What doesn’t kill you makes you stronger!

25 Behavior Strategies that Work!

Cassie Gates and Jennifer Fox

Strike Plan• Discipline that works! • Can be created in many different ways. Ex. Below—only one behavior!

Student’s3 Strike Rule:Not Keeping Hands, Feet, and Other Objects to Self

Monday2/3/14

Tuesday2/4/14

Wednesday2/5/14

Thursday2/6/14

Friday2/7/14

Strike 1= 7 minutes in Safe Room

Strike 2=7 minutes in Safe Room

Strike 3=Rest of Day in Safe Room

Strike Plan ExamplesPhysical Aggression: Each strike=9 minutes in safe room*Upon 3rd strike EACH DAY, student will spend rest of day in safe room.Property Damage: Each Strike=9 minutes in safe room*Upon 3rd strike EACH DAY, student will spend rest of day in safe room.Walking in Hall: Each strike=9 minutes in safe room*Upon 3rd strike, must hold para’s hand for ALL transitions outside of special education room for rest of week (M-F).

3 Strike Rule

Monday Tuesday Wednesday Thursday Friday

Intent to Harm with Physical Aggression:Hitting, biting, pinching, kicking with intent to harm 

         

Intent to Harm with property damage   

         

Walking in Hall   

         

Actually presented the results below in court to prove this student’s progress!

More Strike Examples

Up to 2 warnings per day*Upon 3rd warning, student will go to the safe room for 10min. Each warning thereafter will result in a safe room as well as a strike. Each strike=10 minutes in safe room*Upon 3rd strike in a day, student will spend the remainder of the day in the safe room.

We mark “nm”=no medication and look at the results!

Strike 1

Strike 2

Strike 3

M T W Th F M T W Th F M T W Th F

Sept. 1-5 X Sept. 8-12 X Sept. 15-19 X

nmXnm

Sept. 22-26 X X Sept. 29-Oct. 3 X

Oct. 6-10 Oct. 13-17 X X X Oct. 20-24 X

nm X

nm

Xnm

Xnm

Xnm

Xnm

Oct. 27-31 X X X X X X Nov. 3-7 X X X X Nov. 10-14 X X X Nov. 17-21 X Nov. 24-28 Dec. 1-5 X X X X X Dec. 8-12 Dec. 15-19 X X Jan. 6-9 Jan. 12-16 X Jan. 19-23 Jan. 26-30 Feb. 1-5 Feb. 9-13 X

nmXnm

Xnm

Feb. 16-20 X Feb. 23-27 X X X Mar. 2-6 X X X X X Mar. 9-13 Mar. 23-27 X Mar. 30-Apr.3 Apr. 6-10 X X X Apr. 13-17 Apr. 20-24 X X X Apr. 27-May 1 X May 4-8

X

May 11-15 X* X* X X X X X X X May18-21

Monday Tuesday Wednesday

Thursday Friday

3 Warning Rule Treating people poorly(any place at school and any person adult or student)

3 Strike RuleIntent to Harm with Physical Aggression(Hitting, biting, pinching, throwing, kicking, threats)Intent to Harm with property damage or unsafe property choices(throwing, cutting, tearing, slamming, graffiti, damaging)

End of Strike Plan

Behavior Mapping

Not our idea!!!! But here is how we use it!

“If you ___, then you ___”

Used as a reward Used as a consequence

What I’m Working For . . .

Visual Reward MatrixAs many choices as you want, laminate and tape to desk, rotate choices (move marble, expo marker)

• Once the student has earned a reward, they can make their choice from the matrix or “menu”. It is crossed out and not use again that day…nothing gets old this way.

• Can make their reward choice before or after work.

• Use this as the visual but can also rewrite onto the “I am working for” card. (previous slide)

Work Time=Choice Time

• Can use this as part of “if you, then you” but also can be a constant and/or verbal reminder

• 5 minutes of work=5 minutes on i-pad• Slowly increase work while choice stays the

same• Can have differenct choice each day, week—

kids need to explore things to really know what they like!

Running Away

• Use same language and teach it!– “Stay by teacher,” one arm’s length, slow walk

• Have a designated “Run to” spot: bench in hall, focus room, a safe place when they feel like they need to run

• Running away=holding hand – Can be part of strike plan– Each running time, one week of holding adult

hand every time in hall

Cussing

• Alternative word: teach, preach, reward, class visual—game or score board– Whispering can be an option at first

• Fading: daily reward for less than 10 f-bombs– Make a visual chart so everyone knows and can

praise

Para BucksStudent too clingly to para? Trying to make them more independent? Try Para Bucks!

