1. What Should I Do When I Am Working with Students Who Have Challenging Behaviors Pennsylvania Training and Technical Assistance Network

2. Local Policy Your local school district, IU, preschool or employing agency’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

3. Learner Outcomes Participants will: Describe the range of behaviors encountered in their daily work Examine a model that can help in recognizing signs that student behaviors may turn serious Discuss their role in preventing challenging behaviors from occurring Explore effective strategies to use when challenging behaviors do occur

4. Agenda Introduction and learner outcomes Basic behavior terms Seven Phases of Challenging Behaviors − Definitions − Tips for preventing challenging behaviors − How to respond when behaviors occur Scenarios Wrap-up

5. A ntecedent what occurs before a behavior B ehavior an observable and measurable act of an individual C onsequence any event that follows a behavior Reinforcement Punishment Basic Behavior Terms

6. F unction: The purpose that the behavior serves to get something to avoid, delay, or escape something Why Determine the Function?

7. “It is easier to prevent a behavior from occurring, than to deal with it after it has happened.” Behavior Mantra

8. Recognizing the Range of Behaviors Activity - What behaviors do you see? Get into pairs or small groups Choose a note taker Brainstorm problem behaviors of students you encounter in your work Place each behavior on the appropriate place on the Behavior Four-Square Chart (behavior can be in more than once place) Share out

9. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors

10. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

11. Seven Phases of Challenging Behaviors 1. Calm − Definition: Student is in typical, neutral state Student is cooperative and responsive to teacher and task demands

12. Seven Phases of Challenging Behaviors 1.Calm Tips for preventing challenging behaviors Be aware of the antecedents that affect behavior ⁻Environmental ⁻Time ⁻Physical/Medical ⁻Task ⁻Instructor ⁻Presentation

13. Seven Phases of Challenging Behaviors 1. Calm How to respond when behaviors occur Treat students with respect Look for opportunities to praise students Attend to appropriate behaviors of student

14. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

15. Seven Phases of Challenging Behaviors 2. Trigger Definition Any event that provokes an undesired response from the student − School-based − Non-school based

16. Seven Phases of Challenging Behaviors 2. Trigger Tips for preventing challenging behaviors Remove or reduce the importance of the trigger Provide a reminder or cue for an alternate reaction to the trigger Precision requests

17. Seven Phases of Challenging Behaviors 2. Trigger How to respond when behaviors occur Respond to negative student behaviors in a professional manner Don’t take it personally View as a teaching opportunity

18. Seven Phases of Challenging Behaviors 2. Trigger How to respond when behaviors occur (cont.) Avoid Management Traps − Passionate discipline − Preaching − Questioning

19. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

20. Seven Phases of Challenging Behaviors 3. Agitation Definitions Student behavior unfocused or off-task Student showing indicators of anxiety Student no longer in typical, neutral state

21. Seven Phases of Challenging Behaviors 3. Agitation Tips for preventing challenging behaviors Let student know you are aware there is a problem Use active listening Help student label the emotion Clarify immediate expectations Reduce situation demands

22. Seven Phases of Challenging Behaviors 3. Agitation How to respond when behaviors occur Provide or withdraw attention Avoid a power struggle Offer choices Use interrupting strategies

23. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

24. Seven Phases of Challenging Behaviors 4. Acceleration Definition Student actively resisting, refusing Verbal aggression, threats Violation of behavior rules A student screams “You can’t make me, _________” A student curses at you Behavior is confrontational

25. Seven Phases of Challenging Behaviors 4.Acceleration Tips for preventing challenging behaviors -Posture − Eye Contact − Facial Expression − Distance − Voice Quality − Privacy − Present Options − Acknowledge cooperation

26. Seven Phases of Challenging Behaviors 4.Acceleration How to respond when behaviors occur Avoid escalating prompts Remain calm and respectful Set clear limits Remove potentially dangerous items Obtain needed support to manage situation Use distracting statements to help student redirect focus

27. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

28. Seven Phases of Challenging Behaviors 5. Peak Definition Student aggression to self, others or property Overall student behavior out of control Fighting Property destruction Assault

29. Seven Phases of Challenging Behaviors 5.Peak Tips for preventing challenging behaviors Specific Defusing Statements Dignity for yourself Dignity for the student Keep the student in class Teach an alternative to aggression

30. Seven Phases of Challenging Behaviors 5. Peak How to respond when behaviors occur Protect yourself, student and others as much as possible Remove student or remove others Pause and Assess Physically step away and send for help Block non-aggressively (if necessary)

31. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

32. Seven Phases of Challenging Behaviors 6. De-escalation Definition Reduction or cessation of student aggression Reduced frequency or intensity of student behaviors Student may appear confused Tips for preventing challenging behaviors Be cautious of your responses to student

33. Seven Phases of Challenging Behaviors 6.De-escalation How to respond when behaviors occur Provide cues to signal positive behaviors Attend to appropriate behaviors Engage student in individual assignment Provide quiet time

34. 5. 6. 1. 2. 3. 4. 7. Calm Agitation Acceleration Peak De-escalation Recovery Trigger Seven Phases of Challenging Behaviors You are here

35. Seven Phases of Challenging Behaviors 7. Recovery Definition Student returns to “calm” Student eager to complete tasks Student reluctant to interact or talk

36. Seven Phases of Challenging Behaviors 7. Recovery Tips for prevention This phase is necessary after a challenging behavior has occurred Attempts for prevention of the behavior should occur in the previous phases so that the student does not have to enter the recovery phase

37. Seven Phases of Challenging Behaviors 7. Recovery How to respond when behaviors occur Attend to appropriate student behaviors Help student focus on independent task or activity Consider/analyze events that led to crisis Teach alternative responses at a later time

38. Seven Phases of Challenging Behaviors Additional Strategies Disciplinary procedures Short-term interventions Long-term interventions Use crisis-prevention strategies Complete exit paperwork

39. Scenarios Seven Phases of Challenging Behaviors

40. Because we ignored the whispers of behavior, we created the shouting behavior… The idea is to listen as soon as possible so the person does not have to keep shouting.

41. Resources Alderman, Gary L. Management Traps: Recognizing and Staying Out of Common Management Traps http://www.ccbd.net/documents/bb/Fall_1997_Vol.8_No.3_Management_Tr aps.pdf Colvin, Geoff, Ph.D. (1999) Defusing Anger and Aggression: Safe Strategies for Secondary School Educators. IRIS Media, Inc., Eugene, Oregon. Ginger Rhode, Ph.D.William R. Jenson, Ph.D.H. Kenton Reavis, Ed.D,(1992) The Tough Kid Book Sopris West Mendler, Allen N., Ph.D. (2005) Just in Time: Powerful Strategies to Promote Positive Behavior. National Education Service, Bloomington, Indiana. Mendler, Allen N., Ph.D. (1997) Power Struggles, Successful Techniques for Educators. Discipline Associates, Rochester, New York. Walker, H.M., Colvin, G. & Ramsey, E. (1995). Antisocial Behavior in School: Strategies and Best Practices. Pacific Grove, CA: Brooks/Cole Publishing Co.