1. Behavior Management for Students with Challenging Behavior
Terri Cooper
SEDNET Region 13
Bushnell Elementary

2. Who is SEDNET ?
The Multiagency Network for Students with Emotional/Behavioral Disabilities
Works with agencies to create
and facilitate a network of stakeholders committed to providing quality care to children with or at risk of E/BD.
Created by the Florida Legislature in1984.
A statewide discretionary project funded by the Department of Education.
19 regions across the state.

3. DOE Indicators for SEDNET
Increase Graduation rate for Students with EB/D
Indicator 2
Decrease Drop-out rate for Students with EB/D
Indicator 4
Reduce Out of School Suspension for Students with EB/D
Indicator 14
Improve Post-School Outcomes for Students with EB/D
Continuing Education
Employment
Continuing Education and Employment

4. Objectives Know – Reasons some Students are Challenging
Understand – A new Perspective on why Students are Challenging
Do – Choose two New Strategies to try with Challenging Students

5. What Causes Behavior Like This?

6. Circle Maps

7. Why Are Challenging Students Challenging?1. 2.

8. Why Are Challenging Students Challenging?
They want attention
They’re manipulative
Their parents don’t know how to parent
They want what they want when they want it
They’re spoiled
They’re unmotivated

9. Why Are Challenging Students Challenging?
They want attention
They’re manipulative
Their parents don’t know how to parent
They want what they want when they want it
They’re spoiled
They’re unmotivated

10. “One out of every four children attending school has been exposed to a traumatic event that can affect learning and/or behavior.” The National Child Traumatic Stress Network (NCTSN)
Terri

11. “One out of every four children attending school has been exposed to a traumatic event that can affect learning and/or behavior.” The National Child Traumatic Stress Network (NCTSN)
Terri

14. The BIG THREE 2. 3. 1. Sympathetic Parasympathetic Nervous System
Fight or Flight 1.

15. STRESS vs. RELAXATION Responses1.
Relaxation
Response
STRESS
Response
Parasympathetic Nervous System
Sympathetic Nervous System
Heart rate decreases
Blood pressure decreases
Breathing slows
Muscles Relax
Intentional
Heart rate increases
Blood pressure rises
Quick Breathing
Tense Muscles
Automatic

16. 2. Children’s Mental Health
One out Five children and adolescents will experience a mental health issue
One out Ten will experience a Significant mental health issue
Only 20%-30% will receive treatment for that mental health issue
There can be a ten year lapse from the first signs of a mental health issue until treatment

17. Good Mental Health allows Children…
To think clearly
Develop self-esteem
Develop self-confidence
Learn new skills
Make academic and social gains

18. 3. Lack of Skills
“Kids do the best they can with the skills they’ve got.” Ross Greene

19. TEACH Skills
If a child doesn’t know how to swim, we _____. If a child doesn’t know how to read , we _______. If a child doesn’t know how to multiply, we _______. If a child doesn’t know how to ride a bike, we ______. If a child doesn’t know how to behave, we _______. borrowed from Tom Herner

20. If a Child Doesn’t Know How to Behave, We…
Punish
Motivate

21. Look at Behavior with a New Lens
Skill Deficit in Behavior
Thinking Skills –
self-regulation,
flexible thinking,
understanding how their behavior affects others,
having the words to express their feelings

22. Students lack the Skills required for becoming proficient in handling life’s Social, Emotional, and Behavioral Challenges.

