Dealing with Behavior on the Bus

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Dealing with Behavior on the Bus

• Laura A. Riffel, Ph.D.

New York City
Based on the work of Sugai Horner, 2005
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Sometimes- We provide the "frogs"
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What Gives Bob? Ive been collecting the data
and youve been in the shower for three days man.
Help ME! Help ME!
Bob is stuck in the vicious loop of shampoo
bottle directions Lather, Rinse , Repeat.
Lather, Rinse, Repeat.
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What is Positive Behavioral Support?

• A new way of thinking about behavior
• Broadens intervention from only one approach -
  reducing challenging behavior to..
• Encompasses multiple approaches changing
  systems, altering environments, teaching skills,
  and appreciating positive behavior

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Overview

• Adults in the school setting need to work
  together
• Includes transportation personnel, educational
  staff, and administrators
• Students should be taught
• To be safe while riding the bus
• Appropriate bus behavior
• Positive interactions have tremendous power
• When misbehavior occurs intervene
• Calmly
• Consistently
• Immediately

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Wish you had one of these ?
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Other Myths.

• Dont Smile Until Christmas
• Let em know whos boss
• Kids should just know how to be good
• What them kids need is a good paddling...

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Hard Facts
Page 9

• Behavior is learned and serves a specific
  purpose.
• Behavior is related to the context in which it
  occurs.
• For every year a behavior is in place it takes at
  least one month for that behavior to have a
  significant change.
• Children comply with the rules 80 of the time.
  However they are complimented for their behavior
  less than..

2 of the time
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What is Needed to Address These Challenges?
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A man walks up to an elevator with a lion
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Hes completely harmless unless something
startles him.
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What Problems Do You Encounter?
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What Problems Do You Encounter?
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BEHAVIOR ON THE BUS

• SURVEY OF 300 BUS DRIVERS
• (Randall Sprick at the University of Oregon)
• Problems in Order of Frequency
• Moving/ out of seat 68
• Noise/ rowdiness 64
• Rude/ disrespectful 43
• Fighting/ hitting 39

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Atlanta (Fulton County) Bus Survey Results

• Fulton County Staff

• Experience Driving

• From Spring 2003 Spring 2005
• Fulton County Bus Drivers were surveyed
• RESULTS
• Experience
• 24 had been driving for 10 or more years
• 19 had been driving for 6-10 years
• 39 had been driving for 2-5 years
• 18 had been driving 1 year or less

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Fulton County Bus Survey Results

• Frequency of Behavior Problems
• 39 of the drivers indicated behavior occurred 2
  times or less per week
• 61 of the drivers indicated that behaviors
  occurred 3 times or more per week

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Fulton County Bus Survey Results

• Behavior Problems
• 70 of the drivers indicated that out of seat
  behavior was their number one problem
• 30 of the drivers drivers indicated loud talk
  was their number one behavior problem

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Fulton County Bus Survey Results

• Frequency of Problem Behaviors Office Discipline
  Referrals
• 33 Out of Seat/ Head and arms out the window
• 24 Loud talk, cursing, name calling, talking
  back, teasing
• 14 Fighting, horse playing, pushing, biting
• 10 Disrespectful
• 10 Eating, chewing gum, throwing trash on the
  bus floor
• 06 Spitting, throwing things out the window,
  single digit sign language
• 02 Issues with parents, being late to the bus
  stop
• lt1 Weapons
• lt1 Smoking/ drinking at the bus stop
• lt1 Undressing/ sexual misconduct

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Behavior

• May be the result of problems from home
• Issues with peers at the bus stop
• Demands or problems at school
• Anxiety of the upcoming situation
• Boredom during the bus ride

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Conceptual Principles of SW-PBIS.

• Behavior is learned and can be taught.

