1. 1 Responding to Occurrences of Behavior

2. Module Purpose This module is designed for universal team to use as part of facilitating discussion with staff about the best practices to use to redirect occurrences of conduct infractions

3. Suggestions for Using this Module Facilitate small groups of staff (PLC; grade level meeting; breakout groups at a staff meeting) Wherever possible, personalize the module to reflect your school –Add your school name –Insert sample OCR graphs

4. Suggestions for Using this Module Have an initial concentrated session to go over the whole module Then over the course of the year engage groups in problem solving discussion to come with strategies for handling common scenarios that occur at your school

5. Developing a Redirection Protocol Research supports having a consistent – non confrontational protocol for responding to occurrences of behavior AND training for staff on how to implement the protocol –Reductions in externalizing behaviors –Increases in on task behaviors For example, Benner et al. (2012) Exceptional Children 5

6. Sound Familiar? While doing class work Johnny becomes off-task and starts to talk to his peers. Johnny responds by saying, “This work stinks, I don’t want to do it.” Johnny says, “I don’t care about this class, I am not doing this work.” Johnny then stands up, slams his work on his desk, says “Fine!” and storms out of the room. Teacher His teacher asks him to stop talking and tells him to get back to work. His teacher says “Why do you always fight with me in class?” His teacher says, “You need to do this work or you are going to the office!” Johnny

7. 77 Antecedent (Task Demand) Student Behavior (Disruption) Adult Responds (Verbal Redirection Sent to the Office) The Behavior Disappears Student and Adult get reinforced (“Whew! I’m outta here” “Whew! I can teach now)

8. 8 Impact on Our Behavior

9. Attend to an Emerging Situation

10. Prevention is the Best Approach Whenever possible, we should aim to prevent a situation before it happens Anticipate and plan for possible problems Think through ahead of time how you will handle a situation Look for signs that signal a possible problem 10

11. Scan for signals that the student is having difficulty Attend to facial, body language, tone of voice, compliance signals that indicate a potential problem is emerging Common behaviors indicate a student is having a problem include: –Head down –Mumbling –Over excited –Not following directions –Depressed or agitated affect

12. Video Activity Same Situation-Two Approaches Watch the video clip of Michael – first approach –What signaled to you that Michael wasn’t himself today? –What are your suggestions for how the teacher could improve her response to Michael?

13. Discussion: How to Handle When A Student is Having a Problem People need different things when they are having a bad day. Let’s consider the range of ‘needs’ here today At your table answer this question: –When I am upset it helps me when people:

14. Discussion: How to Handle When A Student is Having a Problem Given that there is a range of possible responses we can use when we sense someone is upset: –Which of these work best for you? –Which of these make you even more agitated? ___ Back off ___ Give me space ___ Ignore that something is wrong ___ Ask me what’s wrong ___ Offer help ___ Offer comfort ___ Empathize ___ Cheer me on ___ Give me a suggestion

15. How to Handle When A Student is Having a Problem Given that some responses work better (or worse) for different people – how then do we respond when we think a student is having a problem? Roll the video…..

16. Video Activity Same Situation-Two Approaches Watch video clip of Michael – different approach –What did she do this time that you thought was effective? –What other suggestions or strategies would you offer?

17. 17 Attend to the class and keep the instructional program going Focus on the majority of the class first (and the individual student second) Assign an independent, pairs, or small group activity State an expectation for the class (e.g., “everyone start the math assignment”) Praise students for being engaged Walk around the classroom

18. 18 Attend to the Student Talk privately Ask if they are okay Ask them what they need If they don’t know offer some choices: –Take a minute –Go to the bathroom –Talk with someone Provide reassurance

19. Strategies to Redirect a First Occurrence of Behavior

20. The Key to Effective Redirection It is easy to feel ‘validated’ in displaying an escalated response when someone is arguing or talking offensively to you We naturally de-escalate when being spoken to with respect and sensitivity

21. The Key to Effective Redirection The best way to redirect a situation is to always respond in a way that you think best preserves the dignity of the person you are interacting with: –Stay calm –Use a firm, but neutral tone of voice –Use actions and words that respect the other person

22. Video Activity Same Situation-Two Approaches Watch the video clip of Sara – first approach –What are your suggestions for how the teacher could improve her response to Sara?

23. Plan Strategies to Redirect Behavior When a behavior occurs first ensure the rest of the class is engaged in an activity Focus on the majority of the class first (and the individual student second) Assign an independent, pairs, or small group activity State an expectation for the class (e.g., “everyone start the math assignment”) Praise students for being engaged Walk around the classroom

24. Video Activity Same Situation-Two Approaches Watch video clip of Sara – different approach: –What did she do this time that you thought was effective? –What additional suggestions would you offer?

