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Premium member Presentation Transcript Effective Strategies for Teaching Appropriate Behaviors to Students with EBD : 1 Effective Strategies for Teaching Appropriate Behaviors to Students with EBD Mary Magee Quinn, Ph.D. Principal Research Scientist American Institutes for Research Jim Fox, Ph.D. Professor East Tennessee State University Presentation Based On: : 2 Presentation Based On: Teaching and Working with Children Who Have Emotional and Behavioral Challenges Quinn, Osher, Warger, Hanley, Bader, & Hoffman Sopris West (2002) www.sopriswest.com Slide 3: 3 Levels of Prevention Tertiary Secondary Primary Outline of Presentation : 4 Outline of Presentation Fostering Positive Learning Opportunities Instituting a Sound Classroom Management System Managing Behavior Teaching New Behaviors Fostering Positive Learning Opportunities : 5 Fostering Positive Learning Opportunities Create A Supportive Learning/Social Environment : 6 Create A Supportive Learning/Social Environment Fostering Positive Learning Opportunities : 7 Fostering Positive Learning Opportunities Promoting Academic Success Task Difficulty Lesson Presentation Motivational Strategies Work Assignments Task Difficulty : 8 Task Difficulty Independent Instructional Frustration Lesson Presentation : 9 Lesson Presentation Its all in the Delivery! Lesson Presentation : 10 Lesson Presentation Objectives – should be discussed before lesson, predictability Expectations – reminders of possible rewards Delivery – make it exciting, eye contact, tone of voice, gestures, visuals, etc… Lesson Presentation cont’d. : 11 Lesson Presentation cont’d. Vocabulary – present “new” vocabulary & use understandable vocabulary Cognitive strategies – demonstrate appropriate cognitive strategies “think out loud” Feedback – immediate, lets the students know how they are doing, don’t make them wait Lesson Presentation cont’d. (time delay procedure) : 12 Lesson Presentation cont’d. (time delay procedure) Wait time – give everyone time to think DON”T– “Bobby, what is 2x4?” or “What is 2x4, Bobby?” DO– “What is 2x4?…………….Bobby” Stimulating – Don’t make your classroom over/under stimulating Effective InstructionalStrategies : 13 Effective InstructionalStrategies Make sure lesson starts promptly Open with an interesting item, activity, question, or statement Be dynamic and entertaining If we want students to be excited about learning, we have to be excited about teaching Effective InstructionalStrategies : 14 Effective InstructionalStrategies Make sure to use a variety of instructional techniques Make sure activities are challenging and enjoyable Students should realize that they are learning and making progress Self recording & graphing of progress on academic learning & behavior Effective InstructionalStrategies : 15 Effective InstructionalStrategies Keep momentum moving Keep students attentive & involved Bring closure to a lesson Review what has been learned Orienting questions/statements for next lesson Prepare students for transition to next activity or class Increasing Academic Engaged Time : 16 Increasing Academic Engaged Time Break up long presentations Give students more time Break up long assignments Reduce number of practice items Mistakes as opportunities to learn Follow low-interest with high-interest Academic Engaged Time : 17 Academic Engaged Time Make sure everyone has all materials & instructions before you begin Break up long presentations Give students extra time to complete work Break up long assignments Academic Engaged Time cont’d. : 18 Academic Engaged Time cont’d. Reduce # of practice items – If they get it after 10, why go to 50? Mistakes as a learning opportunity Follow low interest with high interest Within a lesson Throughout the day Motivational Strategies : 19 Motivational Strategies Student interests Student choice Age-appropriate materials/activities Vary the pace Use technology Use hands-on and experiential learning Recognize and Encourage Students : 20 Recognize and Encourage Students Awards Bonus points Accomplishment sheets Personal notes Novel rewards Work Assignments : 21 Work Assignments Tracking assignments, grades, behaviors Highlight successes Teaching note taking skills Teach time management “De-clutter” the work area Provide time management reminders Understand all directions before beginning Instituting a Sound Classroom Management System : 22 Instituting a Sound Classroom Management System Instituting a Sound Classroom Management System : 23 Instituting a Sound Classroom Management System Arranging the Physical Environment Setting Rules and Expectations Helping Students Comply with Rules and Expectations Scheduling