behaviour management€¦ · the whole-brain child: 12 revolutionary strategies to nurture your...

BEHAVIOUR MANAGEMENT

1. Communicate your expectations explicitly2. Connect & Redirect / Connect + Name It3. Understand how behaviour escalates4. Teach, Remind and Reward Expected

Behaviours with Positive Feedback5. Teach Emotions

1. Communicate your expectations explicitly

OW

(Low)

SLOW

(Slow)

(Show)

Use simple words (vocabulary) that is appropriate for your child’s level of understanding

Speak to your child at eye level

Regulate your tone of voice

Speak slowly (reduce the pace of your speech).

Give your child enough time to process information.

Use intonation of voice to stress on important points.

At times you may need to show/model to your child how the task is done.

Use visuals or gestures in your communication to enhance understanding.

(Anita Russell, 2015, Autism Resource Centre, Facilitating Effective Communication)

‘When a child is upset, logic often won’t work until we have responded to the right brain’s emotional needs. We call this emotional connection “attunement,” which is how we connect deeply with another person and allow them to “feel felt.”

When parent and child are tuned in to each other, they experience a sense of joining together.’

(Siegel, D. J., & Payne Bryson, T., 2011. The whole-brain child: 12 revolutionary

strategies to nurture your child's developing mind. New York, NY, US:

Bantam Books.)


2. Connect & Redirect

1. Communicate your expectations explicitly2. Connect & Redirect / Name It To Tame It3. Understand how behaviour escalates4. Use behaviour specific praises5. Use monitoring charts6. Engage your child in activities7. Teach emotions

1. Communicate your expectations explicitly2. Connect & Redirect / Name It To Tame It3. Understand how behaviour escalates4. Teach, Remind and Reward Expected


‘It’s important for kids of all ages to tell their stories, as it helps them try to understand their emotions and the events that occur in their lives. Sometimes parents avoid talking about upsetting experiences, thinking that doing so will reinforce their children’s pain or make things worse. Actually, telling the story is often exactly what children need, both to make sense of the event and to move on to a place where they can feel better about what happened.’

(Siegel, D. J., & Payne Bryson, T., 2011. The whole-brain child: 12 revolutionary

strategies to nurture your child's developing mind. New York, NY, US:

Bantam Books.)


1. Communicate your expectations explicitly2. Connect & Redirect / Name It To Tame It3. Understand how behaviour escalates4. Use behaviour specific praises5. Use monitoring charts6. Engage your child in activities7. Teach emotions

2. Name It To Tame It






2. Give The Feeling A Name

(Faber, A., & Mazlish, E. ,1980. How to talk so kids will listen & listen so kids will talk. New York: Rawson, Wade Publishers.)

Instead of denying the feeling Give the feeling a name

To Help With Feelings1. Listen with full attention2. Acknowledge their feelings with a word –

“Oh”.. ‘Mm”.. “I see”..3. Give their feelings a name




3. Understand How Behaviour Escalates

https://www.ket.org/education/interactives/PD/escalation/escalation.html

Understanding the Escalation Cycle helps us to plan where, when and how to approach the child. The website describes in detail each of the stages of the escalation and de-escalation.

https://www.ket.org/education/interactives/PD/escalation/escalation.html




3. Understand How Behaviour Escalates

Dealing with behaviours can be FRUSTRATING and most ofthe time we are at a lost. You are not alone in this.

Identifying and removing the TRIGGER would be the bestoption. However, it may not necessarily be the availableoption.

Read on the files provided to understand better on howbehaviour escalates & de-escalates and what you can do tomanage the situation.

Double-click here Double-click here

Resources are from the link below:https://www.pbslearningmedia.org/resource/ket-pd-deescalation4/the-escalation-cycle/support-materials/
https://www.pbslearningmedia.org/resource/ket-pd-deescalation4/the-escalation-cycle/support-materials/

5/1/2020 PBS LearningMedia

https://www.pbslearningmedia.org/print_support_material/144508/Background Reading/1/ 1/2

The Escalation CycleBackground Reading

Avoiding Escalating Behaviors

“Reactive” approaches, such as punishment, that follow problem behavior are time-consuming and fail to teachacceptable replacement behaviors. These approaches may also inadvertently reinforce the undesired behavior.

Adult responses to student problem behavior may actually cause negative behavior to escalate.

Keys to avoid escalating behaviors:

Appropriately intervene early.Manipulate the environmental factors.Identify replacement behaviors that can be taught.

The following non-verbal strategies may be used to de-escalate acting-out behavior:

Acknowledge the student’s feelings.Remove the student from behavioral triggers.Avoid getting into a power struggle with the student.

Verbal de-escalation is the process used to calm an agitated student by using communication, listening, and bodylanguage. When a student becomes agitated:

Provide the student with your undivided attention.Maintain eye contact with the student.Focus on feelings and engage the student in positive self-talk.Monitor your body language — avoid gestures that appear judgmental or non-supportive.Avoid power struggles with students.

5/1/2020 PBS LearningMedia

https://www.pbslearningmedia.org/print_support_material/144508/Background Reading/1/ 2/2

Reprinted from PBS LearningMedia: The Escalation Cycle https://www.pbslearningmedia.org/resource/ket-pd-deescalation4/the-escalation-cycle/ © 2017 KET. All Rights Reserved. For personal or classroom use only. Not for redistribution.

https://www.pbslearningmedia.org/resource/ket-pd-deescalation4/the-escalation-cycle/

Maha Bodhi SchoolFile AttachmentInfograph 1.3a - The Escalation Cycle 1.pdf

BigIdeasinDe-escalationStrategies

Thekeytopreventingescalationofanymisbehavioristopredictitandpreventitwithsimplestrategies.However,evenwhenpreventionisinplacetherewillbetimeswhenstudentswillmisbehaveandrequirearesponsefromanadult.

