1. Positive Interventions and Effective Strategies for Classroom Management Laura A. Riffel, Ph.D.

2. You have to have a plan for this student https://www.youtube.com/watch?v=fXRZcJI9yx8

3. Touch-Use Name Positively- Make eye contact- Smile

4. Head- Heart- Hands What do you want Them to think? What do you want Them to feel? What do you want Them to do with their hands And feet?

5. Rule Number One 1. Behavior is learned and serves a specific purpose. If it’s learned- it can be taught.

6. Video Modeling Your Expectations www.pbisvideos.com

7. Sine Qua Non

8. TUMS at the Door T ouch them U se their name in a positive way M ake eye contact S mile A study found if teachers greeted their students at the door, it increased on-task behavior from 45-72% (Allday & Pakurar, 2007).

9. We stopped touching kids- https://www.youtube.com/watch?v=fXRZcJI9yx8

10. Use their name in a positive way Bhaerman and Kopp (1988) found that teachers who are flexible, positive, creative, and person-centered rather than rule oriented result in students who are less likely to drop out of school. –One adult, other than their parent knowing and using their name in a positive way helps a student be successful and less likely to drop out of school. –Building a relationship with a child is one of the most important factors in a student’s success. –Every child is one caring adult away from being a success. Corwin, A. (2012) NCCA (2009) Nelsen (2006) Shipp (2013)

11. CHEERS!!!! I wish I got in trouble more so he knew my name. Hey Slugger. How’s it going?

12. Make Eye Contact We’ve decreased face-to-face interactions dramatically since the 1950’s –This decreases a student’s ability to decode facial emotions and other nonverbal cues (UCLA, 2014)

13. Smile https://www.youtube.com/watch?v=U9cGdRNMdQQ

14. TUMS YOUR NEIGHBOR T ouch them –Induces compliance U se their name in a positive way –Less likely to drop out of school M ake eye contact –Gives it on the front side- so they don’t take it on the back S mile –Smile + Frown= Smile

15. Changing the Ecosystem An environmental component or entity including living and non-living components that interrelate to produce a stable system through recurring interchange of resources

16. Rule Number Two 2. Behavior is related to the context within which it occurs.

17. Signals Secondary- turn down the lights when transitioning into classroom from noisy hallway to signal time for quiet after noisy, high energy transition. Elementary- after every high energy transition. Always have an EPR (every pupil response) question on the board for the students to answer when the bell rings. Play 60 bpm music as they transition into the room to help heart rates go down to resting heart rate. Picture from blog “Teaching Teens in the 21 st Century” http://mrswhite1103.blogspot.com/2 014_08_01_archive.htmlhttp://mrswhite1103.blogspot.com/2 014_08_01_archive.html

18. Heart Rate Play music to calm heart rates –Research indicates your heart rate will match the music you are listening to Show nature pictures –Research indicates looking at pictures of nature reduces anxiety

19. www.behaviordoctor.org/calmingvideos.ht ml

20. Tardies to class Principal sets up a quick survey in the computer lab for what type of music the students like. Principal plays 4 minutes of student music between classes over the school intercoms Principal plays 1 minute of “polka” music the last minute of class changing time. If tardies stay below 98% it stays this ratio- otherwise it flips 4 minutes of “polka” music.

21. Demonstration table White board door Social info Nature pictures Water feature 60 bpm music Blue bean bag Round wooden table with pictures of students above it Pictures of heroes to aspire toward Team points Team divisions if using whole brain teaching White round table White metal clock Extended learning games Silver box Wind chime Globe

22. Demonstration table White board door Social info Nature pictures Water feature 60 bpm music Blue bean bag Round wooden table with pictures of students above it Pictures of heroes to aspire toward Team points Team divisions if using whole brain teaching White round table White metal clock Extended learning games Silver box Wind chime Globe If your room is smaller

23. Secret Signal Two taps of the chair leg- done in private (only student knows you tapped their chair) (Pre-cued what this means)

