Behavioral Strategies and Techniques to Use with Students ... · •Raising your voice/ yelling ... Techniques that backfire: s 14 Behavior Support Strategies Proximity •Teacher/staff

www.acps.k12.va.us

Behavioral Strategies and Techniques to Use with Students

in Afterschool Programs Special Education Autism/Behavior Support Team

Kelley Kirkpatrick, M. Ed.

Amy Balas, M. A., BCBA, LBA

www.acps.k12.va.us www.acps.k12.va.us

2

Framing the Learning

Essential Question:

How can I meaningfully support students with diverse needs in my program?

Objective:

Participants will discuss and practice implementing behavioral strategies to meet the needs of students with disabilities.


3

People First Language

Instead of this …..

• Handicapped Student, Wheelchair Bound, Disabled Student

• ID Student; Mentally Retarded

• Autistic Student

• Special Education Student

Say This….

• Students with disabilities

• Student with an intellectual disability

• Student with autism.

• Student who receives special education services.


4

Activity https://www.understood.org/en/learning-attention-issues/personal-stories/stories-by-kids/video-young-man-with-processing-issues-inspires-others

After watching the above video, consider a student in one of your after school programs who is currently displaying challenging behavior. What is a different perspective you could take on this student’s behavior? Share with your elbow partner.

https://www.understood.org/en/learning-attention-issues/personal-stories/stories-by-kids/video-young-man-with-processing-issues-inspires-others


























5

Students’ Points of View

https://www.facebook.com/Upworthy/videos/1125589420815248/?pnref=story




6

Essential Support Strategies to Use Every Day


7

Essential Daily Supports: Chunking

*Chunk Tasks

• Sectioning tasks into parts to be completed

• Reducing the overall number of demands for a student to complete

• Highlight what the student should start with

Say This? Or That? Why?

“Start with this – I’ll check in with you in a few minutes” “Why don’t you just do this part and I’ll help with the rest.”

*Chunking is a strategy used in your students’ classrooms when the full academic task is too

overwhelming for the student..


8

Essential Daily Supports: Supported Start

● Get the student to the right space - walk the student individually to the area they should be in

● Model the task for the student ● Help the student begin the task - e.g. start their

jacket zipper for them

• Gradual Release of Responsibility - I do, We do, You do

*Supported starts are a strategy used in your students’ classrooms when a student has difficulty getting

started with an academic task, but is able to finish it on their own.


9

Essential Daily Supports: Breaks

● Are the student’s physical and emotional needs met?

-Snacks

-Water

-Movement break

-Processing, reflecting, recapping events of the day

● Use first/then statements: “First put your jacket on, then we go outside for break”

-The “then” part of the statement should be something fun or positive for the student


10

Behavioral Strategies


11

Behavior is Communication


12

Functions of Behavior • Four basic functions of behavior:

– Attention • “Come and talk to me, I won’t get to talk to anyone at

home about my day.”

– Escape • “This homework is too hard for me!”

– Self-stimulatory/Boredom • “I don’t know what else to do right now.”

– Tangible • “I’m hungry and I really want that candy.”


13

• Raising your voice/ yelling

• Too much talking with explanations or negotiations

• Saying “I’m the boss” or “This is my classroom”

• Insisting you are right or having the last word

• Using sarcasm

• Attacking the student’s character

• Bringing up unrelated events

• Holding a grudge

• Preaching/ Nagging/Pick your battles

• Making assumptions

Techniques that backfire:


14

Behavior Support Strategies

Proximity

• Teacher/staff presence can help improve student behavior

• Environmental set-up – consider how the space is set up so you can be close to as many students as possible


15

Behavior Support Strategies

Clearly articulate expectations

• Quietly restate expectations to student

• Ask what support they need to get on task

• State expectations, walk away and then come back. This shows you expect them to get on task.


16

Why Some Students Need Additional Supports

• Understood.org

• https://www.understood.org/en/tools/through-your-childs-eyes/player?simq=66dc223a-29e3-4956-ae1e-e7b1beff3584&gradeId=d345222a-9e6f-483a-97eb-6ab55bd7288e&personalized=true

https://www.understood.org/en/tools/through-your-childs-eyes/player?simq=66dc223a-29e3-4956-ae1e-e7b1beff3584&gradeId=d345222a-9e6f-483a-97eb-6ab55bd7288e&personalized=true

























17

What do I do?

Simple non-compliance

• Directives should be short and specific.

• Remind children of the expectations.

• Statements telling a child to stop should be followed up with a statement telling the child what he should be doing.

– Example: “Don’t tap your pencil. Begin your homework, please.”


18

What do I do?

Lack of participation in an activity

• Praise group participation on the task at hand.

• Restate the rules “We are eating snack right now, please sit in your seat.”

• Find a student who is following directions – say, “I like the way Sally is sharing with her partner.”

• Praise the student for making any appropriate steps toward rejoining the group.


19

What do I do? Cursing/Inappropriate language

• If cursing is due to lack of knowledge:

– Staff should provide more appropriate response “When you drop something, you say ‘uh-oh’.” Laughing , getting angry, or repeating word only provides attention to behavior.

• If cursing/language is used for attention:

– Ignore

– No eye contact, redirect other children, no statement to child

– Prompts to other children may include instructing them to ignore child as well while praising their appropriate behaviors.


20

What Happens AFTER a Behavioral Incident?

• Discussion of any consequences or problem-solving can only happen once student is fully calm

• Repair the relationship

• Ensure multiple positive interactions occur to break the cycle (aim for at least 4 positive interactions to every 1 negative interaction)

• The adult must take the initiative to model appropriate response after the altercation


21

Re-establishing Communication, building Therapeutic Rapport

After challenging incidents, it is important to:

-reconnect with your student

-listen

-offer support

-plan for what to do next time

-incorporate resolving issues into future interactions

www.acps.k12.va.us

Every Student Succeeds www.acps.k12.va.us

22

Additional Resources

The following information was sourced from CASEL- the Collaborative for Academic, Social, and Emotional Learning

https://casel.org/

© 2018 CASEL

https://casel.org/

www.acps.k12.va.us


23

Some Cornerstones for Social Emotional Learning

www.acps.k12.va.us


24

www.acps.k12.va.us


25

SEL Approaches from CASEL

www.acps.k12.va.us

Every Student Succeeds Interim Superintendent School Board

Ramee A. Gentry, Chair

Ronnie Campbell

William E. Campbell

Hal E. Cardwell

Karen A. Graf

Christopher J. Lewis

Margaret Lorber

Veronica Nolan Cindy Anderson, Vice Chair Dr. Lois F. Berlin

26

Questions?

Documents

Behavioral Strategies and Techniques to Use with Students ... · •Raising your voice/ yelling ... Techniques that backfire: s 14 Behavior Support Strategies Proximity •Teacher/staff