2. Providing Positive Student Support: Instructional and Behavior Management Paraprofessional In-service Lower Moreland Township School District November 26, 2008 Karen Taratuski, M.Ed., M.S.

3. Our Goal Our goal as educators is to help students with disabilities become as independent as possible throughout the school, home, and community.

4. Purpose of this training To develop an understanding of how external supports help to shape behavior To build our capacity to support students in developing independent functioning within the classroom, academically and behaviorally.

5. What is “independence?” Freedom from the influence or control of others Completing a task without undo assistance Using resources to meet your personal needs Self-help aka Self-advocating Making appropriate choices and decisions Being able to say, “I can do it myself!”

6. Why build independence? Builds self-esteem Motivates a student to achieve Gives student a sense of purpose Social acceptance Reduces stereotypic labels Allows teachers to focus on instruction

7. What is my role? Build your knowledge about strategies Help only when they cannot do it themselves Teach independence Offer support, as needed Build independence throughout the day Participate in behavioral intervention Be aware of how professional’s behavior affects behavior of students Data collection

8. Scaffolding Scaffolded instruction is the “systematic sequencing of prompted content, materials, tasks, and teacher and peer support to optimize learning.” (Dickson, Chard, & Simmons, 1993, p. 12)

9. Scaffolding Instruction Interaction takes place in a collaborative environment and honors the child’s intentions Expectations are developmentally appropriate Support is gradually withdrawn as skills are gained The child internalizes the knowledge and becomes independent Identify what the student already knows Begin with what the student CAN do Help students achieve success quickly Help students to “be” like everyone else Know when it’s time to stop Help students be independent when they have command of the activity

10. Building Independence Cues/Prompts Modeling Shaping Wait Time Fading Reinforcement

11. Hierarchy of Supports Least Intrusive Draw attention to the natural cues/prompts in some way. Ask a question about necessary action. Give an option. Model the behavior/response Tell the student what action to take. Physically guide the student through the process. Most intrusive

12. Cues or Prompts Verbal or nonverbal signals that indicate what action is necessary Naturally occurring Environmental stimulus Behaviors of others imposed: Questions Options Auditory Cue Visual Cue Tactile Cue

13. Modeling To demonstrate a behavior or completion of a task for the learner

14. Shaping To teach a behavior or task by providing cues, models, and consequences for steps demonstrated gradually until the final behavior or task is learned

15. Wait Time The amount of time given to the student to respond to a question or complete a task

16. Fading A gradual reduction of cues/prompts and extrinsic (outside) reinforcers as the student demonstrates desired behavior or task

17. Reinforcement Any action or event that increases the likelihood that a behavior will occur Reinforcers…. Draw attention to the natural consequences of performing the behavior Ask a question about what natural consequences resulted from performing the behavior Connect the behavior to a reinforcer

18. Effective educators have been found to be much more skilled than ineffective teachers at preventing disruptions from occurring.

19. Prevention Strategies Clear expectations Teach (and re-teach) behaviors Teach (and re-teach) rules and routines Purposeful physical arrangements Effective instruction (prompting and preparation) Policy of consistent administrator and staff implementation

20. Behavior Management …it’s as easy as A-B-C

21. A ntecedent Conditions that exist prior to the behavior occurring that trigger the occurrence of the behavior Task Person Type of request Manner of delivery Environmental conditions: temperature, noise, group size, stimulation level Internal conditions – illness, pain

22. B ehavior An action by an individual that is Observable AND Measurable

23. What is a Behavior? “Behavior is what a man does, not what he thinks, feels, or believes" It is what people say and do. An action that can be seen or heard. It is observable, it can be described. It is measurable, it can be recorded. It can have one or more dimensions that are all measurable (frequency, duration & intensity). Behavior happens for a reason (it is lawful).

24. What do behaviors look like? Behavior: -running out into the hallway -hitting desk with fist -completing schoolwork early -yelling expletives in class -writing and passing notes to classmates Not: -bad attitude -lazy -low self-esteem -frustrated -control, power -angry -lack of motivation -disrespectful

25. Behavior is Learned If a behavior leads to a pleasurable or favorable outcome, it will tend to be repeated, increase, happen more often. If a behavior leads to a distasteful or unfavorable outcome, it will tend to stop, decrease, occur less often. These are the laws of learning.

26. C onsequences The events that happen following the behavior that affect what a person gets as a result of the behavior - good or bad! They can be reinforcers or punishers Peer reactions Teacher reaction Removal of demand Removal from the situation Unpleasant or undesired response

27. Reinforcement v. Punishment Reinforcers INCREASE behavior Positive Reinforcers: desirable or pleasant stimuli Negative Reinforcers: undesirable or aversive stimuli (seat belt bell/reminder) Punishment DECREASES behavior Any stimuli that is presented following the behavior that decreases the occurrence of the behavior

28. All Reinforcers Are Not Created Equal

29. Punishment Time out (from reinforcement) Reprimand Cost response (loss of token, loss of privilege Exclusion

30. Functional Behavior Assessment (FBA) A systematic assessment of the problem behavior, using observation and data analysis, in order to develop a plan to develop more appropriate behaviors.

