Your Red Zone Just Got Rosier…….Positive Tips For Your Tier 3 Toolbox!

1. Your Red Zone Just Got Rosier…….Positive Tips For Your Tier 3 Toolbox! Bella Bikowsky, M. Ed. Ph.D. Candidate, Seattle Pacific UniversityBehavior Specialist &ESA Certified School Counselor Maggie Schulze, M. Ed. Ph.D. Student, University of Washington Behavior Specialist & Special Education Teacher

2. Overview for Today’s Presentation • Functions of behavior • Reactive approaches to discipline • Academic vs. behavior concerns • Social Emotional Learning (SEL) and PBIS • 9 variables that affect compliance • Tracking data for decision-making

3. But first………An Exercise • Please take out a piece of paper and writing utensil. • Everyone is going to write the alphabet. • When you set kids up to succeed, they will succeed.

4. Fair is when everyone gets their needs met, NOT when everyone gets the same thing.

5. Changing Our Perspective"I've come to the conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that creates the weather. As an educator, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or honor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or d-escalated and a child humanized or de-humanized”.--HiamGinott

6. Functions of Behavior • All behavior serves a function • Stopping a behavior for the moment does not guarantee it will stop permanently • Thus, we need an understanding of its nature and purpose, an understanding of its “function” • When a child misbehaves, commonly, he is expressing one of three things: • Escape/Avoid(i.e. non-preferred activity) • Obtain (i.e. attention from others) • Sensory(self-regulation)

7. Reactive Approaches • How the expression of behavior is handled will often determine the outcomeand severityof the misbehavior • Reactionary approaches: • Office or administrative disciplinary interventions • Suspensions • Expulsions, and/or • Physically removing a student from a classroom

8. Effects of Reactionary Approaches • Disinterested in school schoolwork, rules, relationships • Lack of motivation in school & social well-being • Higher at-risk behavior &lower academic achievement • Increased the likelihood of further suspensions/expulsion • Negative intrusive thoughts • PTSD • Anxiety • Depression • Abandonment, isolation, exclusion, rejection

9. Academics vs. Behavior • We naturally view academic and social problems differently • Academics is “our job” • Social behavior is “theirjob” Adapted from Colvin,1993

10. “Won’t” or “Can’t?” ATTRIBUTIONS: • “He knows he can get away with anything.” • “She just wants her own way.” • “He knows what to do. He’s done it hundreds of times.” • “We can’t let her win.” • “It is not fair to the other students if he gets away with this.” • Prompts Virus Ceing BEHAVIORS: • Not Following directions • Just stand there and look at you • Walk away • Tantrum • Continue doing whatever it was they were doing • Engage in other equally unattractive behaviors

11. A Comparison of Approaches:Academic & Social Problems When a child makes an academic mistake: We assume:  Trying to be correct  Error an accident  Has learned the wrong way  Has been taught (inadvertently) the wrong way Adapted from Colvin, 1993

12. A Comparison of Approaches:Academic &Social Problems Thus……… We try to:  Diagnose the problem  Provide assistance  Re-teach  Adjust methods  Provide more practice Adapted from Colvin, 1993

13. A Comparison of Approaches: Academic &Social Problems When a child makes ansocialmistake: We assume:  Child is not trying  Error was deliberate  Child refuses to cooperate  Child knows what to do (because he has been told often enough!) Adapted from Colvin, 1993

14. A Comparison of Approaches to Academic and Social Problems Thus……… We:  Provide negative consequences  Remove from normal contexts  Provide more negative consequences  Assume child will learn “lesson” and behave in the future Adapted from Colvin ,1993

15. Social-Emotional Learning & Positive Behavior Interventions & Support PracticesHow then, do we: manage without manipulating; teach without being authoritarian; and still create positive behavior change?

16. Punishment “Punishment does not work when most everything in someone’s life is already punishing” --Sprague

17. Social-Emotional Learning ● Process in which children enhance their ability to integrate thinking, feeling, and behaving to achieve important life tasks (Zins et al., 2007) ● Social-emotional competencies are key academic enablers ● Form the bridge between instruction and learning ● 20 years of research has shown that children need a strong foundation of social- emotional competence to succeed in school (Calderalla, et al., 2009)

18. PBIS In A Nutshell • The three-tier model employs interventions that promote prosocial behavior in: (a) The general school population of students who lack chronic behavior problems (primary prevention or Tier 1); (b) Students who are at risk of developing chronic behavior problems (secondary prevention or Tier 2); and, (c) Students with major behavioral problems (tertiary prevention or Tier 3). Sugai & Horner, 2002

19. Academics and Behavior

20. PBIS as Foundation The foundational question we should be asking is this: What can we change in our behavior to improve their behavior? “Relationships are built on communication and to a surprising degree, how you communicate determines your effectiveness as an educator” (Charles, 2002).

21. Nine Variable that Affect Compliance Using a question format Distance Two requests Loudness of request Time More requests instead of stop requests Non-emotional instead of emotional requests Descriptive requests Reinforce compliance **See handout www.swpbis.pbworks.com/f/Compliance.pdf

22. TURN & TALK 5 minutes Think about the top 2 behaviors that are happening in your school right now Turn and talk about what you can change in your behavior to more positively influence their behavior

23. Tracking Data and Making Data-Based Decisions

25. ABC Form

26. Event Recording Form

28. Take Away Points Function of Behavior: Obtain Obvious strategy: ○ Ignore behavior Most effective strategies: ○ Provide more frequent access to attention ○ Increase predictability ○ Active engagement

29. Take Away Points Function of Behavior: Escape/Avoid Obvious strategy: ○ Continue task—don’t allow escape Most effective strategies: ○ Modify task ○ Modify schedule ○ Eliminate all difficult tasks until behavior is gone— gradually re-introduce tasks, stating with easiest

30. Take Away Points Function of Behavior: Sensory Obvious strategy: ○ Limit access to sensory activities “Stop” “Hands down” Most effective strategies: ○ Continuous access to similar sensory activities ○ IMPROVE sensory activities: more intense, variety, functional

31. Thank You! Bella Bikowsky bbikowsky@brookspowers.com Maggie Schulze mschulze@brookspowers.com

32. References Brown, T. M. (2007). Lost and turned out: Academic, social, and emotional experiences of students excluded from school. Urban Education, 42, 432- 456. Caldarella, P., Christensen, L., Kramer, T. J., & Kronmiller, K. (2009). The effects of strong start on second grades students' emotional and social competence. Early Childhood Education Journal, 37, 51-56. Charles, C.M. (2002). Essential elements of effective discipline. Boston, London: Allyn Bacon Gregory, A., Skiba, R., Noguera, P. (2010). The achievement gap and the discipline gap: Two sides of the same coin" Educational Researcher, 39, 59-68. Gust, L. V., & Sianko, N. (2012). Can policy reform reduce seclusion and restraint of schoolchildren? American Orthopsychiatric Association,82, 91-96. Mohr, W. K., Petti T. A., & Mohr, B.D. (2003). Adverse effects associated with physical restraint. Canadian Journal of Psychiatry, 48,330–337. Meehan, T., Vermeer, C., Windsor, C. (2008). Patients perceptions of seclusion: A qualitative investigation. Journal of Advanced Nursing, 31, 370-377.

33. References Raffaele-Mendez, L. M., & Knoff, H. M. (2003). Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district. Education and Treatment of Children, 26, 30–51. Raija, K., Grigori, J., Putkonen, H., Kuosmanen, L., Hane, K., Holi, M., Välimäki, M. (2012). Seclusion and restraint in psychiatry: patients' experiences and practical suggestions on how to improve practices and use alternatives. Perspectives in Psychiatric Care, 48, 16-24. Sugai, G., & Horner, R. H. (2002). Introduction to the special series on positive behavior support in schools. Journal of Emotional and Behavioral Disorders, 10, 130-135. Wallace, J. M., Goodkind, S., Wallace, C. M., &. Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991-2005. Negro Education Review, 59, 47–62. Zins, J.,Weissberg, R.,Wang, M., &Walberg, H. J. (Eds.). (2004). Building Academic Successon Social-Emotional Learning: What Does the Research Say? New York: Teacher’s College Press.