nwspecialed.wikispaces.comnwspecialed.wikispaces.com/file/view/Dr.Riffel.doc · Web viewBehavior- what is the cuss word that is showing up? ... Blue= Social Studies and Purple =

The Doll Series

For all the personalities in the classroom, and how to reach them so everybody learns

Laura A. Riffel, Ph.D. (2012)

Ants in the Pants Arthur

2010 (October)- the CDC changed the statistics on ADHD to 1 in 10 children. Here are some of the top intervention for children with ADHD:

1. Cushion the chair- providing proprioceptive input into an uncomfortable chair will help them concentrate for longer periods of time

2. Two desks on opposite sides of the room3. Secret code words to let them know they have drifted off4. Vibrating watch to remind them to stay on task- this watch can be set

to vibrate at intervals determined by the parents, student and teacher and they automatically reset.

5. Fidget tools to help the student organize their thoughts by 39%a. Velcro or bathtub anti-slip decals placed under the desk top

workb. Koosh ballsc. Pom pom ballsd. Anything soft and pliablee. Pictures and links to all of these are available on

www.behaviordoctor.org on the ADHD page 6. Token Economy- Make sure the pay-off is for sensory input (renting the teacher’s chair- going on

errands for the teacher- etc)

Antecedent Behavior Consequence

Antecedent Manipulation

Replacement Behavior Consequence Modification

Riffel copyright 2012 Page 1

http://www.behaviordoctor.org/

Bite Me Barbie

This is geared for those teenage years, when the heads spin: “I love you. I hate you. I love you.” The best way to work with Bite me Barbie is to not let her know that she has found the buttons on your vending machine- in other words do not deliver what she is expecting. Pretend you are deaf to her. Purposely misinterpret her words. She says, “Oh, Sh*&(“ You say, “Oh, you’d like to study the human digestive system? I can work on that for next week’s lesson. Today let’s focus on this and just keep going. Keep your voice at a three to six inch level and nice and sing-song like. She is hoping to push you into brain stem. You have to stay in frontal lobe.




Cussing Cookie Monster

When a child cusses, most people want me to tell them to tell the child to stop and the child will stop. I wish it were that easy. Cussing has become a habit and habits are hard to break. Think about your own habits. You have to come up with a replacement behavior. Remember the ship story. Think of a replacement behavior for your child:

Antecedent- when does Behavior- what is the Consequence- what is


the cussing show up? cuss word that is showing up?

feeding the cuss word? Is it habit plus attention or habit plus escape?

Proactively- what environmental changes can you put in place so the student doesn’t need to cuss – based on what you learned were the antecedents to the behavior?

What is the replacement behavior or word you are going to put in place to take the place of this cuss word?

How are you going to feed this cuss word differently? In other words- what will you do differently the next time this student cusses?

Debating Dora

Oh, these are the fun ones. These are the students that will someday be lawyers. The next time they start to argue with you- be ready. Have a little black recipe box filled with 3 x 5 cards. On these cards have debate tips. If you don’t have any debate tips you can download them from the internet or you can ask a high school student to give you some ideas. The next time Debating Dora starts a debate with you- smile really big at them and walk over close to them, bend over and get right on their level. Smile even


bigger and get all excited and say: “Oh my gosh, I’m so excited. YOU, want to learn about debate. I took debate in high school. I LOVED debate. I still have my little black box from debate. I can teach you about debate so you’ll be good at it. I can teach you 30 minute before school or 30 minute after school. I already called your mom. She said it doesn’t matter to her- whichever you prefer. Which do you prefer? I’m so excited. This is going to be so fun. I can’t wait.” Stand there waiting for their answer like it’s Christmas morning and you are getting a 26 inch English racer that you have been waiting for all your life. I promise you that child will never argue with you again and word will spread that YOU are really that crazy about debate that you would like to teach them all about it and no one will argue with you. It’s that fun.

Antecedent – when does the debating start?

Behavior Consequence- are they going for your attention or hoping to get out of work or going for peer attention?



Eloping Elmo

Eloping Elmo is for those students with disabilities who elope from classrooms and from home. This is very different from Wandering Waldos which we will discuss later. Eloping Elmos can be scary. For little ones


that elope, I think it is very important to first take every precaution like doorknob guards that keep the doorknob from turning unless you are the adult (think childproofing)- even an alarm you can pick up at the dollar store which can be hung on the door so that if the door opens an alarm sings so you know the child snuck out is very important.

