Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
© 2010 Pearson Education, Inc.All rights reserved.
Chapter 10 Meet Needs of Students
with Challenging Behaviors Positive Strategies for Difficult
Situations
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Sights to SeeSolving Social Problems
Resolving Conflictwww.edutopia.org/resolving-conflict-ofarrell-middle-school
Smart Hearts: Social and Emotional Learning Overview http://www.edutopia.org/social-emotional-learning-overview-video
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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These Kids Are Driving Me Crazy and I Don’t Know What to Do!!
Some Common Problems in Classrooms Student is off task. Talks during instruction. Won’t sit still. Attracts others’ attention and gets them off task. Is unprepared for class. Makes excuses to leave class. Hits other students or the teacher. Insults other students. Acts belligerent. Withdraws and does not want to participate.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Teachers on Dealing with Problem Behaviors
What Works?
Give students attention. Encourage cooperative learning and play groups. Teach in fun and engaging ways. Study culture or “difference” of the week in the room to promote
understanding and acceptance of differences. Have students help make rules and structure learning activities
in the classroom. Have students help other students—use peer mediation, peer
buddies, circles of friends. Institute sharing time to talk about events in life. Show concern and care. Stop till student gets under control. Emphasize group work. Ask “Do you need to . . . ?” Give options.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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What Does NOT Work!
Boring, unengaging teaching. Extra assignments. Yelling. Lack of respect—lashing out rudely,
nagging, pleading, begging. Intimidation—misuse of power. Punishment. Detention and suspensions.
Teachers on Dealing with Problem Behaviors
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Quincy: A Student out of Control
I can’t do anything with him. He hits other students all the time!
When I took over the class I made it fun and inviting
He’s afraid and angry at home, treated with disrespect at school.
“The other teachers wanted to get rid of Quincy. Not my student!”
I built on his interests and gave him choices.
Quincy’s behavior began to change.
He began to do his academic work, and to learn.
The most improved award for Quincy
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Creating a Positive, Student-Centered Approach
KEY DECISION
Use Punishment and Rewards
OR Meet student needs:
promoting learning and relationships
Do we try to control students through rewards and punishments?
Do we label them disturbed and get them out of our classes and into special education?
Or do we work to build relationships, care, and respect?
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
© 2010 Pearson Education, Inc.All Rights Reserved.8
What do we know about punishment?
eliminates behaviors in the short run….if sufficiently strong and remains in place.
does not address underlying needs
allows distancing from the person punished
reduces or eliminates guilt, ensuring reliance on external force for change
PUNISHMENT . . .
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Technical Understandings :Rewards and Reinforcers
A reinforcer is a stimulus that results in a strengthening or reduction of a behavior
A reward is a stimulus that is used by someone in authority to attempt to control the behavior of another person
(Exception - we can give rewards to ourselves).
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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What do we know about
They . . . punish rupture relationships ignore reasons for behavior discourage risk taking undermine intrinsic interest
and motivation encourage mediocrity must be strongly desired are effective only in the short
run
REWARDS?
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Rewards and punishment
‘work’ only with continued use.
They don’t teach.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
© 2010 Pearson Education, Inc.All Rights Reserved.13
Creating a Student-Centered SchoolProactive Strategies
Positive rules (small #): Positive rules (small #): like like (1) Try, (2) be safe, (3) be kind, (4) work hard, and (5) be respectful
Understanding that problem Understanding that problem behaviors reflect a need of a behaviors reflect a need of a child. child.
Contracts to find new ways Contracts to find new ways to act to act
Adults who can act as Adults who can act as mediators and supporters to mediators and supporters to help children help children learnlearn to to develop solutionsdevelop solutions
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Creating a Student-Centered SchoolKey School-wide Strategies
Building community in the school Peer mediation and conflict resolution Teaching students how to support one
another through peer buddies and circles of support
Professional support—individual and group counseling, support groups
Mentors through such programs as Big Brothers and Big Sisters
A building support team Interagency support and intervention for
families
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School Patterns In Dealing withBehavioral Challenges Chaos - reactive Chaos - reactive
responsesresponses
Punishment and Punishment and expulsionexpulsion
Staff controlStaff control
Rules and rewardsRules and rewards
Community and Community and positive behavior positive behavior supportsupport
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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A Few Practical Tools
Daily emails to parents on progress
Weekly progress report Mini conversations with
students A safe place that the student
can work Thinking about WHY the
student is doing what he / she is doing
Circle of support Hourly Progress Report
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Key Strategies: The Foundation
Appreciation
Celebrations
Learning Social Skills in Community
Restorative Justice - Healing Hurt
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Challenging Behaviors in the Classroom
What behaviors do we see? Underachieving Isolating Distracting Disruptive Dangerous
What do they mean? Behaviors communicate
legitimate needs for: Survival Love and Belonging Power Fun Freedom
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Traditional Behavior Management Versus Positive Behavioral Support
Traditional Behavior
Management Positive Behavioral Support
Problem Behavior is causing us or others trouble, so we want to eliminate it.