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Possible Functions
Page 4

• Positive Reinforcement
• Social attention
• Adults
• Peers
• Access to materials
• Sensory Stimulation

• Negative Reinforcement
• Work
• People
• Sensory
• Pain

To Get
To Get Out of
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From Dr. Rob Horner- Summary of Swis Data
2003-2004
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Behavior
Consequence
Antecedent/Setting Event
Bus driver/matron attention diverted
Terry eats candy
Gets attention from peers Access to materials
New Behavior (Replacement Behavior)
Consequence Modifications
Antecedent modifications Setting Event Changes
Ask Terry to help you choose people to give
gotchas to Terry passes out gotchas to others
Give Terry his candy bar when he gets off the bus.
Put backpack with candy bar in it at the front of
bus
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BUS POLICIES/PROCEDURES

• Transportation is part of the school day
• Behavioral expectations for the bus are defined
  as they are for any other school setting
• Goals are safety first
• Direct relationship between good behavior and bus
  safety
• Structure is essential
• Load and unload in an orderly fashion
• Avoid congestion
• Active supervision when possible (visual
  scanning)
• Greet and chat with students

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Question for you.

• If a child has a problem with reading would you
• spank
• badger
• ridicule
• Use time-out
• yell

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POLICIES/ PROCEDURES

• Expected Behavior
• Express in positive and observable terms
• State in language easy for parents to explain to
  their children
• Consequences for Inappropriate Behavior
• Clear consequences for the rule violations
• Hierarchy of responses to behavior
• Consequences for Appropriate Behavior
• Recognize good behavior
• Procedures for acknowledging expected behavior

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Brandon the Shoes
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Choose 3-5 Behavioral Expectations for your bus

• These need to be stated positively
• Easy to remember
• Have a symbol to remind them

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Miss Mudjacket Liked to Go Over a Few of her
rules...

• No talking
• No running
• No sneezing
• No betting
• No looking out the window
• No dorky hairstyles
• No coughing
• No laughing
• No fighting
• No swearing
• No sleeping
• No being a dork
• No making fun of teacher
• No flipping of fingers
• No drugs
• No weapons
• No bringing animals to school
• No looking at the clock
• No looking out the window

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If a child is pushing your buttons

• You are delivering goods.

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If you say

• Quit
• Stop
• Dont
• No

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Rome, Italy (from Dr. Mark Shinn)
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Brother Dear
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3-5 BEHAVIORAL EXPECTATIONS
RESPECT
SELF OTHERS PROPERTY
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Reviewing Strive for Five

• Be respectful.
• Be safe.
• Work peacefully.
• Strive for excellence.
• Follow directions.

McCormick Elem. MD 2003
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Time to Work
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RULES FOR THE BUS

• Have a clear understanding of the rules
• Essential for new drivers
• Major rules should be the same from bus to bus
• Clear up the various interpretations of the bus
  rules
• Make sure students know the consequences
• Use a hierarchy of consequences consistently
• Examples might include
• Change of seat
• Last off the bus in the morning or last on the
  bus in the afternoon and discuss behavior with
  the student in private
• Complete a behavior improvement plan

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TEACHING THE RULES

• State the rules positively
• Limit the number of rules to less than 5
  (2 or 3 are recommended)
• Do not assume that students know or understand
  the rules
• Teach the rules at the beginning of school
• Work with teachers and principals to ensure the
  rules are taught
• Students should actively participate
• (role play, demonstrate, explain the importance
  of the rule, etc.)

Page 42-55 Lesson plans by grade levels
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Bus Line Up Procedure
Page 46
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Keep your bumper in the seat
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Use a 6 inch voice
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Respect Relationships

• Dr. Ann Corvin says these 3 things are essential
  to building a relationship
• Eye contact
• Touching
• Talking
• Bhaerman, R.D. Kopp, K.A. (1988) says
• A student is less likely to drop out of school
  if one adult other than their teacher knows and
  uses their name.

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TEACH-MODEL-PRACTICE-REWARD
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Discuss a Plan

• Weve got a situation where kids are having
  behaviors on the bus that cause bus referrals.
• We know this isnt a good way for anyone to start
  the day.
• This year, I dont want this to be a problem for
  us.
• Heres how we can work together..

