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Preventing

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'Managing the Cycle of Acting-Out Behavior' Acknowledgement to ... Apologetic? Tired? Other? Resumption Strategies for. Recovery Phase (7) Transition steps ... – PowerPoint PPT presentation

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Title: Preventing


1
Preventing Responding to Challenging
BehaviorSteve Romano-Technical Assistance
DirectorIllinois PBIS NetworkAdapted from
Geoff Colvins Managing the Cycle of Acting-Out
Behavior
  • Acknowledgement to Kimberli Breen, MS, CAS
  • Affecting Behavior Change
  • abchange_at_optonline.net

2
6 Components of PBISEach support makes the next
more effective
  • 1) Select and define expectations routines
    (OAT)
  • 2) Teach behavior routines directly (in all
    settings)
  • 3) Actively monitor behavior (MIS)
  • 4) Acknowledge appropriate behavior
  • Predictable/Intermittent/Long-term
  • 5) Use data to make decisions (on-going)
  • 6) Correct behavioral errors
  • Pre-correction/Boosters/De-escalation/FBA

3
School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
  • Tier 3/Tertiary Interventions 1-5
  • Individual students
  • Assessment-based
  • High intensity
  • 1-5 Tier 3/Tertiary Interventions
  • Individual students
  • Assessment-based
  • Intense, durable procedures
  • Tier 2/Secondary Interventions 5-15
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Small group interventions
  • Some individualizing
  • 5-15 Tier 2/Secondary Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Small group interventions
  • Some individualizing
  • Tier 1/Universal Interventions 80-90
  • All students
  • Preventive, proactive
  • 80-90 Tier 1/Universal Interventions
  • All settings, all students
  • Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/schoolwide.htm
4
Acting-out Behavior Cycle
5
Changing Behavior
  • Supportive climate (easiest)
  • Teach Expected Behavior (easier)
  • Positive Consequences (relatively easy)
  • Negative Consequences (difficult)

6
Key to Using Positive Consequences
  • Mild Consequences
  • Intermittently Delivered

7
Key to Using Negative Consequences
  • Mild Consequences
  • Consistently Delivered

8
Continuum of Consequences
  • General
  • 1-2 Behavior Supports first
  • Continuum process (privately delivered)
  • Remind/prompt expected behavior
  • Provide choice (a.k.a. warning)
  • Engage in expected behavior or alternative
  • OR Expected behavior or receive 1st consequence
  • Put it on the student to make a decision
  • 1st Classroom consequence
  • 2nd Classroom consequence
  • Office-managed consequence

9
Correcting Problem Behavior
  • Procedures are designed to
  • a. Arrest (stop) problem behavior
  • b. Avoid escalation
  • c. Ensure correct behavior occurs
  • next time

10
Systematic (General) Correction Procedures
  • First Least Disruptive (Private)
  • Dont embarrass, escalate, expect problem
  • More Intrusive Measures If Persists
  • Remove attention from student displaying
    inappropriate behavior
  • Your attention
  • Class (audience) attention
  • Focus on student(s) nearby exhibiting the
    expected behavior

11
Systematic Correction Procedures
  • Secure students attention
  • Check to confirm can use a simple/silly
    request/comment
  • Redirect the student to expected behavior
  • (pre-established gesture/verbal prompt)
  • Inform him/her of expected behavior
  • Acknowledge the changed behavior at earliest
    occurrence

12
Systematic Correction Procedures
  • Deliver the penalty or loss of privilege in a
  • matter-of-fact manner
  • Do not argue with the student
  • Do not discuss the details of the penalty
  • WALK AWAYWALK AWAY

13
Decide if addressing it is worth it
  • Addressing problem behavior means providing
    attention which MAY REINFORCE the behavior
  • Controlling for attention is critical
  • The next student behavior is often determined by
    initial (and subsequent) teacher responses

14
Make Priority Decisions Today
  • What behavior do you want/expect
  • Decide on Unacceptable behaviors
  • Must follow continuum of consequences for these
    every time
  • Must be followed consistently (Cannot be student
    specific unless BSP in place)
  • Decide on tolerable (annoying) behaviors
  • How can you better deal with/accept

