom (from arrival, recess, specials, passing periods) - Warm up activities (low demand!!) Visual supports Calm music, calm atmosphere Signal changes ahead…(sound, verbal cue, visual, but be consistent) Key things to remember… Transitions challenges are often triggered by anxiety. Be sure to understand the right source of anxiety first.

Valuable Resources Websites: Intervention Central – www.interventioncentral.org Responsive Classroom- www.responsioveclassroom.org Infinitec- www.myinfinitec.org (login and create an account) The Child Mind Institute https://childmind.org/ PBIS - www.PBIS.org Videos on strategies that support behavior management: (You Tube Channels) The Behavior Code- Strategies The Responsive Classroom - Interactive Modeling Brain Breaks: Crossing the Midline Great books on behavior, management strategies, praise, developing a responsive classroom: Denton, P. (2015). The Power of Our Words (2nd ed.). Turners Falls, MA: Center for Responsive Classroom, Inc. Fay, J & Funk, D (1995). Teaching With Love & Logic: Taking Control of the Classroom. Golden, CO: THE LOVE AND LOGIC PRESS, INC. Kriete, R. D. (2016). The Morning Meeting Book (3rd ed.). Turners Falls, MA: Center for Responsive Classroom, Inc. Minahan, J. &. (2012). The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students. Cambridge, MA: Harvard Education Press. Wood, C. (2015). Yardsticks (3rd ed.). Turners Falls, MA: Center for Responsive Schools, Inc.

Janice L. Gont, M.Ed., MA Special Education Instructional Coach (TOSA) SD 308 jgont@sd308.org Jennifer Tate, BCBA, LCSW Behavior Consultant - All Star Behavior allstarbehavior@gmail.com