behavior management training for aces staff
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Behavior Management Training for ACES Staff. Melissa Caison Paul Wirth Guilford County Schools. Introduction. Who we are What we do Who you are Topics that we will cover Proactive Steps in Behavior Management Physical Aggression Bullying Non-compliance Runners. - PowerPoint PPT PresentationTRANSCRIPT
Behavior Management Behavior Management Training for ACES StaffTraining for ACES Staff
Melissa Caison
Paul Wirth
Guilford County Schools
IntroductionIntroduction
Who we are What we do Who you are Topics that we will cover
– Proactive Steps in Behavior Management– Physical Aggression– Bullying– Non-compliance– Runners
Proactive Steps in Behavior Proactive Steps in Behavior ManagementManagement
Structure of the Group– Low– Medium– High
Expectations for Behavior– What they can and cannot do– Your rules– Reinforcers/Consequences
Supervision of the Students– Where you should be– When you should be there
Structure of the GroupStructure of the Group
Your structure depends on the need of the students– Low Structure
Small groups, older students, students that are more responsible
– Medium Structure Larger groups, younger students, students that
are responsible but can become more challenging
– High Structure Larger groups, younger students, students that
consistently are having behavioral difficulties
Expectations for BehaviorExpectations for Behavior
If you know how you want them to behave, you need to tell them-
How do they tell you what they need? How do they use the bathroom and get water?
What are the rules for your group-– Teach them to the students and review them often– Keep it simple- 3-5 rules max
What happens when they follow the rules?– Reinforcements
What happens when they don’t follow the rules?– Consequences
What you can and cannot do
Supervision of StudentsSupervision of Students
One of the more important pieces of Behavior Management– Students must be monitored at all times to protect:
Students Yourself
Active Supervision– An effective supervisor will be:
THERE AWARE ON TIME
Playground Supervisor Who Wasn’t Paying Attention
SupervisionSupervision: : ExpectExpect An effective supervisor communicates
high expectations for cooperation and compliance verbally and nonverbally.– Be aware of your body language, facial expressions
and tone of voice.
An effective supervisor is proactive and intervenes early.– Interact positively with students who are known to
have difficulty.– Do not ignore misbehavior.
Bullying
What does bullying look like?– Physical, verbal, emotional– Can be seen or behind the scenes
What are the characteristics of a bully-– Socially inadequate – Few or no friends– Can either be very outspoken or very shy
Bullying
Strategies for Bullying– Supervise and be aware
Looking for the signs– Things missing – Students complaining about specific student
repeatedly
– Speaking with the student, parents, school staff Involve as many people as possible Develop a plan for the student
Physical Aggression
Comes in many forms– Aggressive towards objects, peers, staff
Strategies– Find the source of the aggression
Frustration, anxiety, learned behavior, etc.
– Look for a Pattern Specific activities, times, etc
– Teach the Student Social Skills Replacement Behavior
Physical Aggression
More Strategies– Structure the Environment to allow fewer
opportunities– Limit activities that can become a competition– Be as near to the student as possible– Communicate concerns with parents and school
staff to develop a plan of action– Stress expectations of behavior; have
reinforcers and consequences available
Non-complianceNon-compliance
Non-complianceNon-compliance
Otherwise known as: Defiance Failure to adhere “Hardheaded” Headstrong Not listening Oppositional ODD-(Oppositional Defiant Disorder)
Stubborn Steadfast
Non-compliance (cont’d)Non-compliance (cont’d)
Very important!!
Remember:
You cannot make anyone do anything!
What you can do: Create as many opportunities for the student
to be successful. Utilize positive reinforcement to encourage
compliance.
Non-compliance (cont’d)Non-compliance (cont’d)
The way you interact or behave with students directly influences their behavior and reactions.
Rather than “manhandling” the student and physically making them do what you ask , you should:– Set limits– Offer proactive praise and positive
encouragement.
Setting LimitsSetting Limits
Limits should be :
Enforceable –
Reasonable -
Clear and Concise –
Setting Limits (cont’d)Setting Limits (cont’d)
When setting limits you can also:
Offer choices: For example, say, “If you (initial request),
then you can (positive outcome). If you do not (initial request), then (undesirable outcome).
Setting Limits (cont’d)Setting Limits (cont’d)
Why this works: Whether a student is officially diagnosed with ODD or not,
students who are consistently defiant often lack problem solving skills.
Using this form statement assists these students with becoming aware of the possible outcomes of their actions.
Consistency with this method will eventually send the message that defiance will “not get me what I want”.
When setting limits, your reaction and facial expression is important for effective delivery.
Expect compliance, and walk away after making the statement, allowing sufficient time to choose.
Ineffective StrategiesIneffective Strategies
Entering into power struggles – “I am the authority figure and you need to do what I say!”
Making challenging statements/gestures – “Did you hear what I said?” or standing over or next to the student while waiting for a response.
Answering the student back – responding to attempts to negotiate or verbal manipulation. Utilize the “broken record technique”. Stick to the topic and repeat your directives and possible outcomes without explanations.