24. Ideas that will catch the others

25. Daily Each teacher should have three levels of contingencies and rewards- –Daily –Weekly –Monthly

26. Rule Number Four 4. We can improve behavior by 80% just by pointing out what one person is doing correctly.

27. Love Notes

28. Put Mr. Potato Head Together

29. Put the cootie together. Don’t think this is just an elementary idea. Even high school students will have good behavior if thereinforcement is right – They will just want to make the cootie bug more bizarre looking

30. Weekly

31. Barrel of Monkeys

32. Week Long Contingency Besides a daily contingency- you could have a weekly contingency going for things like bringing back homework, everyone having a pencil, everyone in their seat when the bell rings, things like that – each one worth a few jumps on the game board. (any game board- even high school students would be nostalgic for Candy Land)- When they reach the end of the game board they earn a home work free night. Incidentally, this is the number one thing secondary students tell me would mean the world to them. One night without home work means more to them than any monetary or tangible object you could give them. I’d velcro the board and pieces up on the white board so the students can see where they are in the game.

33. Compliment Board 1111 1111 1111

34. Brownie Points

35. Monthly

36. 2 jars- one w/lights & one w/out

37. Rule Number Five 5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.

38. 4 Positives for Every Negative Lanyard –20 beads Start in the morning with all 20 beads on your left side –Every time you compliment a student on their appropriate behavior move a bead to the right side. –Every time you reprimand a student move 4 beads back to the left side.

39. Beads on a string Move down when you use a behavior specific praise.

40. Paper clips Put 30 paper clips in your left pocket or a cup on the bus. Every time you compliment a student, move a paper clip into the other pocket or cup. Every time you “get after” a student, move 4 paper clips back to where they started.

41. 3x5 index card Tears for positives Tears for negatives 11 to 5

42. Vibrating Watch- reminds you to catch students being good http://www.amazon.com/s/ref=nb_sb_nos s_2?url=search-alias%3Daps&field- keywords=vibralite+3 http://www.eseasongear.com/viviwa.html

43. Energy Flows Where Attention Goes

44. 72 %

45. Targeted Groups

46. To Be a Real Intervention it has to do the following: Stop the behavior Be proactive- not reactive Match the function of the behavior Include a replacement behavior Include antecedent manipulations Include consequence modifications

47. Rule Number Three 3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.

48. The Bandaid or The Actor

49. Impulsivity, Hyperactivity, and Sensory Issues CDC reports 11% (2011) ADHD (13.2 males) and (5.6% females) Sensory Processing Disorder (83.6% ASD) (3.2% NT) (Tomchek & Dunn, 2007)

50. Why Boys More than Girls

51. Center of Gravity is different Females- the center of gravity on females is around the hips Males- the center of gravity is in the chest-

52. Challenge your friends https://www.youtube.com/watch?v=MW0ZTvRCS1o

53. Cushion the chair-

55. Standing work Station

56. Under each desk Place a piece of Velcro or bathtub applique under each desk

57. This worked at all 4 levels

58. Tool Box- ADHD ideas 6-7 Fiddles- Research shows that keeping the hands busy improves retention by 39%

59. Vibrating Watches- Vibration can be set for whatever interval you choose. Automatically resets –Reminds students to come back to Earth and pay attention Many different brands- Watchminder and Vibralite are just two of them

60. Is the ability of the nervous system to interpret information from the sensory systems and make meaningful responses from the information (adaptive response). An appropriate adaptive response meets the challenges of the environment. Sensory regulation occurs when an individual is able to maintain a calm and focused state. ©Sensory Scholar 2014 Sensory Processing

61. Occurs when an individual has difficulty interpreting the sensations from the body. Sensory Integration Dysfunction Ayres 1988

62. Individuals with sensory processing disorder often do not believe that other people perceive things differently than they do. ©Sensory Scholar 2014 Perceptions

63. www.youtube.com-www.youtube.com- Carly’s Cafe

64. Overhead Sensory Issue Fluorescent light bulbs are 100 Hertz. This means the gas in the light bulb flickers 100 times per second. The flicker is imperceptible to most people; however, some of our students with sensory issues have behaviors because they are reacting to the flicker in the lights. 25% of the population suffers from negative physical effects (Irlen, 2014) –Let’s just shoot for 6% of the students who are really impacted in learning and behavior (for math purposes)

65. www.huelight.net

66. Learning Difficulties

67. Take out a sheet of paper and a writing utensil Use your opposite (non-dominant hand) –Write the sentences that I dictate.

