Supporting Children with Challenging Behavior: A Positive Behavior Approach .

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Supporting Children with Challenging Behavior: A Positive Behavior Approach. Kiki Mc Gough Positive Behavior Support Coordinator Colorado Department of Education. Acknowledgements. PBS Leadership Team- Colorado Department of Education PEAK Parent Center Colorado Springs, CO
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Supporting Children with Challenging Behavior: A Positive Behavior Approach Kiki Mc Gough Positive Behavior Support Coordinator Colorado Department of Education

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Acknowledgments PBS Leadership Team-Colorado Department of Education PEAK Parent Center Colorado Springs, CO George Sugai and Ann Todd-The OSEP Center on Positive Behavioral Interventions and Supports at the University of Oregon

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Families Partnering with PBS Understand the procedure of conduct change Recognize how to bolster our kids with passionate and conduct challenges which influence life at home, at school and in the group Identify unsurprising schedules and positive conduct bolster systems to use at home Identify approaches to work proactively with schools to bolster our youngsters

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Meet My Children Spend a couple of minutes finishing "Meet My Child". Distinguish 3-4 qualities for youngster. Show a few interests and things your tyke likes and finds compensating . Share your "youngster" as you meet the general population at your table. Post these on your ice chest at home as an indication of your tyke\'s qualities!

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Meet My Children Kate Passionate about all that she cherishes World voyager Special Education Teacher Degree in Drama and Psychology Patrick Has been moving since age 3 Is making his own particular way… … and I\'m certain he will arrive in his own specific manner Independent mastermind and inquiries everything Donovan Artistic, inventive, profound scholar Sensitive (yet don\'t let him know!) Firm in his feelings Square peg in a round educational system

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What is Positive Behavior Support? PBS is an utilization of a behaviorally-based frameworks way to deal with upgrade the limit of schools, families and groups to plan powerful situations that enhance the fit or connection between research based practices and the situations in which educating and learning happen.

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at the end of the day… … Positive Behavioral Support (PBS) is… Proactive and safeguard Instructionally engaged Empirically stable Data-based Systems change display that gives learning and social/behavioral support for ALL kids in school, home or group.

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Summary of PBIS "Huge IDEAS" Systems ( How things are done ) Team based critical thinking Data-based basic leadership Long term maintainability Data ( How choices are made ) On going information accumulation & utilization of behavioral information to settle on choices Practices ( How staff cooperate with understudies ) Direct instructing of behavioral desires On-going fortification of expected practices Functional behavioral evaluation

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School-Wide Systems Non Classroom Setting Systems Classroom Systems Individual Student Support Systems

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Eight Practices of broad Positive Behavior Support Administrative Leadership Team Implementation Define Concrete Expectations Teach Behavior Expectations Acknowledge and Reward Positive Behavior Monitor and Correct Behavior Use Data for Decision Making Family and Community Engagement

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What Will You See in a PBS School? Little # decidedly expressed & behaviorally exemplified desires are educated & energized. Positive grown-up to-understudy connections surpass negative Data-& group based activity arranging & execution are working. Directors are dynamic members in all parts of usage >80% of understudies can let you know what is anticipated from them & give behavioral case since they have been educated, effectively managed, rehearsed, & recognized.

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What does PBS resemble? Families and groups are effectively included Time for guideline is more successful & proficient Function based conduct support is establishment for tending to issue conduct. Full continuum of conduct support is accessible to all understudies

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Westgate Elementary Respect Responsibility Safety

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RESPECT What does regard look like in the break room? How would we instruct understudies to show regard in the cafeteria? How we emphatically perceive understudies who are showing regard in the classroom? By what means will we bolster understudies who are having challenges with conscious conduct at break?

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RESPONSIBILITY What does duty look like when understudies are strolling in the lobbies? In what manner will we show duty regarding homework and understudy materials? How are we connecting with families in this procedure?

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SAFETY What does wellbeing look like in a gathering? How would we instruct and fortify wellbeing in an assortment of school settings?

