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ED 380 971 EC 303 845

AUTHOR Carter, Susanne TITLE Interventions. Organizing Systems To Support Competent Social Behavior in Children and Youth. INSTITUTION Western Regional Resource Center, Eugene, OR. SPONS AGENCY Office of Special Education and Rehabilitative Services (ED), Washington, DC. PUB DATE Nov 94 CONTRACT H028-A30003 NOTE 348p. PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MFO1 /PC14 Plus Postage. DESCRIPTORS Behavior Change; *Behavior Disorders; Behavior Problems; *Classroom Techniques; *Educational Strategies; Elementary Secondary Education; *Emotional Disturbances; *Intervention; Program Effectiveness

ABSTRACT This guide describes classroom and school interventions intended to meet the needs of students with emotional/behavioral disabilities and those at risk for developing these disabilities. The first section presents "Classroom Interventions," a compilation of 77 interventions which may be used in regular or self-contained classrooms. A brief description and source of further information are given for each intervention. Among the interventions described are the following: acceptance, active listening, aerobic exercise, anger management, art therapy, assertiveness training, behavior contracts, bibliotherapy, chaining, "Circle of Friends," classroom discipline plans, cooperative learning strategies, differential reinforcement of incompatible behaviors, direct instruction, discipline with dignity, early childhood interventions, functional analysis, home notes, mentoring, play therapy, prereferral intervention, reality therapy, relaxation training, self control curriculum, self-monitoring, social skills training, stress management, time out, and values clarification. The section on school interventions describes the following program interventions: the Boys Town Model, the CHAMPS (Children are Making Progress in School) program, the Commonwealth classroom, the COMP (Classroom Organization and Management Program) approach, the continuum of services for managing student behavior, Hewettic classroom management plan, and the Re-Ed model. Two extensive appendices provide additional information on implementing interventions, including record-keeping forms, examples, and guidelines. (Contains approximately 110 references and recommended readings.)

********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. *************,.********************************************************* U.S. DEPARTMENT OF EDUCATION Moe of Eoucational Research and Imprmment EDUc ATIONAL RESOURCES INFOR4ATION CENTER (ERIC) his document has been reproduced as received from the parson or organization originating it 0 Minor changes have been made to improve Organizing Systems to Support Competent reproduction quality. Points of view or onmionS stated in MI:docu- Social Behavior in Children and Youth ment do riot necessarily represent official 111111MIMOREMIESMOMEIMIMMIS OERI positron or policy.

linteteventlions

Author: Susanne Carter

Layout Myrrh Sagrada Woe'. Processing: Arlene Russell

November 1994

Western Regional Resource Center 1268 University of Oregon Eugene, OR 97403-1268

/ This document was developed by the Western Regional Resource Center, Eugene,Oregon, pursuant to Cooperative L"Agreement Number H028-A30003 with the U.S. Department of Education, Office of SpecialEducation and Rehabilitative Services. However, the opinions expressed herein do not necessarily reflect theposition or policy of 6c,the U.S. Department of Education. Nor does mention of tradenames, commercial products, ororganizations imply (\e-) t :dorsement by the U.S. Government. [TAA#106-SED/BD]

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4, Table of Contents

Introduction

Classroom Interventions

Acceptance 1 Active Listening 1 Adoption by a Teacher 2 Aerobic Exercise 2 Aggression - Alternative Skills 2 Analyzing Behavior 3 Anger Management 3 Antiseptic Bouncing 5 Art Therapy 5 Assertiveness Training 6 Behavior Contracts 6 Behavior Support Teams 7 Bibliotherapy 8 Chaining 9 Circle of Friends 9 Classroom Atmosphere 10 Classroom Discipline Plans 11 Classroom Schedules 12 Classniom Space 13 Communication 13 Conference Calls 14 Cooperative Learning Strategies 14 Counseling 15 Curriculum Modifications 16 Differential Reinforcement of Incompatible Behaviors 16 Differential Reinforcement of Other Behaviors 17 Direct Instruction.. 17 Discipline with Dignity ... 18 Early Ch,ldhood Interventions 19 Environmental Engineering 20 Functional Analysis 20 TABLE OF COMMIS

21 G.O.T. IT! Problem Solving 21 Home Notes Instructional Principles to Remediate BehaviorProblems 22 22 Journal Writing 23 Level System 25 Life Space Intervention Managing Antecedents to Escalating Behaviors 28 28 Mer torirtg 29 Modeling 30 Music Therapy 31 Non-Verbal Cueing Non-Violent Physical Crisis Intervention 31 32 1-Minute Skill Builder 32 Overcorrection 33 Peer Buddy System 33 Peer Tutoring Personal Education Plan 34 34 Planned Ignoring 35 Play Therapy 36 Point Systems 36 Positive Practice 36 Positive Reinforcement 38 Precision Requests . 39 Preferral Intervention 40 Public Posting 40 Quiet Places 41 Raffle Tickets 41 Reality Therapy 42 Redirection 43 Relaxation Training 43 Response Cost 44 Schedule Changes 44 Self-Control Curriculum 44 Self-Esteem Training 45 Self-Management 48 Self-Monitoring

4 TABLE OF CONTENTS

Service Learning 49 Shapiem. 50 Social Skills Training 50 Special Consideration for Teaching Young Children Social Competence 52 "Stop or I'll Shoot"-Managing Aggressive Behavior 54 Stress Management 54 Student Crisis Plan 56 Student Support Plan 57 Student Support Teams 58 Teacher Assistance Teams 59 Teacher Language 60 Teacher Movement 60 Teacher Praise 61 Teaching Good Classroom Behavior 61 Time On Computer Program 62 rune Out 63 Token Reinforcement Plan 64 Transitions 64 Turtle Technique 65 Values Clarification 65 Videotape Feedback 66 What If? Chart 67 'Yes' and 'No' Bag 67

School Interventions Boys Town Model 70 CHAMPS 70 Commonwealth Classroom 71 COMP: Classroom Organization and Management Program 71 A Continuum of Services for Managing Student Behavior 72 Hewett's Classroom Management Plan 72 Re-Ed Model 73

References 75

Recommended Sources 81 TABLZ OF COPHEIYIS

Appendix A 85

Appendix B 353

iv Introduction Interventions is the third document in the seriesOrganizing Systems to Support Competent Social Behavior in Children and Youth to be publishedby the WRRC. Other titles in the same series include Model Programsand Services, Prevention, and Teacher Stress and Burnout. The series seeks to examine and analyze currentthinking and best strategies for: Promoting good mental health and socially competentbehaviors among students; Preventing the development of emotional/behavioraldisabilities and student involvement in gangs and violent actions by usingstrategies such as screening and earlyintervention, schoolwide discipline plans, and positive alternatives to violence and gang activities; Developing programs to meet the needs of students withemotional/ behavioral disabilities as well as those at risk for developingthese disabilities at the district, building, and classroom level; and

Addressing the issues of stress and burnout among teachers whowork with students with emotional/behavioral disabilities. The interventions described in this document have beendivided into two sections- Classroom Interventions and School Interventions. TheClassroom Interventions portion of the document is a compilation of 77 interventions,presented in alphabetical order, which may be used in the regular classroom orself-contained classrooms for students with emotional and/or behavioral disabilities. ALLstudents may benefit from these interventions, especially those students with challengingbehavioral problems. Many of these interventions can be implemented without great costin time, materials or money. But, as Rhode, Jenson, and Reavis(1993) point out, "Nothing is free. The time required to implement the suggested techniques should be viewed byteachers as a wise investment. While some initial teacher time and planning are needed,the techniques will provide educational dividends in managing difficult students in thelong run that dearly outweigh the initial investments" (p. 1). The School Interventions section discusses seven programs and modelswhich have proven effective for students with significantbehavioral needs who may need more intensive treatments than can be offered in the regular classroom and mayrequire placement in segregated classrooms, at least at certain times. Many of the strategies discussed in the Classroom Interventions section may work effectivelywith these students as well. INTRODUCTION

Supplemental information for ClassroomInterventions is included in AppendixA; information that supplements the SchoolInterventions section is included inAppendix B. The strategies included in thisdocument complement the preventionstrategies included in the document in this seriesentitled Organizing Systems to SupportCompetent Social Behavior in Children and Youth:Prevention. In particular, the sectionof the Prevention document devoted toSchool-wide Discipline and ClassroomManagement Plans includes proactive strategiesthat promote consistency and areeffective in preventing the development and escalationof behavioral problems amongstudents.

