Understanding Behavior

LARRY SCOTT Ken-Ton School District

lscott2@kenton.k12.ny.us

Agenda

Bullying Brain & Behavior Behavior Theory Triggers, Function, & Consequences Punishment Case Scenarios Inattention / Hyperactivity Attention-Seeking Behavior Defiance / Noncompliance Communicating with Defiant Students Positive Approaches, Meaningful Incentives, & Tips

Bullying

Intentional, usually repeated acts of verbal, physical, or written aggression by a peer (or group) operating from a position of strength or power with the goal of hurting the victim physically or damaging status and/or social reputation

Bullying vs. Teasing vs. Conflict Teasing: good-natured “give & take”

between friends designed to get both parties to laugh

Conflict: A struggle, dispute, and/or misunderstanding between 2 opposing forces

Bullying: Based on power imbalance, taunting another with intent of harming; continues when other is distressed

Victims of Bullying

Have a position of relative weakness Most are passive Experience emotional distress- anxiety,

depression, suicidal thoughts, low self-esteem

In some instances can respond with extreme violence

GLBT youth most at-risk

Those Who Bully

Desire power & control Get satisfaction over others’ suffering More exposed to physical punishment

at home Average self-esteem, BUT more likely to

be depressed & feel less supported by others

Engage in other risky behaviors

Bully Prevention in School

Structured, Supportive, & Supervised Environments

Clear, consistent policies on harassment, including means of reporting

Immediate action with intervention not just punishment

Warmth, positive interest, adult involvement & appreciation of individual differences

Ongoing social development programs Programs & opportunities to connect with all

students

State Legislation and Bullying

2012- Dignity for All Students Act (DASA)Prohibits harassment of students based on race, weight, religion, national origin, ethnic group, sexual orientation, disability, gender, & sex 2013- Amendment to DASA Requires schools to act when cyberbullying occurs

Brain & Behavior

Over time our brains have evolved- new features have been added and old ones discarded as a result of social consequences, in order to better solve social problems

We have DNA encoded with information for innate behaviors. Babies are not born with blank brains (expects faces at birth, reasoning with animate/inanimate objects, crying to express needs)

Our brains are preprogrammed to express social behavior regardless of culture

Brain & Behavior

Nature and nurture: genetic components interact with various environmental influences and shape brain development/functioning

A carrier of a particular set of genes is associated with an 882% probability of committing a violent crime and 98.4% chance of being on death row

Children with particular genetic material are more likely to develop conduct disorders and become violent criminals as adults. This outcome is much more likely if these children were abused

Children with the opposite genetic material were not likely to repeat the cycle of violence even if severely maltreated

Brain & Behavior

The brain has countless rivaling operations each competing for a single output of our behavior.

A balance is optimal for the brain and behavior.

Rational System vs Emotional System

Emotional vs. Rational

Emotional SystemInvolves internal states

Emotional system is evolutionarily old and shared with other species

Emotional circuitry of the brain is associated with immediate reward and impulsive behavior (i.e. drug addiction)

Rational SystemInvolves analysis of external events

Rational system is more recent and is one unique characteristic that separates us from other species

Rational system consists of the lateral cortex circuitry associated with higher cognition and delaying gratification for longer-term rewards with higher return

Brain & Behavior Brain Plasticity

Critical Periods: Birth to 5 & Puberty

Between approximately 10 to 18 months of age is critical for shaping of brain for attachments & emotional regulation

Brain is made up of countless neural circuits which govern behavior and habits

Brain & Behavior

Bad habits take over neural circuits in the brain

The more a bad habit is practiced the more space it occupies on a neural circuit, creating less space for good habits

Makes unlearning more challenging than learning

The more habitual and automatic a behavior the more complex and specialized the neural circuitry and the less conscious awareness

Early education and intervention

Brain & BehaviorPrefrontal Cortex- Executive Functioning Regulates attention/emotion, planning, organization, self-

monitoring, and foreseeing/understanding consequences

Students with attention and emotional difficulty, usually have poor executive functioning

Studies: 1. Emotionally supportive environments with meaningful praise, affection,

& sensitivity better self-regulation

2. Emotionally neglectful environments poor self-regulation

Children with a history of trauma & emotional neglect often have dysfunction in prefrontal cortex

Middle school

Brain & Behavior

Evidence that behavior modification, talk therapy (counseling), & medication can change brain chemistry / functioning

Extrinsic motivation can change brain chemistry and increase intrinsic motivation over time

Psychotherapy: leads to decreased activation in prefrontal cortex (less blood flow) in patients who suffer from past trauma and/or anxiety

Depression, high stress, & trauma are associated with a smaller hippocampus and memory loss. Antidepressants have been found to mature hippocampus- increase neural circuitry

Behavioral Theory

All behavior serves a function or purpose.

