Classroom Accommodations Behavior

1
Classroom AccommodationsBehavior Learning

• Michelle Fattig-Smith, Ed.S.

2
Interventions effective in helping low-achieving
students

• First ask Why?
• Define the concern academic, behavioral,
  affective, medical, choice, lack of
  understanding, attention, attention seeking (It
  is always better to look bad than to look
  stupid)
• Use problem solving teams for support and
  suggestions for alternative strategies
• Intervention strategies are not guaranteed to
  work however, they are a step in the right
  direction
• Keep trying new things until success is achieved

3
Attention Deficits

• Hyperactiveexcessive activity that is age
  inappropriate
• Consider behavior modification approaches with
  Positive Behavioral Supports
• Use contracts with clear rewards and consequences
  (both signatures required)
• Talk with parents and other teachers, are they
  seeing the same behaviors?
• What are they doing that works?

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Attention Describes a number of activities

• Focusing on one stimulus at a time
• Resisting distractions
• Sustaining effort over time
• Paying selective attention to one thing to the
  exclusion of others
• Maintaining focus over time
• Naglieri, J.A. Pickering, E.B. (2003). Helping
  children learn Intervention handouts for use in
  school and at home. Baltimore, MA Brookes
  Publishing, p. 39.

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Classroom problems related to attention

• Limited ability to work for more than a few
  minutes on one thing
• Failure to focus on relevant aspects of
  assignments
• Difficulty in resisting distractions in the
  classroom
• Incomplete work because the child could not
  sustain the effort
• Naglieri, J.A. Pickering, E.B. (2003). Helping
  children learn Intervention handouts for use in
  school and at home. Baltimore, MA Brookes
  Publishing, p. 37.

6
Peer Pressure for Positive Outcomes

• Consider a student who is consistently out of
  his/her chair and bothering neighbors
• Reward in seat behavior (i.e., verbal praise,
  token, extra free time, line leader, or
  designated activity)
• Use consequences or peer pressure to correct
  the undesirable behaviors
• Use the Premack Principle

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Example of Peer Pressure to Correct Behavior

• Divide the room into four quadrants
• When a student in a quadrant is out of seat or
  bothering neighbors, his/her name goes on the
  board under that quadrant
• The quadrant with the least number of names (or
  tallies) receives a reward

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Premack Principle

• Use a desirable activity to serve as a reward
  contingent upon completing an undesirable
  activity
• Grandmas trick Eat your peas and then you can
  have dessert.
• Finish your spelling words, and you can work on
  the computer for five minutes

9
Stress Outlets for Psychomotor Agitation

• Psychomotor agitation, hyperactivity, can be
  alleviated through physical outlets (e.g., taking
  a note to the office, walking around to hand out
  papers, quietly tapping toes inside of shoes,
  sharpening a pencil, and etc.)
• Alternate quiet and active periods
• Always replace the undesirable behavior with a
  desirable behavior

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Distractibility Difficulty in inhibiting
responses to stimuli. Attention is easily
diverted to other stimuli.

• Eliminate excess stimuli when possible (i.e.,
  study carrels, earplugs, quiet distraction free
  area to complete written tasks)
• Be specific and firm in directions, limit
  verbiage and number of steps involved
• Change input mode, a multi-sensory presentation
  may be helpful in introducing new concepts or
  lecture

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Short Attention Span

• Arrange material from easy to difficult
• Allow time for attention to shift
• Check to see if the student understands, Tell me
  what I said in your own words.
• Use small, sequenced steps and gradually increase
  the length of desired tasks
• Reduce the complexity of the task if appropriate
  (instead of 30 math mad minute problems, 10 per
  side of paper)

12
Short Attention Span

• Encourage self-monitoring Give them a goal to
  shoot for.
• Find out if the student knows
• What to do,
• How to do it, and
• Why he is doing it.

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Impulsive tendency to respond without careful
consideration-activity without careful thought,
or reflection.

