1. Lori Leininger Certified Brain Injury Specialist (CBIS) PANDA Minnesota ABE Disability Specialists

2. Identify your beliefs about student behavior Learn the common causes and behavioral changes after a brain injury Explore the ABC’s of behavior Analyze positive behavioral interventions Experiment with ABC Data Collection Forms Compare common causes of unsuccessful behavior management

3. Who “pushes your buttons” ?

5. TRAUMATIC A BLOW OR JOLT TO THE HEAD OR PENETRATING HEAD INJURY THAT DISRUPTS THE NORMAL FUNCTION OF THE BRAIN NON-TRAUMATIC IT IS NOT CAUSED BY TRAUMA, BUT BY INTERNAL COMPLICATIONS. IT OCCURS AFTER BIRTH, IS NOT HEREDITARY, CONGENITAL, OR DEGENERATIVE

6. Executive functions are the abilities to use what we have. How we use what we have is much more important than what we have. Mark Ylvisaker Ph.D.

7. Lack of cooperation Aggression, anger or hostility Decreased frustration tolerance Extreme or inappropriate fluctuations in mood Immature self-focused behavior Impulsivity and hyperactivity Inappropriate comments Lack of initiation and motivation Decreased social skills Perseveration

9. Problem Behaviors Serve a Function To get something (power, attention, approval) To avoid or escape something (teachers, class work, a situation) To have control

11. Antecedent: a cause, course, or event that influences the development of behaviors. What is occurring in the environment? Size of environment Number of people in it Specific event: time of day, etc. Where and when does this occur

12. Behavior: what one does in response to the event, cause or condition. Behavior (positive or negative), fulfills a specific need for a student What is the behavior you are looking at or wanting to change?

13. Consequences: event that follows the behavior. What occurs in the environment immediately after the behavior?

14. It helps to determine why the behavior is happening It helps to teach a new behavior It provides information on events in the environment

15. Builds positive relationships Encourages new behaviors Reinforces skills (maintenance) Increases self-satisfaction and optimism Gives control to the student Boosts student achievement

16. Planned ignoring Preventive cueing Proximity control Discipline privately Humor Positive phrasing Behavioral shaping

17. YOU Get to know your students Develop consistent behavior expectations Directly teach expectations Provide a safe and structured classroom Provide alternative ways of learning

19. Bombarding a student with too much verbal input, sensory input or emotion Failure to determine the true cause of the problem Trying to deal with too many behaviors at once Presuming students understand Focusing on extinguishing behaviors rather than teaching skills

21. 1. About yourself: 2. About a student: 3. About disability website:

22. Lori Leininger PANDA Grant Coordinator CBIS (Certified Brain Injury Specialist) 763-504-4093 lori_leininger@rdale.org PANDA – Minnesota ABE Disability Specialists