TK Training ASDN Webinar#5.Nov 14, 2019 #5.2.pptx - Repaired...2019/11/14 · 11/12/2019 1...
Transcript of TK Training ASDN Webinar#5.Nov 14, 2019 #5.2.pptx - Repaired...2019/11/14 · 11/12/2019 1...
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Research‐Based Tier 2 & 3 Behavior Supports for “Tough Kids”
Practical Behavior ManagementWith Our Most Challenging Students
Presented by Karl Schleich ASDN Sr. ConsultantWebinar #5 (of 6)
Thursday, November 14, 2019
Use the chat box
Chat box or raise hand, message to Melissa
Stay in view of the screen and in earshot
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Today’s Schedule
3:45‐5:45 Session with a 6‐minute stretch/bathroom break about half‐way through
Webinar Response Structures
• Text Box
• Polls
• Partner conversations if you are in person with a colleague
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Another Resource Available To You You can create teams with your colleagues
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Video resources with discussion threads
Upcoming webinar
on Wed, Nov 20
You might encourage your principal to participate in this, especially if your school has Second Step, or if your school does not presently have an adopted Social Skills program at the Universal Level!
Upcoming webinar
on Tues, Nov 26
Ways to use the webinar handout
• Some info that you won’t need to write down
• Some blanks/tools inviting your active reflection and participation
• The handout is a “structure for success”
• Six more handouts on the resource page today
Additional handout from the resource
page
2‐page “Understanding
Behavior Theory”
Additional handout from the resource
page
Tasks to consider this
week
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Additional handout from the resource page for
webinar #4
Teacher’s Encyclopedia
Table of Contents
Information based on…• Authors
– Ginger Rhode, Ph.D.– William Jenson, Ph.D.– H. Kenton Reavis, Ed.D.
• Available from Northwest Publishing (on Safe and Civil Schools web site)
• Includes CD with reproducible forms
Information based on…• Practical tools for teachers
including:
– CD of reproducible forms– Mystery Motivator forms– Behavior rating forms– Home note forms and tools– Self‐monitoring tools– Behavior Contract tools– Tracking procedure tools
(Drag sheets)– Reinforcement tools
• Spinners• Chart moves• Point cards
Just released last week: The 3rd Edition of The Tough Kid Book
Other texts being referenced include: Teacher’s Encyclopedia Resource
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Interventions Resource Last time we asked you to consider which “problems” are most compelling for you?
Choose 1‐3 “problems” from the Table of Contents that could be targeted for your tough kid (or another student you are concerned about).
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Go to the chat boxPlease list 1‐3 “problems” from the Table of Contents that could be targeted for your tough kid (or another student you are concerned about).
Objectives5. Utilize positive and proactive strategies to increase the
student’s ability and motivation to behave appropriately– Antecedent Strategies– Consequence Strategies
6. Introduce additional practical, evidenced‐based strategies that can be implemented immediately to mitigate tough kid behaviors. Learn how to utilize the following resources:
– Interventions, Evidence‐based Intervention Strategies for Individual Students, and,
– The Teacher’s Encyclopedia of Behavior Management.
Tasks you were invited to consider this past week included:
• Complete a “What If? Chart” for your student• Try a precision request (role play with a colleague or for real with a student)
• Try out a “Mystery Motivator”• Read the Edutopia Article: The Role of Emotional Co‐Regulation Discipline
Poll #1: Check ALL that you were able to do this past week:
• I completed a “What If? Chart” for either my student or my class
• I used my “What If? Chart” for either my student or my class
• I tried a precision request with a student• I tried out a “Mystery Motivator”• I read the Edutopia Article: The Role of Emotional Co‐Regulation Discipline
• I was unable to do any of the above
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The Big Five Causes of Misbehavior for Tough Kids
1. Peer influence (attention)2. Non-supervision (impulsive)3. Inappropriately made commands by
adults4. Incapable of meeting the academic or
social demands of the setting (escape)5. Instrumental (wants something)
Review
“Precision Requests”
Continue with the flow of instruction
Page 10 in handout
Review
Here is another flow chart….What if the Student Doesn’t Comply?
