1. Effective Corrections Systems The What, Why, and How PBS Conference March 9, 2010 Sandi Washburn

2. The What… Correction: the act of correcting or of being corrected; a change made to correct an error System: a set of rules, laws, beliefs, or principles; an orderly method

3. Examples In society we have laws, and a system in place when those laws are broken and the behavior needs to be corrected… –Traffic tickets –Court appearances –restraining orders –jail

4. In sports we have rules, and a system in place when those rules are broken, and the behavior needs to be corrected… –foul shots –penalty box –suspension

5. It makes sense that we have a system in place in schools, so that when a maladaptive behavior occurs, we can maintain order and safety. Most schools have a system in place.

6. What is in place? Weapons at school = Fighting at school = Truancy/skipping class =

7. The Why… Maintain safety Maintain order Maintain my sanity!

8. But really, the goal is

10. Typically when the going gets tough, we…. get tougher!

11. Typical responses to student misbehavior  Increase monitoring for future problem behavior  Re-review rules & sanctions  Extend continuum of aversive consequences  Improve consistency of use of punishments  Establish “ bottom line ”  Zero tolerance policies  Security guards, student uniforms, metal detectors, video cameras  Suspension/expulsion  Exclusionary options (e.g., alternative programs)

12. Does this sound familiar? “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phoebe, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention…let’s take a walk down to the office & have a little chat with the Principal.”

13. However … “ Punishing ” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

15. Punishment Not durable Doesn’t generalize Begin to see individual using punishment as “punisher” Does not teach –Only addresses the undesired behavior Doesn’t address root of the problem PUNISHMENT

16. Reactive and Aversive Solutions often Yield More Problems Creates environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic & social behavior programming

17. Reactive responses are predictable…. When we experience aversive situations, we select interventions that produce immediate relief –Remove student –Remove ourselves –Modify physical environment –Assign responsibility for change to student &/or others

18. And based on the erroneous assumption that the student… Is inherently “bad” Will learn more appropriate behavior through increased use of “aversives” Will be better tomorrow…….

19. Science has taught us that students…. Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences ….. students do learn better ways of behaving by being taught directly & receiving positive feedback in a calm and welcoming environment

20. Brain Chemistry 101 Seratonin “Sara” Restful alertness “Rest & Digest” Thinking, learning, Proper amount = calming Too little = depressed Norepinephrine “Nora” “Fight/Flight” Attention! Proper amount = An energizer Too much = anxiety, aggression, mania

21. Brain Chemistry 101 Seratonin “Sara” Restful alertness “Rest & Digest” Thinking, learning, Proper amount = calming Too little = depressed Norepinephrine “Nora” “Fight/Flight” Attention! Proper amount = An energizer Too much = anxiety, aggression, mania Dopamine “Dopa” “Pain/Pleasure” “Cements” learning; feels good, Humans are attracted to anything that increases dopamine

22. Consequences to behavior We need to have an agreed upon continuum for managing behavior, that is enforceable and reasonable. We also need to understand the function of the behavior, and individualize the response at times. (One size does not fit all)

23. The How… We have established what a correction system is, and why we need it. Now we need to figure out how to use it, and how to make it effective.

25. Have the Conversation It will be uncomfortable, but have it anyway. It will rile folks up, but have it anyway. It will trigger interesting responses from the adults you work with, but have it anyway.

26. Create your continuum of interventions Definitions: major behavior minor behavior defiance tardy

27. What are reasonable responses to the behaviors? What do we consider when responding or handing out a consequence?

29. Corrections System: What should you expect to deal with in the classroom? What do you use the focus room for? What do you expect to accomplish by sending a student there? When should the principal intervene?

30. Possibilities… Principal managed behaviors = harassment, physical aggression, serious threats of harm, Principal interventions = teacher/parent/administrator conference, suspension, expulsion …others?

31. Possibilities… Focus room behaviors = defiance, classroom disruption, kicking peer, threatening to punch someone…others? Focus room responses = time out, work time, problem-solving, social skills review… others?

32. Possibilities… Classroom managed behaviors = refusal, not following first direction, swearing, gum chewing, teasing…others? Classroom interventions = verbal redirection, note home, moving seats, modifying tasks, missing recess…others?

33. I never teach my pupils, I only attempt to provide the conditions in which they can learn. Albert Einstein

34. Are we Teaching What We Mean To Teach? Learning includes ALL learning, not just academics. Must teach coping skills, behavioral skills, social skills – skills for life, (remember relevance?) Students are learning all the time, so be aware of what you are teaching…

35. Remember these? “Phoebe, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention…let’s take a walk down to the office & have a little chat with the Principal.”

36. What ARE we teaching?

38. Discouraging Problem Behavior Clearly defined problem and context –e.g., hat in class, tardies, transitions, etc. Precorrection/preventive strategy –for identified risk times or settings Consistent procedures –e.g, all staff, settings, minor behaviors Teaching Opportunity –focus on appropriate expectation

39. Corrective Feedback Mild reprimands are more effective than harsh reprimands. Private reprimands are more effective than public reprimands. In some cases, a delayed reprimand may have more impact than an immediate reprimand, particularly if privacy is needed. Always use a calm, supportive tone of voice If you’re not sure what to do, don’t do anything. Find time to think and take action later.

40. Correction Strategies Get privacy Start with a positive statement (“thanks for stopping” or “thanks for your attention”) State the appropriate behavior (“remember to speak respectfully at school”) If the student cooperates “thanks” or “perfect” or some other statement of acknowledgement If the student escalates, review choices “we could solve this easily, if you’ll follow directions. Otherwise, it will become a lot more complicated for both of us. I’d have to write a referral for defiance. Your choice”

41. Infrequent Behavior Errors (Oops!) Signal that error has occurred State rule and expected behavior Ask student to state/show expected behavior Give positive feedback

42. Chronic Behavior Errors (Predictable) Precorrect=prompt for desired behavior –Go to problem setting/situation –Get attention of student(s) –Give reminder or opportunity to practice –Watch child for demonstration of skill –Acknowledge demonstration Provide positive feedback

43. Continuum of Possible Responses Acknowledge students exhibiting expected behavior Secure attention & redirect student to expected behavior Provide choice between expected behavior and staff-managed consequence Deliver staff-managed consequence Deliver office-managed consequence

44. An effective correction system will work for most students and staff, most of the time It won’t be perfect…there will always be the top of the triangle to keep us humble. Keep in mind…