Best Practices for Improving Behavior: Presenter Notescyfs.unl.edu/futures/documents/ncseam/Behavior/Presenter_Notes.pdf · Best Practices for Improving Behavior: Presenter Notes

Improving Relationships & Results: Building Family School PartnershipsBehavior Strategies Module

Presenter Notes

National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships www.accountabilitydata.org

Slide 2:

• Today we are going to focus on discussing the importance of family involvement

• We will be discussing specific strategies that if applied correctly can improve the school’s approach to family friendly practices

• Finally we will discuss how these strategies impact our environment & how we can take steps towards improving. ________________________________________________________________________________________________________________________________________________________________________________

Slide 3: • Review the definition of Indicator 8 of Part B of the

Individuals with Disabilities Education Act (IDEA).

• Focus on the importance of involving families in the education process

• Every state is responsible for taking positive steps to include families. The Department of Education monitors parents perception of how well schools reach out to families and how this improves services for their students. ________________________________________________________________________________________________________________________________________________________________________________

Where are we going today?

Let’s talk about family involvementWhat are some strategies to improve how we get families involved? Feedback & Goal-Setting

2

Indicator B-8

Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities

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Best Practices for Improving Behavior: Presenter Notes

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Presenter Notes


Slide 4: The 4 A’s * More information is contained in the PowerPoint presentation at the end of this document*

• For flourishing family‐school partnerships to occur, certain condition should be met.

o These include: An approach that invites and expects

family involvement Positive attitudes educators hold

regarding family involvement A welcoming atmosphere created by

educators. Once these conditions are in place,

effective family‐school partnerships can take place (actions).

________________________________________________________________________________________________________________________________________________________________________________

Slide 5: • Discuss how the approach, attitude and atmosphere

must be appropriate before parent friendly “action” can be taken. Conduct a discussion with the audience of suggestions of how these areas can be improved within your school environment.

• This is a schematic to better understand how the 4 A’s connect ________________________________________________________________________________________________________________________________________________________________________________

The 4 A’s

ApproachAttitudeAtmosphereActions

4

Developing Pathways to PartnershipsPrerequisite Conditions: “3 A’s” must be in place for Actions

to be accepted and effective

Approach

Atmosphere

Attitude

ActionsCommunicating a tone of

partnership through bidirectional home-school communication and fostering family involvement in

learning at home

Successful learning opportunities and

outcomes for children

(Christenson & Sheridan, 2001; Sheridan & Kratochwill, 2008)5

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Presenter Notes


Slide 6: • Clear, Concise, and Consistent‐ Keeping rules simple

and descriptive increases the likelihood that the child will understand them.

• Early‐ It is important for rules to be established at the beginning of the school year or early for families. The earlier rules are established the easier it will be for children to get into a routine.

• Frequent‐The more frequently you communicate the rules the more opportunities the child has to learn them.

• Do vs. Don’t‐ Specifically describe what you want the child to be doing. Stating rules in a positive way makes children 50 % more likely to comply with the rule. ________________________________________________________________________________________________________________________________________________________________________________

Slide 7: • Close proximity – Deliver the directive in close

proximity to the child (2‐4 feet)

• Say child’s name‐ Saying the child’s name ensures that you have their attention.

• Maintain eye contact‐ This is also another way to ensure you have the child’s attention

• Use quiet voice‐ Keeping a neutral tone of voice makes the interaction more pleasant for the child and adult. Children need to learn to respond to instructions and commands in a normal voice. ________________________________________________________________________________________________________________________________________________________________________________

Establishing Rules Clear, Concise & ConsistentEarlyFrequentDo vs. Don’t

6

Steps for Effective Commands

Close proximitySay child’s nameMaintain eye contactUse quiet voice

7

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Presenter Notes


Slide 8: • Give simple command‐ It is important to remember

that you issue a command that the child is capable of doing. Positively state the command or instruction and remember not to present the command as a question.

• Wait before reissuing‐ After giving the command, wait a full five seconds before reissuing the command.