68. Fluorescent light bulbs are 100 Hertz. This means the gas in the light bulb flickers 100 times per second. The flicker is imperceptible to most people; however, some of our students with sensory issues have behaviors because they are reacting to the flicker in the lights.

69. Got a pencil????? PenAgain www.penagain.com –Also available at Wal-mart, Walgreens & Office Depot.

70. Visiting a classroom……..

71. Assignment Procedures

72. Three Stars and a Wish By John Morris in Haversham England

73. 1.The way you used personification in this story really helped me visualize the setting. 2. The spacing of your cursive handwriting really made it easy for me to read. 3. The action words you chose made the climax of the story very pivotal. I wish you’d add some more detail describing the main characters. Way to go, I can’t wait to read it again.

74. 3-2-8 Paragraph- For my dog TJ’s 14 th birthday she went to Fleabuck’s, Boneanza, and Barkin’ Robbins Ice Cream. At Fleabuck’s she had a nice bowl of iced water. She asked for a sprig of mint in her water and splashed the mint so she had minty fresh breath. We then trotted over to Boneanza for a nice juicy T-bone steak. TJ loves to gnaw the bone so she quickly ate the steak and took the bone home in a “doggie” bag. We then went to Barkin’ Robbins for some ice cream as a birthday treat. TJ chose Backyard Bones Bubble Yum triple dip ice cream in a cup for her birthday dessert. TJ’s fourteenth birthday was a real treat at Fleabucks, Boneanza, and Barkin’ Robbins.

75. Spelling- Meichenbaum’s 5-step Cognitive Learning Theory –Step One: The teacher voices and demonstrates the concept –Step Two: The teacher voices the concept while the students demonstrate on individual boards –Step Three: The students voice and demonstrate the concept on individual boards –Step Four: The students whisper and demonstrate the concept on individual boards –Step Five: The students think and demonstrate the concept on paper or boards.

76. Non-compliant Behavior

77. Rule Number Six 6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

78. When you want compliance Offer two equal choices

79. From the right ear

80. Heart Rate Heart Rates increase on average to 147 bpm before aggressive act- 45-90 seconds prior to the act. We have time to intervene

81. Options Instead of saying “Sit Down” say: –Which would be best for you? Sitting in the blue chair or the red chair? Open ended questions force the student to stay in frontal cortex instead of going on a quick trip to brain stem. –What if they still refuse? –Keep repeating the option- never engage in power struggle- you will lose.

82. Handle all problems with compassion first Compassion:- Man I can understand how you felt like throwing a book across the room, but we can’t allow that because someone else could get hurt. What could you do to help yourself not lose control like that? Here’s what I do…….

83. Youtube.com – just breathe

84. My version of Check-in/Check-out Student/Teacher Rating Sheet-

85. Student-Teacher Rating Form Date: StudentHour OneHour TwoHour ThreeHour FourHour FiveHour Six Keep hands and feet to self Respect other people’s space Start work within two minutes Total Points 3= Great Hour- No or very few behavioral learning opportunities occurred 2= Pretty Good Hour- few behavioral learning opportunities occurred 1= This Hour could have been better- more than a few behavioral learning opportunities occurred Student Signature: _________________________________________________ Teacher Signature: _________________________________________________ Parents' Signature: _________________________________________________ For younger students use smiling faces:

86. John Hattie Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement- Available at www.amazon.comwww.amazon.com Found that students recording their own success had the highest impact.

87. When paired with a relationship building activity it becomes an even stronger intervention. Dr. Ann Corwin says these 3 things are essential to building a relationship: –Eye contact –Touching –Talking Bhaerman, R.D. & Kopp, K.A. (1988) says: –A student is less likely to drop out of school if one adult other than their teacher knows and uses their name.

