1. Response to Intervention Using Personality Surveys & Research Based Interventions By Laura A. Riffel, Ph.D.

2. Give and Score the Student Learning Style Survey- Select Student Color Based on Results: REDORANGEYELLOWGREENLIGHT BLUEINDIGO PURPLETURQUOISEBURGUNDYPEACHLIME GREENHOT PINK

3. Purple Interventions Based on Student Style Survey Laura A. Riffel, Ph.D.

4. PURPLE These students are likely to exhibit disruptive behaviors in the classroom. They may also try to dominate classmates through aggressive behavior. They are difficult to control through either reward or negative consequences and often engage in sensation seeking behavior. Sometimes a skillful teacher can use their sensation seeking behavior to enhance academic performance. Students with this profile who have above average intelligence can be very creative but even so will not be pleasant to work with. Students with this profile who are of lower intelligence have more difficulty directing their behavior toward productive ends.

5. PURPLE Recommendations for HIGH Porpoise Students: Stimulating punishments should be avoided whenever possible. Use loud. stimulating activities to encourage appropriate behavior. Allow the High Porpoise student to participate in competitive activity following studying or other quiet activity. Channel competitiveness into school work. Allow the High Porpoise student to work for short periods with frequent breaks. Have the Porpoise High Porpoise student plan activities ahead of time and follow those plans in an orderly manner. Educators may have to remind the High Porpoise student about the overall goal occasionally during school work. Encourage the High Porpoise student to "stop and think" before responding. Material rewards may influence the High Porpoise student's behavior more than social rewards. Allow the High Porpoise student to work on creative projects as much as possible. Behavioral Scripts and Instructional Procedures for Students with Learning and Behavioral Problems by Matthew Mayer and Linda Patriarca Available from Preventing School Failure, v52 n1 p3-12. Read synopsis on www.eric.ed.gov Eric Number: EJ778340www.eric.ed.gov Managing Aggression Using Cognitive-Behavioral Interventions: State of the Practice and Future Directions by Stephen Smith, John Lockman and /Ann Daunic. Available from Behavioral Disorders, v30 n3 p227-240 May 2005. Read synopsis on www.eric.ed.gov Eric Number: EJ752715www.eric.ed.gov

6. High Porpoise This child scored high on the Porpoise Scale. Here’s what that means:

7. Conduct Solitary and viewed as un-socialized. Frequently like odd and unusual things and have a marked disregard for danger. Tend to be defiant and aggressive.

8. Acquire Do not learn as easily from experience. Are sometimes thought of as hard headed. Have difficulty maintaining attention and concentrating in learning situations and tend to respond impulsively. When coupled with high intelligence tends to incline the student toward productive endeavors. Appear more original in their thinking and may be labeled creative. When associated with average to below average intelligence can incline students toward destructive activities. Teachers tend to find them troublesome.

9. Regulate Punishment and emotional displays are often counterproductive for these students. It may actually stimulate their behavior. Tend to be both disruptive and difficult to discipline. Highly structured environments employing both mild reward and punishments have the best chance of managing the behavior of High Porpoise students.

10. Excitement Find high levels of stimulation enjoyable and are prone to engage in exciting and dangerous activities without regard for the potential consequences. May seek confrontations and even punishment simply for the stimulation value such situations hold.

11. Low Eagle This child scored low on the Eagle Scale. Here’s what that means:

12. Conduct Tend to work slowly and make few errors. Will appear to be very motivated and attentive and will persist in most tasks.

13. Acquire Perform best under conditions of intermittent reinforcement or feedback. Recall material better immediately following learning or after a long delay. Typically do better in high school.

14. Regulate Respond to reward and punishment. Both reward and negative consequences should be low key.

15. Excitement Perform more poorly under external stress. Arousal to stress relative to the Eagle trait is primarily related to external stimulation (noise, cognitive, challenge, problem solving). Low arousal in easy or difficult tasks.

16. Low Rabbit This child scored low on the Rabbit Scale. Here’s what that means:

17. Conduct Mild or no reaction to emotional stimuli.

18. Acquire Tend to approach learning in an exploratory style. Study best for short periods broken up by other activities. Do better in elementary school.

