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Chapter 10: Seeking Outside Assistance

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... and to ensure that lines of communication stay open. ... displays persistent misbehavior after the teach and school have employed all interventions. ... – PowerPoint PPT presentation

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Title: Chapter 10: Seeking Outside Assistance


1
Chapter 10 Seeking Outside Assistance
  • Lesson Delivered By Jade and Warren

2
Introduction
  • What are we taking about
  • The nature of persisting misbehavior and what are
    some influences
  • 3 causal influences to misbehavior
  • In the classroom
  • Rooted within the home
  • Just how they are (Primary Behavior)
  • The Referral Process knowing the different roles
  • Different roles for different needs
  • Learning Specialist
  • Administrator

3
What Else
  • Working with Parents
  • When should you contact
  • Working with parents
  • The Importance of Working with Parents
  • Understanding Parents
  • When parents should be contacted
  • Conducting parent conferences
  • Case Study
  • Symptoms of Serious Problems
  • Warning signs for abuse
  • Legal Stuff

4
The Nature of Persisting Misbehavior
  • Teachers should contact parents about students
    misbehavior when
  • The misbehavior is has persisted even after
    teacher has used various management strategies
  • The teacher is confident that a call to the
    parents is all that is needed to correct the
    misbehavior
  • Contacting the parents should only be made after
    a chat with the student about choices and
    consequences misbehaving.

5
Few Words are Sometimes Needed
  • The teacher at this time should point out that
    its the students responsibility for controlling
    the behavior and not the parents
  • This may be all that needs to be said

6
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7
Factors of Misbehavior
  • Students may misbehave, we have to accept that.
    Observed misbehavior can be attributed to the
    developmental stages every student goes through
    (we went through it as well).
  • However, sometimes students may resist attempts
    at modification.

8
Conceptual aids to Understanding Misbehavior
  • Success-failure ratio
  • A ratio of the amount of success a student
    experiences in a day to the amount of failure.
  • Students who do NOT achieve a positive ratio of
    success become discouraged and frustrated, thus
    their behavior becomes more maladaptive and
    possibly destructive.
  • These negative experiences have left the student
    unresponsive to everyday classroom reinforcements
    that are in place to increase the ratio.

9
Causal Influences of Low Success-Failure
Ratio in Students
  • Failure in the Classroom Environment
  • Student(s) cannot find a way to be successful at
    school be it academic, social or extracurricular.
  • Social failure can lead to bullying, or being
    bullied.
  • Possibility of undiagnosed behavior disability
    that has come about due to higher behavior
    expectations and academic demands in higher
    grades.

10
Causal Influences Continued
  • Failure Outside the Classroom Environment
  • 50 of children who experience behavioral
    problems at school also experience them at home
    Johnson, Broland, and Lobitz
  • Students with ever present interpersonal
    relationship difficulties find normal social
    pressures of the classroom too much to deal with.

11
Causal Influences Continued
  • Failure as a result of Primary Mode of Conduct
  • Student is seen too often as the difficult
    child
  • Difficulties emerge in pre-school and
    kindergarten years. Some students demonstrate
    improvement with age. However, for some students
    problems continue to get worse as reactions to
    school home serve to decrease success and
    increase failure ratio.

12
Causal Influences Continued
  • Failure as a result of Primary Mode of Conduct
  • Many of these students are eventually diagnosed
    attention deficit hyperactivity disorder (ADHD)
    or oppositional defiant disorder (ODD)

13
When Outside Assistance is Needed
  • The decision to seek outside consolation or
    referral is based on 2 general guidelines
  • After all hierarchical behavioral interventions
    have been attempted without success.
  • Although signs of improvement are evident in the
    students behavior, problem continue to disrupt
    the teaching process.
  • The CALM model is an important approach at this
    point.
  • Students who show signs of symptoms of serious
    problems may require attention of professionals
  • with specialized training

14
The Referral Process
  • Principal should usually the first contact
  • This helps to ensure that parents are not brought
    in before all possible interventions have been
    attempted, except for serious problems when there
    are no other alternatives.
  • Creating a collaborative relationship will serve
    to establish trust between parents and schools.

15
The Role of the Learning Specialist
  • Is on staff to act as a neutral observer to
    provide a view from outside the classroom who can
    serve the teacher by suggesting modifications in
    strategies.
  • May choose to visit the classroom to gain better
    perspective on student and/or teacher
    relationship.
  • Can offer support to the teacher and at the same
    time speak with the student about problems that
    arise from classroom misbehavior.

