The Most Powerful Solutions to Eliminating Chronic Disruptive Behavior.

The Most Powerful Solutions to Eliminating Chronic Disruptive Behavior

Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPECTFUL Please: Turn cell phones to “off” or to “vibrate” Receive and make phone calls in areas outside

of training room Wait for communications with team members

until team and break times or write notes

BE RESPONSIBLE Please: Ask general questions, not specific situational Feel free to get up, but don’t interrupt Arrive in seat ready to go after breaks

BE ENGAGED Please: Share a strategy that has worked for you! Ask questions…I’ll try to answer the best I can Be active with team during discussion/reflection

Three Types of Students

These are the kids who do the These are the kids who do the right thing---right thing---

ALWAYS!!!ALWAYS!!!

These are the kids who do the These are the kids who do the right thing---right thing---

SOMETIMES???SOMETIMES???

Today is going to be a great day!

Close your eyes and think of that NEVER student in your mind.

Your Bag of Tricks

Quantity Quality

Proactive Strategies

Reactive Strategies

Time

“2” Be Proactive

Quality of evidence established a “strong” evidence

of effectiveness: Randomized controlled trials

that are well-designed and implemented.www.ed.gov/rschstat/research/pubs/rigorousevid/guide_pg6.html#strong%20evidence

What is evidence based?

Popular Treatments That Don’t Work

Treatment/Intervention Effect Size

Meeting with student .00

Punitive discipline -.13 to + .06

Alternative placement -.10 to + .04

Special education - .03

POOR OUTCOMES FOR STUDENTS

Not So Popular Treatments That Do Work

Treatment Effect Size Positive Behavioral Supports + .90 Social Skills Training + .68 Group-based contingency + .81 Token economy + .60 Social emotional learning + 1.00 Formative Evaluation + +

1.20Graphing + Reinforcement

Mentor-based program + 1.00

Kavale (2005); Marquis et al. (2000); Cook et al. (in press);Blueprints for Promising Treatments (1999); Reschly (2004)

Punishment does not Punishment does not change behaviors!change behaviors!

If it did, there would be no need If it did, there would be no need for prisons.for prisons.

Story of Coach and Football Player – Story of Coach and Football Player – No Pass, No PlayNo Pass, No Play

combat is optional!

Conflict is inevitable, but

Today’s Training Agenda

Part One – Establishing a School Wide Tiered System

Tier One - Universal

Tier Two - Supplemental

Tier Three - Intensive

Today’s Training Agenda

Part Two – Understanding the Student

The Maladaptive Student

The Explosive Student

The Impulsive-Inattentive Student

The Unmotivated-Underachieving Student

Changing Face of America’s Youth

School teachers rate top disciplinary problems

1940 2000

•Talking out of turn

•Chewing gum

•Making noise

•Running in the halls

•Cutting in line

•Dress-code violations

•Littering

•Drug abuse

•Alcohol abuse

•Pregnancy

•Suicide

•Rape

•Stealing

•Interpersonal Violence

US News and World Report Basic Data: Congressional Quarter Researcher.

Part One Understanding the System

Be proactive!

Keep focus on the big picture…

the SYSTEM

A Tiered Service Delivery Model

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

I ntensive, I ndividual I nterventions•I ndividual Students•Assessment-based•High I ntensity

I ntensive, I ndividual I nterventions•I ndividual Students•Assessment-based•I ntense, durable procedures

Targeted Group I nterventions•Some students (at-risk)•High effi ciency•Rapid response

Targeted I nterventions•Some students (at-risk)•High effi ciency•Rapid response•I ndividual or Group

Universal I nterventions•All students•Preventive, proactive

Universal I nterventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Targeted/Intensive

(High-risk students)Individual Interventions

(3-5%)

Selected(At-risk Students)

Classroom & Small Group Strategies

(10-25% of students)

Universal(All Students)

School/Class-Wide Systems of Support (75-90% of students)

Tier 3 Menu:• FBA-based Behavior Intervention Plan•Replacement Behavior Training•Point and Level Systems

Tier 2 Menu:•Behavioral contracting•Data Collection- Progress Monitoring•School-home communication•Mentor-based program•Differential reinforcement

Tier I Menu:•School-Wide PBS•SEL curriculum•Power Teaching •Universal Screening

MENU of Evidence-Based Supports

A Prevention System The Most Powerful Solution!

Prevention is one of the most powerful tools in minimizing chronic disruptive behavior and increase Academic Engaged Time (AET).

Increased AET = Increased Performance

Tier One Overview Universal Screening

Identifies “Non Responders."

