PBIS one step more… December 2014 Jeremy Geschwind Amy Ruona PPS

PBIS one step more…December 2014Jeremy GeschwindAmy RuonaPPS

Think of your history…what is something we should know about you that could help shape your program?Something other than the skills you were hired for….e.g. you made go carts as a child and raced them down your street.

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Reflection prompts

• What have I tried to change/improve?• What did I/do I avoid? Why?• How did I have to stretch?• What was surprising?• What worked / didn’t work?• What did I learn about myself? My students?• Where will I go to next with this?

1. Presenter 1 tells what s/he thought about in reflection – Collaborators listen and do not respond (3 min) Presenter “backs away” from group.

2. Collaborators ask each other clarifying and probing questions, share comments and ideas about what the Presenter has shared. Presenter listens and does not respond (3 min)

4. Presenter takes 2 minutes to think and speak about any new questions or insights they have gained from this exercise (2 min)

Repeat steps 1-4 for next Presenter.

FISHBOWL – GROUPS OF 3

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ConsolidateTake a moment to reflect on this

experienceLearn?Next steps?

(4 min)Share out

What is Working?

Take a 10 minute Break

WORKING WITH THE TOP OF THE TRIANGLE AND OTHER CHALLENGES IN OUR DAY

Let’s take a couple of minutes to review…

Basics first: STOIC

Correct fluently

Structure for success

Teach expectations

Observe and monitor

Interact positively

Proactive

Reactive

We have a strong structure…clear expectations…positive interactions…but there are still a few kids that can never seem to do what they are supposed to…HELP!

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Axioms

Don’t take it personally

Kids (people) do well if they can

We change the environment before we change student behavior

Patience and relationship are critical

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Know the student Learn what is seen and unseen Cultural congruence Skills

Academic Cognitive

Impulse control Sustaining attention Emotional self-regulation Problem solving Receptive and expressive language Social skills Shifting set, changing tasks

Home life protective and risk factors

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Re-framing “winning” All of our instruction comes down to getting a

student from Point A to Point B in their growth

We can identify Point A for a challenging student, and teach them to the next level

“Gains” for our challenging student may look different than his/her classmates

We make choices

We are flexible in what we want to see

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Won’t or Can’t?We see won’t

Bad, annoying Lazy, unmotivated Inappropriate Doesn’t try Trying to annoy me Refuses to sit still Unwilling

We need to understand can’t

Frustrated, challenged

Trying hard, tired of failing

Unaware Can’t get started Can’t remember Over-stimulated Unable

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“Why?” Students behave differently because they:

Don’t know or forget what is expected Don’t have the skill to do what is expected Don’t value what is expected Are processing other material “Get something” from their misbehavior Don’t feel connected Don’t experience success at school Don’t have their basic needs met

So What Can We Do?

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Planned discussion Set aside conference time

Make appointment with student

Prepare your thoughts

Listen to student

This provides attention, builds the relationship

Monitor, provide follow-up recognition

Fade

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Adjust relationship/Ratio of Interactions

Reflect on our interactions/collect data

Increase positive attention when student is doing the “right” thing. 3:1 ratio

Invite student participation in problem solving

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Meaningful work Provide a special job & practice it

This might increase:

Positive Attention Movement breaks Opportunity for success and recognition Satisfaction Skill development- the skills may need to taught Relationship building

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Contract / Goal Setting Provides attention

Provides skill building

Invite student into problem solving dialogue

Draft written agreement

Provide reinforcement

Movement Breaks

Relationshi

p!

Understanding ADHD*

*Attention Deficit Hyperactivity Disorder

Outside the Box

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Causes of ADHD

Genetics (97%) Gene level difference: a difference in neurotransmitter function

Environmental toxins such as tobacco, alcohol, and lead (2-10%)

Brain injuries (1-10%)

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ADHD and Executive FunctionsExecutive functions are not the

same as intelligence

Management system of the brain - Perception of Time - Impulse Control - Working Memory - Internal Language - Self-Regulation

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Perception of Time

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Impulse Control

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Working Memory

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Internal Language

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Self-Regulation

SUPPORTS FORSTUDENTS W/ ADHD

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Ideas for behaviors that accompany ADHD

Clear, consistent structure / routines High positives, predictable consequences

Frequent feedback

Encouragement

Surrogate frontal lobe Visual schedules Visual routines Visual checklists

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More Ideas…Movement – jobs, standing, work spaces Visual supports

Labels Boundaries

Patience and forgiveness

Opportunities to use strengths

Rock Paper Scissors Fiesta

Sympathy versus Empathy Video Clip

Managing the Cycle of Escalating

Behavior

After School Teacher Jason entering room (calm)

Jason, put your backpack and coat in your basket.