All behavior functions within a system – environment, setting, or situation.

Environmental/situational factors create and

maintain problem behavior. By changing environmental factors and responses

to behavior, it is believed that problem behavior can be replaced with pro-social behavior.

Behavior- internal & external control

Factors Influencing Behavior

Student Characteristics

Peer Influence

Teaching Style / Classroom Practices

Family Issues

Cognitive and Academic Functioning

Emotional Functioning

Mental Health Needs

Media/Electronics

Sleep

Physical Health

Education Policies / Funding

Picture Yourself and Your Own Behavior

Do I behave differently in certain situations and settings?

Do I perform better in certain situations and settings?

Target Behaviors

Specifically identify two or three of the most problematic behaviors that you want to change.

Must be well-defined, observable, and measurable.

Be objective and avoid opinion statements and personal feelings.

The “stranger test”

Ex. – Johnny is violent

ABC’s of Problem Behavior

Antecedents to behavior – triggers, type of setting/situation

Behavior

Consequence to behavior – not always negative and punitive.

Function of Behavior

Escape/Avoidance

Attention/Control

Sensory/Perceptual

Gain Desired Item, Activity, Area

CONTROL

Replacement Behavior

Sometimes inappropriate behavior is due to not having learned a particular skill (i.e. raising hand to participate)

Learning a new skill / behavior can replace an unwanted or inappropriate behavior

The replacement behavior serves the same function as the inappropriate behavior and should be positively reinforced when it occurs

Examples

Important Behavioral Terms

Positive Reinforcement:A response to behavior that increases expected/positive behavior.

Negative Reinforcement:A response to behavior that increases negative behavior.

Punishment: A response to behavior that decreases negative behavior.

Punishment

“You can never punish anyone into being motivated, corrected, or coming to school.”

Dr. Randy Sprick

Punishment & Suspension There is no evidence that suspension works- it

has been shown to be ineffective in changing behavior and often only worsens behavior

Long-term suspension leads to negative attitudes toward school, poor attendance / work performance, and negative perception of teachers

Suspension is associated with increased defiance, more severe problem behavior, school failure and drop out, and contact with the juvenile justice system

Punishment & Suspension Black and male students are historically overrepresented

in suspensions and expulsions

Males are at least twice as likely to be suspended and expelled

Many studies show inequality in disciplinary responses and consequences: Black and male students are more likely to be suspended and more harshly for similar offenses

66% of black male students who received free/reduced lunch and were in special education were suspended at least once, only 2% of white females who paid for lunch and in regular ed. were suspended (Raffaele Mendez, 2003)

Punishment Precautions

1. Never punish for behavior that a student can’t help or has limited or no control over

2. Non-punitive techniques alone can improve behavior

3. Punishment such as isolation/seclusion (i.e. time-out) should be avoided

Missouri’s Rehabilitation Model U.S. Juvenile Confinement Rate

About 48,000 U.S. youth placed in correctional or residential facility as juvenile delinquent each night (2010)

Missouri has rehabilitation model with continuum of services (day treatment centers, group homes, and residential centers)

Includes small, therapeutic facilities with daily counseling, accredited schooling with special education, job training or community jobs, and transition services

84-88% of youth are engaged in a job or school upon release each year

Recidivism rate= 16.2% (3 years) compared to 26-62% in other states

Confinement without rehabilitation is not only financially wasteful, but detrimental to society

Effective Punishment

Pair with positive reinforcement Reduction or loss of privileges Implemented in way that instruction is not

missed (i.e. lunch detention, time away in classroom)

Serve extra time Allow student to help determine punishment MUST be MEANINGFUL to student Restitution We need to explore alternative approaches

proven to work: cognitive-behavioral and restorative justice

Volition

Do we choose our genes? Do we choose the environment we grow up in?