1. Student Risk Screening Scale (SRSS)

2. Student Internalizing Behavior Screening Scale (SIBSS)

3. Teacher Nomination Form of Internalizing and Externalizing Behavior

Student Name StealingLying,

Cheating, Sneaking

Behavior Problems

Peer Rejection

Low Academic Achievement

Negative Attitude

Aggressive Behaviors SUM

BILLY 0 0 0 0 0 0 0 0SALLY 1 2 3 2 3 2 2 15JOHNNY 0 3 3 1 3 3 3 16BEN 0 1 2 0 1 1 1 6MELISSA 0 0 0 0 0 0 0 0DIANA 0 0 0 0 0 0 0 0FRANK 0 0 2 1 3 1 0 7

Student Risk Screening Scale (SRSS; Drummond, 1993)

Directions: Please rate each student on each behavior using the following scale:

0=Never, 1=Rarely, 2=Occasionally, 3=Frequently

10+ = AT-RISK 5-9 = ON THE RADAR< 5 = Not AT RISK

Student NameNervous or

fearfulBullied by

peers Spends

time aloneClings to

adultsWithdrawn

Sad or unhappy

Complains about

being sick or hurt

SUM

BILLYSALLYJOHNNYBENMELISSADIANAFRANK

School Internalizing Behavior Screener (SIBS; Cook, 2008)Directions: Please rate each student on each behavior using the following scale:

0=Never, 1=Rarely, 2=Occasionally, 3=Frequently

Examples of externalizing types of behavior Non-Examples of externalizing types of behavior Examples of internalizing types of behavior Non-Examples of internalizing types of behavior

Student Nominations Last Name First Name

1. 2. 3. 4. 5.

Displaying aggression towards objects or persons. Arguing, defying the teacher. Forcing the submission of others. Out of seat behavior. Non-compliance with teacher instructions or

requests. Tantrums. Hyperactive behavior. Disturbing others. Stealing Not following teacher-or-school rules.

Cooperating. Sharing. Working on assigned tasks. Asking for help. Listening to the teacher. Interacting in an appropriate manner with peers. Following directions. Attending to task demands.

Complying with teacher requests

Low or restricted activity levels. Avoidance of speaking with others. Shy, timid and/or unassertive behaviors. Avoidance or withdrawal from social situations. A preference to play or spend time alone. Acting in a fearful manner. Avoiding participation in games and activities. Unresponsiveness to social initiations by others. Failure to stand up for one’s self.

Initiation of social interactions with peers. Engagement in conversations. Normal rates or levels of social contact with peers. Displaying positive social behaviors towards others. Participating in games and activities. Resolving peer conflicts in an appropriate manner. Joining in with others.

Tier One Overview Pro-Active Strategies

• Unconditional Positive Regard– Students are Human Beings, Not Human Doings – “Three Walks Per Week”- Mrs. Brabson

• Five to One Ratio of Positive to Negative Comments– More Gestures and Comments to Corrective Statements are

given for each student

• Human Needs are Fostered– Teacher Designed Interactions and Activities

Fun (Learning can be exciting!)

Freedom (A wide variety of choices are available!)

Empowerment (Privileges can be earned)

Belonging (Membership in the group is fostered!)

Physical (food, water, etc…)

Tier One OverviewPro-Active Strategies

• Informational Feedback -vs- Judgmental Feedback– Medals and Missions

• Individual Reinforcement – Is available, with choices given within whole group

designs.

• On-going Expectation & Procedure Teaching– Reinforcement when adherence occurs. Classroom

procedures are taught systematically.


• Social Emotional Curriculum – Embedded in Curriculum– www.casel.org

• Direct Instruction – Emphasizes high student engagement with multiple

opportunities to respond to partners, groups and teachers predominates. Hands on learning activities predominate, rather than the ineffective lecture-worksheet style of instruction.

• Positive Behavioral Supports – All environments with situation specific expectation teaching:

Safe-Respectful-Responsible

http://www.casel.org/


• Differentiated Instruction and Accommodations– Assure Content is at Instructional Level, NOT Independent Level

or Frustration Level

• Power Teaching – “The Big Six”

• Self Governance Meetings – Weekly Classroom Meetings

Tier Two OverviewSupplemental Strategies

• Home School Communication – Reinforcement for increasing behavioral success.

• Mentoring Programs – Regularly occurring sessions with an identified staff person or

older student who befriends and supports.

• Check In-Check Out Systems– Student meets with a staff person to review target behaviors and

receive encouragement and self monitoring data sheet in a.m., and reviews results in p.m.


• Data Collection Progress Monitoring– Student records success/failure in specific time intervals in

classes.

• Behavioral Contracting – Student, staff, family agree on specific outcomes for specific

behaviors.


• Social Skills Instruction or School Counseling– Student participates in on-going school sessions outside the

classroom.

• Differential Reinforcement – Student receives scheduled, planned reinforcement for

alternative behaviors.