19. Regulate Tend to be more receptive to reinforcement.

20. Excitement Often performs poorly on tasks because they are under- stimulated and under-motivated. External pressure can be used to enhance performance. High arousal level is best for easy tasks and relatively low arousal is best for difficult tasks.

21. High P- Mid to Avg E- Low R p e r Permission to copy as long as original author is cited "Riffel" copyright 2008 Put less emphasis on work done well and more reassurance prior to work. Test immediately after studying. Avoid arousal and stress about work. Article that identifies what causes stress Details are good for this child. Give feedback in private. Threat of negative consequence is effective but actual punishment is harmful to performance. Give a lot of emotional support. Use stimulating experience to encourage appropriate behavior.

22. Yoga breathing exercise http://www.yogawiz.com/articles/82/yoga-and-disease/yoga-for- kids.html Another Yoga breathing exercise: Put tongue behind two front teeth. Close mouth and breathe through nose. Breathe in, two, three, four. Breathe out, two three four. (Repeat for 3 cycles). Train student to do this when he or she is upset as a relaxation technique. Use relaxation techniques. You can download quite a few videos on www.youtube.com there are Yoga for Kids and Yoga for Teens. Just be sure to download it first because You Tube has some items not appropriate for young eyes. http://www.yogawiz.com/articles/82/yoga-and-disease/yoga-for- kids.htmlwww.youtube.com Permission to copy as long as original author is cited "Riffel" copyright 2008

23. Allow Extra Time Permission to copy as long as original author is cited "Riffel" copyright 2008 Allow extra time to complete work. Keener, S. & Leaman, D.; 2007 Click the clock to visit the time timer website. Giving students a visual about length of time remaining will allow them to plan their work.

24. Disruptive and Aggressive p e r Permission to copy as long as original author is cited "Riffel" copyright 2008 Use anticipatory set lesson plans to connect learning to real life. Use a variety of choices about different ways to show mastery. Employ counseling techniques. Eat lunch with this student once a week to convey progress. Develop a secret code between teacher and student to identify potential targeted behaviors before they become a disruption.

25. Heart Rate Normal resting heart rate is 60 beats per minute…. Research shows increase in heart beat up to 45 seconds before an aggressive act Freeman, R. L., Grzymala-Busse, J. W., Riffel, L. A., & Schroeder, S. R. (2001). A selfinjurious behavior data set analyzed by data mining system LERS. Bulletin of International Rough Set Society Proceedings of RSTGC, 5, 195-200. Gary Lamb’s music is 60 beats per minute http://www.garylamb.com/

26. Verbal & Visual Cues Permission to copy as long as original author is cited "Riffel" copyright 2008 Give verbal and visual clues about what’s important. Article on verbal and visual cues in physical education Visual phonics article Using Video Self Modeling to Teach skills Do the experiment in the presenter’s notes with your class and see what happens.

27. KWL Chart Permission to copy as long as original author is cited "Riffel" copyright 2008 The state of Kansas What we K NOW:What We W ANT to Know: What we L EARNED Grow wheat Sunflower is state flower Buffalo is state mammal Shaped like a rectangle Meadowlark is state bird (List all the things the children say here) How many people live in Kansas? What are the biggest cities? What are the rivers in Kansas? Why did people originally come to Kansas? (List all the things the children want to know here) Use this section to review for the test by listing all the things you taught about Kansas – soliciting responses from the students.

28. Interventions p e r Permission to copy as long as original author is cited "Riffel" copyright 2008 First Steps to Success Program (Walker et. al.,1998) http://www.uoregon.edu/~ivdb/abstracts/1998hwhsefbsag.htm Parent Training focusing on turning off the television, aggressive video games (Klopfer et. al., 2002) http://www.sciencemag.org/cgi/content/citation/297/5578/49b? ck=nck http://www.sciencemag.org/cgi/content/citation/297/5578/49b? ck=nck

29. Helping Students with Low-Self Esteem Climb Toward Success Laura A. Riffel

30. Self-esteem Gets “KILLED” while kids are in school. 80% of first graders have high self-esteem, 20% of fifth graders and 5% of high students –(J. Canfield)

31. Strengths AcademicSocial Have the behavior support team first focus on the student’s strengths- Develop at least four strengths for the team to focus on while thinking of interventions.