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Discuss a Plan

• Heres what Id like to do
• Bring a bus out to the school
• Have the teachers bring the students out to the
  bus one group at a time
• Teach, Model, Practice and Praise appropriate
  behavior while the students are practicing.
• Discuss how students will be recognized at
  school.

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Catching Children Being Good

• Improves behavior by 80.

Shores, R.E., Gunter, P.L., Jack, S.L. (1993).
Classroom management strategies Are they setting
events for coercion? Behavioral Disorders, 18,
92-102.
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I dont have time to do all this
Which fits your busy schedule better, exercising
one hour a day or being dead 24 hours a day?
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Bus Interventions

• Compliments

IIII IIII IIII IIII IIII
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Bus Interventions

• Links

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Love Notes
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High Fives

• Eye contact
• Touch
• Talking
• Name

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Trade-in tokens
Pot Holder Loops
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Group Activity
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Question for you?????
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POSITIVE FEEDBACK

• Positive feedback reinforces appropriate behavior
• Too much negative feedback (correction,
  criticism, etc.) creates discord
• Resentment
• Anger
• Feeling of failure
• Correction is appropriate and should be balanced
  with positive feedback
• Most effective when positive feedback is heavily
  weighted
• Ratio from 3 positive comments to 1 negative
  comment (minimum)
• Directives are considered neutral

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Giving Positive Feedback

• Focus on the students strengths
• Avoid general praise
• (such as great job)
• Be specific
• Use positive feedback to reinforce expected
  behavior
• For example
• Jason, I noticed that you talked quietly to
  Joe today. Thanks!

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Positive Feedback Ratio

• 4 1
• Minimum ratio of positive feedback statements to
  negative statements or corrections
• Directives are neutral

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Gotcha Bracelet
Shiny clear nail polish
Dot of nail polish
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Make Your Own
Goal Get to the red bead
Start bead
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Paper clips

• Put 30 paper clips in your left pocket or a cup
  on the bus.
• Every time you compliment a child, move a paper
  clip into the other pocket or cup.
• Every time you get after a child, move 4 paper
  clips back to where they started.

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3x5 index card
Tears for positives
11 to 5
Tears for negatives
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Give kids attention for

• Being good..

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TIME TO WORK
Pages 58-62 ways to reward students
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How do we reward the people who participate?

• We need participation from the school and the
  transportation department
• The following slides are ways to reward adults

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Transportation

• Adult transportation winners
• Special parking in front of the school
• Valet parking
• Coupon for one of the following
• Free snack from vending machine
• Goody bag with pens, pencils, sticky notes etc.
• Get out of a meeting day

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Special Parking Privileges
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Rewards for all the staff
Just Batty about the way you handle working
with students!
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Thanks for doing your part to help kids to Be
Good
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Awards for Adults

• Take the Golden Plunger Award in which a toilet
  plunger was spray painted gold and given
  ceremoniously to a staff member. The reason? To
  reward the risk-taking staff member for plunging
  into the assignment of giving out gotchas.

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Juan Valdez Award

• Have a special cup of coffee ready for the
  transportation employee who gave out the most
  gotchas the day before.

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Super Hero Awards
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Beach Party
Beach Party for all the transportation personnel
families who participated
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Group Activity
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Energy Flows Where Attention Goes
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TIME TO WORK
Page 63 1-26 part of the page is missing for
some reason http//caughtyoubeinggood.googlepages.
com http//caughtyoubeinggood.googlepages.co
m/rewards
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• Andy
• Barney
• Or
• Gomer?????

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POLICIES/ PROCEDURES

• Managing crises and serious situations
• Clearly identify the behaviors in this situation
• Identify the recommended response
• Review periodically so you can respond
  automatically
• Know when you should call for assistance and get
  the legal authorities involved
• Monitoring Record Keeping
• Accurate
• Note any behavior that is of concern
• Document what happened just before the behavior
  and your response
• Procedures for reporting
• Parents
• School personnel
• Supervisor

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What is discipline?

