COBPD Create a “Safe Place” where student can regain control

1. COBPD Create a “Safe Place” where student can regain control Plan less vigorous instruction during low arousal times Provide social learning opportunities Utilize empathy and compassion Maintain 3:1 Ratio of Interactions Accentuate student’s strengths Anticipate rapid mood swings Identify triggers to outbursts Utilize any ADHD strategy Avoid public reprimands RAD Encourage positive (not aggressive) play/activities Plan for accommodating a poor attention span Seat student around patient, mature peers “Attempt” to build relationship with student Provide social learning opportunities Allow student to have personal space Maintain 3:1 Ratio of Interactions Utilize empathy and compassion Accentuate student’s strengths Anticipate rapid mood swings Report psychological issues ADHD Tell student “in advance” of change in schedule Ask student to repeat directions/instructions Surround student with typically on-task peers Seat student away from distracting media Provide social learning opportunities Provide for structure and routines Maintain 3:1 Ratio of Interactions Give work in “manageable parts” Use abundant “Pre-Corrections” Allow for excessive movement Learn to ignore small “stuff” ODD/CD Agree to answer “excessive” questions during their time Seat the student “away” from the front of class Allow time for compliance (up to 2 min.) Call meeting with parent if necessary Maintain 3:1 Ratio of Interactions Allow student to get “last word” Build relationship with student Avoid public reprimands Give the student choices

2. Classroom Rules Consider using Mystery Rule strategy, CHAMPs, pg. 377 Require students to recite rules for first weeks of school Clearly post rules where visible throughout room Be predictably consistent with rule enforcement Periodically reward students for following rules Develop consequences for breaking rules Make rules observable and measurable State rules in a positive context Create no more than 3-6 rules Keep rules simple and brief Pre-Corrections Acknowledge appropriate behaviors after a Pre-Correction Use a Pre-Correction to correct a behavior before it occurs A Pre-Correction is a gently reminder of expected behavior Remember: “An ounce of prevention is worth a pound of cure.” Positive Correction Acknowledge that the youth can do the desired behavior Tell the youth what he/she is doing wrong Explain what behaviors you expect of the youth Ask the youth to repeat expectations Acknowledge any effort to comply Consequences Avoid consequences that have no teaching component Ensure parents/guardians are involved early in process Focus on restitution, (Saying, “I’m sorry.” isn’t enough.)  Clearly post consequences where visible throughout room Encourage parents to establish consequences at home to support school Issue consequences discretely and respectfully Make consequences reasonable and logical Enforce consequences consistently Create a continuum of consequences (least to most harsh)

3. Unmotivated Student Consider sparking some competition Abundantly praise on-task behavior Incorporate humor into relationship Introduce lesson with enthusiasm Assign student a “job” they enjoy Maintain 3:1 Ratio of Interactions Accentuate student’s strengths Build relationship with student Assess the origin of apathy Avoid public reprimands Vary your teaching style Depressed Student Report concerning behaviors to parent and counselor Create opportunities for student to bond with peers Provide for academic and social successes Protect and cultivate student’s self-esteem Allow to practice new concepts in private Follow student leadwith sensitive topics Build relationship with student Maintain 3:1 Ratio of Interactions Utilize empathy and compassion Give student a job/responsibility Reduce repetitive activities Model Optimism Angry Student Provide a “Safe Place” for student to de-escalate Remove students from negative peer influences Assess cause of anger (fear may precedes anger) Provide social learning opportunities Allow for student’s personal space Utilize empathy and compassion Maintain 3:1 Ratio of Interactions Build relationship with student Teach problem-solving skills Avoid public reprimands Identify and avoid triggers Model self-control Anxious Student Develop signal with student before calling on to answer question Provide a “Safe Place” for student to seek refuge Do not force student to interact with others Allow to practice new concepts in private Provide social learning opportunities Teach student problem-solving skills Reduce emphasis on competition Utilize empathy and compassion Accentuate student’s strengths Maintain 3:1 Ratio of Interaction Build relationship with student

4. Any strategy should be consistently and systematically applied for two weeks minimal. Created by the Upper Cumberland Behavior Cadre Ratio of Interaction: (Relationships) 80-90% of behavior problems can be resolved through relationship building Students don’t care what you know until they know that you care…… Educators need to ensure (3) positive interactions for every (1) negative interaction with students Positive Interaction = any interaction with student when on-task Negative Interaction = any interaction with student when off-task We are (8) times more likely to accumulate Negative than Positive Interactions Look for opportunities to interact when student is on-task Periodically assess your “Ratio of Interaction”

5. Any strategy should be consistently and systematically applied for two weeks minimal. Created by the Upper Cumberland Behavior Cadre What is….? ADHD = Attention Deficit Hyperactivity Disorder COBPD = Childhood Onset Bi-Polar Disorder RAD = Reactive Attachment Disorder ODD = Oppositional Defiant Disorder CD = Conduct Disorder Link to Mental Health Services Communicate all concerns with parents

6. Any strategy should be consistently and systematically applied for two weeks minimal. Created by the Upper Cumberland Behavior Cadre Non-Verbal Interventions: Planned Ignoring – only for attention-seeking behaviors Signals – a visual or auditory cue to get back on task Proximity Control – standing near a student who is off-task Touch Prompt – gently touching the desk of a student who is off-task