32. Needs AcademicSocial PhysicalMedical Mental Have the behavior support team focus on any areas where the student might need interventions: Be sure to think about: Academic needs Social needs Physical needs Medical needs Mental health needs

33. Settings and situations That might require intervention? Examples: After PE, After hall pass, before test, before reading aloud, when bored, when sick

34. Behaviors you targeted for change –Make sure they are measurable and observable.

35. What did the data show? Look at your data: What antecedents or setting events played into the behavior appearance? How often did the behaviors show up? What consequences occurred in the environment after the behavior occurred? Antecedent Behavior Consequence

36. What are your hypotheses? –Does the data indicate these behaviors are possibly due to low self-esteem?

37. Focus on the Four “P’s” P ublic Relations P roficiency P ower P hilanthropy

38. P ower: Use social autopsy sheets to help student see where situations went wrong. P ublic Relations: What skills can you give this student to help them relate better to others socially? P roficiency: What skills do they need to beef up academically? P hilanthropy: Help this student do something for others. A way to raise self- esteem is to help others less fortunate. student with Low Self- Esteem

39. Public Relations All students need to feel that they belong. Be their public relations person by letting their appropriate behavior earn the class a reward.

40. Some students who get complimented…. Do an opposite behavior because what you said about them doesn’t match how they feel about themselves. “I’m dumb. How could she think I’m smart? I’ll have to prove to her that I’m dumb because that’s how I feel about myself.”

41. Privately tell them: I know you are good at technology so I’d like you to run the SmartBoard® for me today while I work with the class.

42. Call on them for class reward: Act like it’s random- but call on the child to give the answer to five problems that you’ll do for the class instead of them having to do it for homework.

43. Proficiency Many behavioral issues occur because the student feels inadequate academically. Pre-teach part of the lesson in a study session, an online learning lab, or resource room.

44. Assessments Look at previous assessments and determine what areas the student is lacking skill- “Do whatever it takes to get that student caught up.”

45. Consider Learning Disabilities We don’t know what we don’t know- think about it. –A student may not know that everyone else sees the letters right side up or without a halo around it. –Help them figure out what works specific to themselves.

46. Power Give the child the power to control their destiny by giving them independence. Using options, teaching them to think “How’s this next decision going to affect me?”

47. Yoga

48. Karate I know it sounds counterintuitive to teach a student karate- but it’s all about “control” and “respect”- find a good instructor.

49. Social Autopsies See www.behaviordoctor.org – forms and tools- social autopsy sheetwww.behaviordoctor.org

50. Philanthropy You will be surprised that these students are generally great working with younger students or students with disabilities. –Their behavior is typically more appropriate with younger and less able students.

51. World Philanthropy See http://www.uboost.com/integrations/pbishttp://www.uboost.com/integrations/pbis At UBoosts' free web link, you can have students: plant 10 food producing seeds, protect 10 square feet of the Amazon Rain Forest, provide a day's worth a food for a villager in Uganda, help protect the Coral Triangle, offset your carbon footprint by 10 pounds, buy treats for dogs in shelters, provide fresh drinking water, or help villagers in Haiti. Click picture to go to website

52. Local Philanthropy

53. School Philanthropy

54. Once you put the Four P’s in Place Your student will PROSPER

55. Heart Rate Normal resting heart rate is 60 beats per minute…. Research shows increase in heart beat up to 45 seconds before the aggressive act Gary Lamb’s music is 60 beats per minute- link in back of book page 104

56. Choices Instead of saying “Sit Down” say: –Which would be best for you? Sitting in the blue chair or the red chair? Open ended questions force the student to stay in frontal cortex instead of going on a quick trip to brain stem. –What if they still refuse? –Keep repeating the choice- never engage in power struggle- you will lose.

57. 5Way too loud! 4Loud 3Talking 2Whispering 1No Talking AHHH!! “I said…” “Today at school… “Today, I was walking down the hall and I saw..” zzzzzzz

59. Oppositional Defiant Disorder Lavoie (1994)