16
The ROLE OF THE ADMINISTRATOR
  • Certain cases of severe misbehavior require
    authoritative and administrative power of the
    administration.
  • An administrator is needed often when referring a
    student to a Learning Specialist.
  • Administration may be required to provide
    testimony in the case of expulsion or placement
    recommendation to outsourced special education
    programs.

17
The role of the school board psychologist
  • Initial role is that of student evaluation and
    diagnostic study.
  • Services should be sought if students issues are
    entrenched in more enveloping personality
    disturbances or family problems.
  • Results collected by psychologists may lead
    specific recommendations for continued study,
    specialized programs, or referral to outside
    resources.

18
The role of the consultative team
  • Once administration, learning specialist or
    psychologist are involved a CONSULTATIVE TEAM has
    been formed.
  • Purpose of the team is to delineate
    responsibilities and to ensure that lines of
    communication stay open.
  • Available to take pressure off the teacher and
    manage severe behavior issues as a last resort.
  • Bottom line, these teams are comprised to
    increase student achievement and improve behavior.

19
Working with Parents
  • It is important to build parental relationships
    before problems arise.
  • Parents may have negative reactions.
  • Minimize negativity and maximize positive
    support.
  • Ways to involve the parents..
  • Introduction letter
  • Give parents the opportunity to get involved
  • Provide contact information
  • Give follow up letter and positive messages
    throughout the year

20
VIDEO
21
The Importance of Working with Parents
  • Essential part of the consultation team.
  • Help reflect on students attitude towards
    school.
  • Teacher allies.
  • Important for shaping student behavior.

22
ANOTHER VIDEO
23
Understanding Parents
  • Parents may harbor negative feelings towards the
    teacher or school.
  • May feel teachers dont need their support in
    controlling student behavior.
  • Make sure relationships do not end in mistrust.
  • Some parents feel contact from the teacher only
    reminds them of their inadequate ability to
    parent.
  • Negative feedback from teachers can create a
    feeling of humiliation and powerlessness.
  • Some parents will withdraw or resist from school
    contact or angrily attack or blame the school for
    the problems.

24
When Parents Should Be Contacted
  • Under the following conditions, parents should be
    contacted concerning behavioral problems
  • When a student displays persistent misbehavior
    after the teach and school have employed all
    interventions.
  • When there is a decision on the student needing a
    change in teacher or schedule.
  • When a consultative team decides that the student
    should be removed from the class for an extended
    period or even one day.
  • When a decision is made to have the student
    tested for learning, emotional, or physical
    difficulties.
  • When outside specialists such as psychiatrists,
    physicians, and social workers are required.

25
Hoover-Dempsey and Sandler (1997), suggest 3
major factors that influence parents
participation in their childs education
  • Parents beliefs about their role as parents and
    providing home support for school endeavors.
  • Parents sense of concern on their ability to help
    their child be successful in school.
  • Parents perceptions of the general invitation for
    their involvement in the school and classroom.

26
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27
Conducting Parent Conferences
  • School principal usually makes first contact.
  • School and teacher need to decide who will attend
    the meeting.
  • Student may be present unless the problem
    includes signs of serious health, emotional, or
    legal problems.
  • Demonstrate professional competence with a
    collection of data to show evidence of the
    concerns.
  • This information will help diffuse issues of the
    parents blaming the lack appropriate action.
  • Should end with a summary, an encouraging
    statement, and show of appreciation

28
Case Study Questions
  • Considering her home circumstances, how can the
    school help Sharon?
  • What actions can the classroom teacher take to
    help Sharon?
  • Discuss amongst yourselves

29
Symptoms of Serious Problems
  • Some students may display serious problems with
    or without disruptive or academic difficulties.
  • As a teacher we must be aware and recognize these
    symptoms and the appropriate responses.
  • Some of these signs that may be noticeable are
    changes in
  • physical appearance
  • activity level
  • personality
  • achievement status
  • health or physical abilities
  • Socialization

30
And Finally
  • Appropriate intervention is in the hands of the
    teacher who must make the initial observation and
    referral.
  • All provinces have laws that require the teacher
    to REPORT ANY SIGNS OF CHILD ABUSE, with
    penalties on personnel who fail to meet these
    responsibilities.
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