The Acting Out Cycle

1. The Acting Out Cycle Windham Paraprofessionals August 24, 2012 Iris White Education Consultant Connecticut State Department of Education

2. Definition Walker, Colvin, and Ramsey (1995) define antisocial behavior as the “opposite of cooperative, positive, and mutually reciprocal behavior.” Students exhibiting anti social behavior are described as aggressive, frustrated, incorrigible, hard to deal with, difficult to teach, and unmotivated.

3. Paraprofessional Study • The Legislative Program Review and Investigations Committee authorized a study of paraprofessionals in April 2006. The study focused on whether Connecticut should establish minimum standards for public school paraprofessionals who perform instructional tasks for students in kindergarten through twelfth grade (K-12) . Findings and recommendations were made in several areas affecting paraprofessionals with instructional responsibilities. • The full report can be downloaded at: www.cga.ct.gov/2006/pridata/Studies/School_Paraprofessionals_Final_Report.htm.

4. Connecticut Paraprofessional Legislation Sec. 10-155j. Development of paraprofessionals. The Department of Education, through the State Education Resource Center and within available approproriations for such purposes, shall promote and encourage professional development activities for school paraprofessionals with instructional responsibilities. Such activities may include, but shall not be limited to, providing local and regional boards of education with training modules and curricula for professional development for paraprofessionals and assisting boards of education in the effective use of paraprofessionals and the development of strategies to improve communication between teachers and paraprofessionals in the provision of effective student instruction.

5. Connecticut Paraprofessional Legislation Sec. 10-155k. School Paraprofessional Advisory Council. The Commissioner of Education shall establish a School Paraprofessional Advisory Council consisting of one representative from each statewide bargaining representative organization that represents school paraprofessionals with instructional responsibilities. The council, shall advise, at least quarterly, the Commissioner of Education, or the commissioner’s designee, of the needs for the training of such paraprofessionals. The council shall report, at least quarterly, in accordance with the provisions of section 11-4a, on the recommendations given to the commissioner, of the commissioner’s designee, pursuant to the provisions of this section, to the joint standing committee of the General Assembly having cognizance of matters relating to education.

6. Connecticut Paraprofessional Legislation Sec. 2008. Not later than December 1, 2008, the department shall report and make recommendations to the joint standing committee of the General Assembly having cognizance of matters relating to education concerning professional development for paraprofessionals and the status and future of school paraprofessionals with instructional responsibilities.

7. School Paraprofessional Advisory Council Members:

8. Council’s Accomplishments Assisted in the development of CSDE resource materials for educators, including the Scientific Research Based Interventions (SRBI) and Paraprofessionals brief and provided guidance on the publishing of a monthly newsletter that has included important resources and provided information on many key professional development topics (e.g., Assistive Technology, Creating Student Independence, and Paraprofessionals and Instructional Support). Assisted in the development of surveys to districts which identified the professional development needs of instructional paraprofessionals and problem areas that may exist. This information has been used to inform statewide professional development offerings that meet the needs of paraprofessionals. Developed the Connecticut Paraprofessional of the Year Program to recognize the important role of the paraprofessional in supporting student achievement.

9. CT Paraprofessional of the Year • The Connecticut State Department of Education (CSDE and the School Paraprofessional Advisory Council has established the Connecticut Paraprofessional of the Year Program to recognize the important role of the paraprofessional in supporting student achievement. • The 2013 Connecticut Paraprofessional of the Year will be announced at the SERC Paraprofessionals as Partners Conference on November 14, 2012 at the Crowne Plaza Hotel, Cromwell, CT.

10. Council Recommendations • Field experiences for teacher candidates should include opportunities to observe effective collaborative practices between teachers and paraprofessionals and the appropriate utilization of paraprofessionals in the classroom. • Collaboration with paraprofessionals should be integrated into the Teacher Educator and Mentoring (TEAM) Program. • Training programs for school administrators should include coursework on how to supervise and evaluate paraprofessionals. • Districts should be encourage to involve their paraprofessional workforce in regular professional development activities each school year aimed at ensuring that these staff members: 1) remain current on all instructional practices related to their assignments; and 2) continue to develop and enhance their instructional competencies in core areas (such as, working with students with autism, managing behavior, instructional strategies for students who are struggling, school climate, etc.)