HONORING CULTURAL, DP/ERSITY

The choice of interventions used withstudents should acknowledge and respecteach student's culture, including his or herculture's belief system, familyorientation, religion, language and history (Peterson &Ishii-jordan, 1994). Interventions shouldbe planned that are culturally appropriateand can be generalized when students returnto their home environments. "Generalizationdoes not occur unless the entiresocial context of a student is consideredprior to implementation. Thatincludes the student's family, significant adults and peers, culturalexpectations, familial dynamics, and social status" (Peterson & Ishii-Jordan, p.259). It is estimated that by the year 2000,approximately 40 percent of clients inservice delivery systems will be members of minority groups(Benjamin, 1992). With this in mind, it is prudent to develop andimplement culturally competent systemsof care to improve services to children from minoritybackgrounds and their families. Charles (1992) maintains that recognitionby educators that behavioral diversityis a natural phenomenon can help teachersgreatly in reducing the occurrence ofdiscipline problems in the classroom. Such understanding empowersteachers to do the following:

1. Accept the fact that neither individualstudents nor groups of students behave in exactly the same ways, nor do theyneed to do so.

2. Help all students find a sense of belongingin the classas valued members while recognizing and accepting that differencewill sometimes be seen in how students try to meet that need.

3. Treat all students with courtesy and respect,regardless of whether they are boisterous, compliant, meek, or withdrawn,and insist that students treat each other with the same respect.

4. Show unending commitment to helpingstudents be successful in school regardless of how individual students may behave.

vi INTRODUCTION

5. Provide for extensive interaction among members of the class, as a meansof building togetherness and pride in the classroom. Invite to the classadult members of the community who provide positive models.

6. Increase the amount of cooperative classroom work, recognizingthat most students prefer cooperation and behave better in that mode.

7. Stress the importance of students helping each other and learningfrom each other.

8. Recognize the importance of taking 'time to discuss class problems andexplain the reasons for work provided.

9. Give students a greater role in classroom governance, especially indeciding on rules of conduct and procedures for resolving conflict. The resultant rulesand consequences should then be dearly statedand discussed.

10.Stay out of power struggles that pit teacher against student, by learning not to take personal offense when misbehavior occurs, but rather tobehave sensitively in resolving the cause of the problem. For teacher sanity, this point is crucial. Teachers expend enormous amounts of psychic energystruggling against studentsagainst apathy, disrespectful behavior, and failure to do assigned work. It is that struggle that frustrates teachers and burns them out (pp. 148 - 149). Classroom Interventions ACCEPTANCE

It is important for teachers to accept students' differingabilities, temperaments, and personal strengths and weaknesses. A teacher's acceptanceof students "means that he or she continues to be fair, consistent,and professional even when they have tested his or her tolerance unmercifully" (Rockwell,1993, p. 14). In the classroom, acceptance of every student by the teacherleads to acceptance by the students of one another and of themselves.

INFORMATION SOURCES

Rockwell, S.(1993) Tough to reach:Tough to teach.Reston, VA: Council for Exceptional Children.

ACTIVE LISTENING

Active listening is the "process of decoding a student's uniquely coded message and then trying to give feedback" (Epanchin, 1951, p. 440). In active listeningthe adult pays close attention to what the student is communicating bothverbally and non-verbally and conveys an awareness to the student that he orshe is listening and interested in what the student is saying.

INFORMATION SOURCES:

Dice, M. L. (1993).Intervention strategies for children with emotional or behavioral disorders. San Diego: Singular Publishing Group, Inc. Epanchin, B. C. U991). Teaching social behavior. In J. L. Paul & B. C. Epanchin (Eds.), Educating emotionally disturbed children and youth:Theories and practices for teachers. (pp. 413 - 447). New York: Macmillan.

1 CLASSROOM INTERVENTIONS

ADOIP71701I BY A TEACHER

Students with emotional/behavioral problems mayhave a special teacher with whom they have a positive relationship.This teacher may "adopt" a student as a special concern. The student may check in withthis teacher on a daily basis, and talk over issues and concerns. The teacher mayin turn offer guidance to help the student toward improved behavior(Program Standards, 1993).

INFORMATION SOURCES

Program standards and guidelines for specialeducation and special service -;in Hawaii.(1993). Honolulu: Office of Instructional Services/Community and Special Education Branch. Department ofEducation.

AEROBIC EXERCISE

A regular program of aerobic exercise canimprove students' mental as well as physical health. An aerobics program providesstudents with a popular, highly group activity that can improvecoordination, physical fitness, and self- concept (Godar, 1988). Any exercise programshould be developed with the cooperation of the school physical education staff.The only required materials are a tape recorder, audioaerobic workout taoes, and exercise clothing.

INFORMATION SOURCES:

Godar, P. G. (1988).Aerobic A-Team: Classroom exercise program for rural middle school students with emotional disabilities.Rural Special Education Quarterly, 9(2), 41 - 44.

ACKEESSION-ALTERNATIVE MILLS

Aggressive adolescents often display widespreadinterpersonal, planning, aggression management, and other prosocial skill deficiencies(Goldstein, 1989). Using similar techniques to SOCIAL SKILLS TRAINING (see page50)modeling, role

41011 2 12 CLASSROOM INTERVENTIONS

playing, performance feedback, and transfer trainingstudents canbe taught aggression-alternative skills (Goldstein). These skills may include:1) beginning social skills, 2) advanced social skills, 3) skills for dealingwith feelings, 4) skill alternatives to aggression, ( 5) skills for dealing with stress, and6) planning skills. Each skill in the curriculum "is broken down into a smallnumber of behavioral steps. The steps are the skill. They are what the trainersmodel and what each trainee role plays" (Goldstein, p. 179).

INFORMATION SOURCES:

Goldstein, A.P.(1989).Teaching alternatives to aggression.In D. Bildin, D. Ferguson, & A. Ford (Eds.), Schooling and disability:Eighty-eighth yearlok of the National Society for the Study of Education, Part II) pp. 168-194). Chicago: University of Chicago Press.

ANALYZING BEHAVIOR

Analyzing behavior can help determine what function students' behavior is serving, and why they behave as they do, at given times undercertain circumstances (Wright, Gurman, & the California Association ofSchool Psychologists, 1994). A guide to analyzing behavior has been reprinted on page 87 in Appendix A.

INFORMATION SOURCES

Wright, D. B., Gurman, H. B., & the California Association of School Psychologists/Diagnostic Center Positive Intervention Task Force, (1994). Positiveintervention forseriousbehavior problems. Sacramento: Resources in Special Education.

ANGER MANAGEMENT

Anger management is intended to counteract aggressive behaviors that interfere with students' interpersonal relationships at school and at home and to teach students how to express anger in ways that are less destructive for themselves as well as others. Constructive management of anger means "making changes in

3 CLASSROOM INTERVENTIONS thoughts, feelings, and behavioral responses toprovocations that stimulate an anger response" (Eggert,1994). Anger management programs include: Analyzing mood patterns and identifying triggers for anger,anxiety, and depression; Setting goals for anger management, linking thoughtswith feelings and actions; Practicing and applying techniques to manage escalating angerand mood swings; Giving and receiving support for controlling angerand emotional spirals; and Monitoring anger and other moods, revising goals asneeded, celebrating successes, and preventing relapses(Eggert, 1994). Schools are a logical place for anger managementinterventions.Schools provide students access to a variety of social interactionswith peers, teachers, and parents.The school setting offers opportunities for both "deviant peer bonding and prosocial bonding" (Eggert, 1994). Anger management maybe a part of the regular curriculum or offered as an elective class.