the Day Establishing Routines and Procedures Communicating Respect Arranging the Physical Environment : 24 Arranging the Physical Environment Arranging the Physical Environment : 25 Arranging the Physical Environment Delineate space Control the degree of stimulation Monitor high-traffic areas Establish a quiet place Environmental Arrangement : 26 Environmental Arrangement Maximizes the student’s engagement with the environment Decreases challenging behaviors Encourages greater staff efficiency Classroom Environment : 27 Classroom Environment Space Quiet vs. Active Centers (user friendly) Student Independence Can students access materials easily Adequate materials Classroom Environment : 28 Classroom Environment Density Is there room for students to move through the classroom without interfering/bothering others? Sufficient room for student’s personal belongings? Too much clutter! Classroom Environment : 29 Classroom Environment Seating arrangement and classroom layout Is it distracting to students? Are supplemental aids and seating placement being use correctly? Setting Rules and Expectations : 30 Setting Rules and Expectations Setting Rules and Expectations : 31 Setting Rules and Expectations Describe the behavior that you want to see Clear Concise Concrete Positive Consequences Logical Predictable Directed at the behavior Classroom Rules : 32 Classroom Rules Few (5 – 6 max.) Positive What student SHOULD DO Posted Consistently applied Reviewed frequently at first Intermittently later Group Meetings : 33 Group Meetings Regularly scheduled Time for problem solving Opportunity to practice social skills Sharing/turn taking/cooperation Empowers students Helping Students Comply with Rules and Expectations : 34 Helping Students Comply with Rules and Expectations Helping Students Comply with Rules and Expectations : 35 Helping Students Comply with Rules and Expectations If a rule doesn’t seem to be a problem, discard it. Apply rules consistently within and across students. Display rules publicly (at the student's eye level). Don't post obvious rules. Teach and review rules often. Scheduling the Day : 36 Scheduling the Day Scheduling the Day : 37 Scheduling the Day Tell students when to do things Adds predictability Group or individual Remember Display publicly Attention spans Student input Premack Principle Establishing and Teaching Routines and Procedures : 38 Establishing and Teaching Routines and Procedures Teaching Routines : 39 Teaching Routines Student cue cards Reflection time Advance notice Peer support Subtle prompts Establishing Routines and Procedures : 40 Establishing Routines and Procedures Tells students how to do things Remember Structure Consistency Transitions : 41 Transitions Routine Clear expectations Cues/prompts Wait time is “time for trouble” Communicating Respect : 42 Communicating Respect Communicating Respect : 43 Communicating Respect Actively listen Use non-threatening questions Use open-ended questions Show personal interest in the student Alpha/beta commands 10 Keys to Better Communication : 44 10 Keys to Better Communication Some student are very difficult to communicate with Get on the student’s level when you talk to them Get physically close Get in child’s line of vision Become animated Use visual prompts 10 Keys to Better Communication : 45 10 Keys to Better Communication Establish attention Prepare the student for what you are going to communicate Wait till student shifts attention to you Use verbal signals “look”, “listen”, “watch me”, etc 10 Keys to Better Communication : 46 10 Keys to Better Communication Use gestures and body language Gestures and body language are very important for clarifying communication Exaggerate movements, make movements large Make movements slow & pronounced Hold gesture longer than normal 10 Keys to Better Communication : 47 10 Keys to Better Communication Support your communication visually Speak slowly and clearly Limit verbalization “more talk is not always better” Include a wait time – some children are slow processors 10 Keys to Better Communication : 48 10 Keys to Better Communication Guide or prompt the student to respond if needed Physical prompts Point to where they need to go Touch his arm a gently turn him toward direction he should go Move an object, pull out a chair, pick up his pencil, hand him a book, etc. 10 Keys to Better Communication : 49 10 Keys to Better Communication Stay with the interaction until you reach a desired response Correct errors immediately Modify your communication if needed Give closure – acknowledgement, smile, gesture, nod, etc. Managing Behavior : 50 Managing Behavior Managing Behavior : 51 Managing Behavior Increasing Appropriate