Second- figure out why the child is trying to elope. Are they trying to escape a buzzing light or is a noise outside drawing them to explore? Is a smell driving them crazy or is the smell of cooking down in the cafeteria making them hungry. Just because we can’t see the antecedent doesn’t mean it isn’t affecting the behavior. We have to be CSI agents. Not Crime Scene Investigators but Causal Science Investigators and figure out the real reason behind this elopement. I had a young man jump up (18 years old) and go running down a hallway beating his head into the cinder block wall and then through a plate glass window at the end of the hall. When I quizzed the staff about what he was doing right before he did this behavior they said, “What he was always doing that time of day.” I had to dig to get them to tell me. I think they knew it was wrong. They were having him sort: not laundry- not office supplies- but those chunky Pre-K red, yellow, and blue bears. The same bears he had been sorting in kindergarten, first, second and so on. This poor guy had spent at least thirteen years sorting red, yellow and blue bears. I asked them if he had trouble sorting red, yellow and blue bears. They said, “NO”. No doubt, he was really good at it. He had had lots of practice. I’m so surprised it took him 13 years to finally get up and go running down the hallway and through a plate glass window to let them know he’d had it. We have to give all kids really interesting things to do- not boring rote things to do. WE got him a job at Pizza Hut where he could sort the items on the salad bar and talk to people his own age in the morning who were doing the pizza prep work. He was much happier and less likely to go running away.

Antecedent- What is happening right before the child elopes?

Behavior- elopement Consequence- where do they go? What do they get when they get there?


Antecedent Modifications- Consider- sensory- attention- escape- smells- access-

Replacement behavior- communication of what they want

Consequence modification- are they getting attention from everyone when they elope or are they getting escape from something when they elope?

Fighting Fred Flintstone

Some children have learned that fighting is the answer. Sometimes, our job is to help children or students unlearn what someone else taught them. This is going to sound counter-intuitive but sometimes martial arts are a good way to counter some of that aggression. If you have a good dojo and good sensei they will focus on inner control of anger and inner control of the body.

The next issue to conquer is inner control of breathing. I have taught students how to control their breathing. Place your tongue behind your two front teeth and close your mouth. Breathe in through your nose for the count of four. Breathe out through your nose for the count of four. Repeat this for ten counts. This will help bring oxygen to the frontal lobe and this will help keep you there instead of the brain stem. If we breathe with our mouth open the oxygen will by-pass our brain. Look at this picture:


We want to stay in frontal lobe- we want kids to stay in frontal lobe- we need oxygen to stay up in the brain and not by-pass the brain. Help kids remember to breathe.





Gregarious Gingerbread Man

This is for the class clown or the kid that thinks everything is funny. Really in the scheme of things- wouldn’t you rather have a group of class clowns than a group of fighting Fred Flintstones? I once had a group of sixth grade boys that snuck back in during lunch recess and filled the water supply (we were in a trailer so we had a 5 gallon water jug) with rubber snakes and frogs. They thought it was hysterical. It wasted a 5 gallon jug of water. I could get angry about the waste of water or I could smile and say- “That’s a good one.” I spent the evening digging the snakes and frogs out of the container- filling it up with water fountain water from inside the school so we didn’t get charged with wasted water and rolled it back out to my trailer. I’d rather laugh at it than die on that mountain with those particular boys. That was the worst thing they ever did. Was I going to lose it over that with them? I think not. No one ever knew I filled the water jug back up that night with water fountain water from the building so it would be sanitary for everyone to drink. You have to decide what battles you want to fight and what battles aren’t worth fighting. What I do like to do with habitual class clowns is give them a stage. Put them on a token economy and let them earn “Mike Friday”. If you are good Monday-Thursday on Friday you can tell 5 minutes of knock-knock jokes or do 12 minutes of stand-up routine for the class- but you have to earn 25 tokens or 25 points for good behavior. Use what you know they want- which in the case of a Gregarious Gingerbread Man is usually peer attention- for your payoff for your token economy.