INFORMATION SOURCES:

Eggert, L. L.(1994). Anger management for youth:Stemming aggression and violence. Bloomington: National Education Service. Furlong, M. J., & Smith, D.' C. (Eds.)(1994).Anger, hostility, and aggression: Assessment, prevention and intervention strategies for youth.Brandon, VT: Clinical Psychology. Goldstein, A. P., Glick, B., Reiner, S., Zimmerman, D., & Country,T. M. (1987). Aggressionreplacementtraining: A comprehensiveintervention for aggressive youth. Champaign, IL: Research Press. Goldstein, A. P., Harootunian, B., & Conoley, J.(1994).Student aggression: Prevention, control, replacement. New York: Guilford Press.

Parens, H.(1993).Aggression in our children:Coping with it constructively. Northvale, NJ: Aronson.

14 CLASSROOM INTERVENTIONS

ANTISEPTIC BOUNCING

This technique allows a student to leave the classroom for afew minutes perhaps to get a drink of water, use the bathroom, or run anerrandto regain control when his or her behavior begins to escalate. In antisepticbouncing there is no intent to punish; the teacher allows the student toregain control by distancing himself or herself to save embarrassment and humiliationin front of classmates (Templeton, 1993).

INFORMATION SOURCES:

Templeton, R. A. (1993). Managing disruptive behavior: Help forregular and SED teachers.In J. Marr, G. Sugai, & G. Tindal (Eds.).The Oregon Conference monograph 1993 (pp. 60 - 65). Eugene: Univers':of Oregon.

ART THERAPY

The ufe of art provides students with an alternative means of expressingtheir feelings.The student who may be unable to share his or her feelings in oral or written form may feel less threatened expressingfeelings, problems, fears, despondency, and unhappiness through the medium of art(Browning, Ellsworth, Lawrence, McCarville, Wicks, & Wildman, 1993). "In the art therapy setting individuals work with art materials they can control. Duringthe creative process they begin to understand andtake command of their own lives" (Algozzine, 1992, p. 7:2).Art can allow individuals to express the same experience or feelings in many different ways. "Its purpose can be as varied as the need for self-expression of a particular student" (Weller & Buchanan, 1988, p. 68). Art therapy should be nondirective in order to allow total self-expression (Weller & Buchanan, 1988). Teachers should encourage students to select their own subjects and art forms. Art producedby the student should be viewed as a "mode of self-expression and should be left uninhibited" (Weller & Buchanan, 1988, p. 68). .Art therapy can help students develop more positive self-concepts,reduce anxiety, tranoform negative behaviors into positive creative behavior, engage in self-discovery and self-understanding, develop social skills, and develop self- management skills (Algozzine, 1992).

1:5 CLASSROOM INTERVENTIONS

INFORMATION SOURCES:

Algozzine, B.(1992).Problem behavior management: Educator's resource service (2nd ed.). Gaithersburg,MD: Aspen Publishers. Weller, C., & Buchanan, M.(1988). Educators' desk reference forspecial learning problems. Boston: Allyn and Bacon, Inc.

ASSERTIVENESS TRAINING

Assertiveness training; teaches youngpeople how to communicatefeelings honestly and openly and behave in waysto get their needs metwithout compromising anyone else's rights.Learning to be assertive is a skillthat takes knowledge of basic rights and practicefor proficiency (Hipp, 1985).

INFORMATION SOURCES:

Hipp, E. (1985).Fighting invisible tigers: A stress managementguide for teens. Minneapolis: Free Spirit Publishing.

TiftIAVIOR CONTRACTS

Contracting is a method of formalizingcontingency for reinforcement in a written agreement. The teacher andstudent set up a contract which outlinesthe goals the student must attain within acertain length of time. The goals may either be academic or behavioral. The contract,drawn up by teacher(s), student, and parents, may be worked on andreinforced at home and/or at school (Browning, Ellsworth, Lawrence, McCarville,Wicks, & Wildmicrt, 1993). Samples of a variety of behavior contracts arepictured on pages 107 - 110 in Appendix A. Steps for implementing effectivebehavior contracts include:

Step 1Define the specific behavior for whichthe contract is being implemented;

Step 2: Select contract reinforcers;

6 16 CLASSROOM INTERVENTIONS

Step 3: Define the contract criteria; Step 4: Consider adding a bonus reward and/or penalty causefor particularly unmotivated students;

Step 5:Negotiate the contract terms with the student;

Step 6:Put the terms of the contract in writing;

Step 7:Set a date to review the contract; and

Step 8:All participating individuals should sign the contract; the teacher should keep the original and make copies for all signers (Rhode, Jenson, & Reavis, 1994, pp. 67 - 69). "ContractLag to Enhance Motivation," a section of the TechnicalAssistance Manuals (Reavis, Kukic, Jenson, & Morgan, 1993), has been reprinted on pages 95-103 in Appendix A.

A specific type of behavior contract is the PERSONAL EDUCATION PLANdescribed on page 34.

INFORMATION SOURCES:

Algozzine, B.(1992).Problem behavior management: Educator's resource service (2nd ed.). Gaithersburg, MD: Aspen Publishers. Evans, W. H., Evans, S. S., & Schmid, R. E. (1989).Behavior and Instructional Managment. Boston: Allyn and Bacon. Reavis, K. H., Kukic, S. J., Jenson, W. R., & Morgan, D. P.(1993).Technical Assistance Manuals. Salt Lake City: Utah State Office of Education. Rhode, G., Jenson, W. R., & Reavis, H. K. (1994).The tough kid tool box. Longmont, CO: Sopris West. Rockwell, S.(1993) Tough to reach:Tough to teach. Reston, VA: Council for Exceptional Children.

BEHAVIOR SUPPORT TEAMS

Behavior Support Teams (BST) uses a team-based approach to staff development and effective behavior support. The BST consists of four conventional steps:a)

17 CLASSROOM INTERVENTIONS

request for assistance, b)problem analysis and formulation,c) intervention development, and d) interventionimplementation and evaluation."What makes the BST structure unique isthe application of a comprehensivepackage of effective behavioral support technologies,for example, a) functional assessment and analysis, b) social skills andself-management interventions, c) direct instruction, d) positive (non-aversiveintervention technologies, and e) individualized curriculum adaptation"(Sugai & Homer,. 1994, pp. 115,117). A description of the Behavior SupportTeam strategy is included inthe artide "Including Students with SevereBehavior Problems in GeneralEducation Settings: Assumptions, Challenges,and Solutions" reprinted on pages 113 -124 in Appendix A.

INFORMATION SOURCES:

Sugai, G., & Homer, R. Includingstudents with severe behavior problemsin general education settings: Assumptions,challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal(Eds.).The Oregon Conference Monograph 1994 (pp. 109 - 120). Eugene, OR:University of Oregon.