• These students tend to guess rather than using
  reflective thinking processes
• Impulsive blurting is often an issue
• Teach, Stop-Think-Act strategies
• Provide think time
• Consider response cost procedures-
• When a student makes impulsive errors, he/she
  loses a privilege
• When a student uses his/her S-T-A process, he/she
  gets a reward or gets to avoid a distasteful task

14
Memory Deficits difficulty remembering what has
been said or demonstrated

• Overlearn-repeated practice, consistent review,
  with distributed practice
• Rehearsal-repetition of small amounts of
  information immediately after receiving it
  (repeating Bob, Bob, Bob after meeting a new
  person named Bob)
• Teach the use of highlighting, advanced
  organizers, establishing relationships/association
  s between old and new materials, mnemonic
  devices, tape recorders
• Reduce the number of items to be memorized or
  learned, and gradually increase as success is
  achieved
• Make the materials meaningful, relevant, and
  useful

15
Disorganization Inability to structure or order
work, time, or surroundings

• Encourage asking questions for clarification
• Help eliminate time wasters
• Prepare checklists of what needs to be done, and
  what needs to be first
• Prepare assignment notebooks
• Provide routine and structure
• Provide home to school communication
• Provide specific and consistent directions
• Provide written assignments
• Provide list of materials needed for assignment

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Poor Learning Skills Difficulty in knowing how
to learn

• Teach the student how to organize the problem
• What does the problem require?
• What am I asked to do?
• What am I given?
• What shall I do?

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Poor Learning Skills Difficulty in knowing how
to learn

• These students tend to equate learning with
  memorizing.
• Teachers need to help develop coping skills
  identify key words, how to take notes, outlining,
  summarizing
• Teach the student to search for clues that
  organize the problem and the data
• Separate the problem into meaningful parts

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Poor Learning Skills Difficulty in knowing how
to learn

• Provide test taking strategies
• Examine entire test before answering to
  understand expectations.
• Estimate how much time will be needed in each
  area of test.
• Answer first those that you know.
• Essay questions write down key ideas, main
  points, in brief form for outline.
• If stumped, move on. Try to give your best guess
  if not penalized for wrong answers.
• If you guess on an answer, dont change it! Your
  first guess is usually best.

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Poor Learning Skills Difficulty in knowing how
to learn

• Analyze difficulties in problem solving
• Ability-consider modifying difficulty of problem,
  possibly moving from the more abstract to more
  concrete
• Motivation-consider the degree of frustration
• Information-help to relate information to that
  the student already knows to help solve the
  problem
• Experience-begin with less difficult problems and
  progress to more difficult

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Poor Learning Skills Difficulty in listening

• Listening skills can be enhanced by
• Classroom discussions regarding how listening
  skills affect school work, out-of-school living,
  and behavior
• Read interesting articles, ask the students to
  write down what they heard, have the students
  compare the original article to what they wrote.
  Ask, does your report cover the news?
• Provide verbal steps to problem solving, and have
  the students repeat back in their own words
• Proximity teaching with prompts to attend
  frequently
• Multi-modal presentation

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Poor Learning Skills Difficulty in knowing how
to learn

• Help students develop realistic goals
• Examine actions needed to reach goals
• Involve parents in responsibility training
• Reinforcement opportunities
• Understand strengths and weaknesses

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Poor Study Habits the inability, particularly
when working alone, to use proper procedures in
the studying process

• PORCUPINE
• Purpose-determine purpose of material
• Overview-survey the material
• Read-relating the material to the purpose
• Consider-ponder the significance
• Underline-important points as you read
• Paraphrase-put into your own words
• Invent-ways to remember such as mnemonic devices,
  imagery, analogies
• Need-Evaluate in relation to need and purpose
• Elaborate-what are the implications

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Poor Study Habits the inability, particularly
when working alone, to use proper procedures in
the studying process

• SQ3R (reading)
• Survey
• Question
• Read
• Reflect
• Recite

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Poor Study Habits the inability, particularly
when working alone, to use proper procedures in
the studying process

• Cognitive Behavioral Approach (self-monitoring)
• Talk it through!
• Now the first thing I need to do is get my
  materials together.
• Second, lets see, Ill turn to page 46.
• I now survey the material. Okay thats done.
• Now I should read to answer certain questions.

