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Behavior Strategies 2013-14

Behavior Strategies 2013-14

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Behavior Strategies 2013-14

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  1. Behavior Strategies 2013-14 Presented by: Behavior Intervention Specialists Heather Bushard Melissa Lilleberg Stephanie Mars Pam Rother

  2. “Adults who work with youth have long been aware of the awesome power of relationships.” -Bendtro, Brokenleg, & VanBockern Reclaiming Youth At Risk

  3. The 10 – 90 Rule of Behavior Intervention

  4. Research is… • Telling us the methods we have been using to “manage” students are not working • Validating the importance of intrinsic motivation • Indicating the short-term success of extrinsic motivation • Indicating that extrinsic motivation tends to DECREASE intrinsic motivation!

  5. Alfie Kohn VS Dwight Schrute

  6. Positive Behavior Intervention Effective behavior support involves modifying environments, teaching new skills, and controlling staff responses Reducing challenging behavior Increase & support positive behavior

  7. Kids Do Well If They Can

  8. Making a Plan TEACH PREVENT RESPOND

  9. Fist Activity

  10. Reasons for Choosing Behaviors • To avoid pain: Question: Punishment Guilt Consequences “What will happen if I don’t?” Diane Gossen, “My Child Is A Pleasure”

  11. Reasons for Choosing Behaviors • For respect or reward: Question: “What will I get if I do?” Approval Applause Compensation Diane Gossen, “My Child Is A Pleasure”

  12. Reasons for Choosing Behaviors • To be the person they want to be: Question: “Who will I be if I do?” Self-respect Diane Gossen, “My Child Is A Pleasure”

  13. prevent – teach - respond 5 positions of control Buddy Punisher Guilter Manager (Coach) Monitor

  14. Diane Gossen5 Positions of Control

  15. prevent – teach - respond The Manager (Coach) • Encourages self control • Discusses beliefs & values • Focus on working together • Asks “What do you believe?” • “If you solve this problem, what does that say about you?”

  16. prevent – teach - respond Who Would Say… • I’m disappointed in you… • You never get it right. • C’mon, do it for me. • Do you want to earn a happy face sticker today? • Didn’t you say you’d do it? • You’re always the last one to finish. • How can you solve this problem? • You won’t get a star if you don’t finish • What do you believe about how we treat each other?

  17. Rules Beliefs MANAGER (COACH) MONITOR Consequences Fixing It prevent – teach - respond The Weave If you don’t _______... The consequences will be _________. I would rather be talking to you about _______... (fixing it- we both get needs met)

  18. prevent – teach - respond Role Playing The Weave Get with your ‘shoulder partner’ Choose a scenario Each person practice The Weave

  19. prevent – teach - respond First Hour Needs “By focusing on fulfilling fundamental emotional needs, teachers can enhance students’ motivation to learn.” Spence Rogers and Lisa Renard, “Relationship-Driven Teaching” 1999

  20. What Do You Do With A Child Like This? Inside the Lives of Troubled Children By: L. Tobin prevent – teach - respond

  21. Acknowledgement prevent – teach - respond Communication Touch Humor Socialization Nutrition

  22. prevent – teach - respond Precipitating Factors Understanding helps us: • Be proactive • Avoid becoming a factor • Depersonalize

  23. Functions of Behavior Why do they do what they do?

  24. Behavior Iceberg Functions of Behavior Unmet Needs and Lagging Skills

  25. To be effective educators, we must be able to look beyond the misbehavior and beyond our frustration to discover the purpose of the behavior. Bendtro Brokenleg and Van Bockern; Reclaiming Youth At-Risk, (1990)

  26. Functions of Behavior Challenging Behavior serves one of two primary functions:

  27. Behavior Iceberg Functions of Behavior Unmet Needs and Lagging Skills

  28. The Impact of Labeling Behavior

  29. Lagging Skills • Challenging Bx occur when thedemands of the environment exceed a kid’s capacity to respond adaptively

  30. Ross Greene- Check Your Lenses

  31. Choice Theory Students engage in learning when it is meaningful —but meaningful means when the activity satisfies a deep-rooted human emotional need (W. Glasser 1998).

  32. Basic Needs love accomplishment family love Survival Love & Belonging Power Fun Freedom competence groups recognition friends achievement laughter creativity choices play learning expression

  33. Making a Plan Behaviors TEACH Antecedents Consequences PREVENT RESPOND

  34. prevent – teach - respond “If a child doesn’t know how to read, we TEACH” “If a child doesn’t know how to swim, we TEACH” “If a child doesn’t know how to multiply, we TEACH” “If a child doesn’t know how to drive, we TEACH” “If a child doesn’t know how to behave, we….. -TEACH? -PUNISH? Why can’t we finish the last sentence as automatically as we do the others? John Herner (NASDE President) Counterpoint 1998, p2

  35. prevent – teach - respond Creating the Conditions for students to fix their mistakes and return to the group stronger than they were before

  36. Needs Inventory • Complete the front- NO PEEKING  • Score each section and transfer your totals to the back

  37. What Drives You Crazy?

  38. Beauty and the Beast

  39. prevent – teach - respond Respond VS React

  40. prevent – teach - respond • Climate of Yes • Does it really matter? • If she pays attention? • If he stands while working?

  41. Tootsie Pop Fun

  42. Cortex Limbic System Brain Stem prevent – teach - respond Tootsie Pop Brain

  43. prevent – teach - respond

  44. prevent – teach - respond Keys to Limit Setting • Simple and clear • Enforceable

  45. prevent – teach - respond Enforceable Statements Tell kids what WE will door allow… rather than trying to tell THEM what to do.

  46. prevent – teach - respond Enforceable Statements • “Don’t talk to me in that tone of voice!” • “I’ll listen as soon as your voice is as calm as mine.” • “I’m not going to line you up until everyone is silent.” • “I’ll be lining up students up as soon as it quiets down.”

  47. prevent – teach - respond Enforceable Statements Activity

  48. prevent – teach - respond Differential Reinforcement AKA- The Light Switch General strategy for interacting with kids to help focus our positive energy on the behaviors we want to continue to see.

  49. prevent – teach - respond