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Why Does This Kid Behave Like This and What Am I Supposed to Do About It?. Presented by Martie Fox Educational Consultant, The Kelberman Center Oneonta City School District 9/27/12. Objectives. Gain an understanding that all behavior is a form of communication - PowerPoint PPT Presentation
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Why Does This Kid Behave Like This and What Am I Supposed to Do
About It?
Presented by Martie FoxEducational Consultant, The Kelberman Center
Oneonta City School District9/27/12
Objectives
• Gain an understanding that all behavior is a form of communication
• Gain an awareness that some of the related factors that might factor impact student behavior
• Learn ways in which your behaviors may be impacting student behaviors
Typical Problem Behaviors
• Poor interpersonal skills• Swearing• Argumentative• “Attitude”• Little or no effort• Demanding “sameness”• Self Injury• Inappropriate Emotional
Affect
• Low frustration Tolerance• Aggression• Failure to Comply• Flicking, flapping• Substance Abuse• Odd Rituals• Resisting Assistance• Rude Comments• Noises
Functions of Behavior
Seek Attention Positive or Negative
Avoid or Escape Task, Person or Setting
Access Tangible Obtain desired object
Seek Sensory Stimulation Flap, spin, touch
What Might Impact These Functions?
Developmental DisabilitiesNeurological Deficits
Poor Communication SkillsSocial/Emotional Baggage
Medical IssuesLearning Disabilities
ADHD, Asperger's, NVLD, Tourette’sMental Illness
Culture of Generational PovertySkill, Motivation, Performance Deficits
Skills Deficits
• Students may never have acquired the necessary skills to behave according to societal norms
• Acting out may be the only means they know to get their needs met
• As skills improve……– Ability to communicate and have needs met
improves– Inappropriate behaviors decrease
Executive Function Skills
• Difficulty shifting from one mindset to another• Difficulty with time and sequencing• Disorganization• Difficulty initiating tasks• Difficulty considering the likely consequences of
one’s actions (impulsive)• Difficulty considering solutions that have worked
previously• Difficulty remaining calm enough to think
Language Processing Skills
• Difficulty expressing thoughts in words• Appears not to have understood what was
said• Requires significant time before responding to
questions• Difficulty categorizing and labeling emotions• Difficulty communicating needs or problems• Poor language based problem-solving skills
Emotional Regulation Skills
• Cranky, grouchy, grumpy, irritable• Fatigued, low energy• Anxious, nervous, worried
Cognitive Flexibility/Adaptability
• Concrete, black-and-white, literal thinking and problem-solving
• Insistence on sticking with rules, routines• Difficulty shifting from original thought or
idea; possibly perseverative• Preference for predictability; does poorly with
unpredictability, uncertainty, ambiguity• Seems oblivious to situational factors that
would require adjustment in plan of action
Social Skills
• Difficulty attending to appropriate social cues/appreciating social nuance
• Inaccurate interpretation of social cues• Poor repertoire of social responses• Poor sense of how one’s behavior is affecting
others• Poor or inaccurate self-perception• Inability to acknowledge or appreciate another’s
perspective
Skill vs. Chronological Age
If it looks like 2 year old behavior…..They may never have acquired/mastered the
skills to move on to 3 year old behavior
The Good News Skills can be directly taught
Tip: Start where they are, not where they “should” be
Other Common Deficits
Performance Motivation Deficit Deficit
Has mastered the skill Has mastered the in isolation, but can’t skill across settings,reliably perform across but isn’t motivatedsettings to perform
Deficits can increase
ANXIETY
Anxiety From What?
Experiencing life as a…… series of random events.
The student remains in a heightened state of tension and alertness, not knowing what
might happen next.