Thefollowingbigideasareimportanttoremembertobothpreventandrespondtoalltypesofproblembehavior:

Teachthespecificdesiredbehaviorpriortotheproblem.Withoutexception,acceptablebehaviorsmustbeconsideredwellinadvanceofproblemsandmustbetaughttostudentsinadirectmannerwithmodeling,discussion,andguidedpractice.Whenthishasoccurred,theprobabilityofproblembehaviorsdecreasesdramatically.

Communicateconsequencesandhaveabottomline.Studentsmustbetoldaheadoftimewhattheconsequencewillbeforaparticularbehavior.Withoutthis,everyconsequencewillappeartothestudenttobearbitraryandpersonal.Theconsequencesshouldbetiedtoaclassroomsystemthatisusedconsistently,includingabottomlineconsequence,alargerconsequenceifthestudentdoesn'trespondtothefirstconsequence.Avoidhavinganyconsequenceincluderemovalfromtheclassroom—manystudentswillpreferandpushforthisoutcome.

Watchforpredictorsandredirect.Experiencededucatorsandschoolstaffwillnoticecertaintimes,circumstances,orconditionswhenmisbehaviorispredictable.Buteventhosewhoareunfamiliarwithagroupofstudentscanthinkaheadtohowthefurnitureshouldbearranged,whattheseatingarrangementshouldbe,andwhereadultsshouldbelocatedtopreventthemostlikelyproblems.

Provideclearchoices.Presentthestudentwithanoptionandthendetach.Don'thoveroverstudentsanddemandadecision.Ingeneral,thereisabetterchanceofcomplianceandalesserchanceofescalationiftheoptionispresentedinacalmmannerfollowedquicklybydetachmenttoallowthestudenttomakeadecision.Eithertheywillorwillnotcomply.Andiftheydon't,thenimposethebottomlineconsequenceanddetachfromthestudent.

Haveacrisisplanandteachittostudents.Whilethesearethebeststrategiesintermsofpredictingsuccess,therestillmaybetimeswhenstudentsescalateintomoreintensiveanddangerousbehavior.Inthesecases,apre-plannedcrisisplanmustbeimplementedtomaintainmaximumsafetyforallconcerned.

Resource from the following link below:https://www.pbslearningmedia.org/resource/ket-pd-deescalation4/the-escalation-cycle/support-materials/

Maha Bodhi SchoolFile AttachmentInfograph 1.3b - The Escalation Cycle 2.pdf




4. Teach, Remind and Rewards Expected Behaviours with Positive Feedback

https://www.parentcenterhub.org/wp-content/uploads/repo_items/supporting-families-pbis-at-home-final.pdfSupporting Families With PBIS At Home, Center On PBIS, Center For Parent Information & Resources (March 2020)

https://www.parentcenterhub.org/wp-content/uploads/repo_items/supporting-families-pbis-at-home-final.pdf




5. Teach Emotions

There are various ways on how you can teach your child about emotions. One of which is through stories that talk about emotions

(storybooks or videos).

Resources

Online Story Bookshttp://www.petethecatbooks.com/https://www.icanread.com/

My Many Colored Dayshttps://www.youtube.com/watch?v=Lum83DLPXIw&t=25shttps://www.memphis.edu/socialwork/pdfs/mymanycoloreddays_parent.pdfhttp://csefel.vanderbilt.edu/booknook/many_colored_days.pdf

Interrupting Chickenhttps://www.youtube.com/watch?v=4S3niJzTqvMhttps://www.rif.org/literacy-central/book/interrupting-chicken

When Sophie Gets Angry,Really Really Angryhttps://www.youtube.com/watch?v=YFvZOjGUTYk&t=30shttp://jfspta.org/wp-content/uploads/2012/09/Sophie_LessonPlan1.pdf

Feelings Diaryhttps://www.partnershipforchildren.org.uk/uploads/Files/PDFs/Resilience%20Activities/Our%20Feelings%20Diary.pdf

Daniel Tiger’s Neighbourhood (Youtube)It’s an animated kids show about learning skills for school and life. It talks a lot about emotions.https://www.youtube.com/channel/UCDqgSnRMGVx3dP4sn3ATZMA
http://www.petethecatbooks.com/https://www.icanread.com/https://www.youtube.com/watch?v=Lum83DLPXIw&t=25shttps://www.memphis.edu/socialwork/pdfs/mymanycoloreddays_parent.pdfhttp://csefel.vanderbilt.edu/booknook/many_colored_days.pdfhttps://www.youtube.com/watch?v=4S3niJzTqvMhttps://www.rif.org/literacy-central/book/interrupting-chickenhttps://www.youtube.com/watch?v=YFvZOjGUTYk&t=30shttp://jfspta.org/wp-content/uploads/2012/09/Sophie_LessonPlan1.pdfhttps://www.partnershipforchildren.org.uk/uploads/Files/PDFs/Resilience%20Activities/Our%20Feelings%20Diary.pdfhttps://www.youtube.com/channel/UCDqgSnRMGVx3dP4sn3ATZMA

behaviour management€¦ · the whole-brain child: 12 revolutionary strategies to nurture your...

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