• Positive Peer Reporting – Peers report positive behaviors about the student;.– See: Pit Crews, www.pent.ca.gov)

Tier Three OverviewIntensive Strategies

• Function Based Behavior Planning Process – Student receives a Functional Behavioral Assessment, with a

behavior plan developed based on that assessment. The plan addresses three pathways:

– 1. Supporting desired positive behaviors, – 2. Reacting skillfully and safely to problem behavior, – 3. Teaching and reinforcing functionally equivalent replacement

behavior, and acceptable alternatives that meet student needs.

• Family Therapy – Needs based referrals and communication systems are

provided.

Tier Three OverviewIntensive Strategies

• Multi-Systemic Wrap Around Services – Implemented when the severity warrants this service.

• Cognitive Behavioral Therapy – CBT is implemented by school staff, when student’s faulty

reasoning and emotional response to neutral stimuli warrants addressing these underlying barriers to academic and behavioral success.

Tier One

Proactive

Preventative

School Wide

School Wide Positive Approach

Sample 3 -5 General School Wide Expectations

– I Can Be Respectful– I Can Be Responsible – I Can Be Safe – I Can Build Relationships – I Can Be Prepared

Sample School Wide Consequences

– I Can Earn Privileges– I Can Lose Privileges – I Can Participate in Extra-Curricular – I Can Attend Assemblies and PBIS Celebrations

Expectations Everywhere

• Restroom• Playground • Hallway• Bus • Cafeteria • Gymnasium• Classroom

Respect Behavior Matrix

Classroom Lunchroom Bus Hallway Assembly

Respect Others Use inside voiceEat your own

foodStay in your seat Stay to right

Arrive on time to speaker

Respect Environment & Property

Recycle paper Return trays Keep feet on floor Put trash in cansTake litter with

you

Respect Yourself

Do your best Wash your handsBe at stop on

timeUse your words Listen to speaker

Respect Learning

Have materials ready

Eat balanced dietGo directly from

bus to classGo directly to

classDiscuss topic in class w/ others

Teaching Expectations “Front-loading”

Coach John Wooden

Use Direct Instruction Teaching Expectations

1. Model – “I Teach” – Perfect Example– Imperfect Example– Almost But Not Quite

2. Lead – “We Do”

3. Test – “You Do”

Shaping Behavioral Cognition

Teaching Expectations

Effective managers teach behavioral rules and classroom routines in much the same way as they teach instructional content, and they review these frequently at the beginning of the school year and periodically thereafter.

Teaching Expectations

Rules and Expectations should be measureable.– What does it look like and what is the reason for it?

Include student input in developing expectations, rules and routines.

Expectations and Routines govern classroom procedures, flow, operation, and management.

Rules govern relationships.

Expectation Lessons Should be Taught

• Announcements • Apologizing• Asking for Help• Audience Member• Backpacks• Bathroom• Bus Line• Recess (leaving for and

returning from)• Drinking Fountain• Field Trips

• Following Directions• Group Work• Hallway• Listening• Playground• Pledge• Raising Hand• Sharpening Pencil• Taking a Test• Homework• Washing Hands

Data Collection is Essential

Problem BehaviorProblem Behavior

Tier Two Overview Progress Monitoring

School Wide Celebrations

Usually Held Monthly

ALL Students Attend

Student Performances

Drawing for Prizes

Games Including Teachers/Staff

RespectRelationshipsResponsibility

Terrific Turkey Ticket

Mrs. Maubach Student Name ________________

POWER TEACHINGFrom Whole Brain Teaching

“The Big Six”

Class – Yes

5 Powerful Classroom Expectations

Teach – Okay

The Scoreboard

Switch

Mirror

Tier Two

Supplemental

Progress Monitoring

Specific Skill Set Practice

Tier TwoSupplemental Small Group

Small Group Counseling and/or Social Skills Instruction

Example – Lunch Buddies

– Friendship– Conflict Resolution– Trust Building– Character Building

Tier Three

Individualized

Diagnostic

Problem Solving

Intensive Interventions

Tier Three – Diagnostic

What is a Functional Behavioral Assessment (FBA)?

An FBA is an approach that incorporates a variety of techniques and strategies to diagnose the causes and to identify likely interventions intended to address problem behaviors. In other words, the FBA looks beyond the demonstrated behavior and focuses, in-stead, upon identifying biological, social, affective, and environmental factors that initiate, sustain, or end the target behavior. This approach is important because it leads the observer beyond the “symptom” (the behavior) to the underlying motivation for it.

There are three basic ways to categorize why a behavior is occurring:

• Function—why the student is demonstrating the behavior, usually to get/seek something desired or to escape/avoid something painful or undesired. Examples: to get attention or stimulation, to elicit a desired response, to get a desired activity, to escape demands/requests, to escape an activity or person, to escape an environment, to control something.