Antecedent
When __________ happens
Behavior
The student does (what) ____
Consequence
Because (why) __________
• Do not withdraw the command• Do not deliver an emotional or
harsh consequence• Deliver a mild reductive
consequence
Review
Delivering Mild Reductive Consequences
• Why deliver mild consequences?– Power of consistency
• Why preplan possible mild consequences?– Avoid emotion‐driven decisions and delivery– Avoid the “ultimate consequence”
ReviewThe ABCs of Behavior
Antecedent
When __________ happens
Behavior
The student does (what) ____
Consequence
Because (why) __________
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“Sure I Will”(Page 14 in handout, page 115 in the TK Book)
• Teach a pro‐social behavior that interferes with noncompliance
• Use with Precision Requests• Teach the child to responds verbally with “Sure I Will” before the “need” statement of a precision command
• Randomly reward the child for saying “Sure I Will” and starting the requested behavior
“Sure I Will”
• Modify to use with “teams” in your classroom– Tap into peer influence in a positive way– Make it fun!– Have different teams….
• Sure I will!• Okey‐Dokey!• Please, allow us!• Whatever you say!
Tough Kid Strategies
Objectives:5. Utilize positive and proactive
strategies to increase the student’s ability and motivation to behave appropriately.
Antecedent
When __________ happens
Behavior
The student does (what) ____
Consequence
Because (why) __________
Antecedent Strategies—Rules
List your current or planned classroom rules on the bottom of page 13
Myths About Rules(Page 15 in handout)
– Students (especially older) should know how to behave
–Teaching rules once is enough– Students should help set the rules (“Buy In”)
–Rules should reflect higher order values (explicit expectations and behaviors)
–The more rules the better
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Rules as an antecedent
Revisiting your rules
Did they follow the rules for
rules?
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Rules About Rules(Page 15 in handout)
‐ The teacher sets the rules before school starts. For buy in, students give input on what they earn for following the rules
‐ Rule should not reflect ambiguous values. They should reflect the teacher’s behavioral expectations
‐ Rules should be explicitly descriptive– “Flash Test”– Observable and measurable
‐ Rules should apply to all students in the class
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Rules(non‐examples)
Rules About Rules–Rules should be stated in a positive way
• Avoid: Do not move from seat without permission
• Instead: Remain in your seat until given permission
–You only need five to six rules in a classroom
–Publicly post your classroom rules and refer to them often
From the Resource Page
Rules for rules
Recommendations for RulesConsider the following categories:• Compliance –e.g., “Follow directions”• Task completion – e.g., “Work during all work times”• Interaction– e.g. “Keep hands, feet, objects to self”• On‐time – e.g., “Be on time with needed materials”• Language – e.g., “Use school‐appropriate words”
Rules should address the misbehaviors that occur with some frequency in your classroom/behavioral excesses of TKs
KYHFOTS!!!
Pacific Northwest Publishing www.pacificnwpublish.com/ 48
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Poll #2: Check ALL that apply regarding your classroom rules:
• I found that my rules needed to be modified• My rules are posted and visible• My rules are now 100% observable• My rules are now 100% measurable• My rules are now 100% stated positively• I have less than six rules• I’m still working on this task
Also from the
Resource Page from webinar
#4
Using Self-Management to TeachRule-Following Behavior
Steps for Teaching Rules to Chronic Rule Breakers
1. If they break 3 or more rules in one day. Move them to the front of the room near you. The student will not get to participate with the other students
2. Have the student monitor the two most broken rules (i.e., out of seat, talk-outs) for two half days
3. The student circles how well he/she met these two rules
4. If you agree, put a line through their circle. If you don’t agree, put an X on the circle and give them feedback
5. When the student has had at least two good half days and you agree, let them go back to their original seat and participate with the rest of the students
Task to consider for this week:
Try out the monitoring classroom rules tool with your case study student
Positive Consequence Strategies
Antecedent
When __________ happens
Behavior
The student does (what) ____
Consequence
Because (why) __________
Objective 5: Utilize positive and proactive strategies to increase the student’s ability and motivation to behave appropriately.