• From same Latin root as disciple
• discipere
• to teach or comprehend

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Misconceptions about Discipline

• Discipline is the same as punishment
• Consequences alone are effective
• Results in frustration
• Consequences are not enough for some students
• Need various approaches

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From the Students Point of View

• Students day
• more than the time spent at school
• day begins when they get on the bus
• day ends when they get off the bus

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Preparing Students for the Ride

• Leave time so loading/ unloading can occur
  without hurrying
• Give positive feedback to students
• Provide reminders about expected behavior
• Review the rules periodically
• Actively supervise the loading and unloading
• Work with the staff on duty to insure adequate
  supervision
• Work with teachers and administrators to solve
  problems collaboratively

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RAPPORT

• Building rapport with students is
• one element that will increase a students
  willingness to follow rules and directives
• Avoiding interaction with students can create
  management problems

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COMMUNICATION

• BUILD RAPPORT WITH BRIEF COMMUNICATION
• Verbal and nonverbal interactions
• Allows you to gather information
• Lets the students know that you care
• Initiating the interaction tells the student that
  you are in control

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GREETINGS

• Make eye contact
• Greet student(s)
• Ask an open ended question
• Greet groups of students if it is too difficult
  to greet individuals
• Responses both positive and negative give you
  information about the student

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Consider the source.
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Young Man

• Was apprehended at school swallowing a baggie
  full of marijuana.
• He was given a lecture about what drugs were
  doing to him and where he could end up.
• Question, What will your mother think of this?

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His answer.

• My mother died a year ago.
• I use drugs to help with the pain of losing her.
• No one had bothered to help this child
• No grief counseling
• No peer pairing
• No family meetings

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Investigating a problem

• Why should I investigate?
• Student may need to tell you something
• Helps you gather more information
• May allow you to intervene effectively before a
  crisis erupts
• When should I investigate?
• When red flags are observed
• When you see unusual behavior that needs
  explanations

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Steps for Investigating a Problem

• Identify the observed behavior
• Describe what you saw
• I noticed that (Observed Behavior).
• Ask open ended questions
• What is the problem or difficulty?
• Who, what , when, where, how much, or how often
• Be direct and brief
• Not judgmental

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• Listen and observe
• Attentive silence
• Look for
• Body language
• Behavior
• Feelings
• Empathy statements
• If needed, give a short response
• Be careful
• Not to over extend yourself or commit yourself
• Consider
• Reminding students of the rules and expected
  behavior
• Directing students to other adults
• Directing students to think about possible
  solutions and discuss with other adults/
  appropriate peers

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When Intervening

• Remember to
• Treat all students politely
• Be fair
• Communicate (wordsnot emotions)
• Use incentives
• Use the students name
• Give directives
• Choices- only if real ones are available

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Dealing with Groups

• As a group
• Individual students may give up their personal
  autonomy
• Students may reflect the collective personality
  of the group
• May be ineffective to rely on your relationship
  with an individual to try and direct or manage
  the group
• May be more effective to talk with the group
  leader
• If possible, isolate the student that is the
  source of the problem, before confronting them
• (reduces peer pressure and will more likely
  resolve the problem)

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SOLVING PERSISTENT PROBLEMS

• Gather information
• Establish a quick and timely response
• Involve others early in the process
• Im going to have to do something. Im not sure
  what just yet. Try not to worry about it. Ill
  let you know when I decide how Im going to
  respond.
• Problem behaviors should not be the occasion to
  blame
• Intervene early with low level problems
• Types of problems
• Noise, arguing, delay in getting to seat
• Tips for managing problems
• Increase positives, increase supervision/
  structure

