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Paraprofessional Conference: Behavior Management

Strategies and Techniques for Managing Student Behavior
by

James Whitehead

on 3 June 2016

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Transcript of Paraprofessional Conference: Behavior Management

Ryan Ackerman & James Whitehead
Paraprofessional Conference
Why is it important ?
How do we do it?
Separation
Separating the person from the behavior
Personal feelings should not impact decisions
Picture the student talking about someone else
If you start to get upset walk away and get help
Do not take it personal
Behavior Management
Separation
Power
Power
Who has it?
Do you need it?
Give it back.
Teaching Behavior
Role Playing
Direct Instruction
Differentiated Instruction
Skills Based
Options/ Negotiations
Plan
Role Playing
Students and staff or just student, act out common behaviors with negative solution and then act out behavior with positive solution
Teaching Behavior
CPS Model vs. Rewards and Consequences
Explicitly telling the student what you want them to do. What behaviors you want them use.
Modifying or Accommodating students' needs based upon the student's skill. Does not have to have IEP, BIP, or FBA to do this. Teaching or helping the student at the student's skill level.
Behavior (like academic) is skill based. Not all students have the same skills. Age or grade level does not indicate students' skill level. Managing behavior starts with teaching behavior at the skill the student currently has and then adding skills over time.
Start of the Collaborative Problem Solving Model. Working with the student as opposed to telling.
Generate a plan with the student and other important team members
Direct Instruction
Differentiated Instruction
Skill Based
Options/ Negotiations
Plan
Dr. Ross Greene and Collaborative
Problem Solving Model (CPS)
ALSUP
Unsolved Problems
ALUSP
A
ssessment of
L
agging
S
kills and
U
nsolved
P
roblems
http://www.livesinthebalance.org/paperwork
A formal document used to help identify lagging skills and the unsolved problems that are generated by those lagging skills.
Unsolved Problems

CPS Model
Plan A, Plan B, and Plan C
Plan A
Plan C
Plan B
Using AlSUP to Identify Unsolved Problems
Developing a plan to solve the problem that meets all parties needs
Teaches behavior indirectly through the process
Imposing Adult Will
Higher chances of having behavioral outburst
Dropping Expectation for now
Emergency Plan C saying, "OK"
Use only in emergencies
(not your emergencies)
Why CPS Model?
Why CPS Model?
Because doing the same thing over and over and expecting a different result is insanity.
Research Based
Empowers everyone
Because forcing is not teaching
Ask yourself are rewards and consequences is really working for all of your students?
Because explosive behavior is predictable
Reactive Approach
What you do in when Plan B has not been established yet. Or is not a problem that is being addresses
Collaborative Problem Solving
Proactive Plan C
An agreed-upon interim plan
Plan B Overview
Emergency Plan B
Proactive Plan B
Entry Steps
Emergency Plan B
Used to de-escalate a situations
Usually used when an ALSUP has taken place, but the problem has not been solved
Steps
Empathy
Define the Problem
Invitation
Entry Steps
Empathy
:
Child's Concern/ Gathering information to understand child's perception
Define the Problem
: Adults Concern, but is not blaming student
Invitation
: Student and adult are collaborating to address concerns of both parties
Starts with the adult stating, " I have noticed that..." or "What's up?"
Key themes: Proactive, Specific, Neutral

Drill for information: Student will often say, "I don't know or that is not my problem."
Key themes: Don't run with the first thing the student says

Ask about the who, what, when, and where
Ask about why the problem occurs under some circumstances
Break the problem down into its component parts
Ask what the student is thinking in the midst of the unsolved problem more important than feelings
Use reflective listening and clarifying statements
I'm confused, can you say more about that, how so, what do you mean
Strategies for implementing Empathy step
The Empathy step is not about you
Don't rush the Empathy step
Don't leave the Empathy step until you have a clear understanding of the students concern or perspective
Plan B strategies continued
Drilling is not grilling
Drilling: it involves listening not lessening
stay neutral and non-defensive
Defining the problem
This step is designed to get the adults concerns on the table
Most adults don't know what their concerns are
Solution free step
Invitation Step
Goal of this step is to brainstorm with the student to develop solutions that address all concerns and both parties
Student should help define solutions
Team develops a plan and then agrees to meet again if the solution does not work
References and resources
Explosive Child by Dr. Greene
Lost in School by Dr. Greene
Live in the balance website
http://www.livesinthebalance.org
Response to Intervention (RTI)
Positive Behavioral Interventions and Support (PBIS)
Full transcript