The Big Five Causes of Misbehavior for Tough Kids
1. Peer influence (attention)2. Non-supervision (impulsive)3. Inappropriately made commands by
adults4. Incapable of meeting the academic or
social demands of the setting (escape)5. Instrumental (wants something)
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Understand Behavioral TheoryAdditional
handout from the resource
page
2‐page “Understanding
Behavior Theory”
Understand Behavioral Theory Reinforcement and Punishment
Reinforcement and punishment are not “things” they are “effects”
– Either increase or decrease behavior– Oxymoron: “I’ve tried positive reinforcement and it doesn’t work”
Reinforcement vs. Punishment (Rewarding) (Reductive)
Is it reinforcing or punishing?
• Whether a corrective consequence or reward is reinforcing or punishing can only be known by the student’s behavior
– Behavior increases = reinforcement– Behavior decreases = punishment
Positives Work Best With Tough Kids
• This is the backbone of any educational program for Tough Kids!
• Minimum of 4:1– The tougher the problem behavior the higher the ratio must be (8:1 or 10:1)
• Most Tough Kids receive far more negative feedback than positive
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Self‐reflection time:Do you really believe positives work best?
• Arguments against incentives include:– Bribery– Equity– They harm motivation– They get students hooked on praise
– What do you believe?
Arguments Against Incentives
The Bribery Argument
• Bribery is an inducement for an illegal or unethical act
• However, do not give a reward if:– The student threatens misbehavior if he/she won’t get a reward
– The student is already misbehaving—the reward would be given to stop the misbehavior
• The Equity Argument‐ Everyone has to get exactly the same thing to be fair– Equity is not everyone getting the same but everyone getting what they need to equally succeed
• Harms Internal Motivation‐ Alfie Kohn (Punished by Rewards)– Research literature: Harms “only under limited conditions that are easily avoided”
• Eisenberger & Cameron, 1996
– Give for performance that is:• Positively improving• Meaningful• Successful
The Hooked on Praise Argument
• Little evidence students become overly dependent on praise
• Teachers under‐utilize praise with Tough Kids• When asked to rate rewards, students select verbal praise as one of the most motivatingincentives
Note: When praising, refer to skill and effort instead of talent and innate ability
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Fading ReinforcementConsider in advance how you will fade the system as the student is successful
1. Provide continuous, frequent reinforcement at first.
– Focus delivery on the behavior/success that led to the reward not reward itself
2. Move from continuous reinforcement to:– intermittent reinforcement– increased difficulty (time, number of behaviors,
etc.) to earn reinforcement3. Gradually move to more natural
reinforcement
Additional handout from the resource
page
2‐page “Understanding
Behavior Theory”
From the Understanding Behavior Theory worksheet (page 1) A few other structural considerations
• Structure is the “S” variable in STOIC• Structures can significantly influence the other four variables– Teach (and re‐teach expectations)– Observe and monitor (and collect data)– Interact positively– Correct fluently
Antecedent Strategies—Schedule
• Academic learning time—directly related to behavior
• 70% of day should be scheduled for academics• Student(s) should be on task at least 85% of the time
• Student should have high rates of success while engaged in academic tasks (80% in initial instruction, 90–95% on independent tasks)
Teacher questions are “structural” decisions made by the teacher
• Who do you call on?• How do you call on students?
– Choral responses can “protect” reluctant learners while expecting everyone to do everything!
• What is the difficulty of the questions?– Correct responses contribute to behavior momentum (we all like “feeling smart”)
– Short choral response provide manuyopportunities to respond which can increase engagement
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Behavior Momentum
• Begin with high‐probability request (at least 70% likely to do)
• Ask student to do several high‐probability behaviors followed by low‐probability– “Tom, will you please help me hand out the papers?”
– “Thanks, Tom. Now please help me straighten the chairs.”
– “Now Tom, please sit down and do your math assignment.”
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Page 18 in Handout Case Study Student: Chat Box Activity
• Identify two high‐probability requests your case study student will likely comply with– Examples:
• Passing out papers• Erase the white board• Collect materials from classmates
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Design an effective schedule
• Maximal variety• Frequent movement• Consistent from day to day (routine)
• Posted!!