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Intervention Techniques

• Consider appropriateness of the form of testing.
  (oral vs. written, open ended questions vs.
  forced choice answers)
• Consider appropriateness of grading or structure
  of some test items (verbiage, abstract vs.
  concrete)
• Utilize short term goals, small increments of
  change, peer tutoring, teaching style changes
• Task analysis regarding expectations and grasp of
  prerequisites

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Intervention Techniques

• Consider conditions of learning formal vs.
  informal, directive vs. nondirective
• Concrete examples vs. abstract
• Need for increased time on task
• Special techniques such as programmed
  instruction, special learning activities, student
  involvement in planning, frequent feedback,
  alternative reading materials

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Intervention Techniques

• Reward-after successful completion of tasks
• Behaviors that are reinforced are most likely to
  reoccur
• Learning processes which involve experiencing,
  doing, and reacting promotes retention
• Deliberate recall, immediately after learning,
  and in the students own words, reduces the
  possibility of forgetting new material

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Intervention Techniques Auditory
Vocal-inability to learn by use of words or sound
symbols

• Use visual stimuli
• Use sight word methods in reading
• Use sight words and flash cards
• Use context clues
• Present a printed model of a word. Have the
  child trace the model with his/her finger, saying
  the respective phoneme for each grapheme as
  he/she traces it. He/she should say the total
  word at the conclusion. Repeat several times.

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Intervention TechniquesAuditory
Receptive-inability to understand what is heard

• Use short, one-concept phrases and have the child
  repeat them
• Tell the child to listen before you say something
  that is important
• Have the child close their eyes, then make a
  noise and have them try to identify it
• Have the child write from dictation

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Intervention Techniques Verbal Expression
difficulty generating or expressing ideas or
concepts

• Begin a story and have the child invent the
  ending.
• Provide story prompts.
• Ask the child to complete open-ended sentences
  In the morning I wake up _____________________ I
  hurry to dress so I can _______________

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Intervention TechniquesVocabulary Strategies

• LINCS
• List the parts
• Identify a reminding word
• Note a LINCing story
• Create a LINCing picture
• Self-test

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Intervention TechniquesWord Identification

• DISSECT
• Discover the context
• Isolate the Prefix
• Separate the Suffix
• Say the Stem
• Examine the Stem
• Check with someone
• Try the dictionary

33
Intervention TechniquesFirst Letter Mnemonics

• FIRST
• Form a word
• Insert a letter
• Rearrange the letters
• Shape a sentence
• Try combinations

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Intervention TechniquesStudying and Remembering

• LISTS
• Look for clues
• Investigate the items
• Select a mnemonic device
• Transfer information to a card
• Self-test

35
Learning Atmospherenine conditions for success

• High expectations
• Freedom-mistakes are okay
• Respect-right to be heard and have an opinion
• Warmth and Acceptance-safe and supportive
  learning environment
• Student Value-everyone needs to feel important
• Leadership-friendly and fair, but in control
• Success-atmosphere of success rather than failure
• Encouragement-techniques to promote not
  discourage
• Promotion of peer acceptance-feelings of
  belonging and acceptance
• Fisher, R. I. (1987). Learning difficulties
  strategies for helping
• students. Dubuque, Iowa Kendall/Hunt
  Publishing Co.

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Students Arriving Late to Class

• Provide incentives (rewards or privilege
• Set up fun, short bell ringer activities before
  class to motivate students to show up on time
• Set up class wide reward system where students
  clock in and tally their time to earn a group
  privilege (early birds add to the total and late
  arrivals subtract)
• Late arrivers must make up their time, preferably
  with an undesirable task
• Open and frequent communication with parents
• Check with other teachers to make sure that they
  are actually being released with adequate time to
  get to your class
• Classwork homework Trouble student problems
  from start to finish. Retrieved Dec. 21, 2006
• from http//www.interven
  tioncentral.org

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Students forgetting necessary work materials

• Remind students at the end of class about books
  or other materials they will need
• Keep a collection of loaners they can use
  (pens, pencils, papers, and writing paper)
• Encourage parents to supervise book bag
  preparations before students leave for school
• Teach the class a general system for organizing
  work and storing materials
• Use peer buddies (Share, borrow, check in)
• Set up a self-monitoring system
• Classwork homework Trouble student problems
  from start to finish. Retrieved Dec. 21, 2006
  from http//www.interventioncentral.org

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Teaching self-monitoring Now Where Did I Put
That?!Organization and Day Planners

• Been there? Done that? Lost dozens? Using a
  day planner is one of the most essential coping
  skills that a student with attentional issues or
  disorganization struggles can develop however,
  it is also a skill that they must practice and
  develop over time. Actually, using a day planner
  is not a single skill, but involves a set of
  skills that can be worked on one-by-one.

