Top 10 Tips for Working With Students with Challenging Behaviors Top 10 Tips for Working With Students with Challenging Behaviors Flint Simonsen, Ph.D. Eastern Washington University March 1, 2012

Acknowledgments Project PREPARE Effective Behavior Support Project Project PREPARE Colvin, Kame’enui, & Sugai (1990-1995, OSEP) Effective Behavior Support Project Sugai & Horner (1995-1998, OSEP) Center on Positive Behavioral Interventions & Support Sugai & Horner (1998-2003, OSEP/SDFS) UO, UK, KU, MU, USF www.pbis.org Parents, students, educators, researchers

www.PBIS.org

Positive Behavioral Interventions and Supports (PBIS) Positive Behavioral Interventions and Supports (PBIS) PBIS refers to the application of positive behavioral interventions and systems to achieve socially important behavior change. Proactive and preventative rather than reactive and punitive interventions

PBIS Assumptions Human behavior is affected by behavioral, bio-behavioral, social, and physical environmental factors. Much of human behavior is associated with unintentional learning opportunities. Human behavior is learned and can be changed.

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Tertiary, Individual Interventions Individual Students Assessment-based High Intensity Tertiary, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Secondary Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Secondary Group Interventions Some students (at-risk) High efficiency Rapid response SAY: Student success is linked to the degree to which academic and behavioral systems are in place for all students. As such the 3-tiered prevention logic has been applied to both behavioral and academic systems, and have been conceptualized and operationalized as an integrated system of support. Every effort should be made to blend school-wide academic and behavioral systems to maximize academic and social behavior outcomes and implementation efficiencies. Primary Interventions All students Preventive, proactive 80-90% Primary Interventions All settings, all students Preventive, proactive 80-90%

What seems to be the problem? What seems to be the problem?

Basics Behavior (what) Antecedents (when) Consequences (why) Basics Behavior (what) What the student does Antecedents (when) What happens before to “trigger” Consequences (why) What happens after to maintain

Behavior and the Environment Behavior and the Environment B A C Antecedent Behavior Consequence Passage of Time

Deciding on Interventions Deciding on Interventions Two types of problems: Can’t Do Teach, Remind, Practice Won’t Do Motivate, Encouragement and Discouragement

Top 10 Tips for Working with Students with Challenging Behaviors Top 10 Tips for Working with Students with Challenging Behaviors

1. Make a Plan Write down what the adult will do when student: 1. Make a Plan Write down what the adult will do when student: (a) behaves appropriately (b) engages in minor problem behaviors (c) engages in major problem behaviors

Defining Behavior Must be in operational, observable, or measurable terms. Available to 5 Senses “Avoid Dead Man’s Rule” To achieve high agreement between people.

2. Be Consistent Follow the plan. No exceptions and no excuses. 2. Be Consistent Follow the plan. No exceptions and no excuses. Stick with it Never make a demand or request that you are not willing and able to follow through with.

… What if the student escalates?

3. Stay Calm Neutrality: never let them see you sweat.

4. Catch ‘em being good (Acknowledge expected behavior) 4. Catch ‘em being good (Acknowledge expected behavior) Give 4 to 1 positives to negatives Respond immediately Be positive Give information Individualize

5. Exploit Their Greed

Exploit Their Greed When managing behavior the key is to exploit kids greed. Give them everything they want as often as they want it for doing what you want them to do. ~Dr. Phil McGraw

Different kids have different preferences. Students will always find a way to get what they want.

6. Use What Works "Insanity: doing the same thing over and over again and expecting different results." ~Albert Einstein

7. Take Data Teaching without data is like driving a car with your eyes closed. “The two week rule”

8. Prevention is Better than Intervention 8. Prevention is Better than Intervention Look for ways to rearrange the environment to prevent problems the next time around. “An ounce of prevention is worth a pound of cure.”

9. Actively Supervise Watch students. Be there. Be ready. Correct errors early. Catch ‘em being good.

10. Teach, Teach, Teach Teach students important (pivotal) skills – ones that will make a difference in a student’s life. Every moment is a teaching moment.

Teach and Reinforce Pick replacement behavior Teach Teach and Reinforce Pick replacement behavior Teach Provide reinforcement for functionally equivalent alternative behavior Student gets (consequence) what he/she wants for doing (behavior) what you want.

… and if that doesn’t work? Reset to “Problem-Solving”

Problem-solving Steps Define the problem(s) Analyze the data Define the outcomes and data sources for measuring the outcomes Consider 2-3 options that might work Evaluate each option: Is it safe? Is it doable? Will it work? Choose an option to try Determine the timeframe to evaluate effectiveness Evaluate effectiveness by using the data Is it worth continuing? Try a different option? Re-define the problem?

Big Ideas Teaching matters in the lives of children Big Ideas Teaching matters in the lives of children Have a plan and follow it consistently Use proactive and preventative interventions rather than reactive and punitive interventions Catch kids doing what you want them to do. NEVER GIVE UP!

pbiswashington.pbworks.com flintsimonsen@centurytel.net P. O. Box 602 Cheney, WA 99004