Behavior Strategies

Strategies for students with ADD/ADHD

100

Develop good rapport with the student. These students are more likely to respond to emotional connections than contingent consequences. -Ignore as much of the negative behavior as possible. -If you get a lot of defiant or oppositional behavior, review how often you say negative things and give commands to the youngster. Kids who hear too many negatives and commands will shut off the person they come from. Get positive, encourage the youngster, focus on progress (however small), etc. -Give your attention to appropriate behaviors. -Prompt the correct behavior and verbally reinforce it frequently. -Provide opportunities for physical movement (e.g., erasing the blackboard, running errands, distributing and collecting materials), and build physical activities into the daily schedule. -Encourage parents to build physical activity into the youngster's out-of-school schedule. If social rewards/reinforcement is insufficient to bring about the desired behavior, pair social recognition with earned activities or tangible reinforcers. -Use progress charts and other visual records of behavior to encourage more appropriate behavior. Use colorful charts and cards to motivate the youngster and recognize effort. -Move nearer to the student when s/he becomes restless. Offer verbal encouragement or touch. When misbehavior occurs (or threatens to occur), move closer and soften your voice. -Assign a capable "study buddy" who can remind and assist the active or disorganized student. -Assign duties that require self-control (e.g., line leader, materials distributor). Prepare the youngster for the duty, encourage him/her, and reinforce him/her during and after that activity/task. -Implement differential reinforcement procedures -Teach self management of behavior

What are behavior management strategies for teaching students with ADD/ADHD

200

Assign the student to a seat that best allows him/her to observe you while avoiding distractions (e.g., away from doors, windows, pencil sharpeners). -Eliminate excessive noise. -Eliminate excessive visual stimuli and clutter that might distract the youngster. -Employ study carrels or seat the student in the area of the classroom with the least distractions, and/or face the desk toward the wall. However, do not isolate the youngster for long periods of time as this practice stigmatizes him/her. Allow the student to engage in group work too. -Keep directions and commentary short and to the point. Avoid "overloading" the student with too much verbiage. -Provide an individualized written schedule to which the student can refer. -Provide a bouncy inflatable seat cushion. The students will put there energy into squirming on it, but they'll stay in the seat. -Provide a "kusch ball" or other squishy thing for the student to manipulate. -Allow the student to chew gum to release energy and give the mouth something to do besides talk.

What are modifications to the classroom environment for teaching students with ADD/ADHD

300

Reduce the length of assignments so that student does not lose interest. -Present the assignment in parts (e.g., 5 math problems at a time). Give reinforcement for each completed part before giving the next segment of the task, or have the youngster mark off his/her progress on a chart. -Keep unstructured time to a minimum. -Allow the student to use learning aides, computers, calculators (perhaps for different parts of the task). -Allow the student to manipulate an object as long as s/he attends and is on task. Allow the pupil to doodle, squeeze a ball, bend a pipe cleaner or paper clip, or handle another non distracting item. -In cooperation with the student, create a "secret signal" (e.g., tugging on your ear lobe, clicking your tongue, saying an odd word - - "snarzelpharf") that reminds him/her to attend. -Make a tube that the student uses as a telescope, keeping you in view (and blocking out other distractions). -To block out distractions on a page, create a "window" in a piece of card board that exposes only one or two lines of print. -Provide some choice or variation in assignments to maintain the student's attention. -Seat the student next to appropriate models. -Assign another student to be a "support buddy" or "study buddy" who works with the distractible youngster, and provides one-to-one attention to assist in completing tasks.. -Motivate the youngster by having him/her "race against the clock" to finish the task (or part of it). -Use a clock to remind the impatient youngster that the next activity must wait until a certain time. -In a multi-part task, provide visual cues that are written on the student's desk or on the chalkboard for each part. The student then engages in that next step. -Play soft background music without lyrics. -Allow the student to stand or walk with a clipboard as long as s/he remains on task. -Allow the student to change seats and places as long as s/he stays on task.

Ways to keep keep ADHD/ADD students on task

400

Use alternative methods of assessing the youngster's knowledge or skill level. -Use oral testing if that format will keep the student's attention and better assess his/her knowledge. -Use performance testing. Have the student do something or make something. -Provide extended time to finish. -Assign the test grade based on performance on different aspects of the assessment (i.e., organization, writing mechanics, pen(wo)manship, subject knowledge displayed). -To increase reflection and concentration, have the student identify the correct answer AND cross out incorrect answers on multiple choice tests. Inform the student that there may be more than one correct answer.

