1. Behavior Gone Wild Working with the Hyperactive Gabrielle Hart

2. Do these behaviors look familiar? Talking Talking Sleeping/heads on the desk Sleeping/heads on the desk Lack of productivity Lack of productivity Power struggles Power struggles Poor classroom attitude Poor classroom attitude

3. My Most Difficult Challenge Take all of your common behavior problems and put them ALL into one student. Now ask yourself, what comes of this student? An action research project…

4. Why is this this my focus? When one student is disruptive they may influence the behavior of the class in many ways: Attention Attention Focus Focus Flow Flow Management Management Control Control

5. In the words of an expert… Spencer Henry believes that: All individuals must feel significant in the eyes of others. If a student’s basic needs are not met in a positive way, they will be met in a negative way All individuals must feel significant in the eyes of others. If a student’s basic needs are not met in a positive way, they will be met in a negative way 99% of the problems dealing with difficult, challenging and at-risk students that occur in the classroom can be handled by the teacher if they have effective strategies 99% of the problems dealing with difficult, challenging and at-risk students that occur in the classroom can be handled by the teacher if they have effective strategies

6. My Research What are the effects of different disciplinary interventions on the classroom behavior and attitude of a student?

7. Getting Started Pulling the student aside Pulling the student aside A call home A call home An after school meeting with the student An after school meeting with the student A behavior contract A behavior contract A second call home to inform parents of the contract A second call home to inform parents of the contract

8. Contract Specifics Limits on hall passes Limits on hall passes Formal warnings for sleeping and talking Formal warnings for sleeping and talking Overdue assignments for partial credit Overdue assignments for partial credit Seat change Seat change Behavior evaluations Behavior evaluations

9. Behavior Evaluations Step 1 Filling out a behavior form is part of our contract. Filling out a behavior form is part of our contract. In the beginning these evaluations were used by the student so he could evaluate his own behavior In the beginning these evaluations were used by the student so he could evaluate his own behavior Originally I had wanted Mr. Rico to fill out these evaluations so he could actually see, on paper, what his contributions and areas of needed improvement were Originally I had wanted Mr. Rico to fill out these evaluations so he could actually see, on paper, what his contributions and areas of needed improvement were Mr. Rico had been filling out these forms since we had made our contract Mr. Rico had been filling out these forms since we had made our contract

10. The following questions from the contract were designed to derive meaningful answers through short responses What kind of mood was I in when I came into class today? What kind of mood was I in when I came into class today? What kind of mood was I in at the end of class? What kind of mood was I in at the end of class? Did I get any warnings for sleeping or talking today? If yes, how many of each? Did I get any warnings for sleeping or talking today? If yes, how many of each? If I could change something that I did today it would be… If I could change something that I did today it would be… A positive behavior that I would like to continue doing is… A positive behavior that I would like to continue doing is… What was my contribution to the class today? What was my contribution to the class today?

11. Due to the following documentations… I needed more help! Abusing privileges Abusing privileges Disrespectful to teacher Disrespectful to teacher Roaming the hallways Roaming the hallways Cussing Cussing Abusing passes Abusing passes “I was sexually abused…just joking” “I was sexually abused…just joking” “Ms. Hart I think you have DID because you change from class to class” “Ms. Hart I think you have DID because you change from class to class”

12. In addition to the contract, I spoke with 4 principals and 3 teachers about Mr. Rico’s behavior, here were some of their suggestions: Try not to single him out Try not to single him out Let him have a pass if he asks for one Let him have a pass if he asks for one Put him on the “no hall pass” list Put him on the “no hall pass” list Talk to him in the hallway Talk to him in the hallway Change his seat Change his seat Move his seat into the hallway Move his seat into the hallway Write him up Write him up Send him to the office Send him to the office Keep him in class as much as possible Keep him in class as much as possible

13. Exploring these interventions Try not to single him out Whoever said “If you give them inch they will take a mile” was right… Talk to him in the hallway Proves to be effective with other students, but not this one Change his seat Whether it is positive or negative, he’ll talk to anyone and everyone

14. Move his seat into the hallway Apparently “Take your seat into the hallway and wait for me” sounds a lot like “Roam the halls” Send him to the office/Keep him in class It is usually expected that students whom are sent to the office are done so with a referral It is usually expected that students whom are sent to the office are done so with a referral I stayed away from this option because I wanted to keep the student in class as much as possible I stayed away from this option because I wanted to keep the student in class as much as possible On occasion Mr. Rico removed himself from class to go to the office On occasion Mr. Rico removed himself from class to go to the office I did not write him up when he removed himself, I did however, call the office, explain the situation and ask that he spends his time there doing his class work I did not write him up when he removed himself, I did however, call the office, explain the situation and ask that he spends his time there doing his class work

15. Let him have a pass/No hall pass list Is there a vending machine in the bathroom? Where did he get that 2 liter from… Is there a vending machine in the bathroom? Where did he get that 2 liter from… This can usually work if he gets a time limit with his pass This can usually work if he gets a time limit with his pass When the no hall pass list was mentioned as an intervention, Mr. Rico started to monitor his hall passes more closely When the no hall pass list was mentioned as an intervention, Mr. Rico started to monitor his hall passes more closely Write him up (sticking to the contract) The first time that Mr. Rico broke our contract I gave him a detention (he needed more than 1 warning for sleeping) The first time that Mr. Rico broke our contract I gave him a detention (he needed more than 1 warning for sleeping) After the detention, Mr. Rico always put his head up after his first warning After the detention, Mr. Rico always put his head up after his first warning

16. Behavior Evaluations Step 2 Only continuous intervention Only continuous intervention Additions Additions Responded to comments Returned evaluation Step 2 made it a more powerful intervention Step 2 made it a more powerful intervention

17. Behavior evaluation form from a bad day

18. Behavior evaluation form from a good day

19. Effects of Step 2 After a bad day Explanation of behavior Explanation of behavior Occasional apology Occasional apology After a good day Elevated mood Elevated mood Usually leads to another good day Usually leads to another good day

20. What did not work… Informal warnings Informal warnings Often perceived as threats Dealing with it in the classroom Dealing with it in the classroom Effects on the classroom Talking in the hallway Talking in the hallway Not taken seriously

21. What was influential… Giving time limits for hall passes Giving time limits for hall passes Student knows they are being monitored Giving alternatives (no hall pass list) Giving alternatives (no hall pass list) Student’s previous experience Support from administration

22. What worked… Formal documentation Formal documentation Rico started to take me seriously Formal warnings Formal warnings Fewer incidents of sleeping in class Support from the administrators Support from the administrators Confidence factors Feedback on behavior evaluations Feedback on behavior evaluations Seeing his actions in writing My comments

23. If I had to do it all over again… Rules on the first day of school Rules on the first day of school Stick to them Stick to them Confidence Confidence Proactive versus reactive Proactive versus reactive

24. Resources Byham, C. & Pescuric, A. (1996). The new look of behavior modeling. Training and Development. American Society for Training and Development Inc. Byham, C. & Pescuric, A. (1996). The new look of behavior modeling. Training and Development. American Society for Training and Development Inc. Henry, S. (2001). Practical strategies for working successfully with difficult at at-risk students (grades6-12). Bellevue: Bureau of Education & Research. Henry, S. (2001). Practical strategies for working successfully with difficult at at-risk students (grades6-12). Bellevue: Bureau of Education & Research. Kauffman, J., Conroy, M., Gardner, R. & Oswald, D. (2008). Cultural sensitivity in the application of behavior principles to education. Education and Treatment of Children. Roscoe Ledger. Kauffman, J., Conroy, M., Gardner, R. & Oswald, D. (2008). Cultural sensitivity in the application of behavior principles to education. Education and Treatment of Children. Roscoe Ledger. Mendler, A. (2001). Working successfully with difficult students: a discipline with dignity approach. Bellevue: Bureau of Education & Research. Mendler, A. (2001). Working successfully with difficult students: a discipline with dignity approach. Bellevue: Bureau of Education & Research. Taylor, R. (2001). Practical discipline strategies to minimize behavior problems and work successfully with today’s students (grades 6-12). Bellevue: Bureau of Education & Research. Taylor, R. (2001). Practical discipline strategies to minimize behavior problems and work successfully with today’s students (grades 6-12). Bellevue: Bureau of Education & Research.

25. Questions??