• Provide consequence‐ Remember to provide a consequence for inappropriate behavior as well as appropriate behavior. Use explanations sparingly. ________________________________________________________________________________________________________________________________________________________________________________

Slide 9: • Strengthens relationships‐ Focusing on good behavior

increases positive interactions and strengthens the adult‐child relationship

• Learned Behavior‐ Focusing on good behavior increases the likelihood that the child will exhibit appropriate behavior more often

• Predicts future behavior‐ Children will learn behaviors due to the attention that they receive ________________________________________________________________________________________________________________________________________________________________________________

Steps for Effective Commands

Give simple commandWait before reissuing Provide consequence

8

Rewarding Good Behavior

Strengthening relationshipsLearned behaviorPredicts future behavior

9

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Presenter Notes


Slide 10: refer to Handout 1

• Highlight that there are four types of rewards and that these will be discussed in the next slides ____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Slide 11: • Strengthen appropriate behavior‐ Physical and Verbal

rewards are powerful and effective at strengthening good behavior.

• Easy to give‐ Whenever a child is displaying appropriate behavior it is easy to say “Good job” or “I like how you are sitting quietly”. It is also easy to give a hug or a thumbs up to let the child know that you are aware of their appropriate behavior. ________________________________________________________________________________________________________________________________________________________________________________

Types of Rewards Physical and Verbal RewardsActivity RewardsTangible Rewards

10

Physical and Verbal Rewards

Strengthen appropriate behavior

Easy to GiveSmiles, Hugs, Kisses

11

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Presenter Notes


Slide 12: Refer to Handout 2‐ Follow IFEED Rules • Immediate‐Verbal praise, like consequences, needs to

be immediate. This gives the child immediate attention to the fact that they were displaying appropriate behavior. They are much more likely to display that behavior again if they know it will get your attention.

• Frequent‐ As when learning a new skill, children need to receive praise frequently to learn a new behavior. The more frequent the praise, the more frequent opportunities they have to be aware that what they are doing is appropriate.

• Eye Contact‐ As with giving an effective command, it

is important to make eye contact with a child when you are giving them praise for appropriate behavior.

• Enthusiastically‐ Make an effort to show excitement when praising a child.

• Descriptive‐ Be descriptive in your praise so you can tell the child exactly what he or she is doing right. An example might be “Good job Claire for raising your hand to answer” ________________________________________________________________________________________________________________________________________________________________________________

Slide 13: Also refer to Handout 3‐ Possible Rewards • Highlight these are some potential rewards. • It is important that you allow the child some choice in

choosing their rewards. If the “reward” is not reinforcing, the child will not be as inclined to display appropriate behavior ________________________________________________________________________________________________________________________________________________________________________________

Providing PraiseIFEED

ImmediateFrequentEye ContactEnthusiasticallyDescriptive

12

Activity RewardsPreferred activities

Playing a gameReading a storyGoing for a walk

13

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Presenter Notes


Slide 14: Refer to Handouts 1, 4, 5, & 6 • Combine with other rewards‐ It is important to pair

tangible rewards with verbal or physical praise. If the child only receives a tangible for appropriate behavior, then they will come to expect a tangible every time they exhibit an appropriate behavior.

• Reward Menus‐ See handout 1 and 4 for explanation

• Grab Bags‐ See handout 1 and 5 for explanation

• Chart Moves‐ See handout 1 for explanation

________________________________________________________________________________________________________________________________________________________________________________

Slide 15:

• Working for rewards‐ Remember that everyone works for some type of reward (adults hold jobs and receive payment)!

• Decrease Motivation?‐ Rewards do not decrease motivation; they actually enhance motivation. Remember that a child is taught a behavior initially through the use of rewards. Once the behavior is learned it is important to gradually decrease the external rewards and self‐motivation takes over to maintain the behavior.