You Should:You Should:
Put the responsibility back on the student by simply stating, “you choose the behavior, then you choose the consequences”.
Remain calm Be consistent Listen Enforce limits/consequences Make positive eye contact
You should You should notnot::
Overreact Match their emotions therefore escalating
with the student Take their inappropriate behavior personally Failing to respond or ignoring the behavior
hoping it will go away or because you just don’t want to deal with it
Make false promises
**NOTE****NOTE**
Chronically defiant students often have: Irrational thinking Quick tempers Annoyance, resentment, and hostility toward
authority figures and adults in general Excuses for their inability to cope A need for attention, but then seem to want
to be left alone (passive aggressive)
Defiant and noncompliant kids need:Defiant and noncompliant kids need:
Lots of strong praise and support Separation from others if student becomes a
severe distraction and/or belligerent.**Note**
Classic “time-out” as a consequence is usually not effective. For a chronically defiant student, this does not usually allow time for reflection. It gives the student time to plot revenge or to “stew”.
Structure – this is done by setting limits consistently
RunnersRunners
RunningRunning cont’d cont’d
AKA: Elopement
Abandoning areas
Leaving assigned areas
RunningRunning cont’d cont’d
First you should determine the function of the behavior or the purpose of the behavior.
Possible reasons: To gain power and/or control Attention Avoidance of task/person/school Anxiety
RunningRunning cont’d. cont’d.
If their purpose is to gain power and/or control:
Remember how to set limits? This gives the student a sense of control
because it allows for the opportunity to choose the behavior and consequence.
You can proactively offer opportunities for prestige and recognition.
RunningRunning cont’d cont’d
If their purpose for running is for attention: Refrain from overreacting and making
sudden movements. You can proactively offer lots of attention
when the student is displaying appropriate behavior. The idea is to send the message that appropriate behavior will earn attention.
Running cont’dRunning cont’d
If the student’s purpose for running is to avoid:
A task:– Determine the students ability to perform the
task– Provide assistance when possible/necessary– Provide contingent rewards if possible
RunningRunning cont’d. cont’d.
A person– Investigate the situation– Obtain as much information on the student as
possible to determine effective techniques, students’ learning styles, triggers, etc.
– If possible, change groups so the student does not require contact from the undesirable individual
RunningRunning cont’d cont’d
School– Remind student that after school program is
only for a limited time.– Make all attempts to make the experience
desirable if students display appropriate behaviors.
– Obtain parental support
RunningRunning cont’d cont’d
AnxietyAnxiety– Determine what may be causing the anxietyDetermine what may be causing the anxiety
*Noise levels – provide student with headphones *Noise levels – provide student with headphones or earplugsor earplugs
* Difficulty in large groups – If possible, provide * Difficulty in large groups – If possible, provide an area with limited persons. Teach student an area with limited persons. Teach student coping skills (counting, staying focused on task coping skills (counting, staying focused on task at hand, ignoring, taking deep breaths, etc.)at hand, ignoring, taking deep breaths, etc.)
RunningRunning cont’d. cont’d.
Proactive Measures:Proactive Measures:– Always be aware of exitsAlways be aware of exits– Attempt to refrain from triggersAttempt to refrain from triggers– Keep student in eyesightKeep student in eyesight– Offer verbal intervention if you notice student becoming Offer verbal intervention if you notice student becoming
agitated and/or anxiousagitated and/or anxious– Attempt to divert students’ attention from stressorAttempt to divert students’ attention from stressor– Make arrangements for easy communication with other Make arrangements for easy communication with other
staff (walkie-talkies, nonverbal signals, etc.)staff (walkie-talkies, nonverbal signals, etc.)
RunningRunning cont’d cont’d
Once student is in the progress of running:Once student is in the progress of running:– Do not chase the student. This is a liability Do not chase the student. This is a liability
issue! Remain a safe distance from student.issue! Remain a safe distance from student.– Keep the student in your eyesight.Keep the student in your eyesight.– Do not threaten the student or engage in Do not threaten the student or engage in
excessive verbiageexcessive verbiage– Document incidentsDocument incidents– Obtain parental supportObtain parental support– SET LIMITSSET LIMITS
In conclusionIn conclusion
Following incidents of Noncompliance and Running;Following incidents of Noncompliance and Running; Follow up with a brief discussion – Refrain from Follow up with a brief discussion – Refrain from
lecturing!lecturing! During this discussion, include:During this discussion, include:
– The dangers of runningThe dangers of running– Determine any patterns of behavior and make Determine any patterns of behavior and make
possible/necessary modificationspossible/necessary modifications– Teaching of coping skillsTeaching of coping skills– Teaching of problem solving skillsTeaching of problem solving skills
Cont’dCont’d
– Briefly re-teach your program’s expectations Briefly re-teach your program’s expectations and possible consequencesand possible consequences
– Negotiate alternatives for behaviorNegotiate alternatives for behavior– Develop a behavior contractDevelop a behavior contract
Take this time to connect with the student and Take this time to connect with the student and to develop a rapport!to develop a rapport!