Hypochondriac Holly Hobby

For some reason, this is my number one download each month. There are two main reasons that a child might feign an illness: 1) attention and 2) escape. Your first task is to determine which it is that your student is aiming for in their attempt. They may have figured out they can get both. In my broadcast, I tell the story of my daughter who had attended the school where I taught so she got a ton of attention because she was my daughter. Then I moved her to our “home” school and she got no extra attention. She decided the school nurse seemed like a good candidate for some TLC and started going there every day. She did have a very “stiff” teacher who was not nurturing at all and so there might have been some escape there as well – but I think the attention from the nurse who was sweet and loving was what she was going for all along. Once we figure out what the child is trying to get, we have to put that in place as the antecedent modification. If it is attention, give them attention on the front side or let them earn it through a token economy system. If it is escape from work, we have to figure out why they want to escape the work. Is the work too hard? Are they lacking some skills?





Investigating Inspector Gadget

This is the student that can tell you what number problem everyone else is on in the room; but, he or she does not have a single problem done on their own paper. They are so into everyone else’s business, that they do not pay attention to their own. The best advice for this student is to give them a job in the class. They only get to perform this important job when their work is complete. One caveat to this is that their work must be completed with quality. These are the students that will hurry through and turn in anything to just be done so they can be in charge. They can be great QAT (Quality Assurance Technicians) Kids who check work against the rubric- Name on paper- Date on paper- All answers completed etc. – Tell them they can have this job – if they prove they can turn in quality work.




Jumping G.I. Joe

Jumping G.I. Joe focused on students with autism who used jumping as a tantrum activity. During the presentation we will focus on a student who


tantrums for four hours and then bites. He was previously taught this behavior earned him a trip home. We had to help him unlearn this behavior. We got him a beanbag and taught him to go sit in his beanbag when he was upset and to communicate with us what he wanted. At first he tried to tantrum. We taught him by not letting him go home, that at our school, you don’t get to go home. Twenty-one days later, he learned that tantrums got him nowhere. He stopped tantrums and started communicating. He is now in high school and doing all the same work as all the moderate students. We had to figure out what his tantrum was communicating to us and then we taught him how to better communicate with us.

Your student who is jumping up and down and having a tantrum is communicating something to you. Your job is to figure out first when it is happening- this is the antecedent. There is almost always a trigger to what is causing this behavior to happen. After you figure that out- figure out what happens in the environment that is keeping this behavior coming back. This is the consequence. What is the student trying to get or trying to get out of by having this behavior. Someone – somewhere taught the student this behavior had a payoff. We have to help them unlearn this behavior. We will proactively plan for change by using the ABC chart on the next page:





Karate Ken

Karate Ken’s are usually the kids who have watched too many cartoons and are usually very young children. I typically see them in Kindergarten and First Grade classrooms. This is where a video self-model or a video modeling program will be very helpful in teaching where the hands and feet need to be for this child. If you don’t feel comfortable making a video you can do a lower-tech version using PowerPoint.

Another reason that some young children have gotten into karate chopping their classmates is because of rough housing with an adult male or missing that camaraderie of rough housing with an adult male. Pairing them up with a group like “Watch Dog Dads” which is a great program http://www.fathers.com/content/index.php?option=com_content&task=view&id=21&Itemid=60

Dads of Great Students (DOGS) – vetted males who come to the school once a week or once a month depending on their schedule and provide leadership to students who need male bonding time either through tutoring, role modeling, or as a reward game time- You can use the dads in many different ways at your school. The students could be on a token economy and depending on their points they could earn different types of time with their Watch Dog Dad sponsor. One on One basketball shooting- or one on one reading time- both are rewards- just one might be a higher reward than the other.





http://www.fathers.com/content/index.php?option=com_content&task=view&id=21&Itemid=60