What are testing accomodations

500

-Give a general overview first. Let the student(s) know what will be learned and why it is important in life. -Devise interesting activities. -Use examples that capitalize on the student's interests. -Involve the student's interests in assignments. -Ensure that your style of presentation is enthusiastic and interesting. -Use game formats to teach and/or reinforce concepts and material. -Use concrete objects to assist in keeping the student's attention. -Incorporate movement into lessons.

What are creative and interesting lessons

Strategies for Dealing with defiant, rude and

100

avoid using these: "You're so smart.", "You're a good boy.") because they will be rejected by a youngster who sees them as being incorrect (given his/her life experience). So what do we do in place of labels? How do we break down old image (and build a new one)? Disprove the image (and build a new one) with non-disputable evidence and point out factual evidence of good choice making. -"Thanks for holding the door for us. That was a kind gesture on your part." -"Your patience with Ivan really helped him to understand the material. Thanks." -"You showed a lot of restraint & self control in that situation. Proud of self." -"Wow. You got it! Tell me how you figured it out."

What are positive labels

200

Model values and behaviors you'd like the kids to adopt Are you on time for class? Do you treat others with respect? Your kids are always watching.

What is a positive role model

300

-Interpret the behavior by placing the unknown or scattered feelings into perspective. Separate the inappropriate behavior from the youngster...in other words "I hate the behavior, but I believe in your ability to change for the better.") Here's an example: -"Lee, you're a kid with a lot of potential, but this behavior isn't helping your popularity with others. I suspect that the reason you did it is because you were feeling victimized. We need to learn better ways to handle these types of situations."

What is interpretation of behavior

400

The behavior is part of the student's disability. Let these oppositional things bounce off of you.

What is not taking it personally

500

-Recognize the "wounded animal" that doesn't trust and is trying to prevent deeper hurt. This child is afraid, but showing you other behaviors to disguise that fear. If we could just place ourselves in their shoes...we would look funny and our feet would hurt...but let your empathy for others who are hurt win out over caustic reactions. -Avoid coercive "Do it dammit!" directions. Use requests and the word "Please" before politely stated directions. -Avoid toxic penalties. When we engage in behavior battles with kids, we are at risk for coming to view them as the enemy. Then we decide to "get tough with them to teach them a lesson". Odd...we don't learn lessons that way and would refuse to do what others want us to do (or at least resent them)...but somehow we think that everyone else will learn a lesson is we "get tough with 'em".

What are battles with are students.

Unmotivated student

100

Fearing a poor grade and possible ridicule by others, students may refuse to work in order to protect their frail self concept (with regard to academics). If we place the focus on effort, not grades, any youngster can be a success. The fear of failing evaporates (although it may take a week or two to convince the youngster that academic judgment is no longer an issue), and participation increases. You may still have to submit a grade at the end of the academic term, but in your classroom you focus on effort and progress, not grades.

What is focusing on effort, not grades

200

When we structure assignments and activities so that kids can make at least minimal contributions to a project and share whatever knowledge and abilities they possess, we become mentors and facilitators of learning, not just lecturers. The pressure on students to perform perfectly, and fear of individual judgment are both lessened when kids cooperate to produce a product. To be sure that every student in the group participates actively, assign each one a role or duty

What are cooperative learning groups

300

Our greatest psychological need in life is to "belong"...to be accepted and valued by others, and to be given increasing responsibility within our "tribe". Pre-adolescents and adolescents will do just about anything to gain and/or maintain the acceptance of the peer group. Those who are at-risk for embarrassment in front of the group, or damage to their self concept will do what is necessary to protect that social or personal image. If the youngster feels separated from peers or the school, resentment, retreat, rebellion, or retaliation can be expected. Students will not put forth their best effort for teachers who point out their shortcomings (Do you put out your best efforts for those who berate your performance or treat you poorly?).

What is feeling connected to your school

400

..and not just "Because it's on the test." At the beginning of the lesson, before you teach even a smidgen of information, tell them what they are going to learn and why it is so important for them to know it. Whenever possible, use examples that are present in their daily lives. Forget the example in the math book about Jennifer and Todd going to the supermarket to buy bananas and apples. Place the same functions in an example in which Wei Chu and Kong Ting go to the market place to buy eel, bok choi, and ginger root. Or use the example of Juanita and Julio going to the bodega (corner store) to purchase red beans, rice, and plantains. Whatever the background and experiences of your kids, use it when first teaching new material (Have you walked around their neighborhood to see what their daily lives encompass?). Once they gain an understanding of the material, then we can move to more abstract examples.