BiBLIOTHERAPY

Bibliotherapy is "the use of reading materialfor therapeutic effect on the mental or physical stateof the reader" (Algozzine, 1992, p.7:7). Bibliotherapy allows students to interact with print andnonprint materials, either imaginative or informative, in order to help them solveproblems and promote good mental health. "Although the term bibliotherapyimplies treatment, it also is used for diagnostic and preventive purposes"(Algozzine, p. 7:7). The Literature Project (Miller, 1993) is aliterature-based reading program focused on the needs ofadolescent females with behavioral/emotionaldisorders, female offenders, and adolescent females at risk.Using novels and short stories written by and about women, the project seeks tointroduce young women to female characters who are self-reliant, confident,and able to accomplish goals despite difficult circumstances. Students participatingin the project have demonstrated improved self-concepts and self-confidence. Teachers should be aware of the culturalauthenticity of literary resources they recommend to students to insure thatnon-majority cultures are represented accurately."If literature is a mirror that reflects humanlife, then all children who read or are read to need to see themselvesreflected as part of humanity. If they are not, or if their reflections aredistorted and ridiculous, there is the

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danger that they will absorb negative messagesabout themselves and people like them" (Harris, 1992, p. 43).

INFORMATION SOURCES:

Algozzine, B.(1992).Problem behavior management: Educator's resource service (2nd ed.). Gaithersburg, MD: Aspen Publishers. Harris, V. (Ed.) (1992).Teaching multiculturalliterature in grades K-8. Norwood, MA: Christopher-Gordon Publishers, Inc. Miller, D. (1993, April).Teaching adolescentswithbehavioral/emotional disorders, adolescent offenders, and adolescents at-risk:A literature-based approach. Paper presented at the CEC Conference in San Antonio,TX. (ERIC Reproduction Service No. ED 361 972)

CHAINING

Chaining is a procedure of reinforcing individual responses in a sequencein order to teach more complex behavioral skills. As each newbehavioral link is added, the most recent link needs to be reinforced (AZ-TAS,1992).

INFORMATION SOURCE.:

AZ-TAS Themes & Issues:Incorporating the use of non-aversive behavior management. Part I.(1992). Phoenix: Arizona Department of Education.

CIRCLE OF FRIENDS

Students with challenging behaviors often find themselves isolated andalone. But like every other student, they need friends and need tofeel a sense of belonging (Topper, Williams, Leo, Hamilton, & Fox, 1994). A process "1,..town as "Circles of Friends" can help students build relationships with theirclassmates. Students who volunteer to be a part of a particular student's "circle"offer support and friendship. The circle meets on a regular basis as a team; ateacher who coordinates the circle can help problem solve any issues that come before the group.

9 1J CLASSROOM MTERVENTIONS

INFORMATION SOURCES:

Forest, M., & Pearpoint, J. C. (1991).Common sense tools: MAPS.andcirdes for inclusive education.Journal of the National Center forOutcome Based Education, 1(3), 27 - 37. Forest, M., & Pearpoint, J. C. (1992,October).Putting all kids on the MAP. Educational Leadership, pp. 26 - 31. Topper, K., Williams, W., Leo, K., Hamilton,R., & Fox, T. (1994). A positive approachtounderstanding andaddressingchallengingbehaviors. Burlington:University Affiliated Program ofVermont, Center for Developmental Disabilities.

CLASSROOM ATMOSPHERE

Curwin and Mendler (1988) have identifiednine characteristics of a healthy classroom enviromnent. These are:

1)Trust is established 2)The learner perceives the benefit of changinghis behavior 3)The learner is aware of different optionsand is allowed to make a growth choice 4)The evalution of learning actively engagesthe learner 5)Learning facts and concepts are important,but incomplete goals for learners 6)Learning is conceived as meaningful 7)Learning is growth producing, actualizing, andtherefore enjoyable 8)Learning is process and people-oriented ratherthan product or subject- oriented 9)Learning includes more than just the cognitive oraffective domains (pp. 162 - 163)

INFORMATION SOURCES:

10 20 CLASSROOM INTERVENTIONS

Sprick, R., Sprick, M. & Garrison, M. (1993).Classroom management strategies Longmont, CO: Sopris West.

CLASSROOM DISCIPLINE FLANS

Classroom discipline plans should complement SCHOOL-WIDE DISCIPLINE PLANS (see Prevention document in this series). "Good classroom rulesshould be the backbone of any proactive strategy to reduce problem behaviors" (Rhode, Jenson, & Reavis, 1993, p. 19). These authors recommend that teachersselect and post core classroom rules before the firstday of school. To reinforce those rules, teachers should start each day during the first two weeks of school randomly selecting students to:

read a posted rule, discuss and/or role play why the rule is important, explain what will happen if the rule is followed, and explain what will happen if the rule is not followed (Rhode, Jenson, & :Reavis, 1993, p. 19). Following this two-week introduction to rules, Rhode, Jenson, & Reavis (1993) recommend that teachers review the rules with students any time it seems necessary to do so. Characteristics of good proactiveclassroom rules include:

Keep the number of rules to a Make your rules describe behavior minimum - -about five rules for each that is observable. The behavior must classroom. be observable so *hat you can make an unequivocal decision as to whether or not the rule has been followed.

Keep the wording of rules simple- - Make your rules describe behavior pictures or icons depicting the rules that is measurable. That is, the help the understanding of younger behavior must be able to be counted students. or quantifiedin some way for monitoring purposes.

Have the rules logically represent Publicly post the rules in a prominent your basic expectation for a student's place in the classroom (e.g., in the behavior in your classroom. front of the classroom, near the door). The lettering should be large and block-printed.

o ti CLASSROOM INTERVENTIONS

Keep the wording positive if possible. Tiefollowingtherulesto Most rules can be stated in a positive consequences. You shouldspell out manner; some rules cannot. what happens positively if students However, the majority of classroom follow the rules, and what they lose if rules should be positive. they do not followtherules. Frequently, teachers forget to state the positive consequences.

Make your rules specific. The more Always include a compliance rule. ambiguous (i.e., open to several You get the behavior that you post in interpretations) the rules are, the rules. If you want to improve more difficult they are tounderstand. compliance in the classroom, include Tough Kids can take advantage of a rule such as "Do what yourteachers nonspecific "loopholes" in poorly asks immediately." stated rules. (Rhode, Jenson, & Reavis, p. 20).

INFORMATION SOURCES:

Evans, W. H., Evans, S. S., & Schmid, R. E. (1989).Behavior and Instructional Managment. Boston: Allyn and Bacon. Goldstein, A. P., Harootunian, B., & Conley, J. C.(1994).Student aggression: Prevention, management, and replacement training. NewYork: Guilford Press. Rhode, 3., Jenson, W. R., & Reavis, H. K. (1993).The tough kid book:Practical classroom management strategies.Longmont, CO: Sopris West.

CLASSROOM SCHEDULES

Scheduled academic learning time is "one of the basic proactivevariables that is under teacher control."Unscheduled time, on the other hand, "is an open invitation to disruptive behavior" (Rhode, Jenson, & Reavis,1993, p. 22). These authors recommend that students be engaged in academie.activities 70% of the school day to maximize learning and minimizebehavioral problems.To increase learning time, Rhode, Jenson, and Reavis (1993) suggestthat teachers begin on time, minimize "housekeeping" tasks, and minimizeTRANSITION(see page 64) time between activities.The schedule of daily activities should be posted in a conspicuous place in the classroom so thatit can be seen by all

22 CLASSROOM INTERVENTIONS

students. DIRECT INSTRUCTION (see page 17) is onemethod of teaching which maximizes academic learning time and provides astructured learning environment which works well for studentswith behavioral problems. PEER TUTORING (see page 33) and COOPERATIVE LEARIYIIYGSTRATEGIES (see page 14) may also be used to maximize academic learning time.

INFORMATION SOURCES:

Rhode, G., Jenson, W. R., & Reavis, H. K. (1993). Thetough kid book:Practical classroom management strategies. Longmont, CO: Sopris West.

CLASSROOM SPACE

Rhode, Jenson, and Reavis (1993) recommend that teachers move"tough kids" (students with challenging behavioral problems) close to them inthe classroom and that they do not allow these students to sit dose to oneanother. "Having Tough Kids sit together is like disruptive behavior ability grouping"(p. 23). When two or more students with behavioral problems sittogether, "they frequently reward each other for disruptive behavior" (p. 24). Whenthese students are placed close to the teacher, they can be watched morecarefully and can be more readily rewardedfor positive behaviors or asked to help with classroom tasks.