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Solving Chronic Problems

• Work with others to develop a plan
• Multi-dimensional plans
• Conference planning form
• Parent and student input
• Examine procedures
• Address other contributing factors if possible
  such as
• Seating, peers, age groupings
• Other contributing factors might be overcrowding,
  route too long, etc.
• View students as needy or troubled
• Use a problem solving strategy

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If Problems Continue

• Is the plan being implemented?
• Is everyone consistent with the plan?
• Increase positives as a first response
• Try to determine the cause of the problem
• Remember- students with problem behavior need
  more help, not more punishment

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Token Economies

• Catching kids being good will change behavior by
  80
• This can be verbal or tangible- depending on the
  age and emotional level of the child. Tangibles
  need to be faded.

Page 39-40
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The quickest way to change behavior.in anyone.
Research indicates that you can improve behavior
by 80 just by pointing out what someone is
doing correctly.
Point out what they are doing right..........
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Bedtime
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Hierarchy of Responsive Options
Page 27-29
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Level One

• Signal Control
• Proximity
• Ignoring
• Conferencing
• Be Quick
• Be Quiet
• Be Gone

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Be Columbo
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Level Two

• Contracts
• Differential Reinforcement
• Ignoring target behavior
• Giving praise for appropriate behavior

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Level Three

• EXT
• No longer reinforcing a previously reinforced
  response (using either positive or negative
  reinforcement) results in the weakening of the
  frequency of the response.
• RC
• Response Cost--if positive reinforcement
  strengthens a response by adding a positive
  stimulus, then response cost has to weaken a
  behavior by subtracting a positive stimulus.
  After the response the positive reinforcer is
  removed which weakens the frequency of the
  response.
• OC
• Operant conditioning forms an association between
  a behavior and a consequence. (It is also called
  response-stimulus or RS conditioning because it
  forms an association between the animal's
  response behavior and the stimulus that follows
  consequence)
• TO
• serve as a punishment by denying a student, for a
  fixed period of time, the opportunity to receive
  reinforcement

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Extinction

• Extinction procedures work well with children who
  whine, complain, cling, throw tantrums, or call
  out. Often adults fail to recognize that they
  encourage these behaviors by giving children
  attention when they do them. The attention can be
  as simple as eye contact, sighing, or scolding
  the student.
• Extinction is NOT effective when children want to
  be ignored. For instance, children who fail to
  follow your directions would like you to overlook
  their inappropriate behavior.

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Response Cost

• Over-used in the classroom and at home.
• Taking away a previously earned privilege or
  standing
• Example Those red, yellow, green stop cards.
• Research shows over time it does not work.
• Eventually, the child has nothing to lose so they
  might as well misbehave.
• Other Examples
• Taking away Nintendo
• Taking away something they had been told they
  could do

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Time out

• Also, over used.
• Needs to be dignified
• Needs to be a place of not getting attention or
  being in a cool spot
• Needs to not be isolation where the child is not
  safe
• Try Australia

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Visit with or discussion with
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Super Nanny
One minute for every year old
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Level Four
x

• Aversives
• When learning about positive behavioral support
  and challenging behavior the word "aversive"
  (from the Latin meaning to "turn away") will
  probably turn up. Aversives might be understood
  as quick application of discomfort or pain in
  response to challenging behavior. Sharp
  criticisms, slaps, offensive sounds or sprays,
  social humiliation, removal or desired object,
  shock, and isolation are aversive applications.
  In practice, aversives often fail to work. When
  they do work, their effectiveness diminishes.
  Besides making the person avoid the punisher,
  potential harm, and other negative side effects,
  aversive actions do not teach desirable behavior.
  From www.pbis.org

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In your group, think of one example of each that
you have used or could use
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Specific Disabilities What to Expect

• ADHD
• Autism
• Asperger
• Communication Impairment
• Developmental Delay
• Emotional Impairment
• Health Impairment
• Intellectual Impairment
• Neurological Impairment
• Physical Impairment
• Sensory Impairment
• Specific Learning Disabilities

