POSITIVE BEHAVIOR POSITIVE BEHAVIOR SUPPORT AND SUPPORT AND DE-ESCALATION DE-ESCALATION STRATEGIES STRATEGIES Teresa Miller, LSSP Teresa Miller, LSSP Rebecca Morgan, BCBA Rebecca Morgan, BCBA Lyn Neisius, LSSP Lyn Neisius, LSSP
Jan 16, 2016
POSITIVE BEHAVIORPOSITIVE BEHAVIOR SUPPORT AND SUPPORT AND
DE-ESCALATION DE-ESCALATION STRATEGIESSTRATEGIES
Teresa Miller, LSSPTeresa Miller, LSSP
Rebecca Morgan, BCBARebecca Morgan, BCBA
Lyn Neisius, LSSPLyn Neisius, LSSP
ARCHETYPES FROM BREAKFAST CLUBThe Brain
The Athlete
The Basket Case
The Princess
The Criminal
The Mean Administrator
MASLOW’S BASIC NEEDS
Give same care as to a small child: Hungry/thirsty Safe? Belong? Esteem
ADAPTING FOR AT RISK STUDENTS
• Social reinforcers and privileges are not just rewards, they are a critical piece of successful education for at risk children.
• At risk students need additional opportunities and support to earn positives the way most students do easily.
• It’s about who needs it rather than who deserves it.
REFERRALS• Office discipline
referrals• Behavior Consults• Psychological
referrals
REFERRALSIdentify what has been done with
fidelity.Fidelity includes:
proper implementation + accurate progress monitoring + necessary adjustments
IS THE REFERRING TEACHER HELPING?
Classroom Organization
Classroom Schedule
Classroom Expectations
Seating Arrangement/Proximity Control
Verbal prompts and quiet precorrections
Corrective feedback
Positive language (Don’t DON’T)
WHO IS HELPING THE REFERRING TEACHER?
Classroom organization expectations communicated at the start of the school year?
Was the importance of positive behavioral supports emphasized in the classroom?
Were positive behavior supports modeled by an administrator or other campus leaders?
Do your PLCs address classroom management?
Are training opportunities in classroom management promoted for staff?
BEHAVIO
R ANALY
SIS
BEHAVIOR A
ND THE E
NVIRONM
ENT
UNDISPUTED FACTS
Student behavior will not change until adult behavior changes.
ADULT BEHAVIOR MATTERS
Behavior change is an instructional process.
INSTRUCTION MATTERS
Scott, T. (2013). Managing Student Behavior in the Classroom. APBS Webinar
ADULT BEHAVIOR ASSOCIATED WITH EFFECTIVE CLASSROOMS
Organization & Consistency Schedules; Thoughtful routines; Physical arrangements; Proximity
Explicit Instruction Clearly state objectives/rules; Explain/Model/Demonstrate;
Prompts/reminders throughout
Engage Students Provide opps for students to respond; Facilitate responses; Guide
practice
Frequent & Consistent Feedback Specific praise; Correction
LET’S TALK ABOUT FEEDBACK
Home Reprimands, Thank yous, flowers, gestures
Community Citations, late fees, peer recognition, awards
School/Work Grades, marbles, public shame, ISS, detention
The application of an aversive stimulus or removal of preferred stimulus resulting in a decrease in behavior.
PUNISHMENT
THE DOWN SIDE
Sometimes, what we think is “punishment”, is not punishing.
Does this look punishing?
WHAT HAPPENS WHEN WE RELY ON PUNISHMENT?
PUNISHMENT IS REACTIVE
POSITIVE REINFORCEMENT
• The application of a preferred stimulus or removal of an aversive stimulus resulting in an increase in behavior.
• The KEY to changing behavior is two fold:1. Identify the FUNCTION of the behavior2. Identify a more appropriate ALTERNATIVE behavior
to take it’s place.
DR is when you provide BOTH
Positive reinforcement for desired (replacement) behavior,
Extinction of undesired behavior
– Extinction occurs when you’re no longer providing reinforcement for behavior.
DIFFERENTIAL REINFORCEMENT
IDENTIFY A REPLACEMENT OR ALTERNATIVE BEHAVIOR
• What do you want them to do instead?–Is it within reason? –Will you have to teach it?
DE-ESCALA
TION
UNDERSTANDIN
G THE H
OW A
ND WHY
Office Referra
l
Feelings &
Anxieties
Others’ Reaction
s
Event
Cycle1
Behavior
Stress
Incident
Incident Expands
Cycle3
Feelings & Anxieties
Behavior
Others’ Reactions
Stress
Cycle2
Feelings & Anxieties
Behavior
Others’ Reactions
Stress
Long, N.J., Wood, M.M., & Fecser, F.A. (2001)
CONFLICT CYCLE
SCM CT DES MS high school .wmv
Video (slide 101 2nd video)
-Label Event and 4 parts of Cycle 1
-Label Incident and 4 parts of Cycle 2
-Label Incident Expands and 4 parts of Cycle 3
IRRATIONAL BELIEFS FUEL ESCALATION
- I’M STUPID- ADULTS CAN’T BE TRUSTED
PSYCHIATRIC DIAGNOSES ALSO FACTOR INTO ESCALATION:
Your
self
Learning
EnvironmentManage
ADDRESSING INAPPROPRIATE BEHAVIOR
MANAGE YOURSELF
Soft voice tone
Body language
Safe proximity
Slow rate of speech/pacing
Corrective strategies
Allow “cool-down” time
Stay out of content
http://www.youtube.com/watch?feature=player_detailpage&v=TdU2l0i2Wh0
MANAGE ENVIRONMENT
Major infraction of a school rule
Are other students safe?
Use “Cool-Down” Time to praise on-task behavior/prompt alternative plan
Utilize other staff
SPECIFIC PRAISEEMPATHYPROMPT SELF-CONTROL STRATEGYCOUPLING STATEMENTSREALITY STATEMENTS
De-escalation Strategies
COUPLING STATEMENTS
Brief Specific One behavior at a time Most overt behaviors first Positive - don’t describe absence of behavior
REALITY STATEMENTS
Sets parameters
Often a response to an expressed need
Example:
We can keep this conversation between you and me if you lower your voice.
ONGOING DIFFICULTIES
Behavior Tracking: freeprintablebehaviorcharts.com
Positive Behavioral Interventions and supports: Pbis.org
Behaviorally challenging kids: livesinthebalance.org
EMOTIONAL DISTURBANCEVS.SOCIALLY MALADJUSTED
CLOSIN
G
THOUGHT
STr
aile
r