Laura Dauffenbach Laura Meier Joe Denker. Setting (if a behavior is happening in all settings, then it is a individual problem and not a result of a.

Managing Problem BehaviorsLaura DauffenbachLaura MeierJoe Denker

Problem Behavior Defined Setting (if a behavior is happening in all settings, then

it is a individual problem and not a result of a student-classroom mismatch, ie. Anorexia, Depression) School Home Work

Duration Temporary Chronic▪ Determines severity of problem behavior

Intensity (Intense Behaviors) Disruptive Causes Physical or Psychological Harm Puts students in jeopardy

Emotional Problems

Undetected emotional problems

50% of students with documented emotional disabilities drop out of school (US Dept. of Ed. 2001)

Most are unnoticed and untreated… or misidentified as having a learning disability

Emotional Problems

Types of Emotional Disturbance Internalized▪ depression▪ suicidal thoughts

Externalized▪ temper tantrums▪ physical aggression

Federal Definition of Emotional Disturbance (IDEA) Individuals with Disabilities Act:

determines proactive supports for youths/students who might be at risk…

Implementation of proactive supports

Emotional Problems

Issues with Emotional Disturbance: Inability to learn▪ noncompliance, disinterest and avoidance are symptoms

exhibited by students who have emotional baggage▪ gear curriculum towards students’ interests

Inability to Maintain Satisfactory Relationships▪ foster positive peer relationships by building classroom

community…cooperative learning, peer tutoring etc. Inappropriate Behavior or Feelings▪ A reason always exists…

Pervasive Mood of Unhappiness or Depression▪ Early identification and treatment…refer to school counselor

Tendency to Develop Physical Symptoms or Fears▪ Headaches, abdominal pain etc. Refer to physician

PBSPositive Behavioral Support

Proactive disciplinary methods Alternative to threats, punishments, and

aversive reaction Comprehensive systems for analyzing

and changing students’ behavior▪ Basic Needs▪ Social Skills▪ Environmental Support

FBAFunctional Behavior Assessment

Process of collecting data determine what function the behavior

may be serving for a child▪ get/seek something desired ▪ escape/avoid something painful or undesired ▪ seeking control

determine why the behavior is occurring Complete a functional behavior

assessment form

FBA Assessment Form

times when the behavior does/does not occur (just prior to lunch, during a particular subject)

specific location of the behavior (classroom, playground) conditions when the behavior does/does not occur (in

small groups, during unstructured time) individuals present when the behavior is most/least likely

to occur (certain students, substitute) events or conditions that typically occur before the

behavior (assigned to a certain reading group) events or conditions that typically occur after the

behavior (student is sent out of the room) common setting events (during bad weather, during

testing)

FBA Positives

Proactive approach, teaching behavior rather than punishing

Focuses on prevention Provides a method for assessing

behavior Provides consistent methods for

implementing behavioral interventions that address the function of the behavior

BMPBehavior Management Plan

Recommended for students who exhibits chronic classroom management problems

Outlines a specific course or action changes that will be made in classrooms or other

environments to reduce or eliminate problem behaviors

strategies to replace problem behaviors with appropriate behaviors that serve the same function for the child

supports for the child to use the appropriate behaviors

set a date for re-evaluating the plan

Aggressive

Passive Aggressive

ADHD

Non-Verbal Learning Disabilities

Isolating

Behavior is not logical or acceptable

Creates counter-aggressive staff feelings

Leads to Special Education referrals Conduct Disorder Oppositional Defiant Disorder

Aggressive

Managing behaviors Teach students self management FBA to determine triggers Positive feedback/Ignore Analyze group dynamics Use logical consequences Teach social skills Exclusion procedures Avoid power struggles Minimal clear rules Model appropriate behavior BMP Consistency

Aggressive

Aggressive

Passive Aggressive

ADHD

Non-Verbal Learning Disabilities

Isolating

“Sugarcoated Hostility” “I can’t hear you” “I can’t find it” “See what you made me do” “It’s not my problem”

Intended to frustrate and irritate

Passive Aggressive

Managing Behaviors Learn characteristics Acknowledge anger Use “I” messages Benign Confrontation Promote student self reflection Logical consequences List of top 3 behaviors and FBA Student expression opportunities

Passive Aggressive

Aggressive

Passive Aggressive

ADHD

Non-Verbal Learning Disabilities

Isolating

Neurobiological disorder affecting inhibitions and focus attention

3-5% of students display ADHD Guidelines

Before 7 years old Multiple Settings Not another disorder Past 6 months Impairment exists

Over Diagnosed

ADHD

Managing Behavior Cognitive-Behavioral Modification Social Skills Training Contingency Management Structured Activity Self Management Environmental Accommodations

ADHD

Aggressive

Passive Aggressive

ADHD

Non-Verbal Learning Disabilities

Isolating

“Outsider” students

Separation from supportive peer relationships

Double Delinquency Rate

Results from Physical or Sexual Abuse

Isolating

Talk Daily Interest Inventories Display “Islands of Competence” Assign Partners Teach Assertiveness Provide Designated Role Encourage Extracirriculars

Isolating

Aggressive

Passive Aggressive

ADHD

Non-Verbal Learning Disabilities

Isolating

Non-Verbal Learning Disabilities

Difficulty interpreting body language and other subtle features of conversation

Asperger’s Syndrome

High IQ and deficient social skills

Non-Verbal Learning Disabilities

Managing Behaviors Help with Social Skills Cause and Effect lessons Teach Non-Verbal Cues Cross Age Peer Tutoring Build Confidence