Disruption in the Classroom Prevention, Response, and Restoration.

Disruption in the Classroom

Prevention, Response, and Restoration

A Student in Crisis

Dubitsky & Quintero, 2010 2

o Children who exhibit explosive or noncompliant behavior present a difficult challenge to school personnel and parents.

o The increasing number of students who attend school with behavioral and emotional problems is of growing concern.

A Student in Crisis

Smallwood, 2003Dubitsky & Quintero, 20103

o Teachers who lack the ability to cope with student misbehavior may perceive themselves as unsuccessful

o Teachers have expressed more anger and helplessness concerning the child they perceived as most disruptive

The Teacher’s Challenge

Stoughton, 2007; Spilt & Kooman, 2009Dubitsky & Quintero, 20104

The Teacher’s Challenge


oPrevalence of childhood mental disordersoClassroom strategies:

– Prevention– Response– Restoration

Training Outline

Dubitsky & Quintero, 20106

Pre-test


oPrevalenceoCommon Childhood Mental DisordersoCultural Considerationso Educational Implications

Mental Health Needs of Students


o According to a 2000 Surgeon General Report on Children’s Mental Health, a high rate of disruptive behaviors exists

o Approximately 15 million children and adolescents in the United States have mental health problems

o Less than 35% receive treatment for these disorders

Prevalence

National Health Interview SurveyCenters for Disease Control


2008 National Health Interview Survey

o Parents of 15% of US students 4-17 y.o. sought help

o 89% of these children were prescribed medication for Attention-deficit/Hyperactivity Disorder (ADHD)

o Increase in children receiving stimulant drugs and antidepressants

Medical Trends

National Health Interview SurveyCenters for Disease Control


oAttention-deficit/Hyperactivity Disorder (ADHD)

oAnxietyoDepression

Common Childhood Mental Disorders


o ADHD is a neurobiological disorder

o Marked by inattention, hyperactivity, and impulsivity

o Approximately 3% to 7% of the school-age population has ADHD

ADHD

American Psychiatric Association, 2000Dubitsky & Quintero, 201012

o In the classroom this may look like:– Difficulty organizing tasks and activities– Loses things– Easily distracted– Difficulty remaining seated– Blurts out answers before questions are asked– Memory difficulties – Difficulties with social and adaptive functioning

ADHD


Brock, Grove, Searls, & Martinez, 2008; Sattler, Weyandt, & Willis, 2006

o Worry: repetitive thoughts related to possible threatening outcomes and potential consequences

o Girls twice as likely as boys

o Separation Anxiety Disorder is specific to children

Anxiety

Huberty, 2008Dubitsky & Quintero, 201014

o In the classroom this may look like:– Restlessness – Erratic behavior – Withdrawal – Worry

Anxiety

15Dubitsky & Quintero, 2010 Huberty, 2008

o Depression and anxiety frequently occur together

o Anxiety most likely preceded depressiono The ratio of girls to boys is about 2:1 to 3:1o Rates for girls tend to increase at about 13-15

years old

Depression

Huberty, 2008Dubitsky & Quintero, 201016

o In the classroom this may look like:– Shows limited effort – Irritability – Inappropriate responses to events – Concentration problems

Depression

17Dubitsky & Quintero, 2010 Huberty, 2008

o Children from impoverished communities are more likely to have behavioral and academic difficulties

o Acute stressors: Exposure to community violence and homelessness

o Chronic stressors: Hunger, insufficient household heat, decrepit living conditions, and worries about the safety of loved ones

The Impact of Poverty

Mendez, 2010; Buckner, Mezzacappa, & Beardslee, 2009


Classroom Environment

Crisis ResponseRestoration

A Model of Prevention, Response, and Restoration


o Classroom Environment– Teacher-student relationships and a strength-

based classroomo Crisis Response

– Response to a child experiencing a crisiso Restoration

– Psychological intervention for the student and reintegration of the student into the classroom

A Model of Prevention, Response, and Restoration


o Efficacy of positive teacher-student relationships

o Creating a Safe Placeo Building a strength-based classroomo Incorporating Solution-focused Brief Therapy

techniques in the classroom




o Efficacy of positive teacher-student relationships– Development of early competencies linked to the

quality of the teacher-child relationship– Emotional support and closeness function as

protective factors for children with behavior problems


Pianta & Stuhlman, 2004; Spilt and Koomen, 2009Dubitsky & Quintero, 201022

o Efficacy of positive teacher-student relationships– Students who feel connected to teachers are more

likely to:• use those teachers as models• accept feedback from them• try to meet their behavioral expectations• perform better academically