• Skill deficit —a behavioral or academic skill that the student does not know how to perform. Example: In a disagreement, the student hits the other student because he does not know other strategies for conflict resolution. In cases of skill deficit, the BIP needs to describe how the skill will be taught and how the student will be supported while learning it.

• Performance deficit —a behavioral or academic skill the student does know, but does not consistently perform. Example: A student is chronically late for the classes she doesn’t “like.” In cases of performance deficit, the BIP may include strategies to increase motivation.

Tier 3 Intervention – IntensivePoint/Level System

Point and Level Systems are a behavioral management approach.

Designed to be an organizational framework for managing student behavior where “students access greater independences and more privileges as they demonstrate increased behavioral control.

Point and Level System

Students learn appropriate behavior through clearly defined behavioral expectations and appropriate reinforcements such as rewards, privileges, and consequences linked to those expectations. There are specific criteria for advancement to the next level where the student(s) enjoy more desirable contingencies.


It is intended that students who proceed through the levels are more able to self-manage, capable of handling more responsibility and therefore enjoy greater independence. There are four main goals of point and level systems: 1) increasing appropriate behavior; 2) promoting academic achievement; 3) fostering a student’s improvement through self-management; and 4) developing personal responsibility for social emotional and academic performance.


There are four main goals of point and level systems:

1) increasing appropriate behavior;

2) promoting academic/social achievement;

3) fostering a student’s self-management;

4) developing personal responsibility


Point and Level Systems have two parts:

1) daily levels connected to a twenty minute preferred activity or “reward” time at the end of the school day and

2) on-going levels that students advance through based on long term behavioral performance.


Point and Level Systems have been used:(a)as the basic structure for daily behavioral

management;

(b) as a daily communication system with parents regarding behavioral performance; and

(c) as a data collection system to make decisions regarding intervention effectiveness.

Example of Point and Level System

Level 1- (87 points-70%) Supervised in the hall during transitions, supervised at lunch, not allowed in the hall during class unless supervise. No computer during free time. No Extra Curricular Activities.

Level 2-(100 points-80%) Supervised in the hall during transitions, allowed in the hall during class at teacher discretion. Supervised at lunch, Supervised use of computer during free time. No Extra Curricular Activities.

Example of Point and Level System

Level 3 -(112 points-90%) Independent hall transitions, independent at lunch, allowed in the hall during class at teacher discretion, and use computer during free time. Limited Extra Curricular Activities.

Level 4 -(120 points-95%) Independent hall transitions and at lunch, allowed in the hall during class at teacher discretion, independent use of computer during free time, and allowed to all Extra Curricular Activities.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Total Daily Pts. =_____

Category 1 Behaviors (Lose One Point)– Off task (improper materials, head down, etc.)– Inappropriate language/rude comment– Interrupting/Talking out– Refusal to follow directions– Rude noise/body function– Talking back/disrespect of staff member– Slow to follow directions within two requests– Inappropriate material choice (computer,

book, etc)– Negative comment-Inappropriate writing, or

drawing

Category 2 Behaviors (Lose Five Points)– Physical Aggression

– Threats

– Argumentative

– Theft

– Vandalism

Points

5 points would be given for each period of the day, lunch, and Advisory/RtI

(25 points/day, 125 points/week)

Category 1 - student would lose one point for each behavior.

Category 2 - student would automatically lose all five points for that period

Implementation of P/L System

Student will start at Level 2

All targeted behavior that is observed will be coded on the data sheet

Must maintain 2 weeks of points at level or above to move up

Move up 1 level at a time


If student achieved below his/her current level for 3 consecutive days, he/she would drop one level. He/she would have to maintain 2 weeks of points at level or above to move back up a level.

Quickly review points at the end of each hour to keep student informed. If argues, student would lose more points!


If student achieved beneath Level 1 for a given week while at Level 1, he/she would serve a one day in-school suspension

If student achieved beneath Level 1 for 2 consecutive weeks, he/she would serve a three day out of school suspension


If student achieved beneath Level 1 for 3 weeks within a 6 week period of time, he/she would be in office setting until the plan is reviewed or an alternative setting is determined.

Depending on the severity of individual behaviors, other consequences could apply for physical aggression, inappropriate language/material, and disrespect.

Quick Reflection #1

Does our school have a 3 tiered system in place to be proactive with student behavior? If so, what has worked well? What needs to be improved?

If not, how can we start implementation

of a 3 tiered system?

Part Two Understanding the Student

Solutions for the Maladaptive Student

Solutions for the Explosive Student

Solutions for the Impulsive/Inattentive Student

Solutions for the Unmotivated/Underachieving Student

Powerful Solutions for the Maladaptive Student

Research Is Clear

If you value students it is less likely that students will challenge you.

Better outcomes if you treat students with respect and dignity at all times. Fair, Firm, and Friendly.

Allow them to make choices and honor the choices.

Conflict is an essential part of growing upStudents are Human

Beings…Not Human Doings!

Continuum of Behavior

Responsible • Obey Rules• Keep Commitments• Cooperative Relations• Fulfill Obligations• Consider Others• Willing to Listen• Earns Trust• Dismisses Irresponsible

Thoughts

Irresponsible/ Illegal• Breaking Rules/Laws• Exploiting others• Engaging in frequent or continuous

irresponsible thinking• Thinking only of self• Unwilling to accept responsibility or

obligations• Focus on not getting caught• Beating the system• Getting away with something

makes it o.k.• Acting as if he/she is better than

others, not seeing self as a criminal.

• Living a secret lifestyle; concealing lots of illegal activity.

Irresponsible/Legal

Honor commitments only when it is convenient or promises to pay off

Lying because it’s easy (more often by omission)

Letting others down Blaming others Controlling others and

events through manipulation, deceit, or intimidation.

Failing to persevere, quitting when something becomes uncomfortable or hard.

Finding irresponsible activities exciting.

Look for Patterns of Behavior

All of us are on the continuum somewhere. Look for “Patterns” of behavior, not isolated incidents.

Isolated Behavior

When isolated behavior occurs, ask yourself three questions.– Is the student learning?– Are other students learning?– Can I still Teach?

If the answer to any is no, then intervene! If the answer to all three is yes, then keep teaching!

Behavior patterns are not eliminated if

thinking remains the same.

Behavior is based on Thinking

Thinking Feelings Behavior

That idiot made Frustration/Anger Honk horn/

Me spill my coffee Swear

Subaru – “Think-Feel-Drive”

Maladaptive Thinking Patterns

Maladaptive Thinking indicates that thinking is not very flexible and does not generate a lot of options for the individual.

– “Get You in Trouble Thinking”– “Boxed-In Thinking”– “Maladaptive Thinking Patterns”

Maladaptive Thinking PatternsVictimscript – “It wasn’t my fault.”, “You don’t understand.”, “My Counselor made me come”

Unrealistic Self Image – “I was just having a little fun. No harm done.” “This information is really good, I think I could help some kids”


Closed Thinking – “I heard this before, I don’t need this stuff to change”. “That wasn’t a lie. You didn’t ask me that”

Sense of Entitlement – “Didn’t I do something for you last month. Let me tell you what I need from you now.”


Compartmentalized Thinking – “Yes, you’re right, what I did was disgusting. I’m sorry….now can’t we just forget about it and move on with life.”

Inappropriate Expectations – “That’s stupid! I can’t do that now, I have other things on my mind.” “I’ll do my best, but I’ve been pretty tired lately”


Control through Power –

Loud Voice, “I wouldn’t do that if I were you!”

Special – “I don’t need this, I’ve been through a dozen of these programs.” “Hey, I’m out of here. This class is for suckers”

Focus on thinking.

• Lasting change comes with a change in underlying thinking patterns.

Behavior is a Choice!

Remember, students who have come from horrendous backgrounds choose responsible lifestyles.

Many raised in supportive environments, nevertheless choose irresponsible patterns of behavior.

Quick Reflection #2

How can I recognize students who have Maladaptive Thinking Patterns?

Behavior Mgt. Traps to Avoid

Passionate Discipline Trap– Most Common Trap for Teachers – Discipline is full of Emotion and Passion– Use Dispassionate or Matter-of-Fact Discipline– Be aware of how you respond during discipline – Steps to Discipline

• You are expected to….• Quote Expectation

• Deliver Consequence


Too General Trap – Don’t be too general with expectations

“Be Good”

“Do what a student your age should do”

– Be very specific in defining what your expectations are.

“The expectation is that you will raise you hand”


Cure All Trap – Students usually have many problems, not

just one. – Teachers often use “one” strategy to cure all

problems.– Have Baskets of Importance

A – Basket for Priority Behavior

B – Basket for Concerned Behavior

C- Basket for Least Concerned Behavior


Preaching Trap– Discipline turns into a sermon

We tell students everything they have ever done wrong, what they are currently doing wrong, and what will happen to them in the future.

– The less we say, the more the student will hear.


Questioning Trap – “Did I tell you to sit over there?”– “Is that what you are supposed to be doing?”– “How many times have I told you not to do that?”– “Could we please have it quiet in here?”– Teachers don’t really want an answer to the

questions, they want action.– They are often sarcastic in questioning.

Questioning becomes a habit, break it!!


Negative Criticism Trap – When a classroom has serious behavior/discipline

issues, there is a high degree of negative interactions between teacher and students.

– We spend most of the day saying “No”

“Stop It”

“Get to Work”

“Not in here you don’t”

Be sincere in giving more positive than negative remarks.

Tactics

Tactics are behaviors designed to avoid accountability.

Tactics – Annoy, frustrate, anger, confound, and

exhaust you. – They are a defense system and effectively

function as a sheild.

Tactics

When confronted with tactics:– You sometimes explode and go on the

offensive, but often you just wear out and give up.

– You let the incident go…or drop the matter.

Tactics

Learning the tactics and how to recognize them is critical to your effectiveness in working with irresponsible students.

Tactics

You are hearing tactics when a child says: – “Can I, Can I, Can I now?”– “How long will this take?”– “This is stupid!”– “Where did you get your degree? WALMART

University?”

List of TACTICS – Be Aware!

Talking or Behaving so other people will feel bad about themselves…

Telling your teacher you think he/she is dumb

Saying that someone else did it so it makes it O.K. for you to do it

Showing Anger to intimidate others

Picking at the details

Pretending not to listen


Telling Half-Stories and Half-Truths

Telling what happened in a way that confuses people

Telling everyone what they want to hear


Being Bossy• Telling everyone they don’t understand• Hearing only what you want to hear• Telling others they made you do something


Putting others on the Defensive

Attacking their competency

Attacking them personally

Bringing up irrelevant issues


Controlling Information

Agreeing with no intention of following through

Saying whatever will please or satisfy at the moment

Being intentionally vague

Confusing others by including too much detail or too little detail


Controlling Interactions

Shifting attention to minor points

Insisting you “forgot” in order to avoid accountability

Shifting to blaming others and/or circumstances

TacticsTactics are chosen with an eye to the vulnerabilities of the target.

KNOW YOUR VULNERABILITIES!

Tactics

Understanding tactics helps not to take things personally.

When you don’t take it personally, you stay calm.

Tactics

When you stay calm, you stay on the subject.

When on the subject, you eliminate excitement, power, and control!

TACTICS

Don’t Deal

With

TACTICS!!!!

Using Choice Language

Removed Excitement – You’re clear and matter of fact – “regardless and never-the-less” (Diffusers)


Removes Power Struggle and Competition – You’re not “Making” them do something…they’re choosing.

Keeps responsibility on student – “So, you’re kicking me out of class!” “No, you have chosen to leave class.”


Helps cut through the denial system and helps paint a clear picture of what choices are being made.

Blows the cover of irresponsible thinkers who think well of themselves…no matter what they are choosing to do.


Helps students see the power they have in their own lives.

Provides the basis for cognitive restructuring…it says that the student can successfully change and act differently.

Using Choice LanguageIndividuals can try out different kids of actions in their thought processes and make some guesses about what the possible consequences might be for those actions.

It is the foundation of the critical skill of “Thinking Ahead”.

It is the “breaking system” for impulsive behavior (Ready, FIRE, Aim)


Helps to develop Executive Functioning of the brain.

Thinking about your thinking is a critical analytical tool.

It defines the difference between a focus on behavior modification and a focus on changing thinking patterns.


It is the crux of the internalization

process which will carry the change

process forward.

Language Discouraged

You Have To!You Need To!You Must!Sit Down!Stop!Be Quiet!You cannot talk like that to me!I’m sending you to see the PrincipalI’m asking you to leave the roomLeave him alone!Don’t tease her!You may not use that language in here!

Language Encouraged

You may choose to…You have chosen…You may choose… or you may choose…Theconsequences of your choices are…I like the way you chose to…In choosing to…you have chosen…That’s your choiceYou chose to go to the Dean’s officeThe choice is yoursYou have made your choice


Don’t get too wordy. Short and simple is more effective. NO THREATS

Be prepared to accept the choice the person makes.

Do not evaluate the choice made.

Using Choice LanguageUse non-judgmental language.

Present a respectful attitude.

Resist the urge to lecture – “I told you so”

Stay calm.

Speak in an emotionally neutral, matter-of-fact manner.

Choice Language Example

“Janice, I want to make sure that you understand your choices. You may choose to continue to talk loudly and interrupt the class, in which case you will be choosing to go to re-focus and miss today’s work, or you may choose to quiet down and cooperate.” (too wordy)

Choice Language Example

It can be as short as…

“You chose to hit.”

“You chose to sit.”

Choice Language ExampleLet me make sure you understand your choices…

You have some choices to make here…

The expectation is that you begin your work, if you choose not to begin your work, then you are choosing to stay in for recess.

Misuses of Choice Language Don’t judge the choice:“That is not a good choice”“You should choose this option, it is a good

choice”“I am waiting for you to make the right

choice”“Are you making better choices today?”“I see you made a bad choice”


LOTS of repetition!

Things may get worse before they get better. DON’T GIVE UP!

Students will test you to see if you are serious about what you are doing.