88. By tying in Dr. Leanne Hawken’s Behavior Education Program (Check-in/Check-out a school can use both components of monitoring their own progress and tying in Dr. Ann Corvin’s research and Drs. Bhaerman and Kopp’s research with her unique way of checking in on a student on an hourly and daily basis. To read more about the Behavior Education Program check out this article: http://www.calstat.org/textAlt/SpEDge_eng/fall05edg e.html http://www.calstat.org/textAlt/SpEDge_eng/fall05edg e.html

89. Check in-Check out Morning check-in with preferred adult Hourly teacher evaluation Mid-day check in with preferred adult Hourly teacher evaluation End of day check-out with preferred adult Home check-in Earned reward Parent report to school Graph points Review points Look at previous graphed points Adapted from Hawken 2008

90. I tie my student/teacher rating sheet into the home The parents reinforce the students at home for good behavior at school. This does several things: –Connects home and school in a positive way instead of an adversarial way. –Sends message to student that home and school are working together. –Student gets rewarded and recognized for good behavior which encourages good behavior –Parents are happy to comply with something so simple –reinforcements are attention and recognition- not prizes.

91. 72 % 20%

92. Rule Number Seven 7. All behavior falls into two categories: Kids are either trying to gain something or escape something by their inappropriate behaviors.

93. Rule Number Eight 8. Things kids are trying to get: 1)Attention- (adults or siblings) 2)Access (preferred items) 3)Sensory input (proprioceptive input)

94. Rule Number Nine 9. Kids are trying to escape these things: 1)Work or Tasks 2)Attention from Adults or Peers 3)Pain (emotional or physical) 4)Sensory overload (too much coming in)

95. Intensive (Tier Three) 12-20 y.o. make up 13% of the US population but are responsible for 28% of the single-offender and 41% of the multiple offender violent crimes (Princeton, 2015) What do we see at school?

96. What is a trigger for the student? Verbal or Physical Aggression What are they trying to get or get out of by having this behavior- where is it coming from? Environmental Change to Set the Student up for success 1.Place where they can calm down- not a punishment. 2.Bean bag chair (prefer blue and pleather)- absorbs coolness and is a calming color. 3.Nature pictures on the wall near this area. 4.Powercard or Poster on how to calm self down with breathing 5.Headphones for listening to 60 bpm music Replacement Behavior 1.Teach student different methods for calming self down and help them choose the one that is best for them: 1.Walking and talk 2.Sitting in bean bag 3.Breathing technique 1.4-6-7 technique 2.4 in- 4 out technique 4.Writing about what is upsetting 5.Drawing pictures about what is upsetting Change the adult=change the student 1.Feed the replacement behavior- with maintaining consequence 2.Extinguish the target behavior with reminders or ignoring depending on maintaining consequence What is the goal behavior? What adult or peer behaviors will “feed” this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

97. FBA DATA TOOL (FREE)

98. We look at the behavior in conjunction with the time of day that it occurs- were there patterns to time of day? If there ere- what is that telling us?

99. We look at day of the week data – if we collected enough days of data. We look at the percent of time each behavior occurred. BASELINE DATA

100. Did staff behavior stop student behavior? What context showed up the most with each behavior?

101. What antecedents paired up with each behavior? This helps you be proactive in your planning.

102. What consequences paired up with each behavior- this helps you determine what the functioning reinforcer was behind the behavior. Secondly, how effective was the consequence that occurred at stopping the behavior right away?

103. Start with the first behavior on your sheet. For this student it is disruptive outburst

104. Using the Antecedent, Contexts, time of day, and day of the week determine what you think the main trigger is for this behavior- For this student it was waiting or down time in class.

105. Next, we determine the maintaining consequence. What is feeding this behavior. For this student it is peer attention.

106. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will “feed” this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

107. 72 % 20% 8%

108. Rule Number Ten 10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.

109. 100%