Behaviors Decreasing Inappropriate Behaviors Increasing Appropriate Behaviors : 52 Increasing Appropriate Behaviors Positive reinforcement Tangible (food, stickers, stuff) Activity Token Contract Modeling Social Self Natural Moving from Tangible to Social : 53 Moving from Tangible to Social Immediacy Verbal description Pair tangible with social Phase out tangible Increase time between behavior and reinforcer Increasing Appropriate Behaviors : 54 Increasing Appropriate Behaviors Negative Reinforcement Differential Reinforcement of Lower rates of behavior (DRL) Other behaviors (DRO) Alternative behaviors (DRA) Decreasing Inappropriate Behaviors : 55 Decreasing Inappropriate Behaviors Planned ignoring (extinction) Punishment When to Use Punishment : 56 When to Use Punishment Behavior is dangerous to student or others Every intervention tried and failed Behavior is so noxious that it prevents learning or social relationships The Problems with Punishment : 57 The Problems with Punishment Focuses on inappropriate behaviors Does not teach appropriate replacement behaviors Can cause aggressive reaction Reinforcing to the “punisher” Has negative effect on other students Models negative behavior Teaching New Behaviors : 58 Teaching New Behaviors Teaching New Behaviors : 59 Teaching New Behaviors Social Skills Social Problem Solving Cooperative Learning to Teach Social Behavior : 60 Cooperative Learning to Teach Social Behavior “...the instructional use of small groups so that students work together to maximize their own and each other’s learning” (Johnson, Johnson, and Holubec, 1993, p. 6). Conditions that Influence the Effectiveness of Cooperative Learning : 61 Conditions that Influence the Effectiveness of Cooperative Learning Positive Interdependence Individual Group Accountability Interpersonal and Small Group Skills Setting Up a Cooperative Learning Lesson : 62 Setting Up a Cooperative Learning Lesson Determine skills to be taught Social and academic Form heterogeneous groups Based on skill Examine groups to ensure heterogeneity Other factors to consider Absenteeism, gang membership, gender, ethnicity, other Setting up a Cooperative Learning Lesson : 63 Setting up a Cooperative Learning Lesson Face to face arrangement Teach social/academic skill Give individual assignments Determine improvement points Public rewards ceremony Debrief Improvement Points : 64 Improvement Points Social Skills : 65 Social Skills Situation-specific, learned behaviors that contribute to an individual’s overall functioning in society. Teaching Social Skills : 66 Teaching Social Skills Identify Model Practice Reinforce Generalize Social Problem Solving : 67 Social Problem Solving The ability to deal effectively with social situations; used extensively in conflict resolution and peer mediation. Social Problem Solving : 68 Social Problem Solving Problems are goals with obstacles Identify the goal Identify the obstacle (recognize other perspectives) Determine possible solutions Determine possible consequences of each solution Social Problem Solving : 69 Social Problem Solving Choose the best solution (achieves goal/fair) Plan how to put solution into action Put solution into action Debrief Anger Management : 70 Anger Management A systematic method of cognitively recognizing anger and managing its effects Anger is natural : 71 Anger is natural Anger occurs naturally and cannot be avoided. Teach control techniques rather than anger elimination. Steps to Anger Management : 72 Steps to Anger Management Convince the student that there is a need for change Identify personal signals of anger Teach self-talk techniques Teach problem-solving skills Teach relaxation skills Diaphragmatic breathing, progressive relaxation Self Control : 73 Self Control Behaviors and strategies that an individual uses to achieve self-selected outcomes. Self Control Requires : 74 Self Control Requires Self Monitoring Self Evaluation Self Reinforcement Steps to Teach Self Control : 75 Steps to Teach Self Control Define the target behavior Provide a rationale for self-control Develop a self-control system Provide direct instruction Monitor for accuracy Gradually fade overt procedures Program for generalization Techniques to Avoid : 76 Techniques to Avoid Raising your voice Yelling Saying “I’m the boss” Insisting on have the last word Using tense body language Making comparisons Using degrading, insulting, humiliating put downs Using Sarcasm Bringing up unrelated events Holding a grudge Nagging Web Sites : 77 Web Sites www.air.org/cecp www.sopriswest.org http://makeadifference.etsu.edu You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