I can’t find a basket (trigger)

(Doesn’t move)

I don’t want to put my backpack away- I

have important stuff in it. (agitation)

You never believe me. I have very important stuff I NEED. (acceleration)

F_____ you! (peak)

Moves away and glares (de-escalation)

You can choose any empty basket.

Jason- please go now to the empty

basket with your backpack.

Jason this is what we do every day- you need to put your backpack away.

I guess you’ve made the choice to break this rule again.

Jason you can’t talk like that- it’s disrespectful…you owe me time.

Slowly moves closer, calmly points to beanbag

I guess I have because it’s a dumb rule.

Staff keeps eye on Jason as he sits in beanbag

Jason moves to beanbag and picks up comic book there (recovery)

How to break the cycle…

Have engaging programming

Identify triggers

Identify environmental factors that can be changed

Intervene early in an escalation

Teach replacement behaviors

Strategies for Managing Escalating Behavior

Staff empathy

Assisting the student to focus on the task

Providing space

Providing assurances and additional time

Permit preferred activities

Staff proximity

Independent activities

Passive activities

Movement activities

Student self-management when appropriate

Two Components for Managing Escalating

Behavior

1. Understand the Model Patterns Specific behaviors for each phase Know where the student is in the cycle

2. Develop Strategies for Each Phase Implement strategies based on where the

student is in the cycle

Phase 1: CalmStudent is cooperative.

Phase 2: TriggerStudent experiences a series of unresolved problems.

Phase 3: AgitationOverall behavior is unfocused.

Phase 4: AccelerationOverall behavior is leading to further negative

interactionsPhase 5: Peak

Overall behavior feels out of control- possibly unsafePhase 6: De-escalation

Overall behavior shows confusion and lack of focusPhase 7: Recovery

Student interested in busy work and not interested in engaging

Strategies

Intervention is focused on proactive prevention.

Engaging activities

Use positive reinforcement

Communicate positive expectations within the clear structure of the program

Teach skills to operate within the program

Providing opportunities for success

Problem Solve

Strategies1. Calm

Identifying the Trigger

1. Pre-Correction: anticipating the problem behavior and intervening beforehand

2. Addressing non-school based triggers: parent conferences-partnerships, school support services, wrap-around services

STRATEGIES2. TRIGGER

What to do before a behavior escalates fully…Goal is to reduce anxiety

Achieve eye contact

Use person’s name

Non-verbal signal

Proximity & praise

Reduce distance

Do the unexpected

Give time to think & decide

Give more “start” requests instead of “stop” requests.

Make non-emotional instead of emotional requests

Use the “broken record” technique.

CONNECT THEN

REDIRECT

Staff empathy

Movement activities

Space (jobs)

Options/Choices

Preferred activities

Staff proximity

Pre-arranged signal

Independent activities

Relaxation techniques

CONTINUING TO REDUCE AGITATION

Strategies3. Agitation

Techniques that may backfire

Raising your voice

Saying “I’m the boss”

Insisting on having the last word

Sarcasm

Nagging

Comparing to others

Drawing others in

Insisting you’re right

Preaching

Assumptions

Non related events

Holding a grudge

STRATEGIES3. AGITATION

Strategies

4. Acceleration

Intervention is focused on safety

Remove all triggering factors

Avoid escalating prompts

Maintain calmness, respect and detachment/non- confrontational

Approach the student in a non-threatening manner

What are Escalating Prompts?