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Why Cant I JustIts in the car. I havent
gotten to Wal-Mart yet. I forgot it today.

• When I am working with a student to develop the
  habit of using a day planner, I hear many excuses
  as to why it is not with them. The only way for
  their day planner to become a life planner and
  manager is to become so attached to it, they
  cant live without it. If it is not in their
  arms, they should feel a sense of loneliness!
• Put it in the same place every night
• Reach for it before you reach for your jacket,
  purse, wallet, etc.
• Look for it before you ever get out of the car,
  off the bus, etc.
• Teach parents, friends, teachers to remind you if
  it isnt present.
• If found please return to. Emblazed in bright
  bold letters across the front and back.
• Back up system. Stop think act! If you leave it
  behind, find it before you have gotten too far in
  your day! Its easier to trace your steps when
  it has been one class period, than when it has
  been a day or week!
• Rehearse, rehearse, and rehearse.
• Write EVERYTHING in your day planner.
• Develop the unwavering habit that all
  assignments, events, materials, etc. are written
  in your day planner before your hind end leaves
  your seat! Do not rely on the Ill remember to
  write that later philosophy. You havent in the
  past, and you wont in the future!

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Hows That Working for You So Far?The only true
definition of crazy is repeating a behavior
proven to be unsuccessful in the past, and
expecting it to succeed, then being devastated
when it does not!

• Stick ALL of your papers in the planner, and at
  the end of the day sort, complete, file, and
  protect! Dont stick your papers in your books,
  under your bed, in your lockeryou wont
  remember!
• Teachers and Parents set up a system with your
  teachers and parents that they will ask you for
  your papers if they dont receive them. If
  youve got them done, you should develop and
  support a plan to get the credit! Ask mom or
  dad to sign homework when you are done, and ask
  your teachers to sign your planner when you have
  assignments written down!
• At first, parents and teachers should be
  responsible for this oversight. If successful in
  habit forming, the student might be able to take
  over some of the responsibility. But never
  ASSUME!! They have and will always have the
  disabilityit is not a CHOICE and should not be
  punished!

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Lists Are Our FRIENDS!

• Learn the beauty of lists! Write everything
  down, check everything off as you complete. This
  should be a DAILY activity for you for the REST
  OF YOUR LIFE!
• You may have multiple lists-keep them all on the
  same paper! Examples
• Homework to dos
• short term projects papers
• long term projects papers
• long term projects need a timeline, teacher or
  parent to check in on progress, and extra
  discipline on our part!
• family activities coming up
• extracurricular activities
• personal goals

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Procrastination is the ENEMY!

• Developing our to do list includes creating
  your daily action plan, weekly action plan,
  monthly action plan, and long term plans.
• Prioritizeask teacher or parent for help in the
  beginning
• Define actions or tasks which need to be
  accomplished
• List materials needed in order to accomplish
  tasks
• List the time needed to accomplish
• Learn to become a better time estimator
• Taking items from to do list and placing them
  on daily action planner, with assigned times,
  forces us to begin thinking about how long things
  take and making realistic goals
• When making daily plan, allow for the what have
  I forgotten scenario
• Learn to plan for contingencies
• To-dos become not-dones when we fail to plan for
  the what have I forgottens
• Traffic happens
• Books are forgotten at home
• Papers are lost

43
Take a Deep BreathStop the why cant I just
voiceFollow Your Plan!

• None of us wake up in the morning hoping to
  forget things, disappoint people, or feel stupid.
  We, like every other person in this world, have
  our strengths and weaknesses. Unfortunately, our
  weaknesses sometimes look like laziness or
  defiance to those around us. Learn to
  self-advocate! Plan ahead for those
  contingencies and dont let setbacks get you
  down! Some of us have tried for so long to mask
  our poor planning skills, we havent learned to
  tell people what we need or what we struggle with.