INFORMATION SOi IRCES:

Rhode, G., Jenson, W. R., & Reavis, H. K. (1993). The tough kid book:Practical classroom management strategies. Longmont, CO: Sopris West.

COMMUNICATION

The way in which a teacher communicates with students can help toeither avoid or provoke conflict. Three forms of communication that can prevent or diffuse conflict are the use of I-message, Interpretive Feedback and Quiet Messages (Topper, Williams, Leo, Hamilton, & Fox, 1994). These are described on pages 127 - 128 of Appendix A.

13 CLASSROOM INTERVENTIONS

A profile of the Effective InteractionPatterns program, a Pennsylvania-based model which seeks to improvecommunication skills of teachersfor more effective classroom management,has been reprinted on pages 131 -132 of Appendix A.

INFORMATION SOURCES:

Topper, K., Williams, W., Leo, K.,Hamilton, R., & Fox, T. (1994). Apositive approachtounderstanding andaddressingchallengingbehaviors. Burlington:University Affiliated Program ofVermont, Center for Developmental Disabilities.

CONFERENCE CALLS

Conference calls are telephone callsinvolving a combination of teachers, administrators, students, and/or familiesworking together as a team to solve problems. Initiated by the teacher, theconversation invites the participation of everyone (Browning,Ellsworth, Lawrence, McCarville,Wicks, & Wildman, 1993).

INFORMATION SOURCES:

Browning, A., Ellsworth, P., Lawrence, L.,McCarville, S., Wicks, C., & Wildman, G. (1993). Behavior disabilitycurriculum for the ICCSD K-12. Iowa City, IA: Iowa City Community School District.

COOPERATIVE LEARNING(TFIATEGIES

In a cooperative classroom student,.work together in small groups, drawing upon each other'sstrengths and ic 'ommodating individurldifferences as students assist one another in group )oje:ts and individual work assignments. In a cooperative classroom setting,ac a person is responsiblefor hi, own learning and for assisting others" ('lLA. , 1990, p.8). The group draws upon the strengths of each person, and pe!rs offereach other feedback, support, and encouragement for learning (John. on &Johnson, 1987). Cooperative learning encourages supportiverelationships, good communication skills, andhigher- level thinking abilities.

14 24 CLASSROOM INTERVENTIONS

Cooperative learning strategies may be especially beneficial forstudents who are at risk for or who have emotional/behavioraldisabilities because a) they have been shown to increase achievement, especially amonglow-achieving students; b) they have been shown to be helpful in mainstreamingstudents with emotional/behavioral problems; c) they promote positive social'-elation and development; and d) they help increase "students' affection forthemselves, each other, class, school, and learning" (Rhode, Jenson, and Reavis, 1993, p.94). Cooperative learning involves building a classroomatmosphere based on cooperation instead of competition.Cooperative learning strategies used in these classrooms include using different cooperative learning modelsfor group interaction and playing cooperative games that encourage Audents towork together instead of compete against one another. A more detailexplanation of COOPERATIVE CLASSROOMS appears in the Prevention documentin this series.

INFORMATION SOURCES:

Hilke, E. V. (1990).Cooperative learning.Bloomington:Phi Delta Kappa Educational Foundation Johnson, D. W., & Johnson, R. T. (1987).Learning together and alone: Cooperation, competition, and individualistic learning. Englewood Cliffs, NJ: Prentice-Hall. Putnam, J. W. (1993).Cooperative learning and strategies forinclusion. Baltimore: Paul H. Brookes. Rhode, G., Jenson, W. R., & Reavis, H. K. (1993).The tough kid book:Practical classroom management strategies. Longmont, CO: Sopris West. Slavin, R. E. (1990).Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice-Hall.

COUNSELING

Individual and group counseling sessions can help students learn to express their feelings openly and honestly with one another and share ways to cope with similar problems and experiences. Various counseling strategies can be used to resolve emotional and behavioral problems as well as encourage behavioral change (Evans, Evans, & Schmid, 1989). Counseling sessions may be facilitated by a psychologist, counselor, social worker, or teachertrained in counseling techniques.

25 CLASSROOM INTERVENTIONS

INFORMATION SOURCES:

Dice, M. L. (1993).Intervention strategies forchildren with emotional or behavioral disorders. San Diego:Singular Publishing Group,Inc.

Evans, W. 1-1., Evans, S. S., &Schmid, R. E. (1989).Behavior and Instructional Management. Boston: Allynand Bacon.

CURRICVLUM MODIFICATIONS

Curriculum modifications can beeffective in increasing the academic successof students while decreasingproblematic behaviors. Anumber of modification strategies to the traditionalcurriculum can be employedaccording to the individual needs of each student.Some possibilities includeadaptation of content, provisions forimmediate corrective feedback,opportunities for visual reinforcement through self-graphing,modification of workbook materials,and various reinforcements (Edwards,1980).

INFORMATION SOURCES:

the Chalmers, L.(1992). Modifying curriculumfor the special needs student in regular classroom. Moorhead, MN:Practical Press. Edwards, L. L. (1980). Curriculummodifications as a strategy for helpingregular classroom behavior-disorderedstudents.Focus on Exceptional Children, 12(8); 1 - 11.

DIFFERENTIAL REINFORCEMENTOF INCOMPAT1/1::LE BeffiLAVIORS

This technique reinforces anappropriate behavior that isphysically and functionally incompatible with thetargeted inappropriate behavior.Positive reinforcement of the appropriatebehavior increases its likelihood toreplace the inappropriate behavior (AZ-TAS,1992).Differential reinforcement works best for behaviors that require theteacher's attention and thusmake ignoring effective. One way to use differentialreinforcement is to ignore themisbehavior

16 26 CLASSROOM INTERVENTIONS

of the student, wait, and then praise appropriate behavior.Another approach is to ignore the student who is misbehaving whilepraising a student seated nearby who is behaving appropriately (Rhode, Reavis, & Jenson,1993).

INFORMATION SOURCES:

Rhode, G., Jenson, W. R., & Reavis, H. K. (1993).The tough kid book:Practical classroom management strategies. Longmont, CO: Sopris West.

DIFFERENTIAL REINFORCEMENT OF OTHER MANOR

This technique rewards any behavior except the identified problembehavior. Theoretically, positive reinforcement should increase acceptable behaviorswhile problematic behaviors decrease for lack of reinforcement. This technique must be applied for an extended period of time to ? e effective (AZ-TAS,1992).

INFORMATION SOURCES:

AZ-TAS Themes & Issues:Incorporating the use of non-aversive behavior management. Part I.(1992). Phoenix: Arizona Department of Education.

DIRECT INSTRUCTION

Direct instruction is an instructional approach that emphasizes the use of group instruction and face-to-face instruction by teachers or aides who use carefully sequenced lessons. Although there is no single type of direct instruction, many direct instruction programs have the following characteristics:

Teacher presentations are scripted and preplanned;

Presentations are fast paced; Small groups are utilized to maximize student response opportunities and teacher mon' toring;

27 CLASSROOM INTERVENTIONS

Oral group responding is incorporatedto monitor the ongoing learning of all students; Skills are taught to mastery; Individual mastery tests are administered toconfirm mastery; Student motivation is maintained byteacher praise and encouragement and other reinforcement; and When students make errors, correctionis immediate, using specific correction procedures (Rhode, Jenson, &Reivis, 1993, p. 91). Rhode, Jenson, and Reavis (1993)recommend several direct instruction programs in math,reading, spelling and writing.All of these products are available from Science ResearchAssociates (SRA), School Group, 155North Wacker Drive, Chicago, IL 60606. Telephone:(312) 984-7000 Fax: (312) 984-7935

INFORMATION SOURCES:

Rhode, G., Jenson, W. R., & Reavis, H.K. (1993).The tough kid book:Practical classroom management strategies. Longmont,CO: Sopris West.