Given the influence of genetics, childhood experiences, environmental toxins (i.e. lead), hormones, neurotransmitters, and neural circuitry, our level of absolute free will (volition) is a relevant issue for debate

Much of our legal system and discipline methods assume that all acts are volitional, and therefore, punishment, alone, and holding one responsible will modify future behavior

Attempting to understand and uncover reasons for problem behavior does not equal excusing one’s action and absolve from blame

Volition Lawyers and clinicians have historically agreed that

neurological disorders, where biological evidence for a problem exists, often absolves an individual of volition

With advances in science, the clinical community now recognizes mental disorders as biological or organic problems

Although we can’t always detect a neurobiological problem, it is safe to assume that brain dysfunction exists in some of our most severe criminals

Brain Dysfunction & Anti-Social Behavior

Brain Tumor/Dementia

Tourettes Syndrome

Homicidal Sommambulism

Phineas Gage

Huntington’s Disease

Viral & Bacterial Infections

Evidence-Based Consequences Through advances in neuroscience and behavior we may better

understand who is likely to commit or not commit crime again

The objective is to establish more logical / evidence-based sentencing that will customize rehabilitation for those that can be modified and maintain confinement for those who cannot

Intervention might focus on the plasticity of the prefrontal cortex and poor impulse control (most people know right from wrong and understand consequences, but some have an inability to control impulses)

Effective approaches require that we not only understand how we would like people to behave, but how they actually behave

Approaches to Students with Emotional & Behavioral Needs Incentives: Earning positive social experience Good Behavior Sports Club Connections Program Engaging parents Community support Activity & Exercise Yoga & Meditation Behavior Contract Daily/Weekly Behavior Report

Students with Emotional & Behavioral Needs

More likely to have disciplinary problems, low grades, poor attendance, & run-ins with the law

About 10% of students cause 90% of disciplinary problems

Have difficulty building & maintaining relationships- TRUST

Prone to disorganization and poor work completion

Sensitive to reprimands & being held accountable- usually leads to more resistance

Negative emotions interfere with attention & decision making. Increases impulsive actions which may relieve emotional distress temporarily

Any action that causes negative emotion in a student is more likely to increase defiance/resistance

Internalizing & Externalizing Problems Internalizing Problems: high anxiety,

depression, low self-esteem, poor self-identity, socially awkward

Externalizing Problems: hyperactivity, aggression, conduct problems, disruptive, defiant

Challenges to Changing Behavior Poor collaboration and follow through from home.

Poor collaboration and follow through with community-based professionals.

Severe mental illness that is untreated or mistreated.

Substance abuse and illegal activity.

Resistance to trust

Off-task Behavior (ADHD)

ADHD effects about 2-10% of kids, more common in boys (about 10%) than girls (about 4%)

Over-diagnosed & often misdiagnosed

Neurobiological evidence that it exists

Associated with disciplinary problems, poor academic performance, substance abuse, and dropping out of school, risky sexual behavior, and future criminal behavior

Off-task Behavior (ADHD) Difficulty paying attention / Short attention-span

Distractible (internal & external)

Poor self-regulation of emotion, attention, planning, and behavior

Disorganization

Usually struggle with writing

A Neurological Understanding of ADHD Parts of the brain involved in attention are found

to be smaller and underactive

Prefrontal cortex, amygdala, and basal ganglia are found to play a major role

Dopamine & serotonin (neurotransmitter)

Antidepressants & Cognitive Behavioral Therapy have shown to improve impulsivity and aggression

Prefrontal Cortex: Executive Functioning CEO of the brain

Regulates attention/emotion, working memory, planning, organization, self-monitoring, and foreseeing/understanding consequences

Students with attention and emotional difficulty, usually have poor executive functioning

Children with a history of trauma & emotional neglect often have dysfunction in prefrontal cortex

Middle school

Media and ADHD

A large study found that exposure to TV (ages 1-3) is associated with attention problems and controlling impulses later in childhood

For every hour watched each day, their chances of developing attention

problems increased 10%

Addiction to computer / video games show similar brain functioning and behaviors as other addictions

ADHD Types

Inattention Fails to give close attention to details / makes careless

mistakes Has difficulty keeping attention on tasks Does not seem to listen when spoken to directly Does not follow through on directions and fails to finish

school work or other duties Has difficulty organizing tasks/activities Avoids or dislikes tasks that require sustained mental

effort Often loses toys, assignments, and materials needed for

tasks Is easily distracted Is often forgetful in daily activities

Hyperactivity

Fidgets with hands or feet or squirms in seat

Leaves seat when remaining seated is expected

Runs about or climbs in inappropriate situations

Has difficulty playing quietly

Is often “on the go”, acts as if “driven by a motor”, talks excessively

Impulsivity

Blurts out answers before questions have been completed

Has difficulty waiting turn

Interrupts or intrudes on others (butts into conversation or games)