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Define Your Why Cant I Just... Moments

• Learn to resist impulses and distractions!
• Dont stop to see what is on television, ITS A
  TRAP, you will become transfixed!
• Dont answer the phone when you are starting
  your homework, ANOTHER TRAP, you will forget to
  get back to the initial task! (Once it is out of
  our mind, it is done in our mind!)
• Dont forget to refer to your list and cross off
  completed items, BUT NOT UNTIL YOU HAVE ACTUALLY
  FINISHED! If you cross it off before you are
  done and you get distracted or interrupted, you
  will not remember to go back!

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Define Your Why Cant I Just... Moments

• Does a task, responsibility, or action need to be
  a part of your life, or are you simply conforming
  to peer pressure or others expectations?
• If you truly dislike or are unable to accomplish
  a task, talk with your parents or teachers, maybe
  a more tolerable task could be substituted?
  (Example, if writing is laborious and you cant
  seem to get your thoughts on paper, maybe a
  teacher would let you tape record your report or
  your parent could transcribe it for you? Maybe
  you could work with graphic organizers to develop
  your story, rather than facing a blank sheet of
  paper, which can be very overwhelming!)
• Maybe there is a way to creatively problem-solve
  or make the task less time-consuming and more
  interesting!

46
Self monitoring system

• If used correctly, a day planner works for
  youyou dont work for it! A day planner is a
  tool, which will help you in life and
  relationships with others. Less stress and more
  success is a life long goal that is obtainable
  for us! Make sure to plan for enjoyable
  activities as well. Keep a list of positive
  to-dos and balance your day accordingly!
• Adapted from Nadeau, K. G. (2006). Using a day
  planner as a life planner. Attention Deficit
  Disorder Association The Worlds Leading Adult
  ADHD Organization. Retrieved 11/14/06 from
  http//add.org/articles/uplanner.html

47
Student appears unmotivated to complete in-class
work

• Assess skills in order to determine is
  unmotivated is masking skill deficits (its
  much better to look bad/bored than stupid)
• Allow students to earn points or rewards for work
  completion (offer incentive/reinforcement survey
  to determine what is the most motivating)
• Use cooperative learning and hands on projects as
  social motivators
• Weave high-interest topics into lessons to
  capture student attention
• Offer choices regarding where they sit, who they
  sit by, what books to use for an assignment, or
  the type of product the agree to produce (e.g.,
  writing essay, newspaper article, letter to the
  editor, political speech, etc.)
• Allow class to vote on structuring the lesson
  (i.e., spend class period working in pairs in the
  computer lab or in classroom in larger groups
  finding key concepts in text or lecture notes)

48
Student appears unable to complete in-class work

• Survey student skills to determine strengths and
  deficits
• Adjust instruction to match skill level
• Adjust groupings
• Provide strategies/review sheets
• Provide highlighted or restructured notes
• Rewrite or reword tests
• Provide materials at his or her skill level
• Target and practice key skills taught in course
• Provide the student answer keys to self-check
  independent work
• Provide glossaries with key course terms and
  their definitions
• Classwork homework Trouble student problems
  from start to finish. Retrieved Dec. 21, 2006
  from http//www.interventioncentral.org

49
Student does not participate in large-group
discussion

• Establish rules of no teasing for incorrect
  answers
• Encourage differing viewpoints
• Allow think time and draw names for responses
  (allow for passes if a student is very shy and
  doesnt know an answer)
• Set up life-line options (if a student doesnt
  know an answer, can call on someone he or she
  thinks might know, the student using the
  life-line option must then judge the answer to be
  correct or incorrect)
• Allow students to refer to notes or text for
  answers

50
Students refusing to comply with teacher requests
to do work

• Survey for skill deficits (never assume)
• Keep it positive, provide options
• Create a reward system
• Avoid power struggles!
• Classwork homework Trouble student problems
  from start to finish. Retrieved Dec. 21, 2006
  from http//www.interventioncentral.org

51
Power Struggle management

• There is no one way to manage a power struggle.
  Each power struggle situation is unique. A power
  struggle occurs when the participants work hard
  to win in order NOT TO LOSE! Students often
  evade responsibility by making the power struggle
  the focus.

