Behaviorally Challenged ALC 2018

Objective This session will cover the unique behavioral and emotional challenges some of our young marines face today. We will discuss some strategies and insights that will help them thrive within their unit and the program as a whole.

Areas That Influence Behaviors Environmental Strategies Staff Considerations Behavioral Characteristics Child Factors

Everything is Behavior As educators/staff, we frequently discuss “behavior” as an issue with a student when we really mean “misbehavior”. All the activity and interaction in the classroom is behavior.

Behavior Management Managing the environment in which learning occurs so that students can achieve and feel productive Behavior Management is the management of the individual in the learning environment – learner and teacher. Classroom Management is the management of the environment – classroom geography, organization, display and distribution of materials.

Behavior Management “Children who get into trouble the most often at school attribute their problems to boredom.” ~Mendler 1992 Excite them to learn Utilize high interest activities Visual, Auditory and Kinesthetic

Behavior Management Short or long term interventions utilized to address off-task behaviors in the setting Utilized to support positive programming and creative lesson plans- not as a substitute for them Recognizing, shaping and attending to ALL behaviors in the learning environment rewards for appropriateness consequences for noncompliance

Behavior Characteristics Externalizing Symptoms Oppositional/Defiant Conduct Disorder ADHD Psychotic Mood Disorders Intermittent/Explosive Impulsivity Internalizing Symptoms Withdrawal Depression Anxiety Obsessive/Compulsive Poorer social skills Less likely to be referred to special education because of fewer disruptions (Rubin, et al., 1995)

Child Factors Characteristics Impulsivity results in a child’s inability to meet situational demands in the setting in an appropriate manner. Inability to maintain attention. Inappropriate levels of activity. Inappropriate vocalizations. Negative peer and adult interactions.

Child Factors Goals of Behavior Questioning Goals of Behavior Information-Seeking Challenging Goals of Behavior Attention Seeking Need Assistance Provide Positive Attention Redirect

Child Factors Goals of Behavior Goals of Behavior Power Avoidance Negotiation Establish Choices Internal Control Goals of Behavior Avoidance Check Work Level Child Selected Sequence Precipitating Factors

Child Factors Precipitating Factors Causes of behavior over which staff have little or no control Medication Loss of Power Fear Failure Child History Displaced Anger

Behavioral Strategies Instruction Groupings Preteaching Prerequisite Skills Multisensory Approaches Choice Sequencing Duration/Breaks

Behavioral Strategies Instruction What is satisfactory? Exceptional? Unsatisfactory? Timelines for assignments Rubrics for assignments Study guides Alternative assignments/contributions Make up work

Behavioral Strategies Expectations Child Involvement Rules for Making Rules Describe expected behaviors Explain the standards of performance Reward compliance Identify consequences for noncompliance Be consistent and systematic Build in “community” investment

Behavioral Strategies Reinforcers Interest Inventories Contracts Token Economies Social Praise Individual Group Alternative

Behavioral Strategies Surface Management Techniques Signal Interference Communicate expectations non-verbally Draws minimal attention to negative behaviors Tension Decontamination Through Humor When well timed humor can be used effectively to help Children de-escalate Humor is not sarcastic The adult should never make a student the brunt of a joke or humorous comment

Behavioral Strategies Surface Management Techniques Hypodermic affection When Children are seeking negative attention providing a quick shot of positive affection can defuse a negative interaction. More difficult with older Children

Behavioral Strategies Surface Management Techniques Hurdle help No error in behavior yet but problems are likely Prepare Children in advance that there might be problems Provide Child with alternatives before a problem occurs Assisting a frustrated, overwhelmed or unmotivated student can help him or her to get started and to become invested in the task at hand.

Behavioral Strategies Surface Management Techniques Interpretations Open ended statements “I” statements Helping Children understand their feelings “I am wondering if something has upset you today.”

Behavioral Strategies Surface Management Techniques Direct Appeal Making a request of the Child to stop or start a specific behavior while stating the impact the behavior has on others “John, Please read quietly, the other Children are having a hard time focusing on their work.”

Behavioral Strategies Surface Management Techniques Antiseptic Bouncing Sometimes Children need to be removed from the Setting to avoid emotional reactions. Some Children may not be able to sit in one location for an extended period of time. Offer non-punitive solutions such as a walk or running an errand.

Behavioral Strategies Before Setting a limit, ask yourself: What is going on and why should it be stopped? Will there be a problem if the behavior continues or are you angry and they are pushing your buttons? Are you setting a limit or are you punishing? (who is it hurting and how)

Behavioral Strategies Setting a limit means you are calling for an end of a specific behavior How you choose to set a limit and the tone you use will determine if it will be cooperative or engage in a power struggle Limit only those behaviors which clearly impinge on the health, rights, and interest of others

Behavioral Strategies Setting Limits Preserve the Child’s dignity with any limit you set. Be sure you have the Child’s attention before setting the limit. State what you want the Child to be doing instead of calling attention to the negative behavior. Be sure you provide enough time for the Child to process and respond appropriately.

Behavioral Strategies A consequence is a natural outcome, not a punitive action The consequence of compliance and productivity is privileges and good grades The consequence of noncompliance and lack of productivity is loss of privileges and less than good grades Separate behavior from the individual: I MAY NOT ACCEPT YOUR BEHAVIOR, BUT I ALWAYS ACCEPT YOU

Staff Considerations Nonverbal Communication Nonverbal Communication Personal Space (Proxemics) Communicates Respect Nonthreatening Safety Nonverbal Communication Body Language Facial Expressions Posture Movements Non-Challenging

Verbal Interventions Do __________ Don’t Staff Communications Maintain Calm Overreact Isolate the Situation Engage in a Power Struggle Set and Enforce Limits Make False Promises Actively Listen Fake Attention Be Fair and Consistent Use Jargon Be Aware of Non-Verbal's Be Threatening

Staff Considerations Other Considerations Professionalism Consistency Build a positive atmosphere Manage behavior through student involvement Clear expectations, cooperative effort Establish structure and support for students

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