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

4. PEACH These students typically have a combination of emotional and behavioral problems. They often engage in sensation seeking activities without regard for consequences. They also often over react to the emotional stimulation that results from their activities. This feedback keeps them in an almost continuous state of over stimulation and anxiety. They usually don't do well academically and often don't have the foresight to successfully commit serious misdeeds. You must constantly work to avoid over stimulating these students or allow them to over stimulate themselves. Students with this profile who have above average intelligence can be very creative, particularly in the area of the arts. Even so, they will not be pleasant to work with. Students with these profiles that are of lower intelligence have more difficulty directing their behavior toward productive ends.

5. PEACH CONTINUED Recommendations for HIGH Porpoise and HIGH Rabbit 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 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. And

6. PEACH CONTINUED Praise the work that the High Rabbit student does well. The threat of negative consequences is effective for High Rabbit student, but actual punishment may be harmful to their performance. Avoid emotional experiences, especially negative ones, with High Rabbit students. Avoid stress to perform well, especially on difficult tasks. Article that identifies what causes stress Use relaxation techniques and desensitization for specific fears. Discourage either extreme impulsivity or extreme caution, but do not allow the child to go to the opposite extreme. A subdued, personal approach is called for with High Rabbit students. De-emphasize testing and evaluation of work for highly High Rabbit students. Give frequent tests rather than a single final exam. Avoid arousing (stimulating) the High Rabbit student emotionally during school work. Structure the High Rabbit student's time and environment as much as possible. When the High Rabbit student is upset, allow him or her to postpone work until another time. Educators should give the highly High Rabbit student a good deal of emotional support. Elementary teachers, especially, should identify High Rabbit students and modify their teaching methods for them.

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

8. 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.

9. 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.

10. 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.

11. 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.

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

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

14. 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.

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

16. 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.

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

18. Conduct Are very sensitive to emotional stimuli, have strong reactions to them, get upset easily and are slow to calm down. Will often attempt to avoid situations that are apt to be emotionally charged.

19. Acquire Approach learning in a more rigid and compulsive manner. Can study for long periods on a regular basis. Do better in high school.

20. Regulate Tend to be more receptive to punishment. Both reward and punishment need to be somewhat more intense to affect.

21. Excitement More easily stimulated by emotional stimuli and often perform poorly on tasks because they are overly stimulated or motivated. External pressure will erode the performance. High arousal level is best for easy tasks and relatively low arousal is best for difficult tasks. Particularly susceptible to “test anxiety” and the importance of tests should be down played with these children.

22. High P- Mid to Avg E- High R p e r Permission to copy as long as original author is cited "Riffel" copyright 2008 Praise any work the student does well. Article on the Boys Town Model of using points to praise appropriate behavior. Channel competiveness into school work. Article on task competition vs. social competition Use creative outlets for showing work. Website on Multiple Intelligences James Wakefield Article Allow to work for short periods with frequent breaks. Ergonomics for Children Frequent breaks for children with attention difficulties

23. High P- Mid to Avg E- High R p e r Permission to copy as long as original author is cited "Riffel" copyright 2008 Avoid stress to perform well on difficult tasks. Article that identifies what causes stress Progressive relaxation Avoid stimulating punishments. Wakefield Article on Classroom Management Use loud stimulating activities to encourage appropriate behavior. Give booster shots about behavior. Article on effects of booster shots on prosocial behavior Material rewards may influence more than social rewards. Difference between rewards and bribes Be subdued when dealing with student. Wakefield, J. (1979)

24. Frequently Agitated 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 visuals such as Venn Diagrams, Webs, and logic models. (Marzano) Give Opportunities for extended learning. Offer sound blocking devices when doing independent work Give verbal and visual clues about what’s important. Teach mnemonics for remembering difficult facts. Give booster shots before entering antecedents which trigger behavior (Mayer, 2000) Use 3-5 positively stated behavioral statements and teach, model, practice and praise those when witnessed. (www.pbis.org)www.pbis.org Use the student vs. teacher rating scale (www.behaviordoctor.org- under forms and tools)www.behaviordoctor.org- 60 beats per minute music. www.garylamb.com Yoga breathing exercise. http://www.yogawiz.com/articles/82/yoga-and-disease/yoga-for- kids.html

25. Interventions p e r Permission to copy as long as original author is cited "Riffel" copyright 2008 Structure lessons to require active student involvement (Heward, 1994) Incorporate cooperative-learning opportunities into instruction (Beyda et al., 2002) Provide correct models of completed work prior to assignment (Miller et al., 2003)

26. Interventions p e r Permission to copy as long as original author is cited "Riffel" copyright 2008 More coming to this one soon

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

28. 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)

29. 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.

30. 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

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

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

33. 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

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

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

36. 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

37. 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.

38. 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.”

39. 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.

40. 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.

41. 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.

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

43. 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.

44. 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?”

45. Yoga

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

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

48. 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.

49. 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

50. Local Philanthropy

51. School Philanthropy

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