COBPD 

Create a “Safe Place” where student can regain control

Plan less vigorous instruction during low arousal timesProvide social learning opportunities

Utilize empathy and compassionMaintain 3:1 Ratio of InteractionsAccentuate student’s strengthsAnticipate rapid mood swingsIdentify triggers to outburstsUtilize any ADHD strategyAvoid public reprimands

AD

HD

 T

ell stu

de

nt “in

ad

van

ce” o

f cha

ng

e in

sche

du

leA

sk stud

en

t to re

pe

at d

irectio

ns/in

structio

ns

Su

rrou

nd

stud

en

t with

typica

lly on

-task p

ee

rsS

ea

t stud

en

t aw

ay fro

m d

istractin

g m

ed

iaP

rovid

e so

cial le

arn

ing

op

po

rtun

ities

Pro

vide

for stru

cture

an

d ro

utin

es

Ma

inta

in 3

:1 R

atio

of In

tera

ction

sG

ive w

ork in

“ma

na

ge

ab

le p

arts”

Use

ab

un

da

nt “P

re-C

orre

ction

s”A

llow

for e

xcessive

mo

vem

en

tL

ea

rn to

ign

ore

sma

ll “stuff”

RA

D

 E

nco

ura

ge

po

sit i v

e (

no

t a

gg

ress

ive

) p

l ay/

act

ivi ti

es

Pl a

n f

or

acc

om

mo

da

t ing

a p

oo

r a

tte

nti o

n s

pa

nS

ea

t st

ud

en

t a

rou

nd

pa

t ien

t, m

atu

re p

ee

rs“A

t te

mp

t ” t

o b

uil d

re

lati o

nsh

i p w

i t h s

t ud

en

tP

rov i

de

so

cia

l le

arn

i ng

op

po

r tu

nit i

es

Al lo

w s

t ud

en

t to

ha

ve p

ers

on

al s

pa

ceM

ai n

tain

3: 1

Ra

ti o o

f I n

t era

cti o

ns

Uti l

i ze

em

pa

t hy

an

d c

om

pa

ssi o

nA

c ce

nt u

at e

stu

de

nt ’ s

st r

en

gt h

sA

nti c

ipa

t e r

ap

id m

oo

d s

win

gs

Re

po

r t p

sych

ol o

gi c

al i

ssu

es

ODD/CD 

Agree to answer “excessive” questions during their time

Seat the student “away” from the front of classAllow time for compliance (up to 2 min.)

Call meeting with parent if necessaryMaintain 3:1 Ratio of InteractionsAllow student to get “last word”Build relationship with student

Avoid public reprimandsGive the student choices

Consequences

Avoid consequences that have no teaching componentEnsure parents/guardians are involved early in process Focus on restitution, (Saying, “I’m sorry.” isn’t enough.)

 Clearly post consequences where visible throughout room

Encourage parents to establish consequences at home to support school

Issue consequences discretely and respectfullyMake consequences reasonable and logical

Enforce consequences consistently Create a continuum of consequences

(least to most harsh)

Classroom Rules 

Consider using Mystery Rule strategy, CHAMPs, pg. 377Require students to recite rules for first weeks of school

Clearly post rules where visible throughout room Be predictably consistent with rule enforcement Periodically reward students for following rules

Develop consequences for breaking rulesMake rules observable and measurable

State rules in a positive contextCreate no more than 3-6 rules

Keep rules simple and brief

Pre-C

orrectio

ns

 

Ackn

ow

led

ge

ap

pro

pria

te b

eh

avio

rs afte

r a

Pre

-Co

rrectio

nU

se a

Pre

-Co

rrectio

n to

corre

ct a b

eh

avio

r b

efo

re it o

ccurs

A P

re-C

orre

ction

is a g

en

tly rem

ind

er o

f e

xpe

cted

be

ha

vior

Re

me

mb

er: “A

n o

un

ce o

f pre

ven

tion

is w

orth

a p

ou

nd

of cu

re.”