31. Behaviors have Form (What does the behavior LOOK like?) Specific description Frequency Duration Intensity Function - All behaviors are purposeful Get something Avoid something Escape something Attention Object Activity Stimulation

32. “It is easier to prevent a behavior from occurring, than to deal with it after it has happened.” Behavior Mantra

33. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors

34. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

35. Seven Phases of Challenging Behaviors 1. Calm Definition: Student is in typical, neutral state Student is cooperative and responsive to teacher and task demands

36. Preventing Challenging Behavior Be aware of the antecedents that affect behavior ⁻Environmental ⁻Time ⁻Physical/Medical ⁻Task ⁻Instructor ⁻Presentation

37. Responding to Students Treat students with respect Look for opportunities to praise students Attend to appropriate behaviors of student

38. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

39. Seven Phases of Challenging Behaviors 2. Trigger Definition Any event that provokes an undesired response from the student School-based Non-school based

40. Prevention at the Trigger Stage Remove or reduce the importance of the trigger Provide a reminder or cue for an alternate reaction to the trigger Precision requests

41. Responding at the Trigger Stage Respond to negative student behaviors in a professional manner Don’t take it personally View as a teaching opportunity Avoid management traps Passionate discipline Preteaching Questioning

42. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

43. Seven Phases of Challenging Behaviors 3. Agitation Definitions Student behavior unfocused or off- task Student showing indicators of anxiety Student no longer in typical, neutral state

44. Prevention at the Agitation Stage Let student know you are aware there is a problem Use active listening Help student label the emotion Clarify immediate expectations Reduce situation demands

45. Responding at the Agitation Stage Provide or withdraw attention Avoid a power struggle Offer choices Use interrupting strategies

46. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

47. Seven Phases of Challenging Behaviors 4. Acceleration Definition Student actively resisting, refusing Verbal aggression, threats Violation of behavior rules A student screams “You can’t make me, _________” A student curses at you Behavior is confrontational

48. Prevention during Acceleration Posture Eye Contact Facial Expression Distance Voice Quality Privacy Present Options Acknowledge cooperation

49. Responding during Acceleration Avoid escalating prompts Remain calm and respectful Set clear limits Remove potentially dangerous items Obtain needed support to manage situation Use distracting statements to help student redirect focus

50. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

51. Seven Phases of Challenging Behaviors 5. Peak Definition Student aggression to self, others or property Overall student behavior out of control Fighting Property destruction Assault

52. Prevention at Peak Stage Specific Defusing Statements Dignity for yourself Dignity for the student Keep the student in class Teach an alternative to aggression

53. Responding at Peak Stage Protect yourself, student and others as much as possible Remove student or remove others Pause and Assess Physically step away and send for help Block non-aggressively (if necessary)

54. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

55. Seven Phases of Challenging Behaviors 6. De-escalation Definition Reduction or cessation of student aggression Reduced frequency or intensity of student behaviors Student may appear confused Preventing re-escalation: Be cautious of your responses to student

56. Responding during De-escalation Provide cues to signal positive behaviors Attend to appropriate behaviors Engage student in individual assignment Provide quiet time

57. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

58. Seven Phases of Challenging Behaviors 7. Recovery Definition Student returns to “calm” Student eager to complete tasks Student reluctant to interact or talk

59. Prevention during Recovery Phase Tips for prevention This phase is necessary after a challenging behavior has occurred Attempts for prevention of the behavior should occur in the previous phases so that the student does not have to enter the recovery phase

60. Responding during Recovery Phase Attend to appropriate student behaviors Help student focus on independent task or activity Consider/analyze events that led to crisis Teach alternative responses at a later time

61. Behavior Intervention Plan Intervention Strategies (Specially Designed Instruction): Antecedents (to address triggers) Replacement behaviors - Identify the behavior that you will teach the student to perform that will efficiently achieve the same function as the behavior of concern. Include the plan for instruction including prompts, and your plan for systematically adjusting the replacement behavior requirements over time (based on data). Consequences (reinforcement for replacement behavior) Consequences (to address behaviors of concern)

62. Success = Independence “Success is neither magical or mysterious. Success is the natural consequence of consistently applying the basic fundamentals. Jim Rohnuccess is neither magical or mysterious. Success is the natural consequence of consistently applying the basic fundamentals. “The most important outcome of education is to help students become independent of formal education.” Paul E. Gray

63. Resources/ Credits Information for this presentation has been combined from the following in-service presentations developed by the Montgomery County Intermediate Unit: “What Should I Do When I Am Working with Students Who Have Challenging Behaviors?” “Levels of Support/Levels of Prompting” “The Paraeducator’s Roles and Responsibilities in Effective Behavior Management”