1. ACES Behavioral Cadre September 10, 2015

2. Agenda 8:30-9:00 Self Assessment and Next Steps 9:00-9:45 Motivating the Unmotivated 9:45-10:00 Break 10:00-10:45 Poverty and the impact on behavior 10:45-11:30 De-Escalation 11:30-12:00 Team Time

3. Where are we? Where do we need to go? Self-ratings on Peardeck

4. End of the year survey

7. Motivating the Unmotivated Ashley Meyer Western Regional Coordinator ameyer@esu13.org September 10, 2015 NE ASD Network

8. Introduction

9. Motivation Until teachers and parents find out what the motivator is, it is difficult to prompt the student to complete work and related tasks.

10. Increase Motivation and Learning Through Reinforcement

11. ACTIVITY 1.What motivates you? (Pick one and write it down) 2.First person: say your motivator 3.Second person: Say the first person’s motivator and then your own motivator 4.Continue until everyone has said their motivators

12. 90% of the Effectiveness of a Program is REINFORCEMENT!! Tap into Interests to Find Reinforcers Motivation is driven by reinforcement.

13. Intrinsic vs. Extrinsic

14. The Self-Determination Theory Extrensic Motivators can be more easily internalized when there is a sense of relatedness. Students need to feel secure Freedom to make choices increases the student’s motivation Enhanced performance, persistence, and creativity

15. How do I Motivate my Students?

16. Step 1: Build a Relationship Staff working with students should: Show interest in their life and activities Look for reinforcement that the student may like (keep trying new things!) Spend time doing activities the child likes, even if they are limited at first

17. Step 2: Find What’s Reinforcing – May be something most people think of as ‘undesirable’ – Reinforcers are different for different people or the same people under different conditions

18. Reinforcers Reinforcers can be identified by: Conducting reinforcer/preference assessments; Creating preference lists (e.g., reinforcer checklists, reinforcer menus); Interviewing the learner; Interviewing family members; or Interviewing other teachers/practitioners.

19. Examples

20. How do I Increase Motivation Even More? Use visual tracking (token economies, first/then boards, visual schedules, visual choice boards) Make tasks more hands-on Catch the student when he/she participates and cooperates Keep trying NEW ideas- don’t give up!

21. How do I Increase Motivation Even More? (Continued) Focus your time on identifying reinforcers! (No reinforcement = no motivation= no learning) Motivation begins with interests! Use verbal and social praise to pair EXTRINSIC reinforcers with INTRINSIC motivation! ***This way, you can eventually fade the extrinsic reinforcers to have more natural (internal) motivation***

22. Examples Let the student choose what he/she wants to earn, and then give them a visual.

23. Reinforcement Students need to know what the “paycheck” is for the work. Use Visual Schedules of Reinforcement to show them what the reinforcement is for completing an activity or a task appropriately.

24. Examples Remember to keep the reinforcers age appropriate. Reinforcer menus can be made with pictures or just with writing, depending on the student.

25. What does Reinforcement do? Reinforcement occurs when a consequence to a behavior results in an increase in the likelihood of the behavior occurring again in the future under similar circumstances. Reinforcers affect the behavior that immediately precedes them. Therefore, provide reinforcers as quickly as possible following a desired behavior - waiting too long will reduce the effectiveness of the reinforcer.

26. Categories of Potential Reinforcers Escape – Avoiding Tasks, Social Demands, Group Activities Attention – Positive, Negative, Neutral Statements – Proximity Tangible – Toys, Chips, String, Videos, Cheese etc. S ensory – Water-play, Deep Pressure, Peace and quiet, Preferred Music, Bean-bag Chair etc

27. Step 3: Focus on the Positives Look for times that you can reinforce the student Be specific with your praise to help foster understanding about events Reinforce attempts and successes of the specific behavior(s) you are looking to increase Say what you mean and mean what you say, because consistency teaches!

28. 1) What work? (Identify what it is) 2) How much work? (Identify the amount) 3)How will I know when I’m done? 4) What happens next? (reinforcer, next task, etc.) Things to ALWAYS Tell the Student ***Knowing these will foster independence!*** Also remember to provide: -choices to increase autonomy -a secure environment where the student feels safe to increase competence -topics and ideas that bring meaning to the student’s life to increase relatedness

29. Video Remember: Motivation is directly related to REINFORCEMENT! Let’s watch an example of how Sheldon motivates Penny to behave in specific ways by using reinforcement… https://www.youtube.com/watch?v=1yuQq5VPZmg

30. Quiz Time 1) 90% of the effectiveness of a program is due to what? 2) What are the 3 parts of increasing self- determination? 3) What are the 2 types of motivation? 4) How can you identify possible reinforcers? 5)The categories of reinforcers include; attention, escape, tangible, AND….

