The SST Process and Behavior Management

Angela BrownPositive Behavioral Interventions

and Supports www.dcsig.org

Our goals for this session are:

• To provide a basic review of the research on human misbehavior and its implication in the classroom

• To gain an understanding of the impact of societal and familial influences which impact on students’ performance in school

• To review the SST process as it

relates to team decision making about student behaviors.

Real World

Classroom Management was easy when The Beaver was in school.

But…kids today are different

What factors areimpacting on schools?

• Schools are under pressure to create safe, orderly and effective learning environments where students acquire social as well as academic skills that will allow them to succeed in school and beyond. This pressure has emerged from real disciplinary challenges combined with wariness of school violence sensationalized in the media (Lewis & Sugai, 1999; Sugai et al., 2000; Walker, Nishioka, Zeller, Bullis, & Sprague, 2001; Walker & Shinn, 2002).

Attention Spans• Television Commercials

appear every 11-13 minutes or less.

• The attention span of most children matches this schedule.

• When we were younger the commercials came every 15-18 minutes.

• Attention spans are getting shorter.

  Mark Greenberg, a violence expert from Penn State University, said several

factors contribute to school violence:

Among them are a dramatic decrease in family stability; parents who are indifferent; less contact between kids and parents; unsafe and inadequate housing; and the increasing impact of media on attitudes and behavior.

Adverse Early Childhood Experiences

•Neglect•Abuse

•Trauma•Learned Helplessness

Harsh and Inconsistent School Practices

•Failure to adapt instruction•Office Discipline Referrals

•Suspension•Expulsion

Prejudicial Bias•Teacher Rejection

•Peer Rejection

Adjustment Problems•ADHD

•Depression•Antisocial Behavior•Academic Failure•Health Problems

Some people hear the phrase

“addressing barriers to learning”

and think it is about student deficits.

It’s much more about environmental deficit conditions.

And, it is always concerned about

>strengths and protective buffers (e.g., assets, resiliency)

>promoting healthy development

• Attention getting

• Power Seeking

• Revenge

• Withdrawal/Inadequacy

There are four basic goals/functions of misbehavior

We want to get something or

get away from something

Which button are they pushing

• “gittin”– Attention from you

through • Lectures• Redirects• Sent to office

– Attention from peers– Access to

reinforcers

• “gittin out of”– Escape from

• Work through time-out

• People through time-out

– Counselor

– Office

– Security

– Suspension

INTERVENTION CONSIDERATIONS

• Interventions should be evidence-based at national and school-based level

• Interventions should be tiered: – Universal– Primary– Secondary– Tertiary

Hard Facts• Behavior is learned and serves a

specific purpose.• Behavior is related to the context in

which it occurs.• For every year a behavior is in place it

takes at least one month for that behavior to have a significant change.

• Children comply with the rules 80% of the time. However they are complimented for their behavior less than…..

2% of the time

Conceptual Principles for Addressing Student Behavior Through SST.

• Behavior is learned and can be taught.

Behavior is lawful and predictable.

What is the role of the SST in addressing student behaviors?

Understanding the relation between physiological factors and environmental

variables is a critical feature when supporting children with behavioral, social, emotional,

and mental health issues.

Data collection and use for active decision making are important for continuous intervention, program, and system

improvement.

When discussing a student’s behaviors,

consider the following

• Does the students have demonstrate these behaviors in all settings?

• Does the students have a history of these behaviors?

• How do we select an intervention for the students being discussed?

