Positive behavioral solutions to help our students cope with frustration and anger in the school and community setting October 18, 2010 MVUSD & SEPAC Presented by: Kari Gonzalez, M.Ed, School Psychologist, PENT Cadre Member for Riverside County SELPA Amil Alzubaidi, LMFT, School Psychologist, Program Specialist

PENT Defined Positive Environments, Network of Trainers The Positive Environments, Network of Trainers is a California Positive Behavior Initiative designed to provide information and resources for educators striving to achieve high educational outcomes through the use of proactive positive strategies. Evidence-based positive practices and helpful information is disseminated statewide through the PENT website.

PENT Defined The collaborative PENT network is dedicated to increasing academic achievement and overcoming behavioral barriers to success for all students with and without disabilities. PENT Motto: “None of us is as skilled as all of us.”

PENT Mission Statement The PENT Leadership and all membership groups are committed to achieve: Positive supports available for all students that are evidence-based and lead to lasting behavioral change Environments that use positive methods to achieve high outcomes for students in districts, schools, and classrooms Networking that supports the exchange of evidence-based practice and materials among all PENT groups Training opportunities, guidelines, and materials made available to educators to assist in the establishment of positive environments and individual student support

The Components of a BSP “Behavior Support Plans should focus on the “why” the behavior occurred (i.e., the ‘function’ or ‘communicative intent’) then focus on teaching an alternative behavior that meets the student’s need in a more acceptable way. This includes making instructional and environmental changes, providing reinforcement, reactive strategies, and effective communication.” -Diana Browning Wright

When to Write a BSP In general education – when a student’s behavior impacts their ability to make adequate academic progress and when all classroom interventions and behavior systems/plans have been found to be ineffective. In special education – when a student’s behavior significantly impacts their ability to make progress and meet their IEP goals.

Discipline Systems Positive School-wide Discipline Program Attendance Tier Two: Targeted - BSPs Academic Systems Effective Classroom Instruction Adequate Academic Progress Tier One: School-wide behavior plans Tier Three: Intensive – BSPs – FBAs - PBIPs The Three Tiers Criteria and Decision Points

Defining Behavior Frequency – How often the behavior occurs. Intensity – A description of the heightened impact of the behavior (e.g., depth, force, strength, or extreme level of the behavior). Duration – How long it lasts. It is helpful to know the length of the episode and the lasting effects on the day.

Predictors of Behavior Environmental Variables to Analyze: ▫Physical setting ▫Social setting ▫Instructional strategies, curriculum, and activities ▫Scheduling factors ▫Degree of independence ▫Degree of participation ▫Social interaction ▫Degree of choice

Hypothesized Functions of Behavior The “Why” of behavior To GET something ▫An object, attention from peers or adults, an activity, self-stimulation, money, desirable comments from peers To REJECT something ▫Avoid, escape, or protest something undesirable ▫Can include social/peer conflicts

What is the function of this behavior Crying

The FERB – Functionally Equivalent Replacement Behavior What the team believes the student should do instead of the problem behavior. It is a positive alternative that allows the student to obtain the same outcome that the problem behavior provided – the student gets or rejects something in a manner that is more acceptable. A FERB is not the absence of the problem, nor the complete presence of positive behavior. Think “Baby Steps!”

Reinforcement An outcome (activity, tangible, attention, etc.) becomes a reinforcer when it has been shown that the student will perform X behavior to achieve Y outcome. A “reward” is an outcome we believe the student will strive to earn.

Reinforcer Examples What do you think? What works with your child? Physical – High fives/sensory breaks Verbal – Specific praise, recognizing strengths and accomplishments in front of class Activity access – Desired activities that are earned (computer time, free time, first to leave for a break) Tangibles – Small toys, food, phone calls/notes home Tokens and points – Use a symbol that strands for progress (points, stickers, happy faces) Privileges – Passes or immediate verbal permission to: exempt from an assignment, get an extra point on a quiz, permission to sit where you want for one period

Anger Management Systematic Process to address anger Various orientations and beliefs when addressing behavior Various degrees of anger  Covert: withholding of emotions, thoughts and actions until an activating event results in the individual overtly reacting.  Passive Aggressive: withholding of emotions and thoughts while covertly acting out leaving the intended individual clueless to whom engaged in the action.  Overt: aggressive display of thoughts, emotions and actions.  Healthy Anger: effective expression of thoughts and emotions while acting in a productive manner to address emotions of hurt. The key is to address the core issue of the anger

Anger Management Step One Effective withdraw from the situation or individual  Entails utilizing the STAR technique including:  Stop: Stop all of your behaviors completely! Stop talking, gesturing and moving.  Think: Think about the positive and negative aspects of your options. Look for all the options and always ask others such as your parents, teachers, therapist, clergy, and others who will help and not hinder your options before acting on your decision.  Act: Act on your thought out decision  Responses: look at the responses of others and notice if your action was hurtful? Helpful? Did it get your point across without putting the other individual on the defensive? Did your actions make fun of or scare others? Did your actions help solve the problem or compound it? Ask yourself, if your actions helped or hindered you?

Think Analysis Example: Think: (+) (-)

Anger Management Step Two Physical release of anger without hurting self, others and/or items of value. The purpose of this stage is to reduce the probable rage to anger.  Running  Screaming in a pillow  Lifting weights  Walking

Anger Management Step Three Expression of emotion ▫Identifying secondary emotion (hurt) versus primary emotion (anger) ▫Engaging in expression of secondary emotion through various mediums  Drawing  Writing  Painting  Clay  Poetry  Audio or video recording

Anger Management Step Three-continued ▫Healthy Boundaries and Limits  Boundaries: barriers that maintain a healthy sense of self while regulating one’s self with others  Limits: warning signs or red flags that a boundary is about to become violated ▫Healthy Communication  Compromise (effective listening + effective speaking) = Resolution ▫Development of Awareness  Passive Assertive Aggressive

Anger Management Step four Attempt resolution with the intended individual or situation ▫Requires a willing individual or one’s self to address and introspect the situation utilizing the prior steps ▫Reactivity is a critical component to resolution  WIMPY STAR RAMBO

STAR Stop Think Act Responses

Wimpy Whining Indecisive Manipulative Passive Yields

RAMBO Reactive Assaultive Manipulative Boundary Violations Obnoxious

Questions ??????