Purpose

1. Taming the Lions: Implementation Tips for Working with Difficult Adults on Tier 2 and 3 Plans

2. Purpose • Increase buy-in and ownership of intervention plans for stakeholders and implementers • Work with others (even when you would rather not). • Understand the guiding principles for working productively as a team.

3. Student versus Adult Difficulties • Understanding student behavior • Solid assessment methods available (FBA) • Large menu of effective practices for managing difficult student behavior • FAR LESS research on “understanding” adult implementation difficulties

4. What types of challenges have you experienced working with others?

5. Can we think functionally about adult problem behavior?

6. 0 Desired Alternative Typical Consequence Summary Statement Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Acceptable Alternative Ask for break, ask for help.

7. 0 Testable Hypothesis for Teacher Behavior Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences

8. 0 Testable Hypothesis for Teacher Behavior Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Student Disruptive Behavior Sends Student to Office Avoid Difficult Student

9. What happens if a behavior plan recommends that this student stays in class?

10. Adult Resistance is Functional • Even “ineffective” management strategies work for adults • Resistance may be about protecting functional strategies

11. What can we do? • Allow opportunity for implementers to express concerns • Don’t dismiss resistance • Work to consensus

12. 0 Implementing Behavior Support Plans Addressing Resistance

13. 0 “Points in the Paint:” Tips for successful implementation(Chandler & Dahlquist, 2002) • Begin with one teacher who is willing to participate and spread the word about success. • Reduce jargon. • Emphasize that FBA/BSP is one of many tools. • Do not blame or criticize. • Acknowledge the expertise and skills of the educators with whom you are working.

14. 0 Tips for success (continued) • Demonstrate understanding of the variables that affect staff. • Anticipate and be prepared to respond to resistance issues. • Brainstorm with staff rather than tell them what to do (i.e., use a team-based process). • Directly administer and monitor intervention strategies. • Teach others how to do FBA

15. Sometimes resistance is not “adult non-compliance”

16. 0 Deciding on Interventions Two types of problems: • Can’t Do • Teach, Remind, Practice • Won’t Do • Motivate, Encouragement and Discouragement

17. Sometimes what’s needed is teaching…just like with students

18. So What Can We Do? • Gather FBA data from implementers • Make decisions as a team • Define success BEFORE implementation • Script plans for adults • Create short follow-up windows

19. 0 Resistance to Implement Behavior Supports • Increasing “buy-in” • Six common objections to behavior support plans • Strategies to address objections (Chandler & Dahlquist, 2002)

20. 0 1. Student’s should be self-motivated • External versus internal rewards • Ultimate goal is independence (self-motivation) • Unfortunately, not all students self-motivated to behave appropriately. • Some students need extra boost to get on track. • Point out external rewards (paycheck, smiles, good grades, interaction with peers, high-five)

21. 0 2. I don’t have time for this. • Severe problem behaviors will not change yesterday. • Already taking time to “manage” severe problem behavior. • Work smarter, not harder. • Prepare teachers for initial investment and likelihood that time commitment will decrease over time as students become successful.

22. 0 3. It is not my job. • It is the special education teacher’s job to “fix” this kid. • Suggest to teacher that you will support their efforts. • What if the teacher has no choice? Student must be in the class because it is the appropriate placement.

23. 0 4. It is not fair to treat students differently. • Fair is the place you go to ride the ferris wheel. • Fair means every student gets what they need NOT that every student gets the same thing. • Most students recognize that a student with severe behavior problems NEEDS additional help. • What if another student wants a special behavior contract? Is that okay? • Point out examples of how students are already treated differently in class. • Are all students required to write identical papers?

24. 0 5. It is not my fault. • If student is failing, teacher may feel he or she is being blamed. • Remember to reinforce teachers too! • Praise teacher. • Acknowledge hard work.

25. 0 6. It won’t work or I tried that already and it didn’t work. • Acknowledge efforts and ask teacher to try again. • Set timelines for evaluation • Monitor fidelity of implementation • Give feedback

26. 0 When all else fails…“Teacher-proof” your plans • When resistance remains, changing student behavior may depend on setting student up for success. • Teach important social skills to students • Teach students to manage and reinforce their own behaviors

27. Resources and Contacts pbiswashington.pbworks.com flintsimonsen@centurylink.net