52
Power struggles are most difficult to manage
when

• There is a lack of clarity in expectations and
  consequences (be explicit, do not engage in
  arguing or negotiation, be firm and calm)
• There are time pressures (be aware of
  limitations, dont lose your temper, remain calm,
  have a plan ahead time, follow through without
  anger or irritationthe student wins if they
  can push buttons!)
• The disruption factor is HIGH (talking out during
  lecture or etc.)
• People are angry, fearful, or frustrated
• Vulnerabilities are unguarded
• Everyone can be pulled into a power struggle
  (Ill win to prevent a loss)
• Vulnerabilities vary (Students can be very
  sensitive to being controlled by authority
  figures)
• Students initiating power struggles have an
  expert ability to find anothers vulnerabilities
  (button pushers)

53
Managing power struggles

• Ready yourself and the situation!
• Be vigilant of high risk times (transition, when
  asked to do work, or other)
• Build a positive bank account with known power
  strugglers
• Frequent use of positive, encouraging statements
• Quick positive comments to diffuse embarrassing
  or conflicting situations
• Identify shared interests
• Model self-control
• Be aware of and in charge of your vulnerabilities
  (dont get sucked in)
• Maintain a positive perspective about the student
  (find likeable qualities and focus on them)
• Maintain self-control at all times! (Never let
  them see you sweat)
• Respond with Purpose
• Encourage thoughtful choice rather than
  compliance (would you like to use a pen or pencil
  to complete this worksheet?)
• Call attention to student behavior in a simple
  way
• Head off power struggle when warning signs are
  observed

54
WARNING SIGNSOf an IMMINENT POWER STRUGGLE

• Shut down
• Stop working
• Depressed/flat or angry affect
• Refusal to talk or respond to questions
• Break pencil or jam into paper/desk
• Stubborn or sullen look
• Comments under the breath

55
EARLY INTERVENTION

• Identify the feelings
• Offer help
• Give options available (break, different
  activity, etc.)
• Predict a positive choice and its consequences
• Refer to success contract
• Offer ladder of success (talk it out)
• Walk away while student makes choice
• Cross-talk with other staff (may be part of
  predicting)

56
AVOID

• Pointed fingers, arms crossed, loud voice, etc.
• Creating a visual block (can the student easily
  make an escape? Dont crowd or corner)
• Emotional expressions of anger or frustration
  (tense body language, intense looks, scowls)
• Touching in the attempt to lead or direct

57
MANAGE THE AUDIENCE FACTOR

• Never call attention (call student aside or
  discuss quietly)
• Arrange a cool off time and space
• Acknowledge feelings (If I thought someone was
  bossing-pushing me around, I might get angry too)
• Use active listening, paraphrasing
• Maintain a friendly attitude (Being friendly is
  different from giving in)
• Use humor in a timely manner (no sarcasm, just
  diffusing comments)

58
TAKE CARE OF YOURSELF

• Discharge unpleasant emotions constructively
  (discuss, decide, dismiss)
• Use friends and colleagues as supports
• Adopt the attitude, If it didnt go as I hoped,
  I will have another opportunity to try again.

59
Students seeking help when he or she can do the
work

• Premack principle
• Keep interactions brief and business like
• Reinforce only when working independently
• Post essential information that students will
  likely need and direct students to it to find the
  answers on their own
• Praise for independent work
• Classwork homework Trouble student problems
  from start to finish. Retrieved Dec. 21, 2006
  from http//www.interventioncentral.org

60
Tattling

• The best way to promote a bullying school
  environment is to outlaw tattling Lempke, E.
  (2006), Personal communication.
• Define what is a tattle and what is reporting

61
Redefine Reduce Tattling

• Establish and accepting classroom atmosphere
• Collect personal information about each child and
  use the information in quick informal exchanges
  utilizing body language to show warmth and
  acceptance (eye contact, extending palm of hands
  outward when greeting students, standing in close
  proximity)
• Let the students know you as a person, not just a
  teacher
• Try to spend some individual time with every
  student every day
• Give honest praise
• Establish a risk-free classroom, mistakes are OK!
• Discourage one-upmanship or competition if
  possible
• Encourage class support and cooperative learning
• Define what is an appropriate report and what
  is a tattle

62
Defining a tattle

• Use class discussion to define (hurting self,
  hurting others, hurting property, hurting
  emotionally or physically, etc.)
• Let the class define
• Provide Hassle Log or other reporting device (if
  its worth a report, its worth completing the
  paperwork!)