Complete SST discussion form

From Primary Prevention to Treatment of Serious Problems: A Continuum of Community-School Programs

Intervention Examples of Focus and Types of Intervention Continuum (Programs and services aimed at system changes and individual needs)

Primary 1. Public health protection, promotion, and maintenance to foster opportunities, prevention positive development, and wellness

• economic enhancement of those living in poverty (e.g., work/welfare programs) • safety (e.g., instruction, regulations, lead abatement programs)

• physical and mental health (incl. healthy start initiatives, immunizations, dental care, substance abuse prevention, violence prevention, health/mental health education, sex education and family planning, recreation, social services to access basic living resources, and so forth)

2. Preschool-age support and assistance to enhance health and psychosocial development

• systems' enhancement through multidisciplinary team work, consultation, and staff development

• education and social support for parents of preschoolers • quality day care

• quality early education Early-after-onset • appropriate screening and amelioration of physical and mental health and intervention psychosocial problems

3. Early-schooling targeted interventions • orientations, welcoming and transition support into school and community life for

students and their families (especially immigrants) • support and guidance to ameliorate school adjustment problems

• personalized instruction in the primary grades • additional support to address specific learning problems • parent involvement in problem solving

• comprehensive and accessible psychosocial and physical and mental health programs (incl. a focus on community and home violence and other problems

identified through community needs assessment)

4. Improvement and augmentation of ongoing regular support • enhance systems through multidisciplinary team work, consultation, and staff

development • preparation and support for school and life transitions • teaching "basics" of support and remediation to regular teachers (incl. use of

available resource personnel, peer and volunteer support) • parent involvement in problem solving

• resource support for parents-in-need (incl. assistance in finding work, legal aid, ESL and citizenship classes, and so forth)

• comprehensive and accessible psychosocial and physical and mental health interventions (incl. health and physical education, recreation, violence reduction programs, and so forth)

• Academic guidance and assistance • Emergency and crisis prevention and response mechanisms

5. Other interventions prior to referral for intensive, ongoing targeted treatments • enhance systems through multidisciplinary team work, consultation, and staff

development • short-term specialized interventions (including resource teacher instruction

and family mobilization; programs for suicide prevention, pregnant minors, substance abusers, gang members, and other potential dropouts)

Treatment for 6. Intensive treatments severe/chronic • referral, triage, placement guidance and assistance, case management, and

problems resource coordination • family preservation programs and services

• special education and rehabilitation • dropout recovery and follow-up support

• services for severe-chronic psychosocial/mental/physical health problems

From Primary Prevention to Treatment of Serious Problems: A Continuum of Community-School Programs

Intervention Examples of Focus and Types of Intervention Continuum (Programs and services aimed at system changes and individual needs)

Primary 1. Public health protection, promotion, and maintenance to foster opportunities, prevention positive development, and wellness

• economic enhancement of those living in poverty (e.g., work/welfare programs) • safety (e.g., instruction, regulations, lead abatement programs)

• physical and mental health (incl. healthy start initiatives, immunizations, dental care, substance abuse prevention, violence prevention, health/mental health education, sex education and family planning, recreation, social services to access basic living resources, and so forth)

2. Preschool-age support and assistance to enhance health and psychosocial development

• systems' enhancement through multidisciplinary team work, consultation, and staff development

• education and social support for parents of preschoolers • quality day care

• quality early education Early-after-onset • appropriate screening and amelioration of physical and mental health and intervention psychosocial problems

3. Early-schooling targeted interventions • orientations, welcoming and transition support into school and community life for

students and their families (especially immigrants) • support and guidance to ameliorate school adjustment problems

• personalized instruction in the primary grades • additional support to address specific learning problems • parent involvement in problem solving

• comprehensive and accessible psychosocial and physical and mental health programs (incl. a focus on community and home violence and other problems

identified through community needs assessment)

4. Improvement and augmentation of ongoing regular support • enhance systems through multidisciplinary team work, consultation, and staff

development • preparation and support for school and life transitions • teaching "basics" of support and remediation to regular teachers (incl. use of

available resource personnel, peer and volunteer support) • parent involvement in problem solving

• resource support for parents-in-need (incl. assistance in finding work, legal aid, ESL and citizenship classes, and so forth)

• comprehensive and accessible psychosocial and physical and mental health interventions (incl. health and physical education, recreation, violence reduction programs, and so forth)

• Academic guidance and assistance • Emergency and crisis prevention and response mechanisms

5. Other interventions prior to referral for intensive, ongoing targeted treatments • enhance systems through multidisciplinary team work, consultation, and staff

development • short-term specialized interventions (including resource teacher instruction

and family mobilization; programs for suicide prevention, pregnant minors, substance abusers, gang members, and other potential dropouts)

Treatment for 6. Intensive treatments severe/chronic • referral, triage, placement guidance and assistance, case management, and

problems resource coordination • family preservation programs and services

• special education and rehabilitation • dropout recovery and follow-up support

• services for severe-chronic psychosocial/mental/physical health problems

A n E n a b l in g C o m p o n e n t t o A d d r e s s B a r r ie r s t o L e a r n in g & E n h a n c e H e a l t h y D e v e lo p m e n t a t a S c h o o l S i t e

R a n g e o f L e a r n e r s ( c a te g o r i z e d i n te rm s o f t h e i r r e s p o n s e t o a c a d e m i c i n s t r u c t io n a t a n y g i v e n p o i n t i n t im e ) I = M o t i v a t i o na l l y r e a d y & a b l e

N o B a r r i e r s I n s tr u c t io n a l C o m p o n e n t

( a ) C l a s s r o o m D e s ire dN o t v e r y T e a c h i n g O u t c o m e s m o t i v a te d / +

l a c k i n g B a r r ie r s ( b ) E n r ic h m e n t p r e r e q u i s i te t o A c t i v i ty

I I = k n o w l e d ge L e a r n in g & s k i l l s /

d i f f e r e n t l e a r n i n g r a te s & s ty l e s / m i n o r v u l ne r a b i l i t ie s

C o m p o n e n t t o E n a b le L e a r n in g

A C o m p r e h e n s iv e , M u l t i fa c e te d A p p r o a c h f o r A d d r e s s i n g B a r r ie r s t o L e a r n in g

T h e a p p r o a c h w e a v e s s ix c lu s t e r s o f e n a b li n g

A v o i d a n t/ : a c t iv i t y ( i. e . , e n a b lin g c o m p o n e n t c u r r ic u lu m ) v e r y d e f ic ie n t in t o t h e f a b r ic o f t h e s c h o o l t o a d d r e s s b a r r ie r s i n c u r r e n t to l e a r n i n g a n d p r o m o te h e a l th y d e v e l o p m e n t

I I I = c a p a b i l i t ie s / fo r a l l s tu d e n ts . ha s a d i s a b i l i ty / m a j o r h e a l th

p r o b l e m s C l a s s ro o m - B a s e d

A p p r o a c h e s t o E n a b l e L e a r n i n g

C r is is / S t u d e n t E m e r g e n c y & F a m il y A s s i s t a n c e & In f r a s tr u c t u re A s s i s t a n c e P re v e n t i o n > l e a d e r s h i p

> r e s o u r c e S u p p o r t f o r c o o r d i n a t i o n & C o m m u n i ty

T r a n s i ti o n s e n h a n c e m e n t O u t re a c h / V o l u n t e e r s

H o m e I n v o l v e m e n t i n S c h o o l i n g

E m e r g e n t im pa c t = E nh a n c e d s c h o o l c l im a te /c u ltu r e /s e ns e o f c o m m u n ity

E n a b li n gC o m p o n e n t E n a b li n gC o m p o n e n t

A n E n a b l in g C o m p o n e n t t o A d d r e s s B a r r ie r s t o L e a r n in g & E n h a n c e H e a l t h y D e v e lo p m e n t a t a S c h o o l S i t e

R a n g e o f L e a r n e r s ( c a te g o r i z e d i n te rm s o f t h e i r r e s p o n s e t o a c a d e m i c i n s t r u c t io n a t a n y g i v e n p o i n t i n t im e ) I = M o t i v a t i o na l l y r e a d y & a b l e

N o B a r r i e r s I n s tr u c t io n a l C o m p o n e n t

( a ) C l a s s r o o m D e s ire dN o t v e r y T e a c h i n g O u t c o m e s m o t i v a te d / +

l a c k i n g B a r r ie r s ( b ) E n r ic h m e n t p r e r e q u i s i te t o A c t i v i ty