Common PDD Traits That Exacerbate the Problem
• Difficulty relaying and/or interpreting events accurately• Difficulty adapting to change• Limited ability to self soothe• Limited expressive language to tell us what they are
thinking & feeling• Inappropriate affect may cause adults to misread
intent• Limited receptive language skills to make sense of the
words spoken to them• Limited ability to read non-verbals may cause student
to misinterpret adult’s intent
Life as a Series of Random Events• Imagine that you’re the rat in a “shock box”, a
walled-in floor with a center line dividing the two halves.– When shocked, you will move across the center line
of the box to the other side. You’re certainly “on edge” and wary after this event, but your coping strategies allow you to escape punishment and continue functioning well.
– Now imagine that an electrical shock is suddenly and periodically administered to your new side. Sometimes you can escape to the other side of the box. At other times, the other side is also electrified.
What Might Happen
Develop odd ritualsWithdraw just like some rats that give up trying to figure out the system, we might lie down, and endure the pain
Strike out because we’re tense, afraid, and unsure of intentions…especially when persons react differently at different times
Rats & Other Mammals (Like Us)
• “Odd” reactions are best understood as an expression of the “fight-or-flight” dynamic in the face of a threatening situation (real or imagined).
• Inconsistent environments create confusion and anxiety which lead to:– Agitation– Aggression– Ritualistic behavior & other ways to withdraw from
the “real world”.
• Unlike typically developing youth, our students’ brains are unable to:• Organize the world effectively• Learn quickly from experiences• Recognize repeating patterns in life
• Life seems uncertain & unpredictable• Unstructured environments, and adults who are
“emotionally unpredictable”, add to students’ problems with organization.
• Stress develops from being unsure of what will happen next & defenses against the building anxiety are employed.
Theory of Mindtaking misinterpretation to the next level
If I knew I wanted to be on the red team then you should have known I wanted to be on the red team
And, since you didn’t put me on the red team…….
you must have purposefully intended to disregard me
How doesOUR behavior
impact communication and behavior
?
Read My Face, My Tone, My Lips
Facial Expression + Tone of Voice + Words (55%) (38%) (7%)
Blah, blah, blah
1STRESSFUL INCIDENT
2STUDENT’S FEELINGS
3STUDENT’S
OBSERVABLE BEHAVIOR
4ADULT/PEER
REACTION
Student’s ATTITUDE affects student’s behavior
Student’s BEHAVIOR affects teacher’s attitude
Teacher’s ATTITUDE affects teacher’s behavior
Teacher’s BEHAVIOR affects student’s attitude
The Conflict Cycle
Behavioral Strategies that Enhance Communication
Isolate the youth and conversationdemonstrates respect and decreases sensory stimuli
Explore the youth’s perspective: What do you think just happened? Model problem solving using words
Utilize Reflective ListeningSummarize his/her feelings for him/her; be calm, assertive, respectful.
It sounds like what you are saying is…
Connect the behavior to feelingsHow did that make you feel?
Discuss alternative optionsWhat else can you do if you feel this way again?
Prepare the student to reenter the ongoing activity and/or setting
Preview what will happen next
Social Autopsy
• What just happened?• What was the social error?• What do you need to do right now to correct
the error?• What do you need to do differently next time?• ROLE PLAY
General Strategies• Meet them where they are instead of where you think they
should be• Teach as opposed to tell• Think, what would motivate my student to comply• Directly Teach the Obvious
This is especially important for social skills acquisition• TALK LESS – demonstrating more• Allow extra time for processing• Provide choices but control option: this or that, now or
later• Don’t tell them what they can’t do without telling them
what they can do• Utilize reflective listening
• Frequently and consistently deliver logical consequences and rewards
• Use self monitoring and tie it to rewardsOn a scale of 1-10, how do you think you did?10 points might equal ten tickets, 10 GI Joe men, etc.
• Preview upcoming activities and discuss/remind what the expectation look like
• Show examples of the finished product so they can understand the expectations
• Use hurdle to help to get them started• Be honest and specific with praise• Proximity, proximity, proximity
We all want the same thing:Respect
Caring TO BE HEARD
Someone who will speak calmly and use a kind and moderate tone
Someone with a good sense of humor
FOR OTHERS TO BE IN A GOOD MOOD
How we define a behavior determines how we react to the behavior
Keep an Open Mind
The End