Does not think before acting

Poor Impulse Control

More likely to act for short-term gratification than delaying for more valuable, long-term reward

Those with severe impairment fail to resist an impulsive act that may be dangerous to self or others

Present an understanding of right/wrong and seriousness of consequences, but cannot regulate impulse with the influence of emotion in the moment

Worksheet 1

Tips for Inattention & Hyperactivity Need others & environment to help self-regulate Break tasks into chunks/separate steps, provide

feedback, provide checklist… Close proximity Clear and consistent

expectations/routines/consequences with reminders

Structured environment with reduced distractions and limits

Frequent prompts & reminders- unobtrusive, quiet, nonverbal

Seat student near “action zone” Praise/recognize on-task behavior and work

completion

Tips for Inattention & Hyperactivity Allow movement breaks Provide alternative motor behavior that will not

distract others (gum chewing, stress ball, activity) Have student monitor behavior (i.e. call outs,

motor behavior, leaving seat…) IGNORE low level motor behavior Seat near distraction-resistant peers Anticipate potential problems and structure

appropriately Daily or Weekly Report with incentive Agenda / Organizer

The Selling of Attention Deficit DisorderNew York Times, December 14, 2013by Alan SchwarzCDC:15% of high school students have a diagnosis

Medication use for children has soared to 3.5 million from 600,000 in 1990

About 16 million prescriptions were written for adults (ages 20 -39) in 2012

2nd most frequent long-term diagnosis closely behind asthma

The Selling of Attention Deficit DisorderNew York Times, December 14, 2013by Alan Schwarz Since 2000, FDA has cited every major ADHD

med for false & misleading advertising several times:

Stimulants: Adderall, Concerta, Focalin, & Vyvanse Nonstimulants: Intuniv & Strattera

Sales of stimulant meds were almost $9 billion in 2012

The Selling of Attention Deficit DisorderNew York Times, December 14, 2013by Alan Schwarz ADHD has no definitive test: symptoms are highly

open to interpretation by patients, parents, and doctors

American Psychiatric Association has made the diagnostic criteria more liberal in the DSM V (i.e. must show symptoms before age 12 vs. show impairment from symptoms before age 7)

American Psychiatric Association receives significant funding from pharmaceutical companies.

The Selling of Attention Deficit DisorderNew York Times, December 14, 2013by Alan Schwarz Studies show that about ½ of diagnosed children do not show

impairment as adults

Long-term risks of not medically treating ADHD are often cited by big pharma & their representatives, but little is known about whether meds address and reduce these risks (FDA has cited this in many warnings)

Presenters on ADHD and those that educate doctors & clinicians on ADHD, are either from pharmaceutical companies or are affiliated with and receive compensation from these companies

A 2008, Senate investigation found that a prominent psychiatrist involved in many psychiatric studies, Dr. Joseph Beiderman, received $1.6 million in consulting fees from drug companies

The Selling of Attention Deficit DisorderNew York Times, December 14, 2013by Alan Schwarz Marketing has targeted parents

Magazine ad for Concerta: “Better test scores at school, more chores done at home, an independence I try to encourage, a smile I can always count on.”

In February of 2013, Shire paid $57.5 million in fines for misleading advertising and improper sales of Vyvanse, Adderall, & Daytrana.

CHAD (ADHD Advocacy Group) founded in 1987 with financial backing of Ciba-Giegy Pharmaceuticals, Ritalin’s manufacturer & continues to receive about $1 million per year from big pharma.

Attention-Seeking Behavior

Children value attention, some desire any attention- positive and negative.

Negative adult response (reprimand) can serve the function of attention and negatively reinforce problem behavior.