7. Sample Consequences:It should be noted that prior to enacting corrective consequences, positive reinforcement strategies should be utilized. • Use nonverbal signals (planned ignoring, signals, proximity, touch) • Verbal reprimand/Warning • Time owed after class • Use cost response procedures (take tokens away each time behavior occurs.) • In-class time-out • Loss of privileges (sit during recess to finish work) • Student – teacher conference • Implement behavior contract • Refer to counselor or mentor • Parental contact (phone, conference, etc.) • Restitution • Disciplinary Referral • Use after-school detention to practice desired behavior • ISS • Suspension • Alternative Educational Placement

8. Non-Verbal Interventions: • Planned Ignoring – only for attention-seeking behaviorsSignals – a visual or auditory cue to get back on taskProximity Control – standing near a student who is off-taskTouch Prompt – gently touching the desk of a student who is off-task

9. Pre-Corrections • Remember: “An ounce of prevention is worth a pound of cure.”A Pre-Correction is a gently reminder of expected behaviorUse a Pre-Correction to correct a behavior before it occursAcknowledge appropriate behaviors after a Pre-Correction

10. Positive Correction: 1) Acknowledge that the youth can do the desired behavior2) Tell the youth what he/she is doing wrong3) Explain what behaviors you expect of the youth4) Ask the youth to repeat expectations5) Acknowledge any effort to comply

11. Post-Correction: (Debriefing after an incident) • Explore youth’s perception of incidentShare your perception of incidentConnect incident to behavior patternExplore possible behavioral solutionsGuide student in developing a planThis should be done within 24 hours of the incident.

12. Ratio of Interaction: (Relationships) • 1) 80-90% of behavior problems can be resolved through relationship building2) Students don’t care what you know until they know that you care……3) Educators need to ensure (3) positive interactions for every (1) negative interaction with students4) Positive Interaction = any interaction with student when on-task5) Negative Interaction = any interaction with student when off-task6) We are (8) times more likely to accumulate Negative than Positive Interactions7) Look for opportunities to interact when student is on-task8) Periodically assess your “Ratio of Interaction”

13. Attention Signal: • (Establish first day of class and practice frequently.) • 1) Say: “Class, your attention please.”2) At the same time, swing right arm in a circular motion from the 9:00 position to the 12:00 position.3) This prompts all students to stop, look at you and raise hand. • Hand Communication Signals: (Use to eliminate unnecessary talking and disruptions.) • Sample:One finger = “I need to sharpen my pencil”.Two fingers = “I need to throw an item in the trash.”Three fingers = “I need to use the restroom.”Four fingers = “I need your assistance at my desk.”Five fingers = “May I come to your desk.” • Teacher should assign desired task to this systemPractice from the first day of schoolProvide periodic “class-wide” rewards for successful implementation

14. Social Skills Resources: • Universal • Targeted • Intensive

15. Universal Curricula • Second Step – Pre K-MS/(800) 634-4449 or (800) 634-4449 or http://www.cfchildren.org • Peace Works – Pre K to K, up to 12/ http://www.isn.net/cliapei/peaceworks/index2.htm • ASSIST Series – 1-6/(800) 547-6747 or www.sopriswest.com • The One-Minute Skill Builder – 1-12/ (800) 547-6747 or www.sopriswest.com • Cool Kids – K-3 & 3-8/(800) 547-6747 or www.sopriswest.com • Good Talking Words – Pre K & K/(800) 547-6747 or www.sopriswest.com

16. Targeted Curricula: • ICPS (I Can Problem Solve) – Pre-K though Intermediate/(800) 519-2707 or www.researchpress.com • Skill Streaming – Pre-K –HS/(800) 519-2707 or www.researchpress.com • The Prepare Curriculum – MS – HS/(800) 519-2707 or www.researchpress.com • Wise Lives Curriculum – 6-8/(800) 282-6657 or www.boystown.org/btpress

17. Intensive Curricula: • The Bully Proofing Series – Pre-K – 8th grade/(800) 547-6747 or www.sopriswest.com • The Bully Free Classroom – K – 8th /(612) 338-2068 or www.freespirit.com • The Tough Kid Series – 1-8th /(800) 547-6747 or www.sopriswest.com • Scripting – 6-12th /(800) 225-4769 or www.thinkpublications.com

18. Kentucky Initiatives: • KISSED – Kentucky Initiative in Social Skills and Educational Development. Contact Early Childhood Regional Training Centers. (Berea, Anderson, Ashland, Simpson & Calloway). For more information, visit: www.education.ky.gov • Kentucky Center for Instructional Discipline (KCID) – Contact Mike Waford at www.kycid.org

19. Other Excellent Resources: • The Teacher’s Encyclopedia of Behavior Management: 100 Problems/500 Plans. To order, call: (800) 547-6747 or www.sopriswest.com • The Special Kids Problem Solver. To order, visit: www.phdirect.com • The First Days of School. To order, visit: www.effectiveteaching.com • CHAMPs: A Proactive and Positive Approach to Classroom Management. To order, call (800) 547-6747 or www.sopriswest.com