Po

siti

ve C

orr

ecti

on

Ack

no

wle

dg

e t

ha

t th

e y

ou

th c

an

do

th

e

de

sire

d b

eh

avi

or

Te

ll th

e y

ou

th w

ha

t h

e/s

he

is d

oin

g w

ron

gE

xpla

in w

ha

t b

eh

avi

ors

yo

u e

xpe

ct o

f th

e

you

thA

sk t

he

yo

uth

to

re

pe

at

exp

ect

atio

ns

Ack

no

wle

dg

e a

ny

eff

ort

to

co

mp

ly

Dep

ressed

Stu

de

nt

 R

ep

ort co

nce

rnin

g b

eh

avio

rs to p

are

nt a

nd

cou

nse

lor

Cre

ate

op

po

rtun

ities fo

r stud

en

t to b

on

d w

ith p

ee

rsP

rovid

e fo

r aca

de

mic a

nd

socia

l succe

sses

Pro

tect a

nd

cultiva

te stu

de

nt’s se

lf-este

em

Allo

w to

pra

ctice n

ew

con

cep

ts in p

rivate

Fo

llow

stud

en

t lea

dw

ith se

nsitive

top

icsB

uild

rela

tion

ship

with

stud

en

tM

ain

tain

3:1

Ra

tio o

f Inte

ractio

ns

Utilize

em

pa

thy a

nd

com

pa

ssion

Give

stud

en

t a jo

b/re

spo

nsib

ilityR

ed

uce

rep

etitive

activitie

sM

od

el O

ptim

ism

Anxious Student 

Develop signal with student before calling on to answer question

Provide a “Safe Place” for student to seek refugeDo not force student to interact with othersAllow to practice new concepts in private

Provide social learning opportunitiesTeach student problem-solving skills

Reduce emphasis on competitionUtilize empathy and compassionAccentuate student’s strengthsMaintain 3:1 Ratio of InteractionBuild relationship with student

An

gry

Stu

den

t 

Pro

vid

e a

“S

afe

Pla

ce”

for

stu

de

nt

to d

e-e

sca

late

R

em

ove

stu

de

nts

fro

m n

eg

ativ

e p

ee

r in

flue

nce

sA

sse

ss c

au

se o

f a

ng

er

(fe

ar

ma

y p

rece

de

s a

ng

er)

Pro

vid

e s

oci

al l

ea

rnin

g o

pp

ort

un

itie

sA

llow

fo

r st

ud

en

t’s p

ers

on

al s

pa

ceU

tiliz

e e

mp

ath

y a

nd

co

mp

ass

ion

Ma

inta

in 3

:1 R

atio

of

Inte

ract

ion

sB

uild

re

latio

nsh

ip w

ith s

tud

en

tT

ea

ch p

rob

lem

-so

lvin

g s

kills

A

void

pu

blic

re

prim

an

ds

Ide

ntif

y a

nd

avo

id t

rigg

ers

Mo

de

l se

lf-co

ntr

ol

Unmotivated Student 

Consider sparking some competitionAbundantly praise on-task behavior Incorporate humor into relationshipIntroduce lesson with enthusiasmAssign student a “job” they enjoyMaintain 3:1 Ratio of InteractionsAccentuate student’s strengths Build relationship with studentAssess the origin of apathy

Avoid public reprimandsVary your teaching style

 

 

Ratio of Interaction: (Relationships)80-90% of behavior problems can be resolved through relationship building

Students don’t care what you know until they know that you care……Educators need to ensure (3) positive interactions for every (1)

negative interaction with studentsPositive Interaction = any interaction with student when on-task

Negative Interaction = any interaction with student when off-taskWe are (8) times more likely to accumulate

Negative than Positive InteractionsLook for opportunities to interact when student is on-task

Periodically assess your “Ratio of Interaction” 

Any strategy should be

consistently and systematically applied for two weeks minimal.

Created by the Upper

Cumberland Behavior

Cadre

What is….?

ADHD = Attention Deficit Hyperactivity DisorderCOBPD = Childhood Onset Bi-Polar Disorder

RAD = Reactive Attachment DisorderODD = Oppositional Defiant Disorder

CD = Conduct Disorder Link to Mental Health Services

Communicate all concerns with parents

Any strategy should be

consistently and systematically applied for two weeks minimal.

Created by the Upper

Cumberland Behavior

Cadre

Any strategy should be

consistently and systematically applied for two weeks minimal.

Created by the Upper

Cumberland Behavior

Cadre

Non-Verbal Interventions:Planned Ignoring – only for attention-seeking behaviors

Signals – a visual or auditory cue to get back on taskProximity Control – standing near a student who is off-task

Touch Prompt – gently touching the desk of a student who is off-task

Sample Consequences:It should be noted that prior to enacting corrective consequences, positive reinforcement strategies should be utilized.