DiSCIPLINIE wan DllaN1171Y

Discipline with Dignity is a comprehensive,practical approach to classroom management that encouragesstudents to take responsibility for their own behavior. Developed by Allen Mend ler(1992) and Richard Curwin, the program is based on the concepts of mutual respect,cooperation, and shared-decision making.It is a flexible program that offers.)ssential skills and strategies for dealing with angry, disruptive behavior.The program includes three, 15-20 minute VHS tapes, filmed in K-12,multicultural settings.The topics demonstrate practical techniques for effectivelydealing with diverse discipline situations.These tapes may be used in conjunctionwith inservice training, workshops, and presentations offered by theNational Educational Service, 1610 W. 3rd Street, P. 0. Box 8, Bloomington, IN47402. Telephone: (800) 733-6786 or (812) 336-7700 Fax: (812) 336-7790

13 CLASSROOM IliTERVENTIONS

INFORMATION SOURCES:

Mend ler, A. N. (1992).What do I do when? ...How to achieve discipline with dignity in the classroom. Bloomington: National alucationService.

EARLY CHILDHOOD INTERVENTIONS

Many of the interventions described in this document canbe used with young children or can be adapted for use with young children.Additionally, resources such as the Early Childhood Behavior InterventionManual (Mc Carney, 1991) describe strategies which have proven to be effective with youngchildren in the areas of academic progress, socialrelationships, and personal adjustments. Practical Solutions to Practically Every Problem: The Early Childhood Teacher's Manual (Saifer, 1990) includes sections on "ChildrenWho Are Challenging" and "Children with Difficult Behaviors" withstrategies for working with children who display aggressive and otherinappropriate. behaviors. Additional interventions for young children are discussed in "HelpingChildren with Challenging Behaviors" (Saifer, 1994) and "Aggression andCooperation: Helping Young Children Develop Constructive Strategies"(Jewett, 1993) reprinted on pages 135 & 139 in Appendix A.

INFORMATIONSOURCES:

Mc Carney, S. B. (1991).Earlychildhoodbehavior interventionmanual. Columbia, MO: Hawthorne Educational Services. Saifer, S. (1990).Practical solutions to practically every problem:The early childhood teacher's manual.St. Paul: Red leaf Press. Watkins, K. P., & Durant, L. (1992).Complete early childhood behavior management guide. Port Chester, NY: National Professional Resources.

2S 19 CLASSROOM INTERVENTIONS ..Ila.

ENVIRONMENTAL ENCIINEERING manipulation of the Environmental engineeringinvolves the arrangement or physical environment of theclassroom or stimuli in theclassroom in order to for learning to take place. Anexample would be to create optimum conditions -, seat work, arrange the classroom sothat there are separate areasfor quiet read. and small group work. Anotherexample of environmentalengineering would be to avoid seatingstudents in front of theclassroom door to decrease distractions in the hallway.

INFORMATION SOURCES:

Dice, M. L. (1993).Intervention strategies forchildren with emotional or behavioral disorders. San Diego:Singular Publishing Group, Inc. Utah State Board of Education(1992).Selection of least restrictivebehavioral interventions for use with studentswith disabilities.Salt Lake City: Author.

FUNCTIONAL ANALYSIS

Functional analysis is a processof determining the purposeof students' behaviors in order to plan strategies toprevent inappropriatebehaviors. The rationale behind the analysis isthat if the function of thebehavior can be identified, the student can be taught a new wayto achieve the sameresult (Utah, 1992). A functional analysis includesthe following steps:

Data collection Identify behavior Identify antecedents Identify consequences Communication ability and intent

INFORMATION SOURCES:

Utah State Board of Education(1992).Selection of least restrictive behavioral interventions for use with studentswith disabilities.Salt Lake City: Author. 3() 20

41111111111011101111111M CLASSROOM INTERVENTIONS

UO.T. IT! PROBLEM SOLVING

The G. 0. T. (Getting On Top) is a program designed to teachstudents seven steps of problem solving: 1) Stay calm 2) How do I feel?3) What happened? 4) What are my choices? 5) What arethe results? 6) What did I choose? and 7) I got on top! (Hartwig, 1993). A description of the programhas been reprinted on page 143 in Appendix A.

INFORMATION SOURCES:

Hartwig, L. (1993, Fall).G.O.T. IT! Problem Solving Program. The Best Times, p. 2.

HOME NOTES

Home notes are an effective but underutilized technique forimproving student motivation and classroom behavior. Home notes are an assessmentof academic and/or behavioral progress that is sent home periodically for parents toreview and sign and return to school. Home Note programs frequently requestthat parents apply some type of rewards for a positive reportand mild reductive consequences for a poor report. The Home Note programis subject to problems because it is dependent upon the student for delivery, but most ofthese problems can be solved if the program is welldesigned and the parents are cooperative (Rhode, Jenson, and Reavis, 1993, p. 106). Sample daily and weeklyhome note forms have been reprinted on pages 151 & 155 in Appendix A. "Homenotes to Improve Motivation," a section of the Technical Assistance Manuals (Reavis, Kukic, Jenson, & Morgan, 1993), has been reprinted on pages 159 -169 of Appendix A.

INFORMATION SOURCES:

Reavis, K. H., Kukic, S. J., Jenson, W. R., & Morgan, D. P. (Eds.) (1993).Technical Assistance Manuals. Salt Lake City: Utah State Office of Education. Rhode, G., Jenson, W. R., & Reavis, H. K. (1993). The tough kid book:Practical classroom management strategies. Longmont, CO: Sopris West.

31 21 CLASSROOM INTERVEIYTIONS

NYS7RUC7170IYAL FIUNCIFLES TOREMEDIA7rE BEHAVIOR PROBLEMS

An instructional approach that iscommonly used to teach academic content and skills can be applied systematically tothe teaching of appropriate behaviors as well. Instead of the traditional reactiveapproach to displays of inappropriate behavior which sets up a hierarchy ofnegative consequences, the teacher takes a proactive approach by identifying theproblem, teaching a replacement strategy, and providing the student withopportunities for practice and review with feedback (Colvin & Sugai, 1988).This strategy is explained in fuller detail inthe article "Proactive Strategies for ManagingSocial Behavior Problems:An Instructional Approach" (Colvin & Sugai,1988) reprinted on pages 177-184 in Appendix A.

INFORMATION SOURCES:

Colvin, G., & Sugai, G. (1988). Proactivestrategies for managing social behavior problems:An instructional approach.Education and Treatment of Children, 11 (4), 341 - 348.

JOURNAL NOTING

Journal writing allows students the opportunity to expresstheir feelings in writing which they might not feel comfortableexpressing otherwise. This may be a voluntary or assigned activity.

INFORMATION SOURCES:

Browning, A., Ellsworth, P., L., McCarville, S., Wicks, C., & Wildman, G. (1993). Behavior disability curriculumfor the ICCSD K-12. Iowa City, IA: Iowa City Community School District.

22 CLASSROOM INTERVENTIONS

410 LEVEL SYSTEM

A level management system is a motivational plan forbehavioral improvement based upon a graduated series of steps or levels withincreasing student responsibility and privileges at each step (Resiberg, Brodigan, &Williams, 1991). Each level includes expectations, consequences and privileges,and transition rules that allow students to progress through the system.Students move up or down the syste-n, based on teacher observations of their behavior.Level systems are usually used in self-contained classrooms.As students progress through each level, they "earl" the priviledge to gradually spend more of theschool day in a regular classroom setting. The design of a level management system includes the following steps:

1) Define steps dearly 2) Define observabl-4 specific desired behaviors 3) Clearly define undesirable behaviors 4) Clearly define reinforcers 5) Determine measurable criteria 6) Measure and record student performance 7) Include complementary systems 8) Communicate frequently (Resiberg, Brodigan, & Williams, 1991; Morgan & Jenson, 1988; Sugai & Colvin, 1989) A profile of a middle school level system is described below. Examplesof a level system contract and tracking chart are reproduced on pages187 & 191 of Appendix A.

