1. Succeeding with Difficult Students Presented by Toni Gullekson and Jennifer Byse

2. WHO???? Students with Emotional Disturbance Any other student having difficulty in the school setting Students with Autism Students with Attention Deficit Disorder

3. Autism:What is it??? A complex brain developmental disorder Appears during the first three years of life Affect the person the rest of his/her life No known single cause Defined as collection of behavioral symptoms that are characterized by impaired social interaction & communication, and restricted and repetitive behavior.

4. Autism:What is it??? A spectrum disorder: Pervasive Developmental Disorder (aka Autism Spectrum Disorders Autism Asperger’s PDD-NOS Childhood Disintegrative Disorder Rett’s Disorder

5. Facts and Statistics from the Centers for Disease Control and Prevention (2007): 1 in 150 births, almost 1 in 94 boys (4 times more prevalent in boys than in girls) 1 in 1.5 million Americans Fastest-growing developmental disability 10-17% annual growth Estimated $3.5 million to $5 million lifetime cost for care $90 billion annual cost to the US 90% of costs are in adult services Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention In 10 years, the annual cost will be $200-400 billion

6. Autism Spectrum Characteristics Impaired relatedness Impaired communication Insistence on sameness or resistance to change Ritualistic behaviors Sensory abnormalities

7. Functions of Behavior Functions of Behavior Attention Power / Control Justice / Revenge Escape / Avoidance Expression of Self

8. Attention What does this look like? Student is seeking attention. Could be positive or negative attention Attention from ANYONE will reinforce this behavior Appropriate Responses Ignore the behavior Redirect and walk away Avoid verbal interaction Train other students and staff to ignore the behavior

9. Power and Control What does this look like? Student is attempting to feel a sense of power by controlling their own actions. Student refuses to get in line when you ask, but will wait until they are “good and ready” Student appears to have his/her own agenda that they do not want to share with the rest of us Appropriate Response Offer choices so that the student feels in control. Do not change the expectation once stated. Realize that you can not make a student do something they don’t want to do. Avoid power struggles

10. Justice / Revenge What does this look like? Student is looking for something to be “FAIR” Could be revenge against other students or teacher Targets another student Cuts in line, turns around and pushes Appropriate Responses Separate student from targeted student(s) Immediate feedback on appropriateness of behavior

11. Escape / Avoidance What does this look like? Students is avoiding a given request or assignment Student has difficulties during the same activities every day (IE, math, lunch, tutoring, lunch) Appropriate Responses Be observant of the things that occur before the behavior Follow through on activities after the behavior subsides

12. Expression of self What does this look like? Student has difficulty with social situations understanding rules and appropriate behavior Ex) Students are playing tag and one student throws another on the ground. Appropriate Responses Use social stories to teach appropriate behavior PRACTICE… PRACTICE… PRACTICE!!!!

13. Stages of Behavior Intervention A closer look at Behavior Prevention Intervention Postvention

14. Visual schedules…picture or written Remind students and parents and have a visual cue for change in schedule Be aware of physical environmental State clear expectations (state name and simple concrete language) check for understanding (student should restate expectation not just yes or no) Build “break time” into the schedule and teach what to do during this time. Clarify work routines for every activity (the 4 W’s) Prevention Strategies Establish and Teach Routines

15. Prevention Strategies Establish a support system for the student Power Cards/ Social stories Keychain Rules Meet sensory needs Teach social skills Motivators linked to subject obsessions Be aware of physical environmental Know the background of the student (review behavior contract or BIP if applicable) **remember confidentiality**

16. Intervention Strategies What to do when the crisis occurs Back off, avoid confrontation. Don’t get into a power struggle. Don’t take it personally. It’s not about you or anything he/she may say. In fact, LATER, may be the time to review behavior/social skills… NOT in the heat of the moment. Sometimes ignoring (not responding/agreeing) helps. Especially if they are perseverating about the incident. Signaling with a visual cue (stop sign or a be quiet sign) may help to de-personalize the incident.

17. Intervention Strategies Cont. What to do when the crisis occurs Talk low, talk slow, and don’t say much (quote from John Wayne). In fact, writing it down may be more effective than saying anything to him. Just walk, but don’t talk-walk around the school, use muscle power. Stay cool. Watch you own body language. Important: Strategies used during intervention must be taught during the preventative stages. Get the student moving. Send him on an errand Follow through on consequences and be consistent.

18. Postvention Debriefing the student (visual, verbal & supportive) Make sure the student is ready to discuss (compliance steps) What happened?? What should you have done?? What will you do next time?? Action to prevent incident from occurring again Review existing prevention techniques If needed, develop new ways to teach alternative or appropriate behavior Model and Practice strategies

19. Things to remember Keep your cool…adults need break time too! Consistency… Consistency… Consistency!!!! Don’t take it personally Have a plan

20. **Questions and Answers** Remember, we are always here to provide support !!!

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