Osher et al., 2008Dubitsky & Quintero, 201023

oCreating a Safe Place– A safe place provides a safe haven– Allows students to regain composure– Can be used to remove a student

experiencing an emotional crisis from the main classroom space


Bafumo, 2006; Smallwood, 2003; Dwyer et al., 1998


oCreating a Safe Place– Located in a corner of the classroom,

behind a partition, or in an alcove– Fairly private, comfortable, and accessible

for all students

Bailey, 2001



o Strength-based classroom– identifies a student’s “signature strengths” -

strengths that students already possess– The teacher tries to change the context

from one of failure (problem-focused) to hopefulness (solution-focused)


Cantwell, 2006; Melvin, Korthase, & Marquoit, 2005;

Metcalf, 1999


o Solution Focused Brief Therapy (SFBT) in the Classroom

– From a solution-focused approach, kids know what would make life better and have some ability to make it happen



o Solution-focused Brief Therapy Techniques– Strength-Based Language:

• Highlights what the student is doing that is working.

• It invites the student to do more of what is already working or to try changes to achieve success.

• The teacher asks the student, “How did you do that?” or “How have you managed to prevent things from becoming worse?”


Metcalf, 1999Dubitsky & Quintero, 201028

o Solution-focused Brief Therapy Techniques– Miracle Question:

• Helps the student describe small, realistic doable steps they can take as soon as the next day

• For example, “If you woke up tomorrow and discovered that a miracle had occurred overnight, what would be different as you went through your day that would tell you things were better for you?”

• To encourage the student to begin taking action, “How could you begin achieving that on a very small scale, on your own, just for the next week?”



o Solution-focused Brief Therapy Techniques– Exceptions:

• Something that happens instead of the problem• Often spontaneously and without conscious

intention• The question asked to the student is, “What is

different about the times when this is less of a problem?”



o Solution-focused Brief Therapy Techniques– Scaling:

• Scaling is useful in helping students to assess their own situations, track their progress, or evaluate how others might rate them on a scale of 1 to 10.

• “On a scale of 1 to 10 with 1 being the problem is in control to 10, you are in control of the problem; where are you at today?”

• “Where would you like to be next time and what will you need to do to get there?”



o Establishing a Plano Early Warning SignsoResponding to Disruptive Behavior

Crisis Response


Crisis Response

oEstablishing a Plan– Develop a procedure– Identify which staff members will be

involved– Partner teachers– Select community outlets– Include steps for keeping everyone safe

Crisis Response

Dwyer, et al., 1998; Barbetta, Norona, & Bicard,2005; Adamson & Peacock, 2007


oActivity: Creating a Plan- The teacher’s responsibility:

• Who to Call• Partner Teacher(s)• Evacuation Areas

Crisis Response


oEarly Warning Signs– Students with mental illnesses and severe

behavioral difficulties– May express frustration with severe emotional

outbursts or self-injurious behavior– Be aware of the early warning signs associated

with emotional outbursts and violence

Crisis Response

Gecker, 2008; Dwyer et al., 1998Dubitsky & Quintero, 201035

oEarly Warning Signs–Environmental:

• being a victim of violence • drug and alcohol abuse• gang affiliation• access to weapons

Dwyer et al., 1998

Crisis Response


oEarly Warning Signs–Social:

• social withdrawal• being bullied• intolerance of differences

Dwyer et al., 1998

Crisis Response


oEarly Warning Signs–Emotional:

• feelings of isolation• rejection• uncontrolled anger

Dwyer et al., 1998

Crisis Response


oEarly Warning Signs–Behavioral:

• low school interest• depictions of violence in writings or drawings• bullying others• a history of past aggressive or violent behavior• a history of discipline problems• serious threats of violence

Dwyer et al., 1998

Crisis Response


o Imminent Warning Signs– Can signal that a student is close to dangerous or

severely disruptive behavior– Behaviors are much more severe– Require an immediate response– Safety is the foremost priority– Initiate the response plan for a child in crisis

Dwyer et al., 1998, Dwyer & Jimerson, 2002

Crisis Response


o Imminent Warning Signs– serious physical fighting with other students or

family members– severe destruction– extreme rage for seemingly minor occurrences– detailed threats of serious violence– possession of a weapon – self-injurious behavior – threats of suicide

Dwyer et al., 1998

Crisis Response


oResponding to Disruptive Behavior–Initiate the crisis plan–Try to remain calm–Ensure the safety of all students and

staff members

Crisis Response

Loucks, Rutledge, Hatch, & Morrison, 2010; Widger, 2007; Merchen, 2010


oResponding to Disruptive Behavior– Avoid attempting to de-escalate the crisis

through physical or threatening means– Validate the child’s feelings – Reinforcing appropriate behavior or coping

strategies– Just standing in the room may be the best

course of action until help arrivesMerchen, 2010

Crisis Response


oThe ABC’s of Crisis Response–Alert Response Staff

–Be Safe!