Lazy Leonardo

How to motivate the unmotivated: I hear from teachers all the time that nothing motivates this student. Everyone has a motivator. Just some are harder to figure out than others. Some kids are easy- time on the computer, stickers, time to talk to friends etc. Sometimes we really have to play detective to figure it out and when teachers tell me “NOTHING” motivates this kid- they mean- I’m going to have to work hard to figure this out and I’m really busy. I promise you- you know the saying- everyone has a number- meaning every adult can be bought out- well every kid can be motivated. Watch them. Notice things about them. They wear things like Dale Earnhardt Jr. T-shirts etc. Try putting up a Nascar poster on the door and see if they stop and look at it. If they do you are starting to get inside their head to figure out what they like. I’m not saying you have to take them to a Nascar race. All you have to do is write a lesson tying Nascar into math or history, or whatever subject you teach. You will start to see a light in their eyes. It’s the hook or the anticipatory set that Madeline Hunter used to talk about. How do you hook the kids into begging you to teach them? I think we have gotten so deep into the Common Core and CRCT and so on that we have taken away the magic of letting teachers spend some time creating magical lessons that hook students on loving learning. When I walk in classrooms and watch students and I have trouble staying awake because the teacher is reading the script in the book and then having the students answer questions 1-5 on page 197, I can totally understand why there are some lazy Leonardo’s in the classroom. Start writing your lesson plans with an anticipatory set question again- how are you going to hook them on the subject first and then what are you going to teach them and then forget answer questions 1-5- think of different ways to test them on what they learned. Here are links to PowerPoint games where you can put


those same boring questions in- but the kids will think they are having the time of their lives:

http://jc-schools.net/tutorials/ppt-games/

http://www.pppst.com/templates.html

http://people.uncw.edu/ertzbergerj/ppt_games.html




Messy Mr. Magoo

Remember the Peanut’s character that had a cloud of mess following him? There are kids like that. Help them get organized. I use color to organize. The bulletin boards are color coded, the file folders are color coded and the papers I pass out are color coded.

Red= Reading, Orange= Language, Yellow= Math, Green= Science, Blue= Social Studies and Purple = Other

If I pass out the papers- I run a marker of that color down the side- that way there is a tinge of that color on the paper and the student knows to put it in


http://people.uncw.edu/ertzbergerj/ppt_games.html

http://www.pppst.com/templates.html

http://jc-schools.net/tutorials/ppt-games/

that folder. If they produce the paper themselves, I give them the cue to put a dot of orange in the top right hand corner- this way if they find the paper in their desk- they know to put it in their orange folder. All the bulletin boards match by subject and color. At the secondary level, all the teachers use the same color coding system and it really helps the students stay organized.

Use a luggage tag as a “to do” list for what goes inside the back-pack going home on one side and coming back to school on the other side.




Non-Compliant Nemo

Best ideas to use with non-compliant learners

1. Same level not towering over them- from behind so eyes aren’t threatening- right ear (You’ll remember)- connected to the side of the brain that is more conducive to compliance

2. Use equal choices- this worksheet or that worksheet- remember NIH study.

3. Use empathy- “I understand”


4. Use student-teacher rating sheet (Remember the 3-2-1)5. You can download the student teacher rating sheet on

http://www.behaviordoctor.org/files/tools/0809studentteacherratingscale.doc

6. Graphing tool for the student teacher rating sheet is here:a. http://www.behaviordoctor.org/files/tools/

ExcelspreadsheetforSBR.xls7. Young Child Version of the student teacher rating sheet is here:

a. http://www.behaviordoctor.org/files/tools/ YOUNGCHILDstudentteacherrating.docx

b. It’s the one with the smiley faces already drawn for you.




Ostrich Ollie

We had a student in an alternative school in a southeastern state who would come in to school and turn his desk backwards, put his head down, pull his hoodie up and refuse to do any work or talk to anyone. We decided to do an “Each one save one” type program with him. Twice a week we noticed something about him and said something to him. It was not anything big. I see you like Dale Earnhardt. I saw you out riding your skateboard. We said any little thing to show that we valued him without saying anything mushy Riffel copyright 2012 Page 16

http://www.behaviordoctor.org/files/tools/YOUNGCHILDstudentteacherrating.docx

http://www.behaviordoctor.org/files/tools/YOUNGCHILDstudentteacherrating.docx

http://www.behaviordoctor.org/files/tools/ExcelspreadsheetforSBR.xls

http://www.behaviordoctor.org/files/tools/ExcelspreadsheetforSBR.xls



and gushy like that. He would have locked out anything we said that sounded hokey – but just noticing something about him was okay. After about five weeks of this he kept his desk facing the class. He still put his head down, but his desk faced everyone and every once in a while, his teacher saw him peeking out. A couple of weeks later, he kept his head up. A couple of weeks after that he actually participated in class. It was a slow process- but it was worth it. Just for the record. This was a kid that was on his sixth or seventh foster home. He was fourteen years old- felt like the whole world was against him. We could have fought him and sent him to ISS or OSS which would not have ever gotten us anywhere with him. This little experiment ended up netting us quite a bit of work out of him the rest of the year, so we decided the nine or so weeks we spent cultivating the relationships with him within the school were worth it because we turned him around and before long he was having conversations with everyone in the school and was feeling like he belonged. He thought this was one more place that was going to give up on him. The school proved him wrong.