31. Questions? Ashley Meyer ameyer@esu13.org 308-672-7557

32. Objectives: 1.Explore differences of resource levels and economic class 2.Understanding the implications for instruction 32

33. Background... and Your Experience of Economic Class 33

34. 1. According to the U.S. Census (2000), 58% of all individuals in poverty in the United States are white. 2. The cost per prisoner in the U.S. is equal to the cost of educating a student in public school for one year. 3. The child poverty rate in the U.S. increased 10% between 2000 and 2009. 4. Forty-nine percent of all children born in the U.S. are born to families who receive food supplements from WIC (Women, Infants and Children), the federal program. 5. Since 2000, the number of households in the U.S. that are multigenerational increased by 40%. 6. More men from poverty than women from poverty make the transition out of poverty. 7. Fifty-eight percent of children born to parents at the bottom of the income ladder move up. 8. The percentage of individuals in poverty is higher by minority subgroup than by the white subgroup. _____ 9. Cities have a greater percentage of poverty than the rest of the United States True or False? 34

35. _____ 1. According to the U.S. Census (2000), 58% of all individuals in poverty in the United States are white. True or False T 35

36. _____ 2. The cost per prisoner in the U.S. is equal to the cost of educating a student in public school for one year. True or False F 36

37. _____ 3. The child poverty rate in the U.S. increased 10% between 2000 and 2009. True or False F 37

38. _____ 4. Forty-nine percent of all children born in the U.S. are born to families who receive food supplements from WIC (Women, Infants and Children), the federal program. True or False T 38

39. _____ 5. Since 2000, the number of households in the U.S. that are multigenerational increased by 40%. True or False T 39

40. _____ 6. More men from poverty than women from poverty make the transition out of poverty. True or False T 40

41. 41  Children (18 years old or younger)  Immigrants  Female-headed households  Disabled people  Minorities Source: 2008 Report on Illinois Poverty (www.heartland alliance.org/maip). Who is most at risk for being in poverty?

42. _____ 7. Fifty-eight percent of children born to parents at the bottom of the income ladder move up. True or False T 42

43. 43 What are the characteristics of low-income children? Parents’ Employment  56% of children in low-income families―16 million- have at least one parent who works full-time all year.  25% of children in low-income families―7 million- have at least one parent who works part-time or full- time part of the year.  19% of children in low-income families―5.5 million- do not have an employed parent. Source: National Center for Children in Poverty. www.nccp.org/publications/pub_762.html © National Center for Children in Poverty. Basic Facts About Low- Income Children: Birth to Age 18.

44. True or False _____ 8. The percentage of individuals in poverty is higher by minority subgroup than by the white subgroup. T 44

45. Does the percentage of children in low-income families vary by race/ethnicity? LIVING IN LOW INCOME FAMILIES:  63% of American Indian children—300,000  61% of Latino American children—9.2 million  60% of African American children—6.5 million  27% of Asian American children—800,000  26% of Caucasian American children—11 million Source: National Center for Children in Poverty. www.nccp.org/publications/pub_762.html Although American Indian, Latino, and black children are disproportionately low-income, whites comprise the largest group of low-income children when totaled overall. © National Center for Children in Poverty. Basic Facts About Low-Income Children: Birth to Age 18.

46. _____ 9. Cities have a greater percentage of poverty than the rest of the United States. True or False F 46

47. 47 Does the percentage of children in low-income families vary by where the children live?  48% of children in urban areas—9.4 million—live in low-income families.  31% of children in suburban areas—9.9 million—live in low-income families.  47% of children in rural areas—5.2 million—live in low-income families. Source: National Center for Children in Poverty. www.nccp.org/publications/pub_762.html © National Center for Children in Poverty. Basic Facts About Low- Income Children: Birth to Age 18. Type of Area

48. Thinking A COGNITIVE MODEL ResourcesDemands of environment Relationships and knowledge 48 Three criteria: how people think about class.