15
Hallway BehaviorAnytime you dont know student
  • Greet
  • Secure students attention Hello, Good
    morning, Good afternoon
  • Meet
  • Introduce yourself with name title (other?)
  • Optionally, can offer to shake hands
  • Ask students name (before making requests)
  • Optionally, Nice to meet you
  • Remind
  • Im sorry, but in the hallway, you need to ____
  • Do you know what Im going to ask you to do?
  • I need you to Be Respectful by ____
  • Thank (were correcting for next time)

16
Ifpersists or system-wide
  • Student ID badges (expectation must have at all
    times)
  • Positive Consequence when comply
  • Positive Consequence to students that assist
  • System-wide Negative Consequence for not
    identifying self to staff
  • Increase likelihood that student identity will be
    become known (ask full name, grade carry roster
    write down identifiable characteristics
    follow-up)

17
Delivering Quality InstructionCritical
Instructional Practices for First Seven Minutes
of a Period
  • Establish entry routine (business like focus)
  • Provide lesson focus/objectives
  • Connect lesson focus to previously taught/learned
    skills
  • Allow for practice/review first
  • Display some level of enthusiasm for content
  • Present clear directions

18
Delivering Quality Instruction
  • Respond to students following directions
  • Provide opportunity for All students to respond
    (OTR) pre-correction, choral, peer
  • Provide differential feedback for cooperation
  • Know if all students responded correctly
  • Establish exit routine for students who complete
    initial instructional task (start HW, help
    others, read)

19
Acting-out Behavior Cycle
20
Think about your students Agitation Phase (3)
  • Increases in behavior
  • Darting eyes
  • Busy hands/fidgeting
  • Off on-task cycle
  • More talkative
  • Other
  • Decreases in behavior
  • Staring into space
  • Veiled eyes
  • Non-conversational language (yes, no, etc)
  • Contained/hidden hands
  • Withdrawal from groups
  • Other

21
Calming Strategies for Managing Agitation Phase
(3)
  • Teacher empathy
  • Assist student to focus on the task
  • Provide space or Proximity
  • Provide assurances additional time
  • Choice of independent or preferred activities
    (when appropriate)
  • Passive v. Active activities
  • Movement activities
  • Student self-management

22
Calming Strategies for Managing Agitation Phase
(3) (continued)
  • Addressing potential roadblock responses from
    adults/students
  • Fair vs. Equal
  • Task Avoidance

23
Think about your students Acceleration Phase
(4)
  • Questioning/arguing?
  • Non-compliance/defiance?
  • Rule violation?
  • Threats? Intimidation?
  • (Minor) destruction of property?
  • Other?

24
Defusing Strategies for Managing Acceleration
Phase (4)
  • Avoid escalating prompts
  • Teacher expectations greatly influence behavior
  • Maintain calmness, respect detachment
  • Approach student in non-threatening manner

25
Think about your students Peak Phase (5)
  • Serious destruction of property?
  • Physical attacks?
  • Self-abuse?
  • Tantrums?
  • Running away?
  • Other?

26
Safe Management Strategies for Peak Phase (5)
  • School/District Policy
  • Office-level management/consequences
  • Identify possible emergency situations
  • Develop Action Response Plan
  • School-wide, Classroom, Individual student
  • Follow Action Response Plan
  • Follow up, de-brief, plan next steps

27
Think about your students De-escalation Phase
(6)
  • Confused?
  • Withdrawn?
  • Denial/blame?
  • Avoidant of adult discussion/debriefing?
  • Responsive to directions?
  • Responsiveness to movement/tasks?
  • Other?

28
Reintegration Strategies for De-escalation Phase
(6)
  • Isolate student
  • Engage in independent work
  • Complete exit paperwork
  • Determine consequences
  • Restore resume

29
Think about your students Recovery Phase (7)
  • Eagerness for independent work?
  • Embarrassed?
  • Apologetic?
  • Tired?
  • Other?

30
Resumption Strategies for Recovery Phase (7)
  • Transition steps
  • Strong focus on normal routine
  • Maintain consequences
  • Acknowledge problem solving behaviors
  • Support student
  • Plan (if necessary)
  • Debriefing Plan
  • With student
  • With adults involved
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