33 23 CLASSROOM INTERVENTIONS

Profile of a Middle School LevelSystem A level system is used in the ExtendedResource room at Cascade Middle School in Eugene, OR.Students assigned to the Extended Resource Room progress through thefour-level system to become "self-managers" by meeting their IEP goals at the percentagestated for each level.Each of the four levels carries a distinctive setof responsibilities, privileges, and restrictions. TheResource Room offers a structured, supportiveenvironment with a low teacher-to-student ratio. As students progress from level one tofour, they gradually earn the right to be included in more regulareducation activities. Students attending regular education classes carry. checklistswith them which teachers use to rate their daily performance.Students in Level III begin the transition from the Extended ResourceRoom into full-time participation in regular classrooms and at Level IV,they become self- managers in the regulareducation environment. Returning to regular education classrooms is often difficult forstudents because of drastic changes in class size, reinforcement, and attentkm,but being back in the regular classroom represents a reward initself students will work for until they become self-managing.

INFORMATION SOURCES:

Bauer, A. M., & Shea, T. M. (1988).Structuring classrooms through level systems. Focus on Exceptional Children,3,1 - 12. Dice, M. L. (1993).Intervention strategies for children with emotional or behavioral disorders. San Diego: Singular Publishing Group,Inc.

Klotz, M. E. B. (1987).Development of a behavior management level system: A comprehensive school-wide behavior management programfor emotionally disturbed adolescents. The Pointer, 31 (2), 5 - 11. Morgan, D. P., & Jenson, W. R.(1988).Teaching behaviorallydisordered students. Columbus, OH: Merrill. Reisberg, L., Brodigan, D., & Williams, G. J.(1991).Classroom management: Implementing a system for students with BD. Intervention inSchool and Clinic, 27 (1), pp. 31 - 38. Sugai, G., & Colvin, G. (1989).Development and implementation of leveled behavior management systems. Eugene, OR: Behavior Associates.

24 CLASSROOM errzRVENTIONS

11) LIFE SPACE INTERVENTION

Life Space Intervention (LSI) is a therapeutic, verbal strategyfor intervention with students in crisis which takes place at the time the crisis occurs.LSI can be used with children and youth of any age in stressful situations,and with students who are unable to control or manage their ownbehavior appropriately. Originally designed during the 1950s for practitioners working withchildren and youth with extreme social, emotional, or behavioral problems inclinical settings, LSI has continued value and broader application possibilities asviolent behaviors become more commonplace in schools today. LSI is currently used in various settings "wherever the paramount concernis to teach troubled children and youth better ways to cope with the social,emotional, and behavioral crises in life"(Wood & Long, 1991, p. 7). While providing emotional "first aid" at the time of crisis, LSI provides a processfor understanding behavior and feelings and the opportunity to teachchildren and youth better ways to cope with stress, to change their behavior,and to resolve conflict (Wood & Long, 1991, p. 7). During life space interviews, aneffort is made to understand how the child or youth perceivesthe problem. The focus is on discussion and prevention of future problems rather thandetermining punishment (Epanchin, 1991). The LSI process views a crisis as a time for learning.Life space interventions combine therapeutic tools with educational tools so that adults canhelp children and youth learn about themselves and their feelings. LSI emphasizesthe dynamic nature of the interactions between an adult and student at the timeof crisis.If skillfully done, the communication which takes place between these individuals can be therapeutic and have long-lasting benefits for the student. When an effective Life Space Intervention occurs, "a crisis situation that could otherwise end up as a destructive and deprecating experience for the student instead becomes an instructional and insightful experience" (Wood & Long, 1991, p. xiii). An adult's skills in using verbal strategies directly affectboth the immediate solving of the crisis and the long-term effects as well; skilled verbal strategies are essential for adults who are trained to use LSI. Life Space Intervention uses students' reactions to stressful incidents to a) change behavior, b) enhance self-esteem, c) reduce anxiety, and d) expand understanding and insight into their own and others' behavior and feelings (Wood & Long, 1991). The LSI process involves six steps outlined on pages 26 - 27. Although each step is distinct in purpose and content, "when linked together, these steps build a communication bridge to a fuller understanding of the student's distress, the resulting crisis, and alternative solutions that require behaviors in keeping with the student's ability to cope successfully" (Wood & Long, 1991, p. 8 - 10). The authors explain the process:

35 CLASSROOM INTERVENTIONS

As LSI begins, there is anexploration of the student'sunderstanding of the event. LSI then expands tofeelings that evoked the behaviorsand the reactions of others to those behaviors.As the incident is clarifiedand expanded, the central issue is formed.During the process, the focusoften shifts from the incident to a deeper, moreserious, underlying concern noteasily or directly expressed by the student. at thispoint, the process takes a turntoward problem solving and away fromproblem exploration.Together, adult and student explore ways to ameliorateboth the immediate incidentand associated long- term problems. Behavioralalternatives are selected to resolvethe present crisis and to achieve better outcomeswhen stress occurs again in thefuture.

Step 1: Focus on the Incident and PURPOSE: To convey support andunderstanding of the student's stress to start the studenttalking about the incident. CONTENT: The incident itself-the eventthat actually brought about theneed for LSI is identified.

Step 2: Crisis Need to Talk understanding PURPOSE: To talk in sufficientdetail to clarify and expand about the reality componentsof the incident, and to decrease student's emotional intensitywhile increasing reliance on rational worcls and ideas. CONTENT: A sequence of events, atime line, is established to obtaindetails of the student's view of theincident, the associated stress,and personal involvement.

Step 3: Find the Central Issueand Select a Therapeutic Goal

PURPOSE: To explore the student's perceptionof the incident and associated feelings and anxieties until youhave sufficient understanding to concisely state the central issueand decide what the therapeutic goal should be. CONTENT: Determine the extent towhich the student's behavior isdriven by feelings and amid the depth and spread of thisconflict, the amount of rational controlthe student can exercise overthese emotions, and what the long-termand short -term outcomes should be for the student as aresult of this specific LSI.

26 CLASSROOM INTERVENTIONS

Step 4: Choose a Solution Based on Values

PURPOSE: To select a solution that the student values asbeneficial and claims with a sense of genuine ownership. If a studentis not able to do this, the adult chooses asolutiot, that establishes group values and reality consequences that will work in thestudent's behalf. CONTENT: The solution is selected from severalalternatives, representing the student's own changing, insights and beliefsabout what constitutes a satisfactory solution, consideringsubsequent consequences. When a student deniesresponsibility or cannot choose, the adult structures the solution for the studentaround group values and social normsthat are within the student's capacity to use success''

Step 5: Plan for Success

PURPOSE: To rehearse what will happen and anticipate reactionsand feelings (of self and others) when the chosen solution is actually put into action. CONTENT: Selected behaviors are specifically practiced asrehearsal for reacting and problem solving successfully when the student faces the consequences of the original incident and when a similar problem may occur in the future.

Step 6: Ready to Resume Activity

PURPOSE: To plan for the student's transition back into the group's ongoing activity, and to close down private topics or feelings that may have surfaced during the talk. CONTENT: The adult shifts the focus to help the student anticipatehow to manage reentry into the peer group. Ifthere is to be a short-term consequence to the original incident, thestudent is prepared as that goes into action. This final step is essential also for closing down emotions and reducing the intensity of the relationship that may have occurred during the LSIbetween student and adut

The Life Space Intervention procedure used at Rose Hill ElementarySchool in Commerce City, CO has been reprinted on pages 195 -1% in Appendix A. "Life Space Interviewing" by Nicholas Long has been reprinted on pages 199 - 204 in Appendix A.