Experiential Learning

Example of Replacement Questions

Blaming Others Did I have any other choices?

Can I think differently about this event?

Am I telling the truth?

Did I think everything would be easy?

Am I giving all the facts?

Are my expectations realistic?

Quick Reflection #3

What Choice Language Phrases will I try to use in my classroom?

What Tactics will I try to recognize and avoid?

Powerful Solutions for the Explosive Student

How to Keep Your Cool During a Crisis

Conflict is inevitable…

Combat is optional

Understand WHY students enter a crisis.

Delay – Doesn’t want to do something.

Cooling off the wrong way – Building up anger

Wear the Teacher Down – Teacher finally gives in

Power – Trying to take control

Anger – Only way of knowing how to express anger.

Disrespect – Learned from no role models. They grow up viewing arguing

Understand Irresponsible Excitement

We all like EXCITEMENT!!– Vacations– New Car– New House– New Job


There are other things that can be thought of as EXCITING:– Getting away with breaking the rules– Being sneaky– Embarrassing your teacher– Stirring up trouble

“Oh, you mean like coughing on someone when you know you are sick and not washing your hands after using the bathroom.” YES!!


Here are some other ways of creating excitement:

Telling different versions of the same event to different people in your life.

Confusing others in this way can feel very powerful and exciting. It’s even more exciting when people hearing it…argue over what really happened and how!


Irresponsible Excitement has the potential for harm!

It can cause others to be anxious, emotional distress, and even physical harm (including death).

It can revolve around people, property, events, etc… It can be a lone activity or include others.

But, irresponsible excitement always involves “getting away with it” and has power and control at its core.


The attraction of irresponsible excitement:Embarrassing an adult in front of the class

Arguing over issues

These can be strong MOTIVATORS to continue misbehavior.

You need to begin recognizing irresponsible excitement so that you can begin eliminating it.

Once you see it…it is like learning a new world – you see it apply everywhere!


For individuals who have irresponsible thinking patterns, irresponsible excitement is:

A distraction that interferes with the opportunity to learn.

This is why it is important for you to remain calm, be respectful, and not get into arguments.

Remain Calm, Consistent, Respectful, and Matter of Fact

If you want to “set off” a behavior, a sure fire way is to make a big fuss, give a lecture, talk for hours, and point out at length what was wrong with the choice. This is a way to increase the irresponsible excitement.

When inconsistent, your discipline revolves around the “mood” you are in, or the “time of day”, or the “kind of week” you’ve been having.


You are not creating the opportunity for the student to learn, except, to learn about the arbitrary use (abuse) of personal power: “I let you get away with it when I feel like it, but when I don’t feel like it, you get in trouble.”


When you are consistent, you minimize the opportunity for the interpretation that you are arbitrary using your personal power. You make expectations clear ahead of time.You also make consequences (both positive and negative) for meeting or not meeting the expectations clear ahead of time.


Then you follow through according to the other individual’s choice.

The consistency sets up the opportunity for the individual to begin “thinking” about their choices.

“Whenever I do this, this is what happens. If I like what happens, I can continue my choice of behavior. If I don’t like it, I can choose to change my behavior.”

Crisis Cycle

Calm

Trigger

Agitated

Acceleration

Peak

De-escalation

Recovery

How to Diffuse the Power Struggle

• Interaction is a competition for irresponsible individuals.

• Eliminate power by following through with consistency and without engaging in arguments.

• Accept and respect the choices made. • Power and control are key elements in

irresponsible thinking and behavior patterns. • It may be about demanding someone’s time,

peace of mind, sense of safety, stealing, vandalizing, rape, or murder.

• These are power and control issues.

Re-Framing or Re-Cognition

“Turn a Disruptive Moment into a Learning Moment”

Re-Cognition Questions

• What did I do? • What was the expectation?• What did I want?• What will I do next time?• Can I do it?

A form with these questions is placed at desk or table in back of class.

Commitment Review Plan

1. (The Events.) What happened? What did I do wrong?

2. (Social Contract.) What are our agreements to each other?

3. (Moral Connection.) Why is what happened wrong?

4. (Next Steps.) How will this be fixed? (Note: one of the “next steps” here should be an appropriate consequence linked to the student’s misdeed).

5. (Revisit Commitment.) What is our commitment to each other?

Teacher: “Everybody, it’s time to put away our diagrams and return to our seats”

Students: (Begin to put away diagrams and return to their seats)

Stanley: (Continues to lie on the floor)

Teacher: “Stanley, would you please put your diagram away?”

Stanley: “I will.” (no movement)

Teacher: “Stanley, in your seat please…It’s time for math.”

Stanley: “What math?”

Teacher: “It’s the math we worked on together over recess yesterday!”

Stanley: “Oh that, I forgot it at home.”