Attention-Seeking Cycle

Worksheet 1

Break Attention-Seeking Cycle

Recognize Positive Behavior

• Make eye contact & smile

• Check-in with student• Pat student on

shoulder• Call on student• Praise student (verbal,

nonverbal, written)• Converse with student• Give student a desired

task

Break Attention-Seeking Cycle Positive attention should be provided as

frequently as negative attention seeking behavior occurs

May only be required in particular settings and times

Ignore negative attention-seeking behavior or in discrete manner redirect student back on-task

Fade positive attention as negative behavior reduces or discontinues

Brain and Perception

Slight differences in brain function translate into different ways of experiencing the world

Each of us believes what we perceive is reality

The reality we perceive influences how we behave and interact with others

Our perceptions are greatly influenced by our social experiences

There are many thoughts/functions of the brain that we are unaware of

Worksheet 2

Noncompliance / Defiance Defiant students usually have a painful history of

rejection in personal relationships

Often perceive rejection and view adults as threatening

Defiant students often lack effective communication & negotiation skills

May act out to mask poor skills and/or insecurities

Often choose to defy to avoid/escape tasks and/or to gain control of situations/others

Noncompliance / Defiance

Emotional reactions to misbehavior:

Risk being reinforcing to some students

Risk making timid students afraid of you

Provide a terrible model of leadership

Noncompliance / Defiance

Conflicts / Power Struggles / Arguments involve at least two parties

Be aware of preconceptions- trivial behavior may produce angry / aggressive response and trigger resistance from student

Angry reactions (raising voice, appearing angry, or attempting to intimidate) to behavior is negative reinforcement & worsens defiance

Defiance can become deliberate strategy

Defiant students gain control with each and every angry response from adult

Worksheet 1

Nonverbal Communication with Defiant Students1. Relax and reflect on how you are feeling and will

respond2. Model that you will not be pulled into power

struggle3. Stay outwardly calm, professional, & business-like4. Low tone of voice5. Establish eye contact and call student by name6. Move toward student slowly, respect student’s

space, speak privately, & sit nearby student at their level

7. Be aware of nonverbal communication- avoid mismatch with words

Verbal Communication with Defiant Students

1. State directive in positive manner2. Use clear and specific terms, but keep it brief3. Ask open ended questions (avoid WHY

questions)4. Active Listening: summarize a person’s

ideas, opinion, or point of view5. Emotional Labeling: validate student emotion6. I-Centered Statements7. Strategic Pauses

Communication with Defiant Students1. Provide choice with logical consequences

2. Offer student a Face-Saving Out

3. Focus on behavior, while acknowledging that you value student

4. Do not attempt to force a student to comply

5. Avoid demands when student is upset

6. HUMOR

Strategies for Defiance / Noncompliance Allow student a “cool down” break when upset /

angry

Assign reflective essay or apology after misbehavior and student is calm

Consequences- predetermined, fair, consistent

Behavior Contract

Redirect / Distract student when showing signs of frustration

My Tips to Avoid Conflict

Establish relationship Random problem-solving Acknowledge student prior to stating

expectation Remove student from audience Simple nonverbal communication Time-away techniques

Meaningful Incentives

1. Choose music for class to hear2. Eat lunch with a friend in the classroom (with

teacher)3. Eat lunch outside with entire class4. Enjoy time outside with entire class5. Shoot baskets with an adult and/or with peer6. Computer time7. Assist a custodian or other staff8. Be first in lunch line9. Eat lunch with teacher, counselor, and/or

principal

Meaningful Incentives

1. Eat lunch with an invited adult (grandparent, parent, etc…)

2. Positive note, email, or phone call home3. Be helper for lower grade level4. Make deliveries in school5. Receive a note of recognition from teacher or

principal6. Receive private praise from teacher or principal7. Receive silent thumbs up or other sign indicating

praise and approval

Homework Tips

2 methods to increase homework completion:

1.Establish a consistent weekly schedule for homework

2.Physically collect homework from each student

References

Doidge, N. (2007), The Brain that Changes Itself. Gresham, F. M. (1992). Conceptualizing behavior disorders in terms of

resistance to intervention. School Psychology Review, 20, 23-37. Eagleman, D. (2011), Incognito: The Secret Lives of the Brain. Individuals with Disabilities Education Improvement Act – Amendments

to Rules of the Board of Regents and Regulations of the Commissioner of Education (NYS), Part 200.1 (r), June 23, 2006.

Nickerson, A., Director of Alberti Center for the Prevention of Bullying Abuse & School Violence, University of Buffalo

Ratey J. (2008), Spark: The Revolutionary New Science of Exercise & the Brain

Sprick, R. Safe & Civil Schools. http://www.safeandcivilschools.com/index.php

Willingham, D. (2011). Can Teachers Increase Students’ Self-Control? American Educator.

Willingham, D. (2004-05). Understanding ADHD. American Educator. Wright, J. (2006). www.jimwrightonline.com,

www.interventioncentral.org Schwarz, A. (2013). The Selling of Attention Deficit Disorder. New York

Times