49. UNDER-RESOURCED RESOURCED Instability/crisis....... Stability Isolation....... Exposure Dysfunction....... Functionality Concrete reality....... Abstract representational reality Casual, oral language....... Written, formal register Thought polarization....... Option seeking Survival....... Abundance No work/intermittent work....... Work/careers/larger cause Poverty....... Wealth Less educated....... More educated Continuum of Resources 49

50. Generational and situational poverty are different. Generational Situational Middle New Old Poverty Poverty Class Money Money Key Point 50

51. Developed by Phil DeVol (2006) Mental Model for Poverty 51 Actual responses from people living in poverty.

52. Mental Model of Middle Class 52 Developed by Phil DeVol (2006)

53. Developed by Ruby Payne (2005) 53 Mental Model of Wealth

54. Most schools and businesses operate from middle-class norms and values. Key Point 54

55. Individuals bring with them the hidden rules of the class in which they were raised. 55 Key Point

56. Three things that help one move out of poverty are:  Education  Relationships  Employment 56 Key Point

57. What does it really mean to be “smart”? Who is smarter? https://www.youtube.com/watch?v=mpRkj6S whvI https://www.youtube.com/watch?v=mpRkj6S whvI 57

58. Teach students the hidden rules of school. WHY? Hidden rules break relationships, and without relationships learning is decreased. 58

59. Hidden Rules  Hidden rules are the “unspoken cues and habits of a group.”  These rules become part of your belief system and guide how you behave.  Relationships can be broken when you don’t know the hidden rules.  A lack of knowledge of hidden rules can limit your interaction with people who are different from you. 59

60. POVERTY  Present most important  Decisions made for the moment based on feelings or survival MIDDLE CLASS  Future most important  Decisions made against future ramifications WEALTH  Traditions and past history most important  Decisions made partially on basis of tradition/decorum Time 60

61. POVERTY People MIDDLE CLASS Things WEALTH One-of-a-kind objects, legacies, pedigrees Possessions 61

62. POVERTY  Believes in fate  Cannot do much to mitigate chance MIDDLE CLASS  Believes in choice  Can change future with good choices now WEALTH  Noblesse oblige Destiny 62

63. Penance/ Forgiveness Cycle 63

64. SURVIVAL RELATIONSHIPS ENTERTAINMENT SURVIVAL RELATIONSHIPS ENTERTAINMENT WORK ACHIEVEMENT MATERIAL SECURITY WORK ACHIEVEMENT MATERIAL SECURITY POLITICAL FINANCIAL & SOCIAL CONNECTIONS POLITICAL FINANCIAL & SOCIAL CONNECTIONS

65. POVERTYMIDDLE CLASSWEALTH POSSESSIONSPeople.Things.One-of-a-kind objects, legacies, pedigrees. MONEYTo be used, spent.To be managed.To be conserved, invested. PERSONALITYIs for entertainment. Sense of humor is highly valued. Is for acquisition and stability. Achievement is highly valued. Is for connections. Financial, political, social connections are highly valued. SOCIAL EMPHASIS Social inclusion of the people they like. Emphasis is on self- governance and self- sufficiency. Emphasis is on social exclusion. FOODKey question: Did you have enough? Quantity important. Key question: Did you like it? Quality important. Key question: Was it presented well? Presentation important. CLOTHINGClothing valued for individual style and expression of personality. Clothing valued for its quality and acceptance into the norms of middle class. Label important. Clothing valued for its artistic sense and expression. Designer important. TIMEPresent most important. Decisions made for moment based on feelings or survival. Future most important. Decisions made against future ramifications. Traditions and past history most important. Decisions made partially on basis of tradition decorum. Hidden Rules of Economic Class 65

66. POVERTYMIDDLE CLASSWEALTH EDUCATIONValued and revered as abstract but not as reality. Education is about facts. Crucial for climbing success ladder and making money. Necessary tradition for making and maintaining connections. DESTINYBelieves in fate. Cannot do much to mitigate chance. Believes in choice. Can change future with good choices now. Noblesse oblige. LANGUAGECasual register. Language is about survival. Formal register. Language is about negotiation. Formal register. Language is about connection. FAMILY STRUCTURE Tends to be matriarchal.Tends to be patriarchal.Depends on who has/controls money. WORLD VIEWSees world in terms of local setting. Sees world in terms of national setting. Sees world in terms of an international view. LOVELove and acceptance conditional, based on whether individual is liked. Love and acceptance conditional, based largely on achievement. Love and acceptance conditional, related to social standing and connections. DRIVING FORCESSurvival, relationships, entertainment. Work and achievement.Financial, political, social connections. Hidden Rules of Economic Class (continued) 66