Two Corresponding Lines
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1 5 10 12 12 12 12 12 12 12 12 12 ...
Two Corresponding Lines
1 5 10 12 15 20 25 30 35 40 45 50 …Age
1 5 10 12 12 12 12 12 12 12 12 12 ...Attention Span
Posted schedules create predictable routines
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Antecedent Strategies—Structure Your Classroom Space
• Move Tough Kids close to you– Can you get to the student quickly?– Can you provide quick feedback?
• Positive and corrective– Can you consistently visually monitor the student?
• Do not let Tough Kids sit together– Assign seats
• Place the student away from distracting stimuli
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Figure 2.3 Desks in U‐Shape (v. 1) Figure 2.5 Desks in U‐Shape (v. 2)
Meaningful Work as an Intervention
• Author, Kim Marcum• Provides a structure to focus on a positive interaction with challenging students
• Book documents a school’s journey developing a program around jobs as highly effective interventions
A few other structural considerations
A few other structural
considerations
A few structural
considerations
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A few structural
considerations
Take a few notes on page 17 on
these “influence techniques
Antecedent Strategies: Influence TechniquesJig‐Saw Assignments
1. Reciprocation2. Commitment and Consistency3. Social Proof4. Liking5. Scarcity6. Authority
Pages 35‐39 in Tough Kid
Book
A Few Other Strategies To Mention
Contracts
Pacific Northwest Publishing www.pacificnwpublish.com/ 89
Contracts
Pacific Northwest Publishing www.pacificnwpublish.com/ 90
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Sign in to the “Good Choice”
Book
The Teacher’s 100 Club
Pacific Northwest Publishing www.pacificnwpublish.com/ 92
Page 141 in TK Book
93 Pacific Northwest Publishing www.pacificnwpublish.com/ 94
Chance Jars
Pacific Northwest Publishing www.pacificnwpublish.com/ 95
Group Jar
Student Jar
MysteryMotivator
Jar
Rules#Jar
1‐7Page 100‐101 in TK Book
The Big Five Causes of Misbehavior for Tough Kids
1. Peer influence (attention)2. Non-supervision (impulsive)3. Inappropriately made commands by
adults4. Incapable of meeting the academic or
social demands of the setting (escape)5. Instrumental (wants something)
Review
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Poll #3: Please check the one that best matches your case study student
• My student is on grade level in most subjects• My student is slightly behind grade level in at least one subject
• My student is significantly behind grade level in at least one subject
Poll #4: Please check the one that best matches your case study student
• My case study is below grade level in the following subject(s); Check ALL that apply:– Reading– Writing– Math– My student is NOT behind grade level
Additional handout from the resource
page
2‐page “Understanding
Behavior Theory”
This formula is described in detail on CHAMPS
From the Understanding Behavior Theory worksheet (page 2)
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Lots of other resources in the Tough Kid Tool Box
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Other Tough Kid Resources/Publications
www.pacificnwpublish.com 1-866-542-1490
Additional handout from the resource
page
Tasks to consider this
week
Tasks to consider for this week include:
• Join the Teaching Channel and check out some of the resources (videos)
• Join Newslea and try out manipulating an expectancy or value variable
• Attend the Second Step webinar (or encourage your principal to) on Nov 20 at 2 pm
• Revisit your rules in the context of antecedent strategies• Try out the monitoring classroom rules tool• Try out one of the “structural considerations” offered up in
this webinar• Be more intentional about using the “influence principles.”
Next (last) Webinar #6: Thurs, November 21 from 3:45‐5:45 pm
Thank you for your participation!
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Good luck implementing strategies to better serve your most challenging students.
Next Webinar #6 on Thursday, November 21, 2019from 3:45‐5:45 pm
Thank you for your participation!!!
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Contact Information: Karl [email protected]‐355‐4930
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Documentary to Watch For:https://vimeo.com/110821029 Trailer for Documentary Paper Tigers
End Webinar # 5 here
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