11. Connecticut’s Working Definition “A paraprofessional is an employee who assists teachers and/or other professional educators or therapists in the delivery of instructional and related services to students. The paraprofessional works under the direct supervision of the teacher or other certified or licensed professional. The ultimate responsibility for the design, implementation and evaluation of instructional programs, including assessment of student progress, is a collaborative effort of certified and licensed staff.”

13. Connecticut Guidelines for the Training and Support of Paraprofessionals Published and endorsed by the CT State Department of Education Revised March 2012 Revised document adds: Questions supervisors should ask themselves when evaluating paraprofessionals Interview questions for teacher candidates Documents: SERC LRE Newsletter and Paraprofessional Briefs on: working with English Language Learners, Students With ADD/ADHD, and Challenging Behaviors

14. IEPs In the case of paraprofessionals whose support includes students with disabilities, it is necessary for them to have an understanding of the IEP information that is pertinent to their role as an implementer. -Connecticut Guidelines for Training and Support of Paraprofessionals, pg. 58.

15. Paraprofessionals at the IEP Team Meeting • Paraprofessional attendance and placement team (PPT) meetings is an individual district and school-based decision. It is important that district or school personnel explain their policy on the attendance of paraprofessionals at PPTs to both parents and school staff. If a paraprofessional is required in the IEP and is not attending a student’s PPT meeting, it is the responsibility of the student’s teacher and the paraprofessionals’ supervisor to communicate in detail with the paraprofessional about the student, before the PPT. -Connecticut Guidelines for the Training and Support of Paraprofessionals, pg. 42.

16. CSDE Paraprofessional Information and Resources Webpage • Paraprofessional Information and Resources, part of the CALI website www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=321752 Contains paraprofessional regulations and legislation, professional development opportunities, resources, and research on paraprofessionals.

17. Paraprofessional District Contact Person Each district in Connecticut has identified a central office employee as a district contact person for paraprofessional issues. This persons’ role is to: act as a liaison between the district and SDE, disseminate information of importance to paraprofessionals, such as personnel development opportunities, policy updates, resource availability, information exchange, data gathering regarding best practices and networking across districts on effective practices for paraprofessionals. Newsletter emailed every month. Newsletter should be distributed to all staff.

18. Three factors that may cause antisocial behavior • A harmful early childhood • Aggressive behavior displayed when the child first enters school • Rejections to other children their age Children with antisocial behavior often do not know how to solve problems, talk about their thoughts or feelings, manage their anger, or build good relationships.

19. Characteristics of Children with Antisocial Behavior • Students with antisocial behavior also have more trouble following directions given by adults. These behaviors often lead to serious problems on the playground, bus, in hallways, lunchrooms, or libraries (Walker et al., 1987).

20. Emotional Disturbance • A condition exhibiting one or more of the following characteristics over a long period of time to a marked degree, which adversely affects educational performance: • An inability to learn that cannot be explained by intellectual, sensory, or health factors; • An inability to build or maintain satisfactory relationships with peers and teachers; • Inappropriate types of behavior or feelings under normal circumstances; • A general pervasive mood of unhappiness or depression; or • A tendency to develop physical symptoms or fears associated with personal or school problems (Individuals with Disabilities Education Act, 1992).

21. Alpha and Beta Commands • Alpha Commands • Clear, concrete, and specific • Minimal number of words • Reasonable amount of time for behavior to occur Beta Commands • Vague • Wordy • Often convey feelings of anger or frustration • May contain many sets of directions

22. Classroom Structure • http://www.youtube.com/watch?v=PhJD5RL331Q&feature=related. • http://www.youtube.com/watch?v=IgGiY0BJzLc&feature=related. How can you as a paraprofessional support the teacher in providing a positive, but structured classroom environment.

23. Research The Force Research Science Center at Minnesota State University-Mankato conducted a study on the nature of commands given in policing situations, particularly violent encounters like officer-involved shootings.

24. Findings • In nonviolent situations, officers overwhelmingly issued so-called “alpha” commands. Alpha commands are simple direct, and explicit, so that even someone in a chemically or emotionally induced fog is likely to understand them. “Take your hands out of your pocket” “Stop Talking” “Don’t leave your vehicle”

25. Findings In violent confrontations, the research revealed, officers’ command style tended to be dramatically different. As threats appeared or escalated, officers overwhelmingly used beta commands.