Polly Pickpockets


The function of stealing seems to be access to preferred items and it’s really hard to combat sticky fingers. However, the real function may be much harder to figure out. The function could stem from all of these things:

Emotional pain- feeling unloved (whether true or not- sometimes children steal because they feel unloved)

Attention- if caught they can get a ton of attention from adults and or peers

Sensory- adrenaline rush from stealing is a sensory input- could also be pushed by peer attention of pressure and then the sensory input adrenaline rush kicks in

Escape- if the child gets kicked out of school for stealing once- they might do it again to get kicked out of school again for another escape if they liked it the first time.

Access to materials- if they perceive someone has something they don’t have and they want it.

Third grade used to be the grade where it started; however, it is starting much sooner now. I’m not talking about a baby taking something just because they see it- I’m talking about the student who takes something they want from someone else with malice and forethought. This is starting much sooner. We even have students who are stealing out of teacher’s purses. Some school districts have gone to clear backpacks for several reasons (weapons and stealing) and some schools have frequent stealers keep their backpacks in the main office so it is harder for them to steal items. Kids who steal though are very good at fingering items into waistbands, jacket pockets, jacket sleeves, socks, underwear, etc. So how do you combat this one?

I’ve watched teachers try to bully kids into not stealing and that doesn’t work. We have to figure out exactly why the student is doing the stealing and then put a plan in place based on that function. Bring in the parents and the student and have a discussion about the who, what, when, where, and why and how restitution will take place if it happens again. Come up with a plan, carry it out and stick with it consistently.





Quibbling Quick Draw McGraw

I actually meet a lot of quibblers in my trainings. These are the people and students who no matter what you say- they say: “Yeah but”. How do you handle the quibblers? Call them on it. Ask them to try it your way – some people are so quick to try to shut down an idea that they don’t even really hear what you said because they are already thinking of why it won’t work before you even finish telling them what they are supposed to do. The real problem isn’t that they don’t want to do what you’re asking them to do- the real problem is they didn’t really listen to what you told them. I have a family member with this syndrome. He is so busy thinking what he’s going to say next that he doesn’t listen to what I’m saying – then I have to repeat what I said ten minutes later because he wasn’t listening. That is why people quibble. Tell them to listen to what I’m saying here: Step one- Step two- Step three.





Rude Raggedy Ann or Andy

Well, I wish Ward and June were still teaching the Beaver how to behave in 30-minute shows and that Andy was doling out advice to Opie. Children do not grow up with good role models on television, or on the radio or for that matter just walking down the street.

We have to teach students what being respectful looks like, sounds like and feels like. I reviewed all the positive behavior support videos that I could find and I found very few that showed what respect looked like when talking to each other. We have examples of what it looks like in the hallway, in the bathroom, on the playground, in the parking lot- but not what it looks like when we talk to each other. We need to add this to our video modeling for students in our PBIS programs.

Here is one example for teaching students how to talk to each other using voice modulation and rulers:

When I use a zero inch voice, it means someone’s ear could be next to my mouth and they would hear nothing.


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When I use a three-inch voice, it means I am whispering. I could put two fingers on my throat and I would not be able to feel my fingers moving on my throat. Someone’s ear could be six inches from my mouth and they would not hear anything.

When I am working in a small group, I should talk in a six-inch voice. This means I can talk to the person sitting next to me, but not someone sitting three rows away. This is about the distance of a popsicle stick. It is good on the bus, in the cafeteria, and in a reading group.

When I answer a question in class, I want everyone in the class to hear it, so I should use a 12-inch voice. This means people sitting in the room will be able to hear me speak.



