Interventions for Classroom Disruption:Addressing Emotional and Behavioral Problems in the Classroom...

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Interventions for Classroom Disruption:Addressing Emotional and Behavioral Problems in the Classroom

Russ SkibaThe Equity Project at Indiana University

Presented at the 2008 Regional

Returning Teams’ TrainingHavre de Grace, MD June 26, 2008

Who are the students who disrupt classrooms?...

“In order for changes in [contingencies] to affect behavior

substantially, the person must recognize them.”

“In order for changes in [contingencies] to affect behavior

substantially, the person must recognize them.”

- Mischel (1973)

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Masters of CoercionMasters of CoercionMasters of CoercionMasters of Coercion

Children from abusive/coercive families: Participate in coercive cycle

Escalating aversive behavior Advantage goes to whoever gets nastiest

What We Say:What We Say: ““Take responsibility Take responsibility

for your behavior!”for your behavior!”

What They Hear:What They Hear: ““They’re picking on They’re picking on

me again!”me again!”

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““I figure if I’m going to get in trouble, I’m I figure if I’m going to get in trouble, I’m going to annoy him as much as I can. I’m going to annoy him as much as I can. I’m already going to get in trouble, he deserves it, if already going to get in trouble, he deserves it, if he’s gonna keep singling me out, so I get on his he’s gonna keep singling me out, so I get on his nerves!...If you know you’re already in trouble, nerves!...If you know you’re already in trouble, why shut up?”why shut up?”

--Student in detention--Student in detention

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Implications of What We Know

Avoid emotional reactions

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Testing the LimitsTesting the Limits

Children from chaotic environments: Face a high level of anxiety from never

knowing where they stand Act out to learn limits, even if it means

punishment

What We Say:What We Say: ““One strike and One strike and

you’re out.”you’re out.”

Response:Response: ““What? What did I What? What did I

do?”do?”

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Avoid emotional reactions Be consistent

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Social MisunderstandingSocial Misunderstanding

Children from unsafe homes and communities: Attribute hostile intentions to neutral

interactions Strike first, ask questions later

We Say:We Say: ““Why can’t you just Why can’t you just

get along?”get along?”

Response:Response: ““In my neighborhood, In my neighborhood,

this is how I get along”this is how I get along”

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Avoid emotional reactions Be consistent “Fair pair”: Use positives to teach new

behavior

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Academic AvoidanceAcademic Avoidance

Children with conduct problems: Have academic problems, especially reading/language May learn helplessness Escape as the best alternative

We Say:We Say: ““Why can’t you just Why can’t you just

do your work?”do your work?”

They Hear:They Hear: ““Go ahead. Admit Go ahead. Admit

you’re dumb!”you’re dumb!”

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Avoid emotional reactions Be consistent “Fair pair”: Use positives to teach new

behavior What is the “big picture”?

Q: What do you do if a student throws a chair?

A: Duck

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Expanding Our Options

Accentuate the positive Understand the behavior in context Find effective strategies Develop a plan Evaluate and start again

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Expanding Our Options

Accentuate the positive

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Accentuate the Positive:Are Disordered Kids Always Disordered?

Patterson: What percentage of time do the most disruptive children misbehave?

Stages of disruptive behavior: Calm Triggers Agitation Acceleration Peak De-escalation Recovery

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Increase Positive Reinforcement

Successive approximations and shaping Increased rate of positives Curriculum of Caring

Warm Demanders

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How Do We Expand Our Options?

Accentuate the positive Understand the behavior in context

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WHY ARE THEY DOING THIS?!

...The technology of functional assessment

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Understanding the Behavior:Functional Behavior Assessment Description Develop Hypotheses: What is this behavior

telling us? Identify Replacement Behavior(s) Design the Plan

“The ‘maladaptive’ individual is behaving in accord with expectancies that do not

adequately represent the actual behavior outcome rules in his current life situation.”

“The ‘maladaptive’ individual is behaving in accord with expectancies that do not

adequately represent the actual behavior outcome rules in his current life situation.”

- Mischel (1973)

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FA Phase I: Define the behavior

Understand behavior and its context Interview, Observation, Checklist

Characteristics Frequency, duration, intensity Where does it occur? When? Predictable sequence? Bad days?

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Identify strengths and resources

Importance of a strength-based approach Identifying resources Increasing the likelihood of collaboration

What are the reinforcers? What has been tried?

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FA Phase II: Develop Hypotheses

What is this behavior telling us about student’s understanding of the world? Setting events Need or function behavior communicates What skills is the student lacking?

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Setting Events Immediate Setting Events

Time or period of day Subject or task Group arrangements Type or pace of instruction

External Setting Events No breakfast? Fighting at home? Bus stop?

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Functions/Needs: What is He/She Getting Out of This? (Neel & Cessna)

Functions/Needs: What is He/She Getting Out of This? (Neel & Cessna)

Escape/Avoidance Attention Power/Control Acceptance/Affirmation Expression of Self

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Skill Deficits

Academic deficits Attention deficits Establishing Operations: Something that

alters normal patterns of reinforcement Home situation? ADD? ASD?

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FA Phase III:Identify Replacement Behavior(s) A new more adaptive behavior that meets

the goals of the student, and/or reduces the need for the old behavior

Replacement must work for both student and teacher Must address issues raised in FA Must be suitable in the classroom

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Accentuate the positive Understand the behavior in context Find effective strategies

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Match the Intervention to the Hypothesis!

Setting Events Functions

Attention Escape/Avoidance Power/Control Acceptance/Affirmation Expression of Self

Skill Deficit/Establishing Operation

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Setting Events: Change the Instructional Arrangements

Change the task Break instructions down Break the task into subtasks Make the task more interesting

Change the physical arrangements (e.g. grouping or seating)

Dealing with setting events we can’t change (External setting events)

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Behavioral Momentum: Dealing with the Chip on the Shoulder

Helping a child deal with a less desired or more frustrating task by starting with a much “easier” task

Building a “momentum of compliance”

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Teacher or Peer Attention:...He Can Do It, But He Won’t

Develop a reinforcer menu

Mark’s Rewards (Reinforcer Survey)Directions: Draw a star next to the things you would like.

Academic Activities

Play academic computer gamesSelect a class learning activity from a list of choices

Spend time on the Internet at academic sitesSelect a friend as a “study buddy” on an in-class work assignment

Go to the library to select a book to read

Helping RolesMake a delivery to the office

Help the teacher set up an activityHelp the teacher organize things around the room

Help the teacher design a class or hall bulletin board

PraiseBe praised privately by the teacher

Be praised on class-wide announcements for good behaviorReceive a “good job” note or thumbs-up from the teacher

Have the teacher call your parent to tell them how well you’re doing at school

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Reinforcer Survey (Cont’d)

Fun Stuff to DoListen to musicPlay a game with a friendPlay non-academic computer gamesGoing to lunch first with a friend

Prizes/Rewards Get an IOU redeemable for credit on one wrong item on a future in-class quiz or homeworkCandy (What kind?________________)Food (What kind?________________)Sports things (e.g. mini football, sports cards sports stickers)Pencils, markers, folders or other school supplies TattoMagnetsKey chainsCars or trucksGames or puzzlesCrazy straws

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Develop a reinforcer menu Mystery Motivator

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Mystery Motivator

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Develop a reinforcer menu Mystery Motivator Behavioral Contract

Sample Behavior ContractMrs. Jones, the teacher, will give Ricky a sticker to put on his 'Classroom Hero' chart each time he does one of the following:* turns in completed homework assignment on time* turns in morning seatwork assignments on time and completed* works quietly through the morning seatwork period (from 9:30 to 10:00 a.m.) without needing to be approached or redirected by the teacher for being off-task or distracting othersWhen Ricky has collected 12 stickers from Mrs. Jones, he may choose one of the following rewards:* 10 minutes of free time at the end of the day in the classroom* 10 minutes of extra playground time (with Mr. Jenkins' class)* choice of a prize from the 'Surprise Prize Box'Bonus: If Ricky has a perfect week (5 days, Monday through Friday) by earning all 3 possible stickers each day, he will be able to draw one additional prize from the 'Surprise Prize Box'.

Penalty: If Ricky has to be approached by the teacher more than 5 times during a morning period because he is showing distracting behavior, he will lose a chance to earn a 'Classroom Hero' sticker the following day.

The student, Ricky, helped to create this agreement. He understands and agrees to the terms of this behavior contract.Student Signature: ___________________________________

The teacher, Mrs. Jones, agrees to carry out her part of this agreement. Ricky will receive stickers when be fulfills his daily behavioral goals of completing homework and classwork, and will also be allowed to collect his reward when he has earned enough stickers for it. The teacher will also be sure that Ricky gets his bonus prize if he earns it..Teacher Signature: ___________________________________

The parent(s) of Ricky agree to check over his homework assignments each evening to make sure that he completes them. They will also ask Ricky daily about his work completion and behavior at school. The parent(s) will provide Ricky with daily encouragement to achieve his behavior contract goals. In addition, the parent(s) will sign Ricky's 'Classroom Hero' chart each time that he brings it home with 12 stickers on it.Parent Signature: ___________________________________

From Intervention Central: http://www.interventioncentral.org/htmdocs/interventions/behavior/behcontr1.php

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Escape: The Two Problems of Negative Reinforcement

Provide a more appropriate way to escape Request an alternative activity Request a break

Change the ratio of work to reward Pair the dreaded with the desired

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Power and Control

Do we confuse attention and control functions?

Provide some control to the child who may lack it Positive vs. negative leadership Choice-making

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Establishing Operations: Dealing with What the Child Brings

Home-School Notes (Home-School Contract)

Social stories (or video self modelling) Short or long-term counseling

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More Challenging Scenarios

Precision Commands

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Precision Commands/Requests A precise verbal statement made by staff to

enhance student compliance Give a polite, effective command

“Danny, please bring me the toy.” Give a second command using signal words

“Danny, you need to bring me the toy right now.” Use a preplanned unpleasant consequence

“Danny, you’ve lost five minutes of free time.” Restate the second command

From Utah State Department of Education: http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Precision.pdf

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More Challenging Scenarios

Precision Commands Preplanned responses to behavior In-school alternatives Collaboration with other professionals

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Accentuate the positive Understand the behavior in context Find effective strategies Develop a plan



Copyright © 2002, University of Kansas, Circle of Inclusion Project. Permission for reproduction of these materials for non-profit use with proper citation is granted.

http://www.circleofinclusion.org/english/formsarticles/forms/10challengingbehavior/form10index.html#2

Stop the Old

Behavior

Start a New

Behavior

What is Reliable Behavior Change?

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FA Phase IV: Designing the Plan

Includes, but not limited to, definition of consequences

What instructional strategies will be used to teach replacement behavior?

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Principles of Effective InstructionPrinciples of Effective Instruction

Define Learning Objectives/Orient Students to Lesson

Present New Material Provide Opportunity to Learn Feedback & Corrections Conduct Learning Probes

IV . Instructional Plan

Replacement behavior: What replacement behavior do we need to teach to enable the student to meet the needs demonstrated by the current behavior in a more appropriate way?

Instructional procedures to teach replacement behavior:

Preteaching: How can the replacement behavior initially be presented to the student? Individual discussion? Class discussion? What physical cues will remind the student of the appropriate behavior?

Direct Instruction: How will you teach the student the correct behavior? How often? Role-playing? Demonstration? Reinforcing other students for appropriate behaviors? What prompts and cues will be taught?

Reinforced Practice: How will opportunities for practice be provided? In class? Out of class (e.g., social skills training)? What positive reinforcers will be used for appropriate behavior?

Response to Problem Behavior: What strategies will be used to reduce problem behavior (e.g., direction, verbal warnings)? What consequences/disciplinary actions will be used if behavior continues or escalates?

Self-control: What types of self-management strategies will be used to teach the student to monitor his/her own behavior?

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Q: What is the One Best Thing to Do?A: A Whole Bunch of Things Referred for crying, tantruming, kicking and

throwing objects Few if any friends

FBA: High anxiety about work completion Multi-component intervention

Kleenex and self monitoring Coping strategy list plus reinforcement Allowed four minute cooldown Behavioral momentum: Easier work when upset Second semester: Still off task, so functional

communication system

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Accentuate the positive Understand the behavior in context Find effective strategies Develop a plan Evaluate and start again

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Reasons to Collect Data

Nothing always works for everyone The Problem of Superstitious Behavior

Even if does work,

will we know? Kids with challenging

behavior are like onions

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Websites:

Intervention Central http://www.interventioncentral.org

Lehigh University Project Reach http://www.lehigh.edu/projectreach

Utah Students At Risk On-Line Academy http://www.usu.edu/teachall/behav.htm

Wayne County, MI Behavioral Intervention Guidelines http://www.resa.net/behavior_intervention/

Safe and Responsive Schools www.indiana.edu/~safeschl www.unl.edu/srs

Russ SkibaRuss Skiba

Director, The Equity ProjectCenter for Evaluation and Education Policy509 E. Third St.Bloomington, IN [email protected]

Interventions for Classroom Disruption:Addressing Emotional and Behavioral Problems in the Classroom...

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