63
Example Hassle LogName Date Time SettingC
lassroom __ Bathroom __ Meals __ Art __ Music __
Gym __ Playground __Bus__ Hall __ Other __

• What happened
• Somebody teased me __
• Somebody took my stuff __
• Somebody told me to do something bad __
• Somebody did something I didnt like __
• I did something wrong __
• Somebody started fighting with me __
• Somebody started fighting with someone _
• Other __
• Who was that somebody
• Another student __
• An adult __
• Staff __ Teacher __

• What did you do
• Hit back __ Told adult __
• Ran away __ Walked away __
• Yelled __ Talked it out __
• Cried __ Told peer __
• Broke something __ Ignored __
• Was restrained __ Used anger __
• Used my words __ Cried __
• How did you handle yourself
• Poorly Not too well OK Good Great
• How angry were you
• Burning Mad Really Mad A little Mad
• Not Mad At All

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Relieving Frustration in students

• Warning signs biting nails or lips, grimacing,
  muttering, mumbling, appearing flushed, barking
  at neighbors
• Strategies to prevent
• Antiseptic bounce sending student from the room
  on an errand or task
• Provide quiet spot, calming area, sensory options
  for self-calm
• Identify system for notification
• Strategies for working with emotionally
  unpredictable students. Retrieved 12/30/06 from
  www.interventioncentral.org

65
Defensiveness

• Warning signs lashing out verbally, withdrawal
  (emotional or physical), challenging authority,
  refusal to comply, blaming
• Strategies to prevent or reduce
• Avoid who is right or who is in charge
  discussions
• Approach student privately, make eye contact,
  address in a quiet, calm tone
• Use humor to defuse the conflict
• Provide forced choice options (would you like
  to work at your desk or in a quieter area)
• Strategies for working with emotionally
  unpredictable students. Retrieved 12/30/06 from
  www.interventioncentral.org

66
Aggression

• Warning signs verbal threats, abusive language,
  threatening posture, striking out
• Strategies to react to, or respond
• Remove other students
• Adopt a supportive stance (slightly to the side
  and at a 45 to 90 degree angle
• Respect personal space-a least a leg length
  away
• Maintain calm tone and body posture
• Do NOT block the door (if possible)
• Deliver clear statement of choices

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Clear statement of choices

• Two clear choices with consequence. Give
  teacher preferred choice last-
• John, you can refuse to participate and written
  up, or you can start the assignment and not be
  written up.
• If fails to comply within a reasonable amount of
  time, clearly restate what you want the student
  to do (calmly). Include a time limit and
  location.
• I want you to return to your desk now and begin
  your work.
• If fails to comply again, enforce alternative
  consequences as selected and discussed earlier.
• Strategies for working with emotionally
  unpredictable students. Retrieved 12/30/06 from
  www.interventioncentral.org

68
Self-monitoring

• Natural step toward independence
• Shift from external to internal locus of control
• Behavioral or academic
• All ages and disabilities
• Select and define target behavior
• Record, analyze, set target goal, strategies,
  evaluate, reinforce
• Series on highly effective practices-self
  monitoring Teaching students to self-monitor
  their academic
• behavioral performances. Darden College
  of Education retrieved 12/30/06 from
  http//education
• .odu.edu/esse/research/series/monitor.shtml

69
Managing transitions

• Using effective transitions help teachers to
  minimize disruptions and behaviors
• Most successful are rapid and have clear ends and
  beginnings
• Clear routines for everyday tasks
• Post and adhere to daily schedule
• Provide visual or auditory signals or cues to
  notify students transition is coming
• Provide wait time for those who struggle with
  change in routine or transition activities
• Use proximity, reinforcers, and/or incentives
• Watch for signs of frustration, defensiveness,
  withdrawal, etc. and address appropriately
  (diffuse)
• Successfully managing student transitions.
  Series on highly effective practices-Transitions.
  Darden College of Education. Retrieved 12/20/06
• from http//education.odu.edu/esse/research/series
  /transitions.shtml