67. What skills are kids and parents using to make decisions? POVERTY  1. I know which churches and sections of town have the best rummage sales.  2. I know when Walmart, drug stores, and convenience stores throw away over-the-counter medicine with expired dates.  3. I know which pawn shops sell DVDs for $1.  4. In my town in criminal courts, I know which judges are lenient, which ones are crooked, and which ones are fair.  5. I know how to physically fight and defend myself physically.  6. I know how to get a gun, even if I have a police record.  7. I know how to keep my clothes from being stolen at the Laundromat.  8. I know what problems to look for in a used car.  9. I/my family use a payday lender.  10. I know how to live without electricity and a phone  11. I know how to use a knife as scissors. … MORE 67

68. The perspectives used to make decisions by a challenged students in our school appear to relate to the driving forces of __________. Partners… Use this sentence frame to respond 68

69. We can neither excuse nor scold students. We must teach our students. Key Point 69

70. We must teach students that there are two sets of rules. Example: Basketball does not have the same rules as football. Key Point 70

71. Stand and deliver…. Partner 2: Explain the concept of hidden rules. Partner 1: Tell some hidden rules that students in your school may need to be taught. 71

72. Build relationships of mutual respect. WHY? Motivation for learning. 72

73. In a study of 14,879 individuals aged 12–25 years against 1.5 million data points. What makes the biggest difference in the success of a child? ONE GOOD ADULT What makes the biggest difference in the success of a child? ONE GOOD ADULT —Dr. Tony Bates, in a speech in Dublin, Ireland, April 19, 2012

74. All learning is double-coded, both mentally and emotionally. How you feel about something is part of the learning and your openness to learning. Most learning is in essence emotional. Virtually all learning starts with a significant relationship. –Stanley Greenspan and Beryl Benderly 74

75. 75 What can a teacher do to build relationships? “TESA (Teacher Expectations & Student Achievement)” identified 15 behaviors that teachers use with good students.

78.  The concept that the behaviors and attitudes of staff members have an impact on the behaviors and attitudes of students and vice versa….

79. There are two key concepts to remember:  Reasoning with an angry person is not possible. The first and only objective in de-escalation is to reduce the level of agitation so that discussion becomes possible.  De-escalation techniques are inherently abnormal. They go against our natural ‘fight or flight’ reflexes. To be effective, we must remain calm and centered. We need to be professionally detached. Therefore these skills require practice to become useful.

80.  Loss of personal power  Maintain self-esteem  Fear  Failure  Seeking attention  Displaced anger  Psychological or physiological causes

81. Raised Voice Rapid Speech High Pitched Voice Fidgeting Shaking Laughing Balled Fists Erratic Movements Wild Gesturing Pacing Aggressive Posture Shrinking in size

82.  Control your breathing  Control your voice (volume and tone)  Control your body language  Control your vocabulary REMEMBER:  Calm is just as contagious as fear or panic

83.  Appear calm and self-assured  Select an appropriate location  Maintain limited eye contact  Maintain a neutral facial expression  Maintain an alert posture  Keep your hands to yourself  Speak soothingly  Position yourself for safety

84.  Setting limits is empowering  Teaches accountability  Gives the student a choice  Helps keep our hands off people  May prevent further intervention

85.  Limits should be simple and clear  Limits should be reasonable  Limits should be enforceable

86. Positioning yourself for safety  Be at eye level  Stay at the same height  Angle yourself 45 degrees  Maintain distance  Keep exit clear  Always face the person

87.  Disregard content, focus on calming  Use a soft, slow and low tone of voice  Do not interrupt  Do not get defensive  Respond selectively  Be honest  Empathize with feelings NOT behavior  Do not analyze emotions  Do not attempt to argue or persuade  Identify external controls as institutional

88. Simple Listening Skills  Listen  Nod  Do not interrupt  Let them vent  Give full attention

89.  ‘I’ statements  Open ended questions  Mirroring  Paraphrasing  Don’t forget body language

90. Responsive Listening Skills  Acknowledging  Apologizing  Agreeing  Inviting criticism  Don’t forget tone of voice

91.  Do  Stay calm  Be supportive  Monitor non-verbals  Give choices/consequences  Avoid power struggle  Redirect  Listen  Be aware of kinesics/proxemics  Don’t  Overreact  Threaten  Be judgmental  Use sarcasm  Invade personal space  Make false promises  Give too many choices

92.  When the person has calmed down, you can then begin to address their individual situation in the same patient and professional manner that you have already displayed.  -OR-  The person you are working with does not respond to your efforts at de-escalating the situation and you need to end the interaction without exacerbating things or putting yourself or anyone else in harm’s way.

93. Team Time Future planning sheet Back to your buildings