TECBD 2003 Workshop aSGuest8873 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 85 Category: Product Traini.. License: All Rights Reserved Like it (0) Dislike it (0) Added: January 02, 2009 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript Effective Strategies for Teaching Appropriate Behaviors to Students with EBD : 1 Effective Strategies for Teaching Appropriate Behaviors to Students with EBD Mary Magee Quinn, Ph.D. Principal Research Scientist American Institutes for Research Jim Fox, Ph.D. Professor East Tennessee State University Presentation Based On: : 2 Presentation Based On: Teaching and Working with Children Who Have Emotional and Behavioral Challenges Quinn, Osher, Warger, Hanley, Bader, & Hoffman Sopris West (2002) www.sopriswest.com Slide 3: 3 Levels of Prevention Tertiary Secondary Primary Outline of Presentation : 4 Outline of Presentation Fostering Positive Learning Opportunities Instituting a Sound Classroom Management System Managing Behavior Teaching New Behaviors Fostering Positive Learning Opportunities : 5 Fostering Positive Learning Opportunities Create A Supportive Learning/Social Environment : 6 Create A Supportive Learning/Social Environment Fostering Positive Learning Opportunities : 7 Fostering Positive Learning Opportunities Promoting Academic Success Task Difficulty Lesson Presentation Motivational Strategies Work Assignments Task Difficulty : 8 Task Difficulty Independent Instructional Frustration Lesson Presentation : 9 Lesson Presentation Its all in the Delivery! Lesson Presentation : 10 Lesson Presentation Objectives – should be discussed before lesson, predictability Expectations – reminders of possible rewards Delivery – make it exciting, eye contact, tone of voice, gestures, visuals, etc… Lesson Presentation cont’d. : 11 Lesson Presentation cont’d. Vocabulary – present “new” vocabulary & use understandable vocabulary Cognitive strategies – demonstrate appropriate cognitive strategies “think out loud” Feedback – immediate, lets the students know how they are doing, don’t make them wait Lesson Presentation cont’d. (time delay procedure) : 12 Lesson Presentation cont’d. (time delay procedure) Wait time – give everyone time to think DON”T– “Bobby, what is 2x4?” or “What is 2x4, Bobby?” DO– “What is 2x4?…………….Bobby” Stimulating – Don’t make your classroom over/under stimulating Effective InstructionalStrategies : 13 Effective InstructionalStrategies Make sure lesson starts promptly Open with an interesting item, activity, question, or statement Be dynamic and entertaining If we want students to be excited about learning, we have to be excited about teaching Effective InstructionalStrategies : 14 Effective InstructionalStrategies Make sure to use a variety of instructional techniques Make sure activities are challenging and enjoyable Students should realize that they are learning and making progress Self recording & graphing of progress on academic learning & behavior Effective InstructionalStrategies : 15 Effective InstructionalStrategies Keep momentum moving Keep students attentive & involved Bring closure to a lesson Review what has been learned Orienting questions/statements for next lesson Prepare students for transition to next activity or class Increasing Academic Engaged Time : 16 Increasing Academic Engaged Time Break up long presentations Give students more time Break up long assignments Reduce number of practice items Mistakes as opportunities to learn Follow low-interest with high-interest Academic Engaged Time : 17 Academic Engaged Time Make sure everyone has all materials & instructions before you begin Break up long presentations Give students extra time to complete work Break up long assignments Academic Engaged Time cont’d. : 18 Academic Engaged Time cont’d. Reduce # of practice items – If they get it after 10, why go to 50? Mistakes as a learning opportunity Follow low interest with high interest Within a lesson Throughout the day Motivational Strategies : 19 Motivational Strategies Student interests Student choice Age-appropriate materials/activities Vary the pace Use technology Use hands-on and experiential learning Recognize and Encourage Students : 20 Recognize and Encourage Students Awards Bonus points Accomplishment sheets Personal notes Novel rewards Work Assignments : 21 Work Assignments Tracking assignments, grades, behaviors Highlight successes Teaching note taking skills Teach time management “De-clutter” the work area Provide time management reminders Understand all directions before beginning Instituting a Sound Classroom Management System : 22 Instituting a Sound Classroom Management System Instituting a Sound Classroom Management System : 23 Instituting a Sound Classroom Management System Arranging the