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Space Cadet Skipper

For those students who visit other planets. One of the great things that I’ve found is a watch that vibrates to remind them to pay attention. You can set it vibrate on a 3 minute, 7 minute or 15 minute interval- (any interval you choose) and it will automatically reset for that same interval. The student doesn’t have to reset it or touch the watch.

Another idea is to use music. Train the student to know that when the music stops they will have five minutes to finish their assignment.

Use secret code word to get the student’s attention.

Give them a job to do during transitions where they help guide the transition- this will keep them on track.

Give them laminated “to do” lists so they can mark off what they have gotten done.

Seat them in a place where they have the least distractions. Do not seat them in front of the door where people will be walking by and coming to the door.





Tantrum Trolls

Students who throw tantrums are communicating through their tantrums. Most of the time it is because we have not given them enough ways to tell us what they want. Consider if you have given the student enough ways to “talk”:

Sign language Boardmaker ® symbol Picture Real object Gestures Augmentative Communicaton Device

Determine the antecedent prior to the behavior - Typically, there is a pattern to when the tantrum shows up.

Time of day: Day of the week: Certain activities: Certain sounds: Certain smells: Certain people being around: Certain people being absent or present

Look at consequences- What happens when the student has a tantrum. Do they get attention or do they get escape from what you were asking them to do?


You’ll have to come up with antecedent manipulations and consequence modifications to stop the tantrums.




Undermining Underdogs

These are the stealth students who do things to undermine you in the classroom. It’s best to not let the student know they pushed your buttons. Come up with a way to keep yourself from losing it. I liked to keep a QTIP on my desk. It stood for Quit Taking It Personally. When a student tries to undermine you and get your goat you can look at the QTIP and not take the bait.


Antecedent Replacement Behavior Consequence


Manipulation Modification

Violent Velmas

Violent Velmas or Victors are typically communicating with their behavior. Video self-modeling is an excellent way to teach appropriate behavior. Many times these students just get wound up and don’t know how to stop themselves once they get going. Video self-modeling can be used to teach them how to calm themselves down. Think about some of the ways we’ve already discussed for calming techniques that can be taught.





Wandering Waldo

These are the students who are up out of their seat wandering around the room. Many times these are the students with ADHD and they are really seeking proprioceptive input in their wandering. What works well is to keep their supplies over on the shelves and have them get up with purpose to go get their supplies each time. This will give them the proprioceptive input they need and will help them sit for a bit longer. Use all the non-medicated interventions for ADHD to help them stay seated.

Especially the two desks- Give them parameters for when they have permission to move from desk one to desk two. Use the air filled cushion for their chair and the foot rest built in to the chair so they have something to bounce their foot on.




Xanex XenaRiffel copyright 2012 Page 26

Xanex Xenas are the students who worry about everything. Students who are anxious can be helped but telling them not to worry won’t help at all. Here are some research based interventions:

Taking off your shoes and wiggling your toes reduces anxiety by 37% Sixty beats per minute music is the resting heart rate and can help a

student relax Spritzing lavender in the room will help calm the student- do this

before the students come into the room Give these students fiddles- Students who have something to fiddle

with will help them displace their nervousness from picking (a typical behavior)

o Koosh ball pens (they make pens that have koosh balls on the top of them

o Velcro under the table top or desk topo Tub anti-slip decals under the table top or desk topo Ball of clay to manipulate- especially good to keep in fridge and

let them warm it upo Bendable o Keychain with ponytail- especially for kids who pull their own

hair





You Can’t Make Me Yogi

The National Institute of Health just put a research article out showing that choices (equal choices) worked for getting students to do work. Offer two worksheets, Offer double the amount of work and then tell them to do half, offer them to use two different pencils to do the work or sit in two different seats to do the work. Students were more likely to comply and do the work if they were offered equal choices.




Zeroed Out Zorro

Students who don’t care about the quality of work they do. Get a Smarty Pants game. Use the plastic smarty pants or a pair of toddler jeans. For every “A” paper that is turned in the students get to put their name in the pants. These are the names that are drawn for the class group contingency/group reward.


Have students take turns being Quality Assurance Technicians (QATs) in your classroom. The students compare work to a rubric prepared by the teacher on what is acceptable work. The QAT returns work that doesn’t match the rubric and the student has to keep redoing it until it meets the rubric. This way it is the students watching each other.





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