Teacher: “No, it’s right there on your desk, the yellow paper.”

Stanley: “What paper?”

Students are working in small groups- A real classroom event

Typical

Teacher: “Everybody, it’s time to put away our diagrams and return to our seats”

Students: (Begin to put away diagrams and return to their seats)

Stanley: (Continues to lie on the floor)

Teacher: “Stanley I know you love this stuff, but let’s move on to math now”

Stanley: Stanley continues working…

Teacher: “Room ten please” (re-cognition)

Teacher: Teaching…





Students are working in small groups

Better!

Teacher: “Kelly, what should you be doing?”

Kelly: “Sharpening my pencil”

Teacher: “No, we’re reading. You don’t need your pencil for reading!”

Kelly: “But I might later…”

Teacher: “Where is your pencil, anyway?”

Kelly: “I’m looking for one.”

Teacher: “Please return to your seat and start reading.”

Kelly: “But…can I sharpen it quick?”

Teacher: {Begins to move toward Kelly}

Kelly: “Okay. . .Okay, I’ll do it later”

Students are reading independently. Kelly is wandering around taking others off-task

Typical

Teacher: (CIQ’S) “Kelly, the expectation is that you are in your seat please”

Kelly: “But…”

Teacher: ”Room ten, thank you.” (matter of fact)

Teacher: Teaching. . .







Students are reading independently. Kelly is wandering around taking others off-task

Better!

You just saved….

100 Words

Re-CognitionRe-CognitionThe Most Powerful Solution to Problem BehaviorThe Most Powerful Solution to Problem Behavior

Elements Underlying REFOCUSINGElements Underlying REFOCUSING

1.1. Eliminate Eliminate repeated repeated warnings and/or multiple requests.warnings and/or multiple requests.

2.2. Contingently withdraw attention when a problem behavior occurs.Contingently withdraw attention when a problem behavior occurs.

3.3. Retain behavioral momentum: Retain behavioral momentum: a sequence of high probability compliance a sequence of high probability compliance commands.commands.

4.4. Refuse to reach the unbearable limit -- donRefuse to reach the unbearable limit -- don’’t take turns!t take turns!

5. Developing self-control takes a lot of practice.5. Developing self-control takes a lot of practice.

“What If’s”

Emergency InterventionFor Serious Problem Behavior

Low-Level or Minor EventAdministrative Intervention

1. Calm Request2. Administrator (or trained personnel) arrive3. Teacher directive

**Never ever give away your authority**

4. REFOCUS in alternative setting5. Welcome Back

Emergency InterventionFor Serious Problem Behavior

High-Level or Major EventEmergency Event for aggressive challenging behavior

Summoning the response team1. Calm Request2. All Call

Every Staff member without childrenScanning the environment for an available room

3. Flood the environmentHappy, smiling, teaching, adults … non-

confrontational**Team Leader Automatically Assigned**

4. First Request (team leader)5. Remove the audience (the most powerful step)6. Final request

Absolutes? Absolutely!Absolutes? Absolutely!1. Absolutes are critical behaviors which cannot, in 1. Absolutes are critical behaviors which cannot, in

fact, WILL NOT be tolerated.fact, WILL NOT be tolerated.

2. The battle of absolutes should be worth fighting.2. The battle of absolutes should be worth fighting.

3. Absolutes are few in number.3. Absolutes are few in number.

4. Absolutes 4. Absolutes ““draw a line in the sand and allow for no draw a line in the sand and allow for no retreat.retreat.””

5. Absolutes are set for a building by…5. Absolutes are set for a building by…EVERYONE!EVERYONE!• StudentsStudents• StaffStaff• ParentsParents• AdministrationAdministration• School BoardSchool Board

6. Absolutes are powerful6. Absolutes are powerful1.1. They are set as a building team.They are set as a building team.

2.2. They are taught-to as a building team.They are taught-to as a building team.

3.3. They are enforced by They are enforced by more thanmore than a building team. a building team.

Rationale supporting Rationale supporting AbsolutesAbsolutes

1.1. Children deserve a safe environment.Children deserve a safe environment.

2. 2. It is time to stop abdicating parents from It is time to stop abdicating parents from their responsibility of raising their responsibility of raising theirtheir

children.children.3. 3. It is time to stop building prisons for 45 It is time to stop building prisons for 45

year olds and time to start teaching our year olds and time to start teaching our Kindergarteners no more violence.Kindergarteners no more violence.

4. 4. It is time to stop making policy based on It is time to stop making policy based on 2% of the population.2% of the population.

Quick Reflection #4

How can I diffuse a power struggle?

How can I turn a disruptive moment into a learning moment?

Thank You

Enjoy Your Evening!

The Most Powerful Solutions to Eliminating Chronic Disruptive Behavior.

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