Physical Environment Setting Rules and Expectations Helping Students Comply with Rules and Expectations Scheduling the Day Establishing Routines and Procedures Communicating Respect Arranging the Physical Environment : 24 Arranging the Physical Environment Arranging the Physical Environment : 25 Arranging the Physical Environment Delineate space Control the degree of stimulation Monitor high-traffic areas Establish a quiet place Environmental Arrangement : 26 Environmental Arrangement Maximizes the student’s engagement with the environment Decreases challenging behaviors Encourages greater staff efficiency Classroom Environment : 27 Classroom Environment Space Quiet vs. Active Centers (user friendly) Student Independence Can students access materials easily Adequate materials Classroom Environment : 28 Classroom Environment Density Is there room for students to move through the classroom without interfering/bothering others? Sufficient room for student’s personal belongings? Too much clutter! Classroom Environment : 29 Classroom Environment Seating arrangement and classroom layout Is it distracting to students? Are supplemental aids and seating placement being use correctly? Setting Rules and Expectations : 30 Setting Rules and Expectations Setting Rules and Expectations : 31 Setting Rules and Expectations Describe the behavior that you want to see Clear Concise Concrete Positive Consequences Logical Predictable Directed at the behavior Classroom Rules : 32 Classroom Rules Few (5 – 6 max.) Positive What student SHOULD DO Posted Consistently applied Reviewed frequently at first Intermittently later Group Meetings : 33 Group Meetings Regularly scheduled Time for problem solving Opportunity to practice social skills Sharing/turn taking/cooperation Empowers students Helping Students Comply with Rules and Expectations : 34 Helping Students Comply with Rules and Expectations Helping Students Comply with Rules and Expectations : 35 Helping Students Comply with Rules and Expectations If a rule doesn’t seem to be a problem, discard it. Apply rules consistently within and across students. Display rules publicly (at the student's eye level). Don't post obvious rules. Teach and review rules often. Scheduling the Day : 36 Scheduling the Day Scheduling the Day : 37 Scheduling the Day Tell students when to do things Adds predictability Group or individual Remember Display publicly Attention spans Student input Premack Principle Establishing and Teaching Routines and Procedures : 38 Establishing and Teaching Routines and Procedures Teaching Routines : 39 Teaching Routines Student cue cards Reflection time Advance notice Peer support Subtle prompts Establishing Routines and Procedures : 40 Establishing Routines and Procedures Tells students how to do things Remember Structure Consistency Transitions : 41 Transitions Routine Clear expectations Cues/prompts Wait time is “time for trouble” Communicating Respect : 42 Communicating Respect Communicating Respect : 43 Communicating Respect Actively listen Use non-threatening questions Use open-ended questions Show personal interest in the student Alpha/beta commands 10 Keys to Better Communication : 44 10 Keys to Better Communication Some student are very difficult to communicate with Get on the student’s level when you talk to them Get physically close Get in child’s line of vision Become animated Use visual prompts 10 Keys to Better Communication : 45 10 Keys to Better Communication Establish attention Prepare the student for what you are going to communicate Wait till student shifts attention to you Use verbal signals “look”, “listen”, “watch me”, etc 10 Keys to Better Communication : 46 10 Keys to Better Communication Use gestures and body language Gestures and body language are very important for clarifying communication Exaggerate movements, make movements large Make movements slow & pronounced Hold gesture longer than normal 10 Keys to Better Communication : 47 10 Keys to Better Communication Support your communication visually Speak slowly and clearly Limit verbalization “more talk is not always better” Include a wait time – some children are slow processors 10 Keys to Better Communication : 48 10 Keys to Better Communication Guide or prompt the student to respond if needed Physical prompts Point to where they need to go Touch his arm a gently turn him toward direction he should go Move an object, pull out a chair, pick up his pencil, hand him a book, etc. 10 Keys to Better Communication : 49 10 Keys to Better Communication Stay with the interaction until you reach a desired response Correct errors immediately Modify your communication if needed Give closure – acknowledgement, smile, gesture, nod, etc. Managing