Agitated behavior from staff (shouting) Cornering the student Engaging in power struggles Moving into the student’s space Touching or grabbing the student Sudden or very quick responses Making derogatory statements Arguing/becoming defensive Body language that shows anger & frustration

ENGAGE DON’T ENRAGE

What is a Non-Threatening Manner?

Establish eye level position

Move slowly…Give student space

Speak privately

Be brief

Stay with agenda and avoid power struggles

Acknowledge cooperation

Crisis management Implement your plan

contact the office clear the room

DO NOT PROBLEM SOLVE Encourage Calmness

Deep breaths Sitting down “You are not in trouble”

INTERVENTION IS FOCUSED ON SAFETY

Strategies 5. Peak

Intervention is focused on monitoring for re-escalation of

behavior

Monitor for health/safety of all involved Avoid blaming Allow time and space Engage in independent work Cool-down time Determine appropriate time to debrief

Strategies

6. De-escalation

Intervention focuses on returning to normal activities

Follow through with consequences

Positively reinforce any displays of appropriate behavior

Debrief/rehearse problem solving routine

Strategies7. Recovery

EFFECTIVE CONSEQUENCES

Does the consequence…

• Model, instruct or teach a more appropriate behavior?

• Interfere with the flow of the program?

• Give the student the choice to redirect and engage in activities?

Strategies7. Recovery

Facilitates transition back to program… not further negative consequence.

Goal is to increase appropriate behavior

Pinpoint events that contributed to the incident- Name it to Tame it.

Focus on problem solving

Teach replacement behaviors

Debriefing activities and forms

Debriefing Session

Proactive Strategies

Have program-wide structure and expectations in place

Engaging activities

Identifying triggers and making changes

Progressive Break Plan

Verbal De-escalationTechniques

Daniel Siegel“Flipping Your Lid “Video Clip

What Do Our Older Students Want?

Fun Choices Leadership opportunities To be understood Separation/Distinction

Different acknowledgement system Different snack table Different Clubs Different responsibilities

Power Freedom Space/Peace

Ways to Engage Our Older Students

Acknowledgement of developmental differences Leadership Activities

“Leadership Club”/“Leadership Squad” Intentional Meetings Opportunities to make decisions

Concept of responsibility & consequences Separate Space Different roles/jobs Balance of enrichment, recreation, & academics Special Interest Clubs

Leadership Skill Building Model leadership behaviors

What are you doing and why are you doing it Build up slowly

Small opportunities with room for growth Lots of Cooperative Games Distinct Day of the Week Explore interests Role Plays/Problem Solving Scenarios Skill Building

Teaching a lesson Reading to a younger child Leading a game

Specific student jobs that have worked

Ball Collector Snack Helper Eyes and Ears Ref-ing Lead Circle Assistant teacher during lesson plan Game Leader Recess Helper Student Voice at Monthly Staff meeting

Projects that have worked…

Bike Project (Beverly Cleary) Community Volunteering (BC) Re-teaching favorite lesson plans (Sunnyside) Fundraising for specific organizations (Hill-

Glencoe) Monthly craft project Reading Buddies (Abby) Teacher /Sports Assistant Scavenger Hunt (Mike-KCLC) Clubs

Action Hero Adventure Club (Maia-F House)

Potential Challenges

Potential Barriers Rigidity of Grown-ups

Has to be a priority Staying within ratio

Floater 1 day of week Sight and sound for compliance

Shared space Separate table/Separate corner

Transitional staff Students can train

Power Struggles Engaging on the fly:

Tend to be reactive rather than proactive I need time to think about it and need more

information Do you have any ideas as to why I might say no? I know you are ready for it- but I’m not

When we lead with the “no” We don’t know what to do When we are in a hurry We think we need to be the “dictator” We are frustrated with the child

Adult Self-Reflection Willingness to relinquish control Tolerance for ambiguity Willingness to put in the work up front Being comfortable with the prep, process,

and reflection Being ok with an activity turning out

differently than planned Validate students’ thinking/welcome their

ideas Have high expectations Skill building for success

Can I do this? Is there someone on my staff who can?

TEAM MEETING…NEXT STEPSSTOIC?TOP 5%?ESCALATION CYCLE?OLDER STUDENTS?