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Students with ADHD
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• Sit N Fit Disk and Ikea Seat Cushions

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Two different seats on bus
Permission to move with parameters- When the bus
stops for a drop off or pick-up, this child has
permission to move.
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Giving them a job to do.
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5 Way too loud!
AHHH!!
7
4 Loud
I said
6
3 Talking
Today at school
3-6
2 Whispering
Today, I was walking down the hall and I saw..
1-3
1 No Talking
0
zzzzzzz
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Teacher chair earned f class time with tokens
earned from bus time.
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1-2500
1-1000
1-166

• Autism
• Asperger Syndrome

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Autism
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Good Books
The curious incident of the dog in the night-time
By mark haddon Insight into the mind of a young
man with asperger syndrome Written from the view
of a 15 year old.
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Good Books

• Born on a Blue Day
• by Daniel Tammet
• Inside the Extraordinary Mind of an Autistic
  Savant

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Look me in the eye
John Elder Robison- brother of Augusten Burroughs
(Running with scissors)
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Asperger Syndrome

• Flexibility of Thoughts
• Difficulty with
• Coping with changes in routine
• Empathy
• generalizing

• Social Emotional
• Difficulties with
• Friendships
• Managing unstructured time
• Working cooperatively

• Language and Communication
• Difficulty understanding
• Jokes sarcasm
• Social use of language
• Literal interpretation
• Body language, facial expression gesture

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Sowe now have a good idea what it iswhat do we
do about it?
IDEA 2004
137
Best Practices

• Use relationship narratives for transitional
  times, try to keep transitions minimal.
• Provide a predictable and consistent activity
  schedule.
• Provide a quiet area and frequent relaxation
  time.
• Use visual pictorial prompts.
• Encourage choice making.
• Provide immediate and consistent feedback.
• Be patient and allow extended response time.
• Provide alternate modes of communication
  (pictorial boards).
• Avoid over stimulating activities.
• Utilize technology and appropriate software.
• Provide instruction in small sequential steps.
• Maintain communication between school and home
  for consistent expectations.

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What you need to know

• They may
• Be wearing a depends
• Make sure the parents school took them to the
  restroom right before they got on the bus
• If they defecate or urinate, it is not their
  fault.
• Need sensory integration strategies
• Ask the school to talk to the Occupational
  Therapist
• Being able to rock in a rocker for 15 minutes
  before the bus ride may make the bus ride
  fabulous for you
• They may need a stim to make it through the bus
  ride.

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If having this meant the child was quietwouldnt
you want one?
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Over stimulation

• Provide noise reduction headphones
• Dollar Stores have headphones that work
• Koosh Ball
• Allows student to de-stress
• School occupational therapist
• What activities will help regulate childs
  sensory processing?

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PowerPoints

• Using PowerPoint
• Create a Relationship Narrative with
• Pictures of the child
• Sound effects
• Graphics

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Mickey McFadden Rides the Bus
Example of a PowerPoint Relationship Narrative to
Introduce to Student
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This will be my new school.
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I will ride a bus to school.
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I will ride the lift up into the bus. My Mom
will kiss me goodbye.
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This is Mr. Bob. He will drive my bus. This is
his truck.
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Mr. Bob will drive me to school.
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I will enter the school through these doors.
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Billy will push me in the building. Hes my
friend.
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I will look for the frog flag and turn down the
hallway.
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I will go to my classroom.
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Inside my classroom, I will hang up my coat and
backpack.
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I will find my seat.
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I will keep my supplies in a bin with my name on
it.
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My class will have center time.
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My class will go to the playground.
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There is a special playground area for me and my
friends.
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My class will go to the library.
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My class will go to the cafeteria for breakfast
and lunch.
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We will have calendar time.
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I will help with the calendar.
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We will write board stories.
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We will do math.
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We will learn new words and put them on the word
wall.
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My friends from McKinley Street Preschool will be
coming to Bethel Elementary.
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Here are some of the people I will see at Bethel
Elementary.
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Dr. Drew Barrymore is one of the assistant
principals.
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This is Mr. Fiddle. He helps us keep things
clean and tidy.
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This is Ms. Shay. She will be our counselor.
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Ms. Stithem is the principal.
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This is the Mrs. Humes. She sits at the front
window.
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These are the Second Grade teachers.
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This is Ms. Warford.
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This is Ms. Pennington.
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This is Ms. Aiken.
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Mr. Bob will drive me home.
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My mom will be waiting to give me a kiss.
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It will be fun to be a Bethel Elementary Bear.
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Communication Impairment
Give time to process verbal prompts Seat child
directly behind the bus driver so the driver can
hear the device and observe for bullying.
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Developmental Delay

