1. Supporting Kids and Supporting Ourselves
Amy Ruona-Banister MSW
PPS Student Services Department

3. How? 1. Take care of ourselves
Sleep Stress Stall Sated
2. Be honest with ourselves and each other
3. Identify our own patterns of behavior and make changes to the negative patterns
4. Identify our program’s “patterns of behavior” and make changes

4. kids brains

5. Neurons/Brain Cells 83 % Not Yet Connected- Waiting for Experiences
Brain Development
Neurons/Brain Cells
83 % Not Yet Connected-
Waiting for Experiences

6. New connections increase the potential for learning.
Brain Development
Synaptic Pruning
14 Year Old Brain
6 Year Old
Brain
Newborn
Birth- Neuron # is set but few synaptic connections have been made- primal
6 years old-Synaptic connections increase dramatically
14 years old- Unused connections are pruned- used synapses are strengthened
New connections increase the potential for learning. .

7. Developmental Needs The Need for Physical Activity.
The Need for Competence and Achievement.
The Need for Self-Definition.
The Need for Creative Expression.
The Need for Positive Social Interaction.
The Need for Structure and Clear Limits.
The Need for Meaningful Participation.

8. Bottom line…You are integral in building the Executive Functions of the Brain*
Goal setting/problem solving
Planning a project
Inhibitory control
Simon Says/Red Light Green Light
Connect 4
Working memory
Songs or poems
Cognitive flexibility
Practicing perspective taking
Apples to Apples
Coordinating feeling and thinking
Feedback form/Making an appointment
Reasoning/Judgment/Decision making
Monopoly

9. Developing executive functioning skills
Crosswalk
Developing executive functioning skills
Goal setting/problem solving
Inhibitory control
Working memory
Cognitive flexibility
Coordinating feeling and thinking
Reasoning, judgement, decision making
Facts about a Program
Following directions
Waiting
Transitions
Interacting in a multi-age group
Taking turns with games and activities
Managing emotions

10. How can Our program be a place of joy and growth?

11. Promoting Positive Behaviors
Clear Expectations
Teach the skills you expect
Communication, problem solving, self soothing
Model the behavior you want to see
What are you doing (purpose) and why (outcomes)
Understanding the negative behaviors
Seeking undue attention/Lack of choices/seeking power
Reinforce positive behaviors
Thank you for…I noticed that…

12. Empathy versus sympathy video clip

13. The Vibe Attentive and Interactive/Thinking Brain
Positive endorphins/dopamine
Attentive and Interactive/Thinking Brain
Negative increase cortisol
Survival Mode/Emotional Brain

14. How do we keep it positive?*
Engage don’t Enrage
Connect and Redirect
Name it To Tame it
*From the work of Dan Siegel

15. Engage don’t Enrage*Adapted from Dan Seigal
“Downstairs” brain is activated and it is hard to think clearly
Point and gently guide to pre-identified space
Give some space (considering safety)
Engage calmly and possibly without words
Emphasize empathy

16. Connect and Redirect*Dan Segal
Communication
Connect and Redirect*Dan Segal
Connect with the right
Touch
Tone of voice
Facial expressions
Empathy
THEN…
Redirect with the left
Solutions
Words
Planning
Logical Explanations
Boundaries

17. Name it- To Tame IT*Dan Siegal
When everyone is calm…
Brainstorm list of feeling words
Listen carefully
Reflect Back

18. Remember…to use our own pfc and…
Communication
Remember…to use our own pfc and…
Do we model listening?
“Say more”
Do you need some time to think about it?
Relationship builds receptivity
When someone feels heard- they stop focusing their efforts on the counter-argument
Stop exercising the “argue muscle” and the lecture.
Let them have the last word
Try “motivational interviewing”
Empathize, Find Discrepancy, Roll with Resistance, Efficacy to make the change

19. Power Struggles…Proactive instead of Reactive
Can’t make you do it- but really need your help.
Then do it together
Effective feedback
10 words or less- 1 is best!
Legos…backpack…pens…floor
Use your visuals
Point to the MAC board
Decide what you WILL do with kindness always present
We will hand out snack when you are seated

20. break

21. Not every child will let you know when they are overwhelmed… ”Ghost Mentoring” can help with the connection to those kids

22. Most Challenging Times?
Waiting in Line
Cleaning up
Playground
Snack Time
Transitions
“Homework Time”

23. Teach and model the skills we want to see through practicing and visual aids

24. Extra Engagement Jobs Music Reading Aloud I spy
10 words that being with ___
Tongue Twisters
Simon Says
2 things at once…
Finger- knitting

25. Structure and Free Time- not mutually exclusive

26. What programs already exist in the school and how can I tap into them?
Mind Up
Second Step
Kelso’s Wheel
Collaborative Problem Solving
Good Behavior Game
Ask your school counselor or administrator what pro-social skills they teach at your school.

27. Other Resources…
If he’s having a hard time in your program following directions chances are…
Check in with site supervisor- find out best way to connect with his teacher
IEPs

28. Changing Behavior Using Skills
Behavior of concern/What are they doing that is making us crazy?
How can we change the behavior/stop the fighting? We need to teach the skills needed to change the behavior
What is the replacement behavior/what do we want them to do instead in this situation?

29. Problem Solving proactive versus reactive
What is the problem?
What is our goal?
What are some solutions?
Evaluate them?
Safe? Fair? How would people feel? Would it work?
Choose a solution and use it
Check back in

30. Develop Our Own New Habits…
When you have a moment without demands, think about your interactions
Cues will remain the same, responses need to change, how will I reward myself so I keep doing it?
After 1 negative interaction, remind myself that I owe 3 positive interactions
Put a rubber band on my wrist as a reminder

31. Connecting PBIS and Building Brains
Clear expectations expressed through modeling, teaching, practicing, and visuals
Program-wide acknowledgement system for students to get positive feedback for the behaviors we want to see
Ratio of Interactions where positive outweighs negative and relationships are built
Using our resources

32. Find Your Team Something you want to try What needs to happen?
Who is responsible for follow-through?
How will we check back in?
What special skills does your team have?