Behavior, which is learned, is communicating something important.
Assessment Specify the problem behavior and determine frequency, strength, duration.
Conduct “functional analysis” to determine reasons for the behavior.
Goal Eliminate problem behavior. Help student learn better ways of communicating needs.
Develop a sense of safety and trust between teacher and student.
Make the class fun and interesting so there is a “pay off” for positive participation.
Provide support from another person; reduce frustration in the setting.
Teach alternative ways to communicate.
Intervention Reduce reinforcement of behavior (“extinguish” by ignoring) or punish when target behavior occurs.
Teach how to tolerate school conditions.
Success The behavior is eliminated and people in power view the situation as better.
The person’s problem is solved from his or her point of view.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Vicious Cycles in Behavioral Challenges
This works!! I express my anger, am less bored, express my hurt.
I am controlled, don’t
understand, unstimulated so I . . .
. . . hurt myself or others, yell, cry, run around . . .
. . . feel angry, confused, bored, hurt and may . . .
Teacher
punishment & control
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Children With Emotional & Behavioral Challenges
Need:• Care and love• Sense of belonging• Attention• Respect• Help learning positive
ways to get needs and desires met
• Encouragement
But often get:• Rejection• Clinically labeled• Segregation• Anger and
punishment• Humiliation
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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BEHAVIORAL CHALLENGESKey Elements for Effective Practice
School-wide and classroom based, intentional strategies
Information more than power
Meet needs of children rather than control their behavior.
Build community & children’s resilience to PREVENT problems.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Journey to the ClassroomHow Could We Not Try?
Wesley would hit, scream, Wesley would hit, scream, and curse defiantly (a 1st and curse defiantly (a 1st grader!)grader!)
The whole school staff was The whole school staff was pulling for Wesley!pulling for Wesley!
Goal - keep him in schoolGoal - keep him in school Paraprofessional supportParaprofessional support Fear of losing Wesley to Fear of losing Wesley to
segregated programssegregated programs Supported other children Supported other children
interacting with Wesleyinteracting with Wesley Wesley re-entered the Wesley re-entered the
classroom and was doing classroom and was doing betterbetter
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Proactively Proactively Meeting NeedsMeeting Needs Of Of Students With Behavioral ChallengesStudents With Behavioral Challenges
Survival
Love
Power
Fun
Freedom
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Balancing Information and Power in Relationships
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Communication Based on Respect or Control:Philosophies at War in Practice
RespectCuriosityRequestThird alternative
Rationale/explanationClear I-statements
Sharing/disclosureListening/supportNegotiation
ControlAssumption of intent
DemandOne right wayAuthority“You should” statements
Professional distance
Domination/coercion
Rewards/punishments
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A Time for Power and Control
Understand and communicate our ‘non-negotiables’
When we must use our power do so respectfully: Use caring, respectful tone
of voice Provide a reason why
something is non-negotiable
Be respectful - “I know this is important to you”
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Engaging the Classroom Community in Problem Solving
Classroom meetings - teacher facilitates students in discussing the problem and creating solutions
Circle of friends - students provide support to a student who is having difficulty
Peer and conflict mediation - students are trained to help other students work through conflicts under teacher supervision
Peer support - students act as peer buddies and supporters
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Giving Students and Ourselves a Break
Students go to classrooms of other teachers
Ask assistance from a specialist - psychologist, special education teacher, etc.
Create a safe place within the classroom where a student can go and cool down
This is NOT the same thing as ‘time out’ or sending students to the office
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Support groups for students - death in the family, drug abuse, pregnancy, etc.
