1. Your responses change behavior.
It takes one fool to backtalk.
It takes two fools to have a conversation about it.

2. What do I do when he…..?
Reactive strategies

3. The goal is to get control over the situation and get back to teaching and learning.
Some situations are better dealt with later.
The goal is not “to punish;” the goal is “to move on.”
Reactive strategies are not intended to be “instructional.”

4. Reactive strategies aren’t used alone.
Environmental supports
Teaching new behaviors
The powerful behavior changers are environmental supports and teaching new behaviors

5. Examples of reactive strategies
Predict and prevent
Handling a crisis
Ignore the behavior
Redirect
Present feedback
Contingent instruction
Time away for you or your student
Strategic capitulation
Active listening
Gentle physical management

6. The idea is to PLAN your response
The idea is to PLAN your response! Your data will reflect what’s changing.

7. Predict and prevent See it coming? Make a change. Change the setting.
Change your voice.
Change the demands.
Give a break.

8. Crisis planning
If the child has a history of explosive behavior, the team should have a Plan B for each school location.
Interrupt as early in the crisis cycle as possible.
Kids can’t hear you when they are out of control.
More on this later.

9. Ignore the behavior Every behavior doesn’t need a response.
When behaviors are triggers for us, make a careful plan.
Ignoring behavior doesn’t mean ignoring the kid.
Usually paired with redirection.

10. Redirection
Redirection has been accomplished when the student is back on task.
The redirection curve

11. Present feedback Remind him of the next activity so he can “hang on”
Remind him what will happen “if” behavior happens (or even better, if it doesn’t)
Visual feedback is helpful.

12. Contingent instruction
Working through a behavior
Don’t use if it causes escalation

13. Time away For you or the kid. Not a punishment/ more like a break
Should be part of the plan.

14. Strategic capitulation
When you just can’t get it back together today.
Once is strategic capitulation; this is not a strategy to use on an ongoing basis.

15. Active listening
Sympathizing and “listening”
Getting back on track.

16. Gentle physical management

17. Using consequences Consequences, used fairly and reasonably, can help:
never take a once-in-a-lifetime opportunity
never take recess but you can change recess
only use consequences if the child really has the skills to avoid them

18. Keep it short
"Fran, you've walked out of the door again without your backpack. Where's your head at. You're so busy gossiping with all your friends you're not even thinking about what you're supposed to do. Sometimes I think you'd lose your head if it weren't tied to your neck. C'mon. Get with it girl."
“Fran, your backpack.”

19. Describe the problem
It's near dismissal and the books aren't in their place."
"Folks, lots of papers and items are strewn around the room. We need order, and I'd appreciate your help."
"The room is messy. I expect it to be different in 30 seconds."
"I hear answers, but I don't see hands."