70
Teaching Social Problem Solving

• Students with disabilities and behavior problems
  often have difficulty dealing with interpersonal
  problems, which further limit their academic and
  social success at school.
• Successfully managing student transitions.
  Series on highly effective practices-Transitions.
  Darden College of Education. Retrieved 12/20/06
• from http//education.odu.edu/esse/research/series
  /social.shtml

71
Teaching SocialProblem Solving

• State the problem
• Gather information from self and others
• Think of possible solutions
• Evaluate each solution
• Choose the best, mutually acceptable solution
• Try out the solution
• Evaluate the solution
• Decide what to do next time
• Successfully managing student transitions.
  Series on highly effective practices-Transitions.
  Darden College of Education. Retrieved 12/20/06
  from http//education.odu.edu/esse/research/series
  /transitions.shtml

72
Social Skills

• Students with social skills deficits experience
  long term consequences cycles of failure, peer
  rejection, poor school outcomes, and adjustment
  problems as adults (Successfully managing student
  transitions. Series on highly effective
  practices-Transitions. Darden College of
  Education. Retrieved 12/20/06 from
  http//education.odu.edu/esse/research/series/tran
  sitions.shtml)
• Explicit instruction-social skills/strategies
  games tend to be too subtle for some students
• Peer mentors - positive social interactions with
  facilitation and practice opportunity
• School-wide/Class-wide
• Thoughts and feelings activities-understanding
  feelings of self and others

73
Explicit Social Skills training

• Clearly introduce and define the skill
• Model the skill and sequence of steps
• Rehearse, role play, practice
• Review in natural setting or created opportunity
• Provide individual feedback
• Promote, remind, reinforce
• Teach students to self talk prompt, encourage,
  and reinforce themselves

74
Planning

• Planning is a mental process by which the
  individual determines, selects, applies, and
  evaluates solutions to the problem.
• Select relevant information in the task
• Select relevant prior knowledge
• Use a strategy to approach a task
• Monitor progress
• Develop new strategies when necessary
• Naglieri, J.A. Pickering, E.B. (2003). Helping
  children learn Intervention handouts for use in
  school and at home. Baltimore, MA Brookes
  Publishing, p. 37.

75
Planning ExampleThis Weeks Spelling Words

• Here are the words for Fridays test
• found
• ground
• mouth
• couch
• ouch
• count
• round
• out
• shout

• How will you learn the words?
• Start today
• Study 15 minutes per day
• Study with a friend
• Write each word 10 times
• Make flashcards
• Make a word search puzzle
• Make a copy to tape to your desk and study during
  free time
• What other ways to learn these words can you
  think of? Write them down!
• _______________________________
• _______________________________
• Naglieri, J.A. Pickering, E.B. (2003). Helping
  children learn Intervention handouts for use in
  school and at home. Baltimore, MA Brookes
  Publishing, p. 37.

76
Classroom problems related to planning

• Disorganized completion of assignments
• Failure to switch strategies according to the
  demands of the work
• Failure to correct misinterpretation of what is
  read
• Inconsistent application of spelling or math
  rules when solving problems
• Failure to devise or use aids when completing
  work
• Lack of preparedness with materials needed to do
  work
• Uncertainty about how or where to start school
  work
• Naglieri, J.A. Pickering, E.B. (2003). Helping
  children learn Intervention handouts for use in
  school and at home. Baltimore, MA Brookes
  Publishing, p. 38..

77
Teaching planning skills

• Teach about plans and strategy use
• Discuss the importance and how it will benefit
  them (organization, finishing on time, being
  successful, etc.)
• Encourage development, use and evaluating their
  own strategies
• Ask questions related to planning, such as

78
Questions relatedto planning

• How did you do the task?
• Did you make a plan before beginning?
• What did you do last time? Did it work?
• Why did you do it that way?
• These are hard, how could we make them easier?
• Is there a better way, or a different way to do
  this?
• What strategy worked for you?
• Do you think you will do it differently next
  time?
• How can you check your work?
• Naglieri, J.A. Pickering, E.B. (2003). Helping
  children learn Intervention handouts for use in
  school and at home. Baltimore, MA Brookes
  Publishing, p. 37.