– Keep Calm

–Don’t Interfere

–Evacuate Students (if necessary)

– Validate Feelings until help arrives

Crisis Response


oResponding to Disruptive Behavior– Contact identified responders

• school administrators, school psychologists, and partnering teachers

• quick response from these personnel may lessen the emotional, psychological and physical damage a student in crisis may cause

Crisis Response

Dwyer et al., 1998Dubitsky & Quintero, 201045

oResponding to Disruptive Behavior– Ensure safety– If the student is violent or destructive, the

classroom may need to be evacuated– If the student is not violent, but self-

injurious or inconsolable, the student may be moved away from the classroom space

Crisis Response

Dwyer et al., 1998; Dwyer & Jimerson, 2002Dubitsky & Quintero, 201046

oResponding to Disruptive Behavior– Stay within a safe proximity to the child in crisis

until help arrives– Model composure and facilitate communication– Speak calmly– Allow the child to vent– Validate the child’s feelings

Widger, 2007

Crisis Response


oResponding to Disruptive Behavior– Do not to physically intervene to protect

school or personal property– Do not take items from the student or stand

in the student’s way

Crisis Response

Merchen, 2010; West & Kaniok, 2009Dubitsky & Quintero, 201048

oPsychological Intervention: Psychological First Aid

oReintegration into the ClassroomoChanging Behavior Through Positive

Behavioral Interventions

Restoration


Restoration

o Psychological Intervention: Psychological First Aid– Restore the classroom environment– Let the child know he or she is cared for– Calmly discuss the situation with the

student upon their return

Restoration

Brock, 1998; Dwyer et al., 1998; Dwyer & Jimerson, 2002


o Psychological Intervention: Psychological First Aid– Other students may also need to discuss their

feelings – Students may need guidance on how to act when

the child in crisis re-enters the classroom– The classroom community can design a plan that

makes it easier for the students to cope

Restoration

Brock, 1998; Ruzek, et al., 2007; Dwyer et al., 1998


oPsychological Intervention: Psychological First Aid–Listen –Protect–Connect

Schreiber, Gurwitch, & Wong, 2006

Restoration


oReintegration into the Classroom– Re-enter the child who experienced the

crisis back into the place where the crisis occurred

– Discuss with the child how their actions affected other students

Restoration

Brock, 1998; Schubert, 2007Dubitsky & Quintero, 201053

o Using SFBT to help the student reintegrate– Focus on prevention of future incidents– Help the child realize that change is possible– Set goals together that will facilitate positive

change– The child can walk away from the conversation

feeling hopeful

Metcalf, 1999

Restoration


o Using SFBT to help the student reintegrate– Exceptions– Strength Based Language– Miracle Question– Scaling

Restoration


o Changing Behavior Through Positive Behavioral Interventions– An FBA may prevent future occurrences of the

behavior– Outside counseling with a community agency– Students can be taught to monitor their feelings

for signs of a meltdown – They can advocate for their own emotional well-

being

Restoration

Smallwood, 2003; Sandoval et al., 2009Dubitsky & Quintero, 201056

Post-test


Adamson, A.D. & Peacock, G.G. (2007) Crisis response in the public schools: A survey of school psychologists’ experiences and perceptions. Psychology in the Schools, 44, 749-764.

American Psychological Association. (2000) Diagnostic and Statistical Manual of Mental Disorders: Text Revision, 4th Edition. Washington, D.C.: Author.

Bailey, A.B. (2001). Conscious Discipline. Oviedo, FL: Loving Guidance , Inc.Blum, R.W. (2005). A case for school connectedness. Educational Leadership, 62, 16-20. Buckman, J.C., Mezzacappa, E., Beardslee, W.R. (2009). Self-regulation and its relations to adaptive

functioning in low income youths. American Journal of Orthopsychiatry, 79, 19-30.Barbetta, P.M., Norona, K.L., & Bicard, D.F. (2005). Classroom behavior management: A dozen

common mistakes and what to do instead. Preventing School Failure, 49, 11-19.Barfumo, M.E. (2006) Constructing a community. Teaching Pre K-8, 37, 10-12.Brock, S.E. (1998). Helping classrooms cope with traumatic events. Professional School Counseling, 2,

110.Cantwell, L. (2006). Creating the teaching and learning environment you’ve always dreamed of.

