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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