attending to t l c when responding to behavior n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Attending to t-l-c when Responding to behavior PowerPoint Presentation
Download Presentation
Attending to t-l-c when Responding to behavior

Loading in 2 Seconds...

play fullscreen
1 / 8

Attending to t-l-c when Responding to behavior

0 Vues Download Presentation
Télécharger la présentation

Attending to t-l-c when Responding to behavior

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Attending to t-l-c when Responding to behavior The Boggs Center on Developmental Disabilities Rutgers, The State University of New Jersey In Partnership with the Office of Special Education New Jersey Department of Education 2019-2020 School Year Funded by IDEA -Part B 2019-2020

  2. Attending to T-L-C to When Responding to BehaviorTone-Language-Caring • Description: • Tone-Language-Caring (T-L-C) is an effective tool for responding to problem behavior in the moment. The ultimate goal of implementing a T-L-C strategy is to re-engage the student back into routine, therefore prevent further problem behavior. “You catch more flies with honey than vinegar” • Benefits • Helps de-escalate the behavior, and the need for intensive 1:1 support. • Helps adults to monitor own behavior (Q-TIP: Quit Taking It Personally) • Can be utilized as a ‘teachable moment’ to teach social skills often the student’s lacking in his/her repertoire. In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

  3. Attending to T-L-C to When Responding to BehaviorKey Features Tone • Use a quiet, neutral and attentive tone • Approach the situation as a teachable moment Language • Use objective, neutral and supportive language • Label emotions and behavior (not the student) • Paraphrase and mirror the student’s statements • Choose words that operationalize what you want the student to do. Caring Disposition • Display empathy and concern • Provide social coaching to help the student make a good choice • Offer options for how they can handle the situation • Give a opportunity to take a break • Offer opportunity to talk with someone In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

  4. Attending to T-L-C to When Responding to BehaviorT-L-C in Action Non Example Example What principles did you observer Rita Pierson using in her model example? In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

  5. Attending to T-L-C to When Responding to BehaviorSelf-Assessment In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

  6. Attending to T-L-C to When Responding to BehaviorReflections and Application • Personal Reflections • Reflecting on your self-assessment, what is one or two features of the T-L-C approach to redirection you would like to try incorporating into your redirection style? • What support or resources would help you to use this practice more regularly? • What questions do you have to clarify or use this practice effectively? • Personal Practice Change • For the next 3 weeks, try using the T-L-C feature you identified • We will reconvene at the end of the month to reflect on how it went • In the meantime, reach out if you need assistance In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

  7. Attending to T-L-C to When Responding to Behavior2-4 Week Follow-up • Personal Reflections • What were some of my most powerful learning moments? • A moment that was challenging? • A moment that was rewarding? • A moment where everything seem to click? • A turning point for me was when….. • Something I did to stay on track was….. In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020

  8. Additional Reflection Questions • Now that I have tried this practice, the first thing that comes to mind is….? • What were some of the most interesting discoveries I made while using this practice? • About the practice? • About myself? • About my students? • What were some of my most powerful learning moments? • A moment that was challenging? • A moment that was rewarding? • A moment where everything seem to click? • The moment I am most proud of is….. • A turning point for me was when….. • What got in the way of my being able to use this practice? • External (e.g., workload) factors that got in the way? • Internal (e.g., anxiety about doing something new or not understanding the practice) factors that got in the way? • What helped me to use this practice? • What external (e.g., assistance from a colleague) factors helped me? • What internal (e.g., personal strengths) factors helped me? • In what ways have my attitudes or beliefs changed as a result of trying this practice? • What do I need to do to ensure I continue to use this practice in the future? • What support or resources would help me continue to use this practice in the future? In partnership with NJDOE OSE funded by IDEA funds - Part B 2019-2020