• Speak clearly
• Give one verbal prompt at a time
• Dont chain prompts
• Count back 3 seats
• Look for your picture
• Sit next to window

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Emotional Behavior Disorders
Oppositional Defiant Disorder Emotional Behavior
Disorder Conduct Disorder Severe Emotional
Behavior Disorders
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Heart Rate

• Normal resting heart rate is 60 beats per
  minute.
• Research shows increase in heart beat up to 45
  seconds before the aggressive act
• Gary Lambs music is 60 beats per minute- link in
  back of book

Page 36
183
5 Way too loud!
AHHH!!
7
4 Loud
I said
6
3 Talking
Today at school
3-6
2 Whispering
Today, I was walking down the hall and I saw..
1-3
1 No Talking
0
zzzzzzz
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Oppositional Defiant Disorder
Social Autopsy
Lavoie (1994)
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Other Health Impaired
Work with the school to find out what you need to
know.this child is going to be on your bus and
therefore you are responsible for their safety.
This is Need to Know information
Asthma Diabetes Epilepsy Heart conditions Hemophil
ia HIV Lead Poisoning Leukemia Nephritis Rheumatic
Fever Severe Allergies Sickle Cell anemia
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Students with Intellectual Impairments
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What you need to know

• May not understand simple directions
• May need more time to process
• PowerPoint relationship narrative
• Picture cues
• Talk softly

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They love to pleasetoken economy gotchas work
really well.
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Traumatic Brain InjuryNeurological Impairment
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Lightning..

• Its like their hard drive gets erased every day
• They have to go to their back-up files and reload
  everything
• No short term memory and loss of some long term
  memory
• May not remember where they sat on the bus
  yesterday.
• Use
• Visual schedule that they check off (if possible)

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http//www.ablelinktech.com/_handhelds/visualassis
tant.asp
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Physical Impairments
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Things to discuss with school personnel

• The school may not know the child is on the bus
  for 1.5 hours after school
• The last time the child got out of their
  wheelchair was an hour before school dismissed.
• Children in wheelchairs need to stretch at least
  once per hour.
• Now they have gone 2.5 hours without a stretch.
• And we wonder why they are screaming all the way
  home.

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WRAP UP

• How will you post your 3-5 behavioral
  expectations?
• Poster
• Coloring book
• Notes home
• How will you teach your 3-5 behavioral
  expectations?
• Video
• Songs
• Taking bus to school and role playing
• How will you do your gotchas?
• Principal and teacher buy in?

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Sources of information

• Alderman, Terry, c. 1997. Discipline on the
  Bus A Driving Concern, Resources for
  Professionals. (video and workbook)
• McAllister, Bob, c.1995. Strategies Dealing
  with Young Riders, Strategies Training Systems.
• (videos and training manual)
• Sprick, Randall Colvin, Geoff. c. 1992. Bus
  Discipline A Positive Approach, Teaching
  Strategies, Inc. (videos and training manual
  also sold by Sopris West Educational Services)

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Websites

• www.pbis.org
• www.behaviordoctor.org

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E-mail

• Laura Riffel
• caughtyoubeinggood_at_gmail.com