26. Findings • In nonviolent encounters, 84 percent given were alpha commands. In violent situations, only 16 percent were alpha.

27. Implications • Based on Professor Houlihan’s work with autistic children and others who show resistance in classrooms, he knows that “beta commands are very ineffective and inefficient. “They leave people guessing.” When teachers switch from beta to alpha commands, they experience greater compliance even from mentally and emotionally disturbed students. With the change you almost immediately see better teachers and better kids.”

28. Implications • Walker insightfully noted that “whether or not a child complies with an adult directive has as much to do with how the command is framed and delivered as it does with the consequences, or lack of them, that follow the delivery.”

29. Cultural Competence • Important to rule out cultural differences before identifying behavior as a problem. • Unrealistic to expect anyone to be completely knowledgeable about all intricacies of students. • Important to have an understanding of the cultural backgrounds of students.

30. Behavior Mantra “It is easier to prevent a behavior from occurring, than to deal with it after it has happened”

31. Acting-Out Stages • Calm • Triggers • Agitation • Acceleration • Peak • De-escalation • Recovery

32. The MODEL High Peak Acceleration De-escalation Agitation Recovery Trigger Calm Low Managing the Cycle of Acting-Out Behavior in the Classroom By Dr. Geoff Colvin

33. The MODEL High Low CALM 

34. Calm: Description • On-task • Follows rules and expectations • Responds to praise • Initiates appropriate behavior • Goal oriented • Socially appropriate

35. Calm: Intervention • Structure • Secure and predictable environment • Provide attention • Teach social behavior

36. Recognizing Appropriate Behavior • Assign additional desired responsibilities • Give feedback to parent or guardian • Distribute certificates of merit • Give verbal praise • Provide written feedback • Allow extra free time • Post student work

37. The MODEL High TRIGGER  Low

38. Triggers: Description Any event that provokes an undesired response from the student. • School-based • Non school-based

39. Triggers: Intervention • Respond to negative student behaviors in a professional manner • Don’t take it personally • View as a teaching opportunity

40. The MODEL High AGITATION  Low

41. Agitation (Anxiety): Description • More animated • Eyes dart—little focus • Busy hands • In and out of group • Stares into space • Language subdued and non-conversational • Hands contained • Withdraws from group • Off-task • Non-responsive

42. Agitation: Intervention Utilize strategies that calm the student down • Let student know you are aware that there is a problem. • Space-provide student with opportunity for isolation. • Time • Preferred activities-allow student to engage in a preferred activity for a clearly specified short time • Independent activities • Movement activities • Involve the student-allow student to plan for this time if appropriate • Relaxation activities

43. Offer Choices Acknowledge the student is in control of his or her own decisions Offer Choices Non-compliant choice Compliant choice Reinforce compliant choice

44. Offer Choices: Activity • Choose a new partner • Teacher makes request • Open to page 36 • Line up for lunch • Put your materials away • Student refused request • Teacher provides choices

45. Acceleration (Defensive): Description • Questions/argues • Uncooperative • Off-task • Provokes others • Tests limits • Unacceptable social behavior • Performs below expected levels • Whines and cries • Seeks to avoid an activity • Threatens and intimidates • Verbal abuse • Destroys property/ serious aggressive behavior in general

46. The MODEL High ACCELERATION Low

47. Acceleration: Intervention(Last Opportunity to Avoid Peak Behavior) • Avoid escalating the behavior • Maintain calm, respect and detachment • Utilize crisis prevention strategies to interrupt the chain of escalating behavior

48. Guidelines for Approaching the Accelerating Child • Move slowly • Speak privately, calmly and respectfully with student • Minimize body language • Keep reasonable distance • Establish eye-level position • Be brief • Stay with the agenda • Withdraw if behavior escalates • Avoid power struggles • Acknowledge cooperation

49. Calming Strategies: Activity Choose a partner Teacher Stand more than arm’s distance from the student Stand with one shoulder slightly angled toward student Open hands Relax arms in front of body

50. The MODEL High PEAK Low