What is education about why the material is important to learn

500

Create a classroom environment in which it is OK to make mistakes, and where other students are encouraged to support their classmates, not belittle them. Teachers don't just say "No, wrong answer" or correct student contributions that are incorrect. Errors are used to teach, not just evaluate. In the words of Bernard M. Baruch: "I have found that failure is a far better teacher than success." I'm sure that he meant "learning from failure".

What is an accepting and supportive atmosphere

The Aggressive Student

100

What is happening? -Who is involved? -What do I know about them? -"triggers"/issues -type of fighter (e.g., martial arts training, brawler, hit and run) -Are the parties in close proximity? -How "contaged" are they? -Might this youngster think that I'm: -an adversary? -an enemy? -an additional attacker?

What are questions to ask yourself when you approach a conflict situation

Random

100

Discuss the rules with the students, or better yet, involve them in making the rules. Students are more likely to abide by and promote rules they helped to create. -The rules should be written in a positive manner. Instead of focusing on what the students should NOT do, give them rules that identify the desired behavior. (See the home page link titled: "Creating you own behavior management plan") For example, instead of "Don't disrespect others", word the intent as "Talk nicely to others". (See the home page link on "Creating your own behavior management system" for guidelines and tips on making rules) -When making rules, it's also a good idea to discuss the consequences for failing to follow them. Create consequences that will help the bully learn pro-social skills. The consequences should be something functional. For example writing: "I will not hit Jane." 250 times on a sheet of paper is not functional. While indicating what not to do, it provides no description of the desirable behavior. In that case, the bully doesn't really learn anything new. It neither identifies or promotes an alternative behavior (such as "When I'm angry, I will use I messages to express my feelings."). The bully should be taught to accept responsibility for his/her actions. (Perhaps through Life Space Crisis Interviewing...see the home page link on that procedure) alternate behaviors (perhaps through social skills training...see the home page link on that procedure) -Hold regular classroom meetings so that students and teachers can clarify or change bully-related rules if necessary. This gathering can also help students and teachers become more aware of bullying and what they should do if it happens to them. Every classroom dynamic is unique and that factor should always be considered when creating rules and consequences. Sometimes rules also have to be modified because of that uniqueness. -Develop and/or use a curriculum that actively promotes positive assertiveness, communication, respect for others, camaraderie (See the home page link on "positive peer pressure"), friendship within the classroom. -Talk regularly with parents and inform them of how their child is behaving and performing school. Inform parents of any bullying occurring to or from their child, and discuss how actions taken to help their child are or are not working.

What are classroom strategies for bullies

200

Teach specific life skills in the social, behavioral, communicational, academic, functional, and problem solving realms. - Present information visually and verbally. Use cards and pictures to present a concept. - Give clear and short directions. - Structure the environment so that the child has minimal distractions. - Develop schedules using visual cues of pictures along with verbal clues. - Be consistent and structured in creating and presenting activities. - Reinforcement during and after each accomplished task. - Verbally praise the child for every effort made. - Teach behavioral expectations. Each expectation should be presented so that the student knows exactly what is expected of him/her.

What are strategies used for autistic students

300

• Acknowledge the difficulty of the assigned task, but remind the student of past successes he had doing similar tasks. • Modify instruction, and materials. • Teach the student to say "I can" instead of "I can’t" by recognizing achievements. • Provide peer tutors or ask the student to help someone else, perhaps a younger student, to help build self-confidence

What are interventions used for dealing with escape or avoidance.

400

Give "the eye" so the student knows you mean business. • Stand close to the student and continue your lesson. • Distract the student by asking a direct question or using the student’s name while continuing your lesson. • Give specific praise to a nearby student who’s on task.

What are interventions used for dealing with attention

500

Avoid direct confrontation by agreeing with the student or changing the subject. • Acknowledge the student’s power and state your actions: "You’re right, I can’t make you finish the math problems, but I’ll be collecting the assignment at the end of the class." • Change the activity, do something unexpected, or initiate another class discussion on a topic of interest. • Use time-out by giving a choice: "You may sit quietly, keep your hands and feet to yourself, and complete the assignment, or you may go to time-out in Mr. Weber’s room. You decide."

What are interventions used for dealing with power.