25. Strategies to Redirect Behavior Using redirections – it’s all about respect –Speak privately (don’t make the student a show) –Stay calm and neutral –Leave out the sarcasm and ‘jabs’ Remember our response should not be more disruptive than the behavior we are trying to redirect

26. Examples of Effective Redirections Speak privately Avoid trying to have the last word Engage the student to generate options Provide the student with options to choose from Use language that focuses on the behavior not the student Be empathetic Acknowledge for positive behavior or choices Give the student some space Change the topic Changing/modifying the activity Reduce the difficulty of a task Reduce the quantity of work the student is working on at time Provide 1:1 to get started Provide assistance to work through the task Provide the student with a choice of two tasks Ask a peer to help the student Providing assistance to get started Offer choice of two options Ask the student to suggest a resolution

27. Strategies to Redirect Behavior Sometimes behavior occurs because the students if frustrated by or daunted by the academic work. If you think this might be the case consider ways to make the work more accessible for the student: Plan for academic modifications or adjustments

28. Strategies to Redirect Behavior Use strategies to help teachers adjust academic conditions in response to behavior, for example: Changing/modifying the activity Reduce the difficulty of a task Reduce the quantity of work the student is working on at time Provide 1:1 to get started Provide assistance to work through the task Provide the student with a choice of two tasks Ask a peer to help the student Providing assistance to get started Offer choice of two options Ask the student to suggest a resolution

29. Strategies to Redirect Behavior Some strategies tend to escalate a situation. Include a discussion about strategies that DON’T work as well so staff know to avoid using these, for example: Yelling Scolding a student in front of the class Sarcasm Ultimatums Having the last word Engaging in a debate or argument with the student Using previous incidents as ‘fire power’

30. Plan Strategies to Respond to an Escalating Behavior

31. Plan Strategies for When Behavior Persists Is the behavior disruptive to the class or instruction? –What strategies can the teacher use to re- engage the student into the routine? –Would a break away from class defuse the situation? –Has the behavior escalated to the point that it needs to be office managed?

32. Video Activity Same Situation-Two Approaches Watch the video clip of Jason – first approach –What are your suggestions for how the teacher could improve her response to Jason?

33. Strategies for When Behavior Persists Stay calm and cool Help the teacher to identify their own tolerance limits and form those into strategies –“It really upsets me when…..” Work with the teacher to identify strategies that help them stay calm and cool –Count to 10 –Deep breath –Etc.

34. Video Activity Same Situation-Two Approaches Watch video clip of Jason – different approach –What did she do this time that you thought was effective

35. Were Redirections Tried? Speak privately Avoid trying to have the last word Engage the student to generate options Provide the student with options to choose from Use language that focuses on the behavior not the student Be empathetic Acknowledge for positive behavior or choices Give the student some space Change the topic Changing/modifying the activity Reduce the difficulty of a task Reduce the quantity of work the student is working on at time Provide 1:1 to get started Provide assistance to work through the task Provide the student with a choice of two tasks Ask a peer to help the student Providing assistance to get started Offer choice of two options Ask the student to suggest a resolution

36. Strategies for When Behavior Persists Reduce Interaction Give the teacher suggestions for stepping back from a confrontation or disengaging from debate Reacting to a student’s comments keeps the conflict going –Lower voice –Repeat one phrase (Time to start work) –Offer the student a break to step away

37. Strategies for When Behavior Persists Pivotal Redirections Using what is known about ‘what works’ for the student to identify redirection strategies pivotal for responding when behavior persists

38. Plan Strategies for When Behavior Persists Enlist Assistance If attempts to resolve the situation have not worked you may need to remove the student from the class –Removal to the office should be a last resort –[schools need to add their procedures that staff are to follow]

39. Following Up After an Infraction Has Occurred

40. Remediation Strategies for Redirectable and Interfering Behaviors After an infraction has occurred we need to decide what interventions to try so that the behavior does not occur in the future: –What strategies can we try in the classroom –What other resources can we enlist –Reflecting on how we handled the situation

41. Remediation Strategies for Redirectable and Interfering Behaviors Strategies we can try in the classroom should focus on: –Preventing future occurrences by Considering the function of behavior Focus on teaching/reviewing expected behaviors Embedding reminders into discussions Providing social praise and incentives for positive behaviors

42. Remediation Strategies for Redirectable and Interfering Behaviors Strategies we can try in the classroom –Student-teacher conference focused on reviewing the expectations for the classroom –Parent contact –Determine modifications to academic work –Develop a goal with the student and incentive for meeting goal –Using positive reminders ahead of situations where behavior typically occurs –Consider modifications/supports for work that is difficult

43. Remediation Strategies for Redirectable and Interfering Behaviors Starting Over –The best thing to do when a student is returning from being removed from class is to welcome them back and re-engage them in the routine –Avoid opening old wounds (e.g., “We won’t have a repeat performance of yesterday”) this type of response opens the door for conflict –Ignore attempts to ‘save face’ with peers when they ‘shrug off’ the visit to the office –Instead reserve time with the student outside of class to review expectations and together develop a plan to handle the situation differently in the future

44. Remediation Strategies for Redirectable and Interfering Behaviors Enlisting other resources: [schools need to add their list of resources available] –School counselor: social skill groups –I & RS: Function based problem solving process –CST: Function based problem solving process for students with IEPs

45. Activity Suggestion for Small Group Discussion We all have times where we handle a situation better and where we would like to have a ‘do-over’ Reflecting on what worked and what we would do differently is an essential part of develop a ‘conflict resolution’ repertoire of skills Let’s practice…..

46. Activity Suggestion for Small Group Discussion Think about a recent situation with a student that you (or someone else) handled really well –What did you (or the other person) do that worked? Think about a recent situation where you would like a ‘do-over’ –What did you do that didn’t work so well

47. The Key to Handling Conflict After a conflict we have to self-examine: –Did my responses result in resolving the situation? –What did I do that worked well? –What do I need to do differently next time? Did my ‘baggage’ or ‘personal triggers’ get in the way Was there something about the student’s interaction that caught me by surprise?

48. Team Planning Activity Begin discussion about how you will introduce this module to staff at your school

49. 49 Next Steps Develop a draft of OCR form and flow chart Get feedback from staff and finalize Implement OCR form and begin decision making Plan for providing professional development on defusing daily disruption