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Strengthening the Universal Social Environment

Strengthening the Universal Social Environment. Challenging Behavior Workshop Breakout Session Friday May 9, 2014 @ 12:55-1:45 p.m. Iowa Lakes Room, Pocahontas AEA Melissa K. Wurth, Ed.S, NCSP, NCC School Psychologist/PBIS Coordinator. Building a Sense of Belonging & Community.

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Strengthening the Universal Social Environment

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  1. Strengthening the Universal Social Environment Challenging Behavior Workshop Breakout Session Friday May 9, 2014 @ 12:55-1:45 p.m. Iowa Lakes Room, Pocahontas AEA Melissa K. Wurth, Ed.S, NCSP, NCC School Psychologist/PBIS Coordinator

  2. Building a Sense of Belonging & Community Remember Maslow’s Hierarchy of Needs?

  3. Multi-Tiered Systems of Support

  4. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Intensive Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Intensive Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Targeted Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Targeted Interventions 5-15% • 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

  5. Empathy • RELATIONSHIP

  6. Behavior Expectations & Procedures

  7. Teaching Expectations & Procedures

  8. Various Methods to Teach Skits Songs Stations First ___ days of school designated to teaching behavior Social Stories Video Games Interactive Modeling (Responsive Classroom) Booster Sessions Posters Pre-Corrective Prompts Be sure to provide explicit instruction

  9. Be Proactive:Booster Sessions Initial Teaching – start of school year October – honeymoon is over, season change, time change, candy factor December – anticipation of long break January – treat this like the beginning of the year March or April – season change, time change, some have spring break May or June – countdown to last day of school (some visibly post this – message sent to children “adults are ready to get out of here”, so students focus on getting ready to get out of here *Use Data to determine additional teaching needs. *KEEP IN MIND: students with more intensive needs require MORE teaching. Resource: Positive Behavior Support at the Tertiary Level by Laura A. Riffel

  10. Providing Feedback for Behavior Feedback Ratio of 5:1

  11. Positive to Negative Ratio 20:1 15:1 5:1

  12. Mr. Park decided to try a different approach. During a typically unfocused session, he stopped the discussion and remarked, “You know, I’ve noticed several children sitting calmly and listening when others speak, and we’re hearing good ideas from lots of people. What other things have you noticed going well in this discussion?” And the students response…

  13. The children sat up a little straighter and leaned forward in interest. “Lots of kids are raising their hands and not calling out,” one student shared. “I didn’t fool around with my erasers. I just sat here,” Mark announced. Mr. Park’s response…

  14. With this positive scaffolding, Mr. Park found the children quite willing to share ideas about what they could do better. “Let’s try it,” he said after they’d made several suggestions. The group’s subsequent round of discussion was not perfect, but it was better. And the children were encouraged and invested rather than discouraged or resistant. The Power of Reinforcing Language

  15. Growth Mindset Feedback

  16. The Power of “Yet” When a person says, “I can’t…” Add to the end of that statement, “yet.” “You can’t do this yet, but no worries we’ll keep working on it until you can.” “…yet. You can’t do this yet, but keep trying & we’ll keep working together until you can.”

  17. Reasons for Success Strategy

  18. Prepare Students for Success Pre-corrective Prompts

  19. Pre-Corrective Prompts Defined Brief statements connected to expectations to prepare students before problem behavior can occur Put students’ minds in the thinking state Can be used with whole group, small group, or individually

  20. Pre-Corrective Prompts EXAMPLES Individual Example: Chris Pre-correct Individual (0-18 sec.) & Group (19 sec.-end) Example: Pre-corrects http://www.youtube.com/watch?v=Z0djD0gMgWQ Group Example (stop @ 3 minutes): PBIS in the Classroom – Morse Marshall MPS http://www.youtube.com/watch?v=mUlG4OodS2o

  21. Visual Supports:Classroom Expectations & Procedures

  22. Visual Supports:Visual Schedules & Cues

  23. Visual Supports:Task List http://exceltemplate.net/other/simple-to-do-list/

  24. Empathy

  25. Providing Empathy Love & Logic One-Liners (I know, Thanks for letting me know) Acknowledge Feelings Restatements “I’m sorry that happened.” Body Language Tone of Voice

  26. We are the deciding factor Relationship

  27. 2014 National Teacher of the Year Sean McComb https://www.teachingchannel.org/videos/meet-sean-mccomb-2014-ntoy-finalist Thank you for your participation today!!!

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