23. What Should We Do About That?

24. We Know ….

25. Helping Students with Challenging Behavior
……is never easy

26. Helping Students with Challenging Behavior
….takes a long time

27. But, What’s the Alternative?

28. We Have Two Choices: Make the situation BETTER
Make the situation WORSE ?

29. I’ve come to the frightening conclusion that I am the decisive element in the classroom.
It’s my personal approach that creates the climate. It’s my daily mood that makes the weather.
As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.
I can be a tool for torture or an instrument of inspiration. I can humiliate or heal.
In all situations it is my response that decides whether a crisis will be escalated or deescalated and a child humanized or dehumanized.
Haim Ginott

30. Make the Situation Worse

31. Make the Situation Worse

32. Make the Situation Worse
Engage in a power struggle
Antagonize
Embarrass
Overreact
Ignore
Sarcasm

33. Make the Situation Better
Positive School and Classroom Environment

34. Make the Situation Better

35. Make the Situation Better
Create Positive Classroom/School Environments Where Students Feel SAFE
Routines, Structure, Consistency
De-escalate Potential Problems
Increase Student Resiliency
Helping Relationships

36. Routines, Structure, Consistency
Schedule Posted
Be Dedicated to the Schedule
Expectations Posted
Provide Rationale for Expectations
Teach Expectations
Re-Teach Expectations
Visual Schedule/Expectation
Transition Reminders (timer)
Plans for down time
Contingency Plan for when the schedule has to be modified e.g. Picture Day
Have established Consequences
Follow through with Consequences
Procedures for EVERYTHING e.g. sharpening pencil, turning in assignments
Task analyze each procedure
Teach Procedure
Practice Procedure

37. De-escalate Potential Problems
STAY Calm
Use a Neutral Voice
Be a Broken Record (Not Sarcastic or Angry)
Provide Choices
Be aware of Personal Space/Body Language/Tone of Voice
Get on their level (kneel)
Focus on the Solution to the Problem, Not the Problem
Isolate the Problem
Allow Students to Vent
Make a request, then walk away
Give Students time to Comply
Talk to Students Privately/Quietly
Talk Less, Listen More
Provide clear directions, using few words
Be Non-Judgemental

38. De-escalate Potential Problems
STAY Calm
Use a Neutral Voice
Be a Broken Record (Not Sarcastic or Angry)
Provide Choices
Be aware of Personal Space/Body Language/Tone of Voice
Get on their level (kneel)
Focus on the Solution to the Problem, Not the Problem
Isolate the Problem
Allow Students to Vent
Make a request, then walk away
Give Students time to Comply
Talk to Students Privately/Quietly
Talk Less, Listen More
Provide clear directions, using few words
Be Non-Judgemental

39. Worst

40. Better

41. Best

43. Create Student Resiliency
Focus on Strengths
Make areas of weaknesses Stronger
Give students Jobs/Responsibilities
Praise Often
Celebrate Successes
Use their Name
Ask for their Opinions
Praise Often
Teach
Academics
A new hobby
A new interest
Let them Help make Decisions/Solve Problems
Have High Expectations

44. Relationships Provide Unconditional Positive Regard
Smile
Make Eye Contact
Notice Changes in Behavior
Provide undivided Attention
Laugh/Play/Have fun
Encourage Them
Find Common Interests
Tell them about yourself
Celebrate their Successes
Apologize
Keep Promises
Be an Advocate
Show Affection, Attention, Attunement

46. Relationships

47. Questions ???

48. Look for My Wikispace at….

49. References http://www.acestudy.org/ http//acestoohigh.com/
Bailey B. (2001). Conscious discipline. Oviedo, Fl: Loving Guidance,Inc
Cooley, M. (2007). Teaching kids with mental health & learning disorders in the regular classroom: How to recognize, understand, and help challenged (and challenging) students succeed. Minneapolis, MN: Free Spirit Pub.
Google- “May I Have This Dance? Effective Interventions for Oppositional & Defiant Students”
Gray, J., & Thomas, H. (2005). If she only knew me. Owensboro, KY: Rocket Pub.
Greene, R. (2008). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner.
Smith, R., & Lambert, M. (n.d.). Assuming The Best. Retrieved from leadership/sept08/vol66/num01/Assuming-the-Best.aspx
The National Child Traumatic Stress Network Toolkit for Educators (October, 2008)

50. Thank You for your Participation
Terri Cooper
SEDNET Region 13
The Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET) is a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.