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Self-Responsibility Tips March has been assigned as Self-obligation month at Kemp. We should cooperate to concentrate on the most proficient method to best instruct our understudies to be in charge of themselves and their activities. TIPS FOR TEACHERS AND PARENTS: Give understudies decisions When they feel frail they lose regard and respect This loss of feeble may raise a minor disturbance into a noteworthy loss of direction time Put the understudies in control By giving understudies the obligation to adjust, screen and measure exercises and conduct you will build understudy accomplishment and lower imperviousness to learning Model and support self-duty Avoid whining, faulting and pardoning Explain to the understudies why certain points of confinement or tenets exist You may not be in charge of the conditions in which you get yourself, yet you are constantly in charge of your conduct in those conditions!

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S.O.A.R. Framework Alsup Eagles S.O.A.R.

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SOAR Slips Staff to Students to Students to Staff Parents to Students Parents to Staff Safety, Opportunity, Achievement, Respect ______________________________________________ Student\'s full name and grade (Place this slip with your name on it, in the SOAR enclose the media focus.) Adult: Please circle the conduct exhibited and compose your name on the back . Take off Assembly—after Winter break

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Behavioral Manifestation of Depression in School Agitation and enthusiastic peevishness Negative or oppositional toward grown-ups and companions May not have companions, segregates self Frequent visits to the center, may miss a ton of school May be restless and stress over execution, fellowships Difficulty concentrating May be drained, dozes inadequately

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Behavioral Manifestation of Anxiety in School Setting Unrealistic stresses, fomentation, crabbiness Difficulty centering or focusing School fear or dread of division Difficulty envisioning what may happen next, responds ineffectively to changes in schedules Poor dissatisfaction resilience, touchiness and uneasiness over poor execution. Poor social aptitudes, needs companionships Students may likewise tire because of rest unsettling influence issues.

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Behavioral Manifestation of ADHD in School Setting Inattentive, effortlessly diverted Often talks exorbitantly and interferes with others Difficulty focusing, listening to an address and taking notes and arranging complex exercises after some time Poor Initiative: Due to powerlessness to finish or sort out self to finish undertakings Impulsive, hyperactive Poor social abilities and companionships

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Additional enthusiastic and conduct concerns Tantrums or forceful episodes Withdrawn, modest or uncommunicative conduct Poor reaction to criticism or outcomes for wrong conduct Weak control of passionate responses Easily resentful about minor occasions Extreme passionate responses

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Common Academic Issues for Students with Mental Health Issues Uneven procurement of new scholarly aptitudes Inconsistent execution in class Messy, fragmented and muddled work Incomplete assignments and work not turned in Difficulty applying and summing up data and abilities Students "rationally tire" as they have to put cognizant exertion into school exercises Failure to request help

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Developmental Challenges which Impact Behavior and Social Skills Cognitive Development Uneven or slower rate of improvement Stops and begins when adapting new aptitudes May react better to solid versus theoretical May react better to visual presentation Possible memory postpones Language/Communication: Receptive abilities might be superior to anything expressive Communication deferrals or trouble with verbal expression May require additional opportunity to react

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Physical and wellbeing conditions Range of respiratory issues Heart condition and physical constraints Eating digestive issues Sensory-Motor Delays in fine and gross engine or low muscle tone Sensitivity to warmth, cool, torment Vision/Hearing May have listening to misfortune May require glasses or amplifier

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Personality and Temperament May erroneously saw as "agreeable" or "solid willed" May to be sure be entirely accommodating or oppositional! May react all the more emphatically to ordinary formative changes and stages yet at a postponed rate Social Development Peer kinships might be influenced by correspondence, psychological or formative deferrals

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Imagine for a minute… … . You are A four year old at another school and the time has come to "Go to Centers" A first grader who is experiencing the cafeteria lunch line interestingly A third grader whose necessities to finish a gathering venture with a gathering of companions and there is a sub. A seventh grader who has recently been given his first semester plan with 7 classes And you are starting another school year as an understudy with formative or conduct challenges!

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Individual Student Support in PBS Focuses on the necessities of understudies\' whose testing conduct meddles with scholarly and social ability Is best if when positive conduct support is set up in the school and classr

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