Student gets so many para bucks to spend each day. When all are spent, no more para!

Start off with plenty then fade number of daily bucks as weeks go on.

Paras will love have their faces on money! $$$

Student Scripts

• Great for kids (and teachers) who need to build relationships• Examples: • 1. I am a 3rd grader that belongs at Sterling in Mrs. Thompson’s class.• 2. I know that the adults are in charge and I trust them to be in charge.• 3. I am going to follow the directions immediately even when it upsets me.

• Visually post right outside classroom door; child must recite them every time they enter, or every morning, however often you think they need this reminder

• Can make a necklace with script printed on it to use in other struggling areas like specials

Daily Job• Kids love being in charge and feeling responsible• Make sure it is with someone they like and who will

like them back OR something easy in your classroom.• Make visual check off box on student plan• Examples: distributing lunch cards, work with

custodian, wipe tables after meal, read to lower grade class/student, shelve books in library, helps office staff, erases white boards, papers in cubbies

• We usually make daily jobs tied to nothing! Not a reward, not a consequence

Body Parts Visual

Act like a kindergartener, go back then!

• This may sound crazy BUT it works!• Make their problem behaviors relevant to that

of a student younger than them. When the behaviors occur, have a plan in place for your student to go to a kindergarten or younger grade as a buddy room.

• Removal plan must be specific and used consistently or loses its affect quickly.

• Teachers have to be on board

“Independence”

• What a great word that many of kiddos don’t really understand . . . Well, help them understand!

• Give them simple goals of independence to work toward– Getting off special education bus– Less para support– Move back into reg ed class– Lunch at chosen area

Video ModelingNot new but here is how we have used it! Also, if you make a great video share it with district staff (with permission of course )

More Video Examples

Student Schedules in View

• Doesn’t seem like a behavior intervention? Well it is! Because it helps prevent student and staff problem behaviors!

• Write each students schedule on white boards and hang on bulletin board. Make sure they can come off easily and be carried with students, staff, paras, so on. Also can be erased and changed easily.

• This will help issues throughout the building!

Goals and Progress on Display

• In our experience, students more than often do not know their IEP goals or behavior goals so . . . display them in your room!

• Why is this a behavior intervention? It reminds everyone what that student is working on/toward. Easy thing to point to a non-verbal redirect, student can graph progress below—makes them accountable and the goals relevant to them.

Rolling in Rug/Carpet

• Be careful but really works for some kiddos! Make sure head is not in there

• We use a free carpet remnant from local store• TEACH student the skill to roll up for set

amount of time when frustrated. • Similar concept as rolling big ball on their back

as they lay down—provides sensory and/or isolation for some

Let Me Hide!-House, Box, Barrel

Needy NecklaceDoes your student need a constant reminder of social expectations or rules? Make them wear them! Write the reminders on a necklace and sell it as the best accessory ever!

Weekly Parent Meeting

• Uggh! Who wants that? THE STUDENT DOES!• Start with weekly then lessen frequency with

progress. • Pick small but relevant staff to join you. • Written contract and meeting notes are great

tools to add to these meetings.

Student MeetingWith just you or relevant staff, meet with student to review, revise, and develop their behavior and/or IEP goals. Start this at any age! The sooner we teach accountability, the better!

Social SketchingAll you need is something to write with. Dry erase markers are perfect!

You or student can draw.

Immediate Debriefing

• In theory, sounds great but who has the time?• We learned the hard way and now understand

how imperative it is! • Student may need to be involved as well• Very important when severe behavior,

restraint, parent contact are involved• Include ALL necessary staff—paras, lunch

room aids, bus drivers, principal

SAFE ROOM

• Lots of thoughts, opinions about this but here is our experience!

• Works—so far 100% of the time—IF used correctly, consistently, calmly, and collectively.

Teacher and Student Compromise Sheet

More plan examples

use scripts before situations OR after a situation

More ExamplesStudent adds

“Bumps in the Road” Include what they like—”Batman”

Teacher wrote letter from students point of view with his help. Student signs letter from “self”

Encouraging Writing

Thank you!!!!!

• Cassie GatesWarrensburg R-VI District Behavior Specialistcgates@warrensburgr6.org

• Jennifer FoxWarrensburg R-VI IDAC/Special Services Teacherjfox@warrensburgr6.org