• Not for inappropriate behavior!‐ Do not encourage inappropriate behavior by providing attention, such as laughing or comforting misbehavior. Some examples include giving a child something if they throw a tantrum for it, comforting a child when he or she throws a tantrum, or repeatedly responding to a child’s call after he or she goes to bed. ________________________________________________________________________________________________________________________________________________________________________________

Tangible RewardsCombined with other rewards

Reward MenusGrab BagsChart Moves

14

Things to RememberWorking for rewardsDecrease motivation?Not for inappropriate behavior!

15

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Presenter Notes


Slide 16: • Early decisions‐ Decide early on what is appropriate

behavior or inappropriate behavior.

• Don’t Stop‐ Once you start ignoring a behavior, don’t stop until the behavior stops.

• Worse before improving‐ A child’s behavior is likely to

get worse before it gets better so be prepared to ignore the behavior until the end (unless the child is in danger of harming themselves or someone else). ________________________________________________________________________________________________________________________________________________________________________________

Slide 17: • Remove all attention‐ Remove attention from the

behavior so you are not inadvertently rewarding the inappropriate behavior

• Refuse to argue or scold‐ Use explanations sparingly and do not engage in an argument. When engaging in an argument this is rewarding the inappropriate behavior with attention and prolonging the administration of an immediate consequence.

• Turn your head and avoid eye contact‐ This helps

remove your attention from the inappropriate behavior.

• Don’t show anger‐ Remember to keep a neutral tone

and manner. ________________________________________________________________________________________________________________________________________________________________________________

Ignoring BehaviorEarly decisionsDon’t stop!Worse before improving

16

Steps to Ignoring BehaviorRemove all attentionRefuse to argue or scoldTurn your head and avoid eye contactDon’t show anger

17

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Presenter Notes


Slide 18: • Pretend the behavior isn’t occurring‐Go about doing

tasks that you would otherwise be doing.

• For Parents: Leave the room or find other activity‐ It is easier to ignore a behavior if you have something you can be doing like looking at a magazine or making a grocery list. If you leave the room to ignore a behavior remember to monitor the child to be sure they are not in danger.

• For Parents: No material reward‐ Be sure you are not

rewarding the child’s inappropriate behavior to stop them from crying or tantruming. For example if you are in the grocery store and your child is crying for a piece of candy or a toy, be sure not to give that to them as a means to make them stop crying.

• For Teachers: Attention when behavior stops‐ Provide

positive attention when the behavior stops (i.e. “I like how you are playing with your toys quietly”) ________________________________________________________________________________________________________________________________________________________________________________

Slide 19 • Behaviors to ignore‐ These behaviors, while they can

be annoying, are appropriate behaviors to ignore. Ignoring these behaviors means that the child is not receiving any type of reinforcement for acting out. Initially, the child may whine, cry, and tantrum for a while but eventually they will learn not to do these behaviors because they receive nothing for them. ________________________________________________________________________________________________________________________________________________________________________________

Steps to Ignoring Behavior

Pretend the behavior isn’t occurringLeave room or find other activityNo material rewardAttention when behavior stops

18

Behaviors to IgnoreWhining & FussingPouting & sulkingCrying & complainingBeggingTantrums

19

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Presenter Notes


Slide 20 • Behaviors NOT to be ignored‐ These behaviors should

not be ignored because they are a danger to the child and other children as well. ________________________________________________________________________________________________________________________________________________________________________________

Slide 22 • Discussion point for your school staff

________________________________________________________________________________________________________________________________________________________________________________

Behaviors NOT to be Ignored

Hitting (self or others)Breaking ObjectsThrowing objects (that may cause injury)Potentially dangerous behavior

20

Questions for you. . .Taking local context into consideration, how might this information need to be modified?What are the potential barriers for using this model for homework strategies?How can we overcome these barriers?What support is necessary from administration?What support is necessary from other school staff?How will we ensure this support is offered and barriers are overcome?

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Improving Relationships & results: Building Family School PartnershipsBehavior Strategies Module

Presenter Notes


Evidence‐Based Family‐School Interventions with Positive Parenting Strategies

What we know… Model: Positive Parenting Strategies Goal:

• To increase the likelihood that children will demonstrate positive, appropriate behavior • To strengthen the adult‐child relationship

Description: • Provide several ways to reward good behavior, such as physical, verbal, and activity

rewards • Describe strategies to ignore inappropriate behavior • Offer overall strategies to be consistent, establish rules, set limits, and have clear

expectations • Describe how to provide an effective command to a child

Methodological Rigor of Various Studies:

• Appropriate unit of analysis • Appropriate outcome measures

utilized • Multiple assessment methods • Information obtained from multiple

sources • Educational‐clinical significance of

change assessed

• Studies conducted in natural

environments • Control‐comparison group • Intervention manualized for certain

interventions • Randomization

Results: • Positive parenting strategies have been shown to lead to a decrease in

disruptive/externalizing behaviors displayed by children • Effectiveness of strategies can be translated to culturally and linguistically diverse

populations • Strategies and interventions can be easily implemented into community‐based services • Parenting strategies can be implemented with siblings of target child

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Improving Relationships & results: Building Family School PartnershipsBehavior Strategies Module

Presenter Notes


Selected References: Gardner, F., Burton, J., & Klimes, I. (2006). Randomized controlled trial of a parenting

intervention in the voluntary sector for reducing child conduct problems: outcomes and mechanism of change. Journal of Child Psychology and Psychiatry, 47, 1123‐1132.

Maughan, D. R., Christiansen, E., Jenson, W. R., Olympia, D., & Clark, E. (2005). Behavioral

parent training as treatment for externalizing behaviors and disruptive behavior disorder: A meta‐analysis. School Psychology Review, 34, 267‐286.

Wierson, M., & Forehand, R. (1994). Parental behavioral training for child noncompliance:

Rationale, concepts, and effectiveness. Current Directions in Psychological Science, 3, 146‐150.

What we don’t know…

• Increase inclusion of treatment integrity data

• Generalization and long‐term effects of parent training

• Evaluation of the high attrition rates of families from low socioeconomic status

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National Center for Special Education Accountability Monitoring in collaboration with the Future of School Psychology Task Force on Family School Partnershipswww.accountabilitydata.org

The 4 A’s: Creating Conditions for Family-

School Partnerships

The Future of School Psychology Task Force on y gyFamily-School Partnerships

Susan Sheridan, Jenny Burt, Ashley Taylor, Andy Garbacz, Katie Black, Katie Magee, Laura Mullaney, Katie Hraban, Kelly Rasmussen

Nebraska Center for Research on Children, Youth, Families and SchoolsUniversity of Nebraska-Lincoln

The Four A’sThe Four A’s

Certain attitudes and beliefs need to be in place Certain attitudes and beliefs need to be in place before any familybefore any family--school intervention can be school intervention can be effectiveeffective

Four A’s (Approach, Attitudes, Atmosphere, Four A’s (Approach, Attitudes, Atmosphere, and Actions) define the conditions that are and Actions) define the conditions that are necessary for effective familynecessary for effective family--school school partnershipspartnerships

Developing Pathways to Developing Pathways to PartnershipsPartnerships

Prerequisite Conditions:Prerequisite Conditions:These “3 A’s” must be in place for Actions These “3 A’s” must be in place for Actions to be accepted and effectiveto be accepted and effective

Approach

Atmosphere

Attitude

ActionsCommunicating a tone of

partnership through bidirectional home-school communication and fostering family involvement in

learning at home

Successful learning opportunities and

outcomes for children

(Christenson & Sheridan, 2001; Sheridan & Kratochwill, 2008)(Christenson & Sheridan, 2001; Sheridan & Kratochwill, 2008)

ApproachApproach

ApproachApproach: The framework for engaging in : The framework for engaging in positive interactions with familiespositive interactions with families