Behavior : 50 Managing Behavior Managing Behavior : 51 Managing Behavior Increasing Appropriate Behaviors Decreasing Inappropriate Behaviors Increasing Appropriate Behaviors : 52 Increasing Appropriate Behaviors Positive reinforcement Tangible (food, stickers, stuff) Activity Token Contract Modeling Social Self Natural Moving from Tangible to Social : 53 Moving from Tangible to Social Immediacy Verbal description Pair tangible with social Phase out tangible Increase time between behavior and reinforcer Increasing Appropriate Behaviors : 54 Increasing Appropriate Behaviors Negative Reinforcement Differential Reinforcement of Lower rates of behavior (DRL) Other behaviors (DRO) Alternative behaviors (DRA) Decreasing Inappropriate Behaviors : 55 Decreasing Inappropriate Behaviors Planned ignoring (extinction) Punishment When to Use Punishment : 56 When to Use Punishment Behavior is dangerous to student or others Every intervention tried and failed Behavior is so noxious that it prevents learning or social relationships The Problems with Punishment : 57 The Problems with Punishment Focuses on inappropriate behaviors Does not teach appropriate replacement behaviors Can cause aggressive reaction Reinforcing to the “punisher” Has negative effect on other students Models negative behavior Teaching New Behaviors : 58 Teaching New Behaviors Teaching New Behaviors : 59 Teaching New Behaviors Social Skills Social Problem Solving Cooperative Learning to Teach Social Behavior : 60 Cooperative Learning to Teach Social Behavior “...the instructional use of small groups so that students work together to maximize their own and each other’s learning” (Johnson, Johnson, and Holubec, 1993, p. 6). Conditions that Influence the Effectiveness of Cooperative Learning : 61 Conditions that Influence the Effectiveness of Cooperative Learning Positive Interdependence Individual Group Accountability Interpersonal and Small Group Skills Setting Up a Cooperative Learning Lesson : 62 Setting Up a Cooperative Learning Lesson Determine skills to be taught Social and academic Form heterogeneous groups Based on skill Examine groups to ensure heterogeneity Other factors to consider Absenteeism, gang membership, gender, ethnicity, other Setting up a Cooperative Learning Lesson : 63 Setting up a Cooperative Learning Lesson Face to face arrangement Teach social/academic skill Give individual assignments Determine improvement points Public rewards ceremony Debrief Improvement Points : 64 Improvement Points Social Skills : 65 Social Skills Situation-specific, learned behaviors that contribute to an individual’s overall functioning in society. Teaching Social Skills : 66 Teaching Social Skills Identify Model Practice Reinforce Generalize Social Problem Solving : 67 Social Problem Solving The ability to deal effectively with social situations; used extensively in conflict resolution and peer mediation. Social Problem Solving : 68 Social Problem Solving Problems are goals with obstacles Identify the goal Identify the obstacle (recognize other perspectives) Determine possible solutions Determine possible consequences of each solution Social Problem Solving : 69 Social Problem Solving Choose the best solution (achieves goal/fair) Plan how to put solution into action Put solution into action Debrief Anger Management : 70 Anger Management A systematic method of cognitively recognizing anger and managing its effects Anger is natural : 71 Anger is natural Anger occurs naturally and cannot be avoided. Teach control techniques rather than anger elimination. Steps to Anger Management : 72 Steps to Anger Management Convince the student that there is a need for change Identify personal signals of anger Teach self-talk techniques Teach problem-solving skills Teach relaxation skills Diaphragmatic breathing, progressive relaxation Self Control : 73 Self Control Behaviors and strategies that an individual uses to achieve self-selected outcomes. Self Control Requires : 74 Self Control Requires Self Monitoring Self Evaluation Self Reinforcement Steps to Teach Self Control : 75 Steps to Teach Self Control Define the target behavior Provide a rationale for self-control Develop a self-control system Provide direct instruction Monitor for accuracy Gradually fade overt procedures Program for generalization Techniques to Avoid : 76 Techniques to Avoid Raising your voice Yelling Saying “I’m the boss” Insisting on have the last word Using tense body language Making comparisons Using degrading, insulting, humiliating put downs Using Sarcasm Bringing up unrelated events Holding a grudge Nagging Web Sites : 77 Web Sites www.air.org/cecp www.sopriswest.org http://makeadifference.etsu.edu