Consultation - psychologist, social worker, special education teacher
Individual counseling Group counseling
Professional & Community Supports
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Engaging Parents in Partnership
Understand history of the family and child
Tell parents of challenges and ask opinion
Identify and build on strengths in the family (understanding all families have problems)
Communicate positive student attributes as well as problems
Be aware of family dynamics and potential for abuse
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Selected Proactive Approaches toSocial and Behavioral Challenges
Conscious Discipline - Becky Bailey (2001) Conscious Discipline. Love Guidance Press
Circle of Courage - Larry Brendtro (2003) Reclaiming Youth at Risk. Solution Tree Press
Collaborative Problem-Solving - Ross Greene (2008) Lost at School
Setting Limits - Robert J. MacKenzie (2003) Setting Limits in the Classroom
Cooperative Discipline - Linda Albert (1996) Cooperative Discipline
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Individualized Differentiation The Behavior Intervention Plan
Step 1. Identify social and behavioral problems
Step 2. Develop a student-centered theory
Step 3. Develop and Implement the Plan
Step 4. Evaluate the Outcomes Together
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Proactive Crisis ManagementStages Of Crisis Development
Counter-productive Responses
Helpful Responses
1. ANXIETY shown by . . . NoncomplianceDisruptionUnusual actions
Orders - “Do this!” Limits - “You can’t do that”Consequences - “If you, I will”Label - “You’re a problem!”
Listen and reflect - “You seem upset”Curiosity - “What’s going on?”Support - “I’m here if you want to talk”Partner - “Let’s work together”Positive expectations - “It will work out”
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Proactive Crisis ManagementStages Of Crisis Development
Counter-productive Responses
Helpful Responses
2. TRIGGER Action sets crisis in motion Questioning - “Why do I have to?”RefusalEmotional outburst
Demands - “Sit down!” Consequences - “You will get an F”Threaten - “Stop or I will call your mother”
Cool off - deep breaths, state feelingsAgree to work it out - show willingness to solve problem; let person know you are there
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Proactive Crisis Management
Stages Of Crisis Development
Counter-productive Responses
Helpful Responses
3. CRISIS A serious crisis develops IntimidationThreatViolence
Anger - “Back off!!” Move in - move toward the studentRetaliate - “Go to the office now!”
Give personal point of view: Give your point of view using I-statements.Solve the problem: Brainstorm win–win solutions.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Proactive Crisis ManagementStages Of Crisis Development
Counter-productive Responses
Helpful Responses
4. RECOVERY Student settles down & feels EmbarrassmentGuiltShame
Blame - “You always act this way”Instruction to retaliate - “I’ve told you . . . What is wrong with you?
Listen - “You look like you are sad”Normalize crisis - “All of us lose it sometimes”Personal disclosure - “I did something like this when I was your age once”
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Proactive Crisis ManagementStages Of Crisis Development
Counter-productive Responses
Helpful Responses
5. RESOLUTION Calm
Remind of crisis - “You were out of control”Avoid - not look at studentExpect recurrence - “He’s going to go off again if they don’t get him out”
Collaborate - “How can we work together to help you?”Analyze: “What happened? What would have helped you?”Problem-solve: “What would be better next time you have these feelings?
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Bumps in the RoadSuspensions and Detentions Don’t Work
Challenging students and negative educators yelling and disrespectful
In-school suspension is chaotic
Problem behaviors increased Suspension is simply a
vacation If we treated students with
respect and tried to help them it could be different. It was in my old school!
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Behavior Challenges and IDEA…
Behavior plans considered in IEPs as needed.
Positive behavioral support encouraged
Up to 10 days suspension is allowed; can remove a child who brings a dangerous weapon to school up to 45 days if substantially likely to result in injury
Services to support progress in the general education curriculum must be provided after 10 days.
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Requires that a Behavior Intervention Plan based on a Functional Assessment be developed if the behavior is related to the disability.
A ‘manifest determination’ meeting is held to determine if this is the case. If not, a student with a disability may receive the same response that other students do.
Behavior Challenges and IDEA…
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Back PackPositive Approaches to Behavior Challenges
Reclaiming Youth Networkhttp://www.reclaiming.com/
Research Center for Positive Behavior Support rrtcpbs.fmhi.usf.edu/
Center for Effective Collaboration and Practice cecp.air.org/
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