Belief in Belief in shared responsibilityshared responsibility is central to familyis central to family--ff p yp y yyschool partnershipsschool partnershipsBoth families and educators are Both families and educators are essentialessential for children’s for children’s growth and developmentgrowth and developmentEmphasis placed on Emphasis placed on relationshipsrelationships between family between family members and educators, rather than on separate members and educators, rather than on separate roles that each assumeroles that each assume

ApproachApproach

How To Engage in a Partnership Approach:How To Engage in a Partnership Approach:Request parental assistance Request parental assistance –– create opportunities for create opportunities for dialogue and empowering parentsdialogue and empowering parentsEncourage a role for parents Encourage a role for parents –– share information and share information and resources to solve concernsresources to solve concernsProvide rationales and expectations for families and schools Provide rationales and expectations for families and schools to work togetherto work togetherStructure interventions that require cooperation and Structure interventions that require cooperation and communication (e.g., homecommunication (e.g., home--school notes, home school notes, home reinforcement for school performance)reinforcement for school performance)Increase responsibility for successful outcomes by including Increase responsibility for successful outcomes by including all participants (parents, teachers, and child when all participants (parents, teachers, and child when appropriate)appropriate)

AttitudeAttitudeAttitudeAttitude: The values and perceptions held about family: The values and perceptions held about family--

school relationshipsschool relationships

Includes attitudes that:Includes attitudes that:All families have strengths.All families have strengths.ggParents can help their children succeed in school Parents can help their children succeed in school ---- they they must be provided with the opportunity and necessary must be provided with the opportunity and necessary information and support.information and support.Parents have important information and perspectives Parents have important information and perspectives that we need to help educate their children.that we need to help educate their children.Parents and educators each bring unique and important Parents and educators each bring unique and important perspectives and expertise to the table as coperspectives and expertise to the table as co--equals.equals.

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AttitudeAttitudeHow To Adopt a Partnership Attitude:How To Adopt a Partnership Attitude:

Attempt to take parents’ perspectives whenever possible.Attempt to take parents’ perspectives whenever possible.Ask yourself:Ask yourself:

Do I put myself in the parents’ place and mentally reverse roles to Do I put myself in the parents’ place and mentally reverse roles to consider how I would feel as the parent of the child about whom consider how I would feel as the parent of the child about whom h ?h ?there are concerns?there are concerns?

Do I really believe that parents are equal to me as a professional and Do I really believe that parents are equal to me as a professional and are experts on their child?are experts on their child?Do I consistently value the comments and insights of parents and Do I consistently value the comments and insights of parents and make use of their reservoir of knowledge about the child’s total needs make use of their reservoir of knowledge about the child’s total needs and activities?and activities?Do I listen to parents, communicating with words, eyeDo I listen to parents, communicating with words, eye--contact, and contact, and posture that I respect and value their insights?posture that I respect and value their insights?If I had a child in this situation, what information would I want and If I had a child in this situation, what information would I want and how would I like to be treated?how would I like to be treated?

AtmosphereAtmosphere

AtmosphereAtmosphere: The climate in schools for families and : The climate in schools for families and educators to engage as partners.educators to engage as partners.

The affective climate in interactions among families and schools.The affective climate in interactions among families and schools.Th h i l li i h l h k h i i i dTh h i l li i h l h k h i i i dThe physical climate in schools that make them inviting and The physical climate in schools that make them inviting and “family“family--friendly.”friendly.”AllAll families must feel welcome!families must feel welcome!

Differences in parent backgrounds & experiences must be Differences in parent backgrounds & experiences must be recognized.recognized.Personal difficulties in school or previous conflicts may be Personal difficulties in school or previous conflicts may be prominent.prominent.Ethnic, linguistic, religious, class differences can widen the Ethnic, linguistic, religious, class differences can widen the gap.gap.

