Presentation on theme: "Behavior Intervention Strategies PS 22 Presented by: Steven Gilroy CFN #207 January 7, 2012."— Presentation transcript:
Behavior Intervention Strategies PS 22 Presented by: Steven Gilroy CFN #207 January 7, 2012
Agenda: Behavior Intervention Strategies Reasons for Misbehavior Behavior Intervention Strategies from NEST Program Application to Practice—Now What?
Warm-up: What Are Some Reasons for Student Misbehavior? Jot down two reasons why you think students misbehave. Share responses with Table Group Talk. Write the top 2-3 reasons for student misbehavior on a post and place on the chart paper.
Three Principles of Universal Design for Learning (UDL) presenting information in a variety of ways allowing students to express their thinking in a variety of ways increasing student engagement by a variety of motivational strategies Multiple ways to present, express & engage 4
Citywide Instructional Expectations Speaking and Listening Standards #1 & 6 Participate in collaborative conversations with diverse partners about grade topics and texts Follow agreed-upon rules for discussions Build on others’ talk in conversations by linking their comments to the remarks of others Explain their own ideas and understanding in light of the discussion 5
COMMON LANGUAGE 5-Point Scale What is Expected/Unexpected Give Me 5 Body Bubble Big Problem/Little Problem Turn it Around Me vs. We Put your voice in your pocket Expected vs. Unexpected Good Enough
Give Me 5 Visual rubric for whole body listening Eyes on the Speaker Ears listening Mouth quiet Hands down Body calm
Common Language “Give Me Five” This phrase is used to encourage children to “listen with their whole body”. The “five” is: eyes on the speaker, ears listening, mouth quiet, hands down, and body calm. Usually before the start of a lesson, the teacher will say, “Let’s see who’s giving me five”, or “I like the way so-and-so is giving me five/listening with their whole body”. “We are using a # ____ voice” The “Incredible 5-point scale” is used in the classrooms to help children regulate their voice according to the context. It is a visual rubric for voice volume. The scale is: #1 - “No talking/quiet mouth”; #2 - “Soft voice/whisper”; #3 - “classroom voice/talking”; #4 - “outside voice/recess”; #5 - “screaming/emergency only”. Children can be reminded i.e., “In the hallway we use a #2 or #1 voice”, or instructed before a lesson i.e., “We will be using a #3 voice for this activity”.
Common Language “Body bubble” This term is used to define “personal space”. Children are instructed to “stay in their own body bubble” (keeping body, hands, feet to self). When a child enters your body bubble, it can be pointed out, “You’re in my body bubble”, describe how it makes you feel (“That makes me uncomfortable”) and given the chance to “fix it” on their own. “Big problem/little problem” When a child seems to be “getting stuck” on a “little problem”, they can be prompted by saying, “Is that a big problem, or a little problem?”, or “That may feel like a #5, but it’s really a #1 problem”. Possible solutions can be generated. An example of a #5 problem might be a broken leg, or a fire. A #1 problem might be not getting to go first for an activity, or if someone takes a child’s seat. “A part of the group/Out of the group” This term is used to inform children of whether their bodies or brains are being a part of the group. Before a lesson, children can be reinforced, “I notice that so-and-so is a part of the group”. Attention and praise are given when children are being a part of the group, or return to the group. If a child is mentally not with the group, then can be cued with “Put your brain on the group”.
Common Language Just me” vs. “We” This language can be used when helping a child to be a part of the group. There are times when it’s okay to be a “thinking only about me” or “just me” kid. There are times when one needs to be a “we” kid, and to be thinking about others in the group (i.e., how is the child’s behavior affecting the group?) “Put your voice in your pocket” This phrase is used when the children should refrain from speaking, like in the hallway, for example. Children should be cued to “put their voice in their pocket” before stepping out into the hallway. Other times, this phrase is used in SDI. When nonverbal games are played, the children will be instructed to “put their voices in their pocket” during the game.
Common Language “Turn it around” If a child is continually engaging in unexpected behavior, or having difficulty following directives, they can be encouraged with this term, as in, “I know you can turn it around”, or reinforced for doing the expected thing, as in, “I like how you turned it around”. “Expected vs. Unexpected” This term refers to the behaviors in which children should engage in a particular context. Expected behaviors are considered socially appropriate. Unexpected behaviors are not appropriate for the situation, and may confuse or upset teachers/peers. For example, it is “unexpected” when a child is lying in the middle of the carpet during a whole group lesson. When a child is engaging in an unexpected behavior, it can be pointed out to them, as in, “Hmmm…that’s unexpected”! This cues a child to know that they are engaging in a behavior that is not appropriate for the given situation, and can make the choice to “fix” themselves. The language can cue them into awareness that they might be standing out from their peers.
A Community of Resources Building an Inclusive Community Occupational Therapist: Executive Function Speech Therapists: Language strategies for all students Social Workers: Counsel to parents, staff and principal Parent Coordinator: Bridging the gap with families
Next Steps What will you try with students who misbehave? How might you work with teachers on the grade to strengthen this practice? How will you assess its’ effectiveness? What support will you need to be effective? 14