I I = k n o w l e d ge L e a r n in g & s k i l l s /

d i f f e r e n t l e a r n i n g r a te s & s ty l e s / m i n o r v u l ne r a b i l i t ie s

C o m p o n e n t t o E n a b le L e a r n in g

A C o m p r e h e n s iv e , M u l t i fa c e te d A p p r o a c h f o r A d d r e s s i n g B a r r ie r s t o L e a r n in g

T h e a p p r o a c h w e a v e s s ix c lu s t e r s o f e n a b li n g

A v o i d a n t/ : a c t iv i t y ( i. e . , e n a b lin g c o m p o n e n t c u r r ic u lu m ) v e r y d e f ic ie n t in t o t h e f a b r ic o f t h e s c h o o l t o a d d r e s s b a r r ie r s i n c u r r e n t to l e a r n i n g a n d p r o m o te h e a l th y d e v e l o p m e n t

I I I = c a p a b i l i t ie s / fo r a l l s tu d e n ts . ha s a d i s a b i l i ty / m a j o r h e a l th

p r o b l e m s C l a s s ro o m - B a s e d

A p p r o a c h e s t o E n a b l e L e a r n i n g

C r is is / S t u d e n t E m e r g e n c y & F a m il y A s s i s t a n c e & In f r a s tr u c t u re A s s i s t a n c e P re v e n t i o n > l e a d e r s h i p

> r e s o u r c e S u p p o r t f o r c o o r d i n a t i o n & C o m m u n i ty

T r a n s i ti o n s e n h a n c e m e n t O u t re a c h / V o l u n t e e r s

H o m e I n v o l v e m e n t i n S c h o o l i n g

E m e r g e n t im pa c t = E nh a n c e d s c h o o l c l im a te /c u ltu r e /s e ns e o f c o m m u n ity

E n a b li n gC o m p o n e n t E n a b li n gC o m p o n e n t

Barriers to

Learning

What does the teacher need to implement the

intervention?• How does teacher skill and

knowledge impact the child’s success?

• How can the SST support the child during the course of the behavioral intervention?

• What are some of the ways that the SST determine the effectiveness of the intervention?

 

Teachers are sometimes the victim of a violent act at school, but usually it's because they are trying to break up a fight, Goldstein added.

      "Almost every teacher has had to break up a fight at some time in his or her career," he said. "But only one-fourth of teachers have ever had any training on how to break up fights. The result is that teachers can get hurt."

CAUTION• It is very easy to turn your choices

into threats:– Choose my way or the highway.– Knock that off or I’m going to send

you to the back of the room.

• Consider if your boss said:– Would you rather do your report

today or get fired? Okay- don’t answer

Complete “What you Say?”

What works with tough kids?

What works with tough kids?

• Systematic screening and referral• Social and life skills instruction and

support• De-escalation

– Adults prevent– Student learns self-control

• Adult mentoring and case management

• Specialized classroom supports – Academic– Function-based behavior support

• Alternative discipline• Parent collaboration• Service coordination with community

agencies• Work or service learning

Students experiencing behavioral difficulties in school

benefit from:

• Examples and being taught strategies for conflict management, coping skills and goal setting

• Experiences in gaining self regulatory skills (i.e. self-reflective techniques, impulse control/management skills, self management, social competencies,etc.)

• Exposure to a model adult behavior and an opportunity to develop a long term “trusting” relationship (i.e. mentor, Big Brother/Big Sister etc.)

Misrules

Brandon and

the shoes

A student will need lots of practicebefore they will acquire or own a skill

Encourage the use of appropriate consequences to match the

chronological and developmental needs of students

• To have the present action stopped• To have the student’s behavior

changed• To stop the infraction from occurring

again• To show the student that I am

displeased• To teach the student a more

appropriate or replacement behavior

We need to teach behavior the same way we teach

reading, math, science, etc.