1. Use nonverbal signals (planned ignoring, signals, proximity, touch)2. Verbal reprimand/Warning3. Time owed after class4. Use cost response procedures (take tokens away each time behavior

occurs.)5. In-class time-out6. Loss of privileges (sit during recess to finish work)7. Student – teacher conference8. Implement behavior contract9. Refer to counselor or mentor10. Parental contact (phone, conference, etc.)11. Restitution12. Disciplinary Referral13. Use after-school detention to practice desired behavior14. ISS15. Suspension16. Alternative Educational Placement

Non-Verbal Interventions:

• Planned Ignoring – only for attention-seeking behaviorsSignals – a visual or auditory cue to get back on taskProximity Control – standing near a student who is off-taskTouch Prompt – gently touching the desk of a student who is off-task

Pre-Corrections

• Remember: “An ounce of prevention is worth a pound of cure.”A Pre-Correction is a gently reminder of expected behaviorUse a Pre-Correction to correct a behavior before it occursAcknowledge appropriate behaviors after a Pre-Correction

Positive Correction:

1) Acknowledge that the youth can do the desired behavior2) Tell the youth what he/she is doing wrong3) Explain what behaviors you expect of the youth4) Ask the youth to repeat expectations5) Acknowledge any effort to comply

Post-Correction: (Debriefing after an

incident)

• Explore youth’s perception of incidentShare your perception of incidentConnect incident to behavior patternExplore possible behavioral solutionsGuide student in developing a planThis should be done within 24 hours of the incident.

Ratio of Interaction: (Relationships)

•1) 80-90% of behavior problems can be resolved through relationship building2) Students don’t care what you know until they know that you care……3) Educators need to ensure (3) positive interactions for every (1) negative interaction with students4) Positive Interaction = any interaction with student when on-task5) Negative Interaction = any interaction with student when off-task6) We are (8) times more likely to accumulate Negative than Positive Interactions7) Look for opportunities to interact when student is on-task8) Periodically assess your “Ratio of Interaction”

Attention Signal:

• (Establish first day of class and practice frequently.)

• 1) Say: “Class, your attention please.”2) At the same time, swing right arm in a circular motion from the 9:00 position to the 12:00 position.3) This prompts all students to stop, look at you and raise hand.

• Hand Communication Signals: (Use to eliminate unnecessary talking and disruptions.)

• Sample:One finger = “I need to sharpen my pencil”.Two fingers = “I need to throw an item in the trash.”Three fingers = “I need to use the restroom.”Four fingers = “I need your assistance at my desk.”Five fingers = “May I come to your desk.”

• Teacher should assign desired task to this systemPractice from the first day of schoolProvide periodic “class-wide” rewards for successful implementation

Social Skills Resources:

• Universal

• Targeted

• Intensive

Universal Curricula– Second Step – Pre K-MS/(800) 634-4449 or (800) 634-

4449 or http://www.cfchildren.org

– Peace Works – Pre K to K, up to 12/ http://www.isn.net/cliapei/peaceworks/index2.htm

– ASSIST Series – 1-6/(800) 547-6747 or www.sopriswest.com

– The One-Minute Skill Builder – 1-12/ (800) 547-6747 or www.sopriswest.com

– Cool Kids – K-3 & 3-8/(800) 547-6747 or www.sopriswest.com

– Good Talking Words – Pre K & K/(800) 547-6747 or www.sopriswest.com

Targeted Curricula:

• ICPS (I Can Problem Solve) – Pre-K though Intermediate/(800) 519-2707 or www.researchpress.com

• Skill Streaming – Pre-K –HS/(800) 519-2707 or www.researchpress.com

• The Prepare Curriculum – MS – HS/(800) 519-2707 or www.researchpress.com

• Wise Lives Curriculum – 6-8/(800) 282-6657 or www.boystown.org/btpress

Intensive Curricula:

• The Bully Proofing Series – Pre-K – 8th grade/(800) 547-6747 or www.sopriswest.com

• The Bully Free Classroom – K – 8th /(612) 338-2068 or www.freespirit.com

• The Tough Kid Series – 1-8th /(800) 547-6747 or www.sopriswest.com

• Scripting – 6-12th /(800) 225-4769 or www.thinkpublications.com

Kentucky Initiatives:

• KISSED – Kentucky Initiative in Social Skills and Educational Development. Contact Early Childhood Regional Training Centers. (Berea, Anderson, Ashland, Simpson & Calloway). For more information, visit: www.education.ky.gov

• Kentucky Center for Instructional Discipline (KCID) – Contact Mike Waford at www.kycid.org

Other Excellent Resources:

• The Teacher’s Encyclopedia of Behavior Management: 100 Problems/500 Plans. To order, call: (800) 547-6747 or www.sopriswest.com

• The Special Kids Problem Solver. To order, visit: www.phdirect.com

• The First Days of School. To order, visit: www.effectiveteaching.com

• CHAMPs: A Proactive and Positive Approach to Classroom Management. To order, call (800) 547-6747 or www.sopriswest.com