3 -1 CLASSROOM INTERVENTIONS

INFORMATION SOURCES:

Dice, M. L. (1993).Intervention strategies for children withemotional or behavioral disorders. San Diego: Singular PublishingGroup, Inc. Long, N. (1992). Life space interviewing.In Students at risk. Storm Lake, IA: Leadership Institute in Administration of SpecialEducation Programs. Weller, C., & Buchanan, M. (1988) Educators'desk reference for special learning problems. Boston: Allyn and Bacon, Inc. Wood, M. M., & Long, N. J. (1991).Life space intervention:Talking with children and youth in crisis.Austin: PRO-ED.

minsono ANTECEDENTS ToESCALATING BEHAVIORS

during their beginning stages so . Many inappropriate behaviors can be redirected that behaviors do not escalate further out ofcontrol (Wright, Gurman, & the California Association of School Psychologists, 1994). Anumber of strategies can be used to de-escalate or redirect inappropriatebehaviors so that more intensive interventions are unnecessary. Some of these havebeen reprinted on pages 207- 209 in Appendix A.

INFORMATION SOURCES: Wright, D. B., Gurman, H. B., & theCalifornia Association of School Psychologists/Diagnostic Center Positive intervention Task Force.(1994). Positiveintervention forseriousbehavior problems. Sacramento: Resources in Special Education.

MENTOR1NG

Mentoring programs vary in approach but all share commoncharacteristics -- pairing of a "child at risk" with one or more rolemodels who are supportive and caring.Most students need a combination ofsocial-emotional support and academic tutoring to encourage hope (Mend ler, 1992, p.86).Some mentor

2 38 CLASSROOM INTERVENTIONS

programs use school staff memberswhile others use community volunteers; sometimes older students mentor younger, college students mentorfor credit, and senior citizens act as mentors. Community-basedpartnerships of parents, businesses, churches, and social agencies can work collaborativelywith schools to define needs of kids and set up mentoring programs toaddress those needs.

INFORMATION SOURCES:

Mend ler, A. N. (1992).What do I do when? ...How to achieve discipline with dignity in the classroom.Bloomington: National Education Service. Sprick, R., Sprick, M. & Garrison, M. (1993). Menioring. Longmont,CO: Sopris West.

MODELING

Modeling involves students in learning through observation and imitation. Students observe the behavior modeled (positive or negative) and then copythe behavior. The model may be live, videotaped, or on television. Modelingis frequently used to teach students new behaviors, to increase the frequencyof learned behaviors, and to teach students to inhibit negative behaviors (Algozzine, 1992).Because students "do as we do" rather than "do as we say," it is important for teachers to provide appropriate models for theirstudents. Teachers should exemplify the best model they expect from their students (McDaniel, 1987). Goldstein, Harootunian, & Conley (1994) offer these modeling guidelines:

Use at least two examples of different situations for each demonstration of a skill.If a given skill is taught in more than one group meeting, develop two more new modeling displays. Select situations that are relevant to the trainees' real life circumstances. The individual modeling the skill should be portrayed as a person reasonably similar in age, socioeconomic background, verbal ability, and othcr salient characteristics to the students in the class.

Modeling displays should depict only one skill at a time.

29 CLASSROOM INTERVENTIONS

All modeling displays shoulddepict all the behavioral steps ofthe skill being modeled in the correct sequence. All displays should depict positiveoutcomes and reinforcementof the model. (p. 44)

INFORMATION SOURCES:

Algozzine, B.(1992).Problem behavior management: Educator's resource service (2nd ed.). Gaithersburg,MD: Aspen Publishers. Goldstein, A. P., Harootunian, B., &Conley, J. C. (1994).Student aggression: Prevention, management, andreplacement training. New York:Guilford Press. McDaniel, T. R. (1987).Improving student behavior: Essays on classroom management and motivation. NewYork: University Press of America.

MUSIC THERAPY

Music therapy is the "controlled useof music to treat, rehabilitate, educate,and train children and adults whosuffer from physical, mental, andemotional disorders. The therapeutic valueof music is not related to the typeof music used, nor the way in which themusic is presented. It is related to theeffect of sound on an individual and thefeelings and emotional responses that are provoked by that sound" (Weller &Buchanan, 1988, p. 211).Music used in therapy need not meet high standardsof perfection.It need only "fulfill the needs of individuals in expressingand understanding their own feelings" (Weller & Buchanan, p. 211). Music therapy is used "to promoteexpression, awareness, and acceptance ofself" (Algozzine, 1992, p. 7:19). Music therapy maybe used to develop self-concept, encourage self-expression,reduce anxiety, stimulate communication,develop social skills, and improve group awarenessand appreciation of others.

INFORMATION SOURCES:

Algozzine, B.(1992).Problem behavior management: Educator's resource service (2nd ed.). Gaithersburg, MD:Aspen Publishers.

30 CLASSROOM BYTERVENTIONS

Weller, C., & Buchanan, M. (1988)Educators' desk reference for special learning problems. Boston: Allyn and Bacon, Inc.

NON-VE11; AL CUEING

This technique is used to help the student move towardimproved internal control.The teacher uses a hand gesture, facial gesture, or othernon-verbal signal to the student that he or she needs to correct a behavior.The cue is determined by the teacher and student before it is used(Browning, Ellsworth, Lawrence, McCarville, Wicks, & Wildman, 1993).Non-verbal techniques are most effective when used at the beginning stagesof misbehavior and with students with whom a teacher has developed a relationship(Templeton, 1993).

INFORMATION SOURCES:

Sprick, R., Sprick, M. & Garrison, M.(1993).Signal interference cueing. Longmont, CO: Sopris West.

NON-VIOLENT PHYSICAL CRISIS INTERVENTION

"Non-violent physical crisis intervention is intended to prevent astudent from harming himself or others.It is only used in emergency situations, when other forms of intervention have not been successful.The technique involves restraining a student until it is determined that he has become calm enough to release without the danger of further physical aggression (Browning,Ellsworth, Lawrence, McCarville, Wicks, & Wildrhan, 1993, pp. 129 - 130).

INFORMATION SOURCES:

Browning, A., Ellsworth, P., Lawrence, L., McCarville, S., Wicks, C., & Wildman, G. (1993). Behavior disability curriculum for the ICCSD K-12. Iowa City, IA: Iowa City Community School District.

31 41 CLASSROOM INTERVENTIONS

1-MINUTE SKILL BUILDER

The 1-Minute Skill Builder is analternative for assisting teachers toreduce mild behavior and social skill problemsthrough a positive instructionalfocus (Fister, 1994). The process involves afour-step correction procedure designed totake approximately one minute andimmediately reduce or correct astudent's misbehavior. A description of the1-Minute Skill Builder has beenreprinted on pages 213 - 214 ofAppendix A.

INFORMATION SOURCES:

Fister, S.(1994, Winter). The 1-Minute SkillBuilder. The Best Times, pp. 3, 6.

OVERCORRECTIION

An alternative to traditionalpunishment procedures, overcorrection engagesthe student in an extended positive practiceof the correct behavior or actionswhich correct the results of theinappropriate behavior (Browning, Ellsworth,Lawrence, McCarville, Wicks, & Wildman, 1993).

INFORMATION SOURCES:

Browning, A., Ellsworth, P., Lawrence, L.,McCarville, S., Wicks, C., & Wildman, G. (1993). Behavior disability curriculumfor the ICCSD K -12. Iowa City, IA: Iowa City Community School District. Dice, M. L. (1993).Intervention strategies for childrenwith emotional or behavioral disorders. San Diego: SingularPublishing Group, Inc. Goldstein, A. P., Harootunian, B., &Conