Succeeding with Difficult Students

Presented by Toni Gullekson and Jennifer Byse

WHO???? Students with

Emotional Disturbance

Any other student having

difficulty in the school

setting

Students with Autism

Students with Attention

Deficit Disorder

Autism:What is it??? A complex brain developmental disorder Appears during the first three years of life Affect the person the rest of his/her life No known single cause Defined as collection of behavioral

symptoms that are characterized by impaired social interaction &communication, and restricted and repetitive behavior.

Autism:What is it??? A spectrum disorder: Pervasive

Developmental Disorder (aka Autism Spectrum Disorders

AutismAsperger’sPDD-NOS

Childhood Disintegrative DisorderRett’s Disorder

Facts and Statistics from the Centers for

Disease Control and Prevention (2007):

1 in 150 births, almost 1 in 94 boys (4 times more prevalent in boys than in girls)

1 in 1.5 million Americans Fastest-growing developmental disability 10-17% annual growth Estimated $3.5 million to $5 million lifetime cost for

care $90 billion annual cost to the US 90% of costs are in adult services Cost of lifelong care can be reduced by 2/3 with early

diagnosis and intervention In 10 years, the annual cost will be $200-400 billion

Autism Spectrum Characteristics

 Impaired relatedness 

Impaired communication 

Insistence on sameness or

resistance to change

Ritualistic behaviors 

Sensory abnormalities

Functions of Behavior Attention Power / Control Justice / Revenge Escape / Avoidance Expression of Self

AttentionWhat does this

look like?

Student is seeking attention.

Could be positive or negative attention

Attention from ANYONE will reinforce this behavior

Appropriate Responses

Ignore the behavior Redirect and walk away Avoid verbal interaction Train other students

and staff to ignore the behavior

Power and ControlWhat does this

look like? Student is attempting to

feel a sense of power by controlling their own actions.

Student refuses to get in line when you ask, but will wait until they are “good and ready”

Student appears to have his/her own agenda that they do not want to share with the rest of us

Appropriate Response

Offer choices so that the student feels in control.

Do not change the expectation once stated.

Realize that you can not make a student do something they don’t want to do.

Avoid power struggles

Justice / RevengeWhat does this

look like? Student is looking for

something to be “FAIR” Could be revenge

against other students or teacher

Targets another student

Cuts in line, turns around and pushes

Appropriate Responses

Separate student from targeted student(s)

Immediate feedback on appropriateness of behavior

Escape / AvoidanceWhat does this

look like? Students is avoiding

a given request or assignment

Student has difficulties during the same activities every day (IE, math, lunch, tutoring, lunch)

Appropriate Responses

Be observant of the things that occur before the behavior

Follow through on activities after the behavior subsides

Expression of selfWhat does this

look like? Student has difficulty

with social situations understanding rules and appropriate behavior

Ex) Students are playing tag and one student throws another on the ground.

Appropriate Responses

Use social stories to teach appropriate behavior

PRACTICE… PRACTICE… PRACTICE!!!!

Stages of Behavior Intervention A closer look at Behavior

PreventionInterventionPostvention

Visual schedules…picture or written Remind students and parents and have a visual

cue for change in schedule Be aware of physical environmental State clear expectations (state name and simple

concrete language) check for understanding (student should restate

expectation not just yes or no) Build “break time” into the schedule and teach

what to do during this time. Clarify work routines for every activity (the 4 W’s)

Prevention StrategiesEstablish and Teach Routines

Prevention Strategies

Establish a support system for

the student

Power Cards/ Social storiesKeychain Rules

Meet sensory needsTeach social skills

Motivators linked to subject obsessionsBe aware of physical environmental

Know the background of the student(review behavior contract or BIP if

applicable)**remember confidentiality**

Intervention StrategiesWhat to do when the crisis occurs

Back off, avoid confrontation. Don’t get into a power struggle.  

Don’t take it personally. It’s not about you or anything he/she may say. In fact, LATER, may be the time to review behavior/social skills… NOT in the heat of the moment.

Sometimes ignoring (not responding/agreeing) helps. Especially if they are perseverating about the incident.

Signaling with a visual cue (stop sign or a be quiet sign) may help to de-personalize the incident.

Intervention Strategies Cont.What to do when the crisis occurs

Talk low, talk slow, and don’t say much (quote from John Wayne). In fact, writing it down may be more effective than saying anything to him.

Just walk, but don’t talk-walk around the school, use muscle power.

Stay cool. Watch you own body language. Important: Strategies used during intervention

must be taught during the preventative stages. Get the student moving. Send him on an errand Follow through on consequences and be

consistent.

PostventionDebriefing the student (visual,

verbal & supportive) Make sure the student

is ready to discuss (compliance steps)

What happened?? What should you have

done?? What will you do next

time??

Action to prevent incident from

occurring again Review existing

prevention techniques If needed, develop new

ways to teach alternative or appropriate behavior

Model and Practice strategies

Things to rememberKeep your cool…adults need break time too!

Consistency…Consistency…Consistency!!!!

Don’t take it personally

Have a plan

**Questions and Answers**

Remember, we are always here to

provide support !!!

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