AtmosphereAtmosphere

How To Create an Inviting Atmosphere:How To Create an Inviting Atmosphere:Recognize and appreciate diverse family structures, Recognize and appreciate diverse family structures, circumstances, and responsibilities, and how they circumstances, and responsibilities, and how they may impact rolesmay impact rolesy py pMake your classroom welcoming and familyMake your classroom welcoming and family--friendlyfriendlySpend time getting to know families and developing Spend time getting to know families and developing onon--going relationshipsgoing relationshipsRefrain from making assumptions and Refrain from making assumptions and generalizations about familiesgeneralizations about families

ActionsActions

Actions:Actions: What schools do to build partnerships and What schools do to build partnerships and shared responsibility for education with families shared responsibility for education with families through effective communication.through effective communication.

There is no oneThere is no one--size fits all approachsize fits all approachExamine your current practices for partnering with Examine your current practices for partnering with families, and your willingness to include families and families, and your willingness to include families and ask for their inputask for their inputEffective communicationEffective communication and and administrative supportadministrative supportare are key!key!

Actions: CommunicationActions: Communication

How To Practice Effective Communication:How To Practice Effective Communication:Provide regular information to parents about their child’s Provide regular information to parents about their child’s progress (e.g., make “good news” phone calls; use homeprogress (e.g., make “good news” phone calls; use home--school notes; share information through eschool notes; share information through e--mails, weekly mails, weekly folders newsletters)folders newsletters)folders, newsletters)folders, newsletters)Engage in effective conflict management strategies by using Engage in effective conflict management strategies by using clarifying statements and problemclarifying statements and problem--solving strategiessolving strategiesUse words that convey a partnership (e.g., “we, us, and our” Use words that convey a partnership (e.g., “we, us, and our” versus “you, I, yours, and mine”) versus “you, I, yours, and mine”) Share information about how families can help their child at Share information about how families can help their child at homehome

Actions: CommunicationActions: Communication

How To Practice Effective Communication:How To Practice Effective Communication:Use statements that express concern for the childUse statements that express concern for the childRetain focus on the child’s goals and how to achieve Retain focus on the child’s goals and how to achieve them togetherthem togetherthem togetherthem togetherElicit ideas, information, and perspectives from Elicit ideas, information, and perspectives from parents using openparents using open--ended questions (e.g., “How?” ended questions (e.g., “How?” “When?” “Describe”)“When?” “Describe”)Paraphrase and validate message from parents to Paraphrase and validate message from parents to check understanding (e.g., “I hear you saying…”; check understanding (e.g., “I hear you saying…”; “You are concerned about…”)“You are concerned about…”)

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Actions: Administrative SupportActions: Administrative Support

Establish policies for partnering with all familiesEstablish policies for partnering with all familiesInclude policies for:Include policies for:

Requesting parental input throughout all phases of Requesting parental input throughout all phases of decisiondecision--making, not just when problems arisemaking, not just when problems ariseg, j pg, j pParticipation of parents who lack literacy skills or do Participation of parents who lack literacy skills or do not speak Englishnot speak EnglishProfessional development for teachers and staff to Professional development for teachers and staff to enhance their effectiveness with parentsenhance their effectiveness with parentsOpportunities for parents to assist in the Opportunities for parents to assist in the instructional process at school and at homeinstructional process at school and at home

Key Points to RememberKey Points to Remember

The development of effective approach, attitude, The development of effective approach, attitude, atmosphere and actions takes time.atmosphere and actions takes time.The aforementioned strategies may not work equally The aforementioned strategies may not work equally for all students, families, and educators.for all students, families, and educators.I di id l h l di h ( ) fI di id l h l di h ( ) fIndividual schools may want to discuss what type(s) of Individual schools may want to discuss what type(s) of programs will best meet their needs and school programs will best meet their needs and school communities.communities.Committing the time and resources while developing Committing the time and resources while developing and implementing effective strategies will allow the and implementing effective strategies will allow the process and outcomes to be most effective.process and outcomes to be most effective.

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Documents

Best Practices for Improving Behavior: Presenter Notescyfs.unl.edu/futures/documents/ncseam/Behavior/Presenter_Notes.pdf · Best Practices for Improving Behavior: Presenter Notes