Educational Horizons, 84, 161-169.

References


Center for Disease Control & National Center for Health Statistics (2008). Summary health statistics: National health interview survey, 2008. Retrieved February 15, 2010, from http://www.cdc.gov/nchs/data/series/sr_10/sr10_244.pdf.

Dwyer, K., Osher, D., & Warger, C. (1998). Early Warning, Timely Response: A guide to safe schools. Retrieved February 15, 2010, from http://www.ed.gov/offices/OSERS/OSEP/earlywrn.html.

Dwyer, K.P. & Jimerson, S.R. (2002). Enabling prevention through planning. In S.E. Brock, P.J. Lazarus, & S.R. Jimerson (Eds.), Best Practices in School Crisis Prevention and Intervention. Bethesda, MD: National Association of School Psychologists.

Huberty, T.J. (2008). Best practices in school-based interventions for anxiety and depression. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology V. Bethesda, MD: National Association of School Psychologists.

Gecker, E. (2008) How do I know if my student is dangerous? Education Digest, 73, 37-39.Loucks, J., Rutledge, D.N., Hatch, B., & Morrison, V. (2010). Rapid response team for behavioral

emergencies. Journal of the American Psychiatric Nurse Association, 16, 93-100.Melvin, C., Korthase, N, & Marquoit, J. (2005). Beyond behavior. The journal of Strength-Based

Intervention, 14, 112-117.

References


Mendez, J.L. (2010). How can parents get involved in preschool? Behavior and engagement in education by ethnic minority parents of children attending head start. Cultural Diversity and Ethnic Minority Psychology, 16, 26-36.

Merchen, H. (2010) Handling violent students requires calm, preparedness. Retrieved February 15, 2010, from http://www.okea.org/legal/fromyourcounsel/ Handling%20violent%20 students%20requires%20calm%20preparedness.pdf.

Metcalf, L. (1999). Teaching towards Solutions: Step-by-step strategies for handling academic, behavior & family issues in the classroom. New York: The Center for Applied Research in Education.

Osher, D., Sprague, J., Weissberg, R.P., Axelrod, J., Keenan, S., Kendziora, K., & Zins, J.E. (2008). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology V. Bethesda, MD: National Association of School Psychologists.

Pianta, R.C. & Stuhlman, M.W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33, 444-458.

Reinke, W.M., Splett, J.D., Robeson, E.N., Offutt, C.A. (2009). Combining school and family interventions for the prevention and early intervention of disruptive behavior problems in children: A public health perspective. Psychology in the Schools, 46, 33-43.

Ruzek, J.I., Brymer, M.J., Jacobs, A.K., Layne, C.M., Vernberg, E.M., & Watson, P.J. (2007). Psychological First Aid. Journal of Mental Health Counseling, 29, 17-49.

References


Schreiber, M, Gurwitch, R, & Wong, M. (2006). Listen, Protect, and Connect – Model & Teach: Psychological first aid for children. Retrieved February 15, 2010, from http://www.ready.gov/kids/_downloads/PFA_SchoolCrisis.pdf.

Schubert, J. (2007) A restorative approach to postvention. Reclaiming Children and Youth: The Journal of Strength-based Interventions, 16, 45-47.

Smallwood, D. (2003). Defusing violent behavior in young children: An ounce of Prevention: Information for school principals. Retrieved February 5, 2010, from http://www.nasponline.org.

Spilt, J.L. & Koomen, H.M.Y. (2009). Widening the view on teacher-child relationships: Teacher’s narratives concerning disruptive versus nondisruptive children. School Psychology Review, 38, 86-101.

Stoughton, E.H. (2007). “How will I get them to behave?”: Preservice teachers reflect on classroom management. Teaching and Teacher Education, 23, 1024-1037.

West, S.C. & Kaniok, P. (2009) Strategies for crisis intervention and prevention-Revised as a current proposal in care of individuals with intellectual disabilities and challenging behaviours. International Journal of Special Education, 24, 1-7.

Widger, H.A. (2007). The way not to handle disruptive students. Retrieved February 15, 2010, from http://www.keepschoolssafe.org.

References


Disruption in the Classroom Prevention, Response, and Restoration.

Documents

o adhd

o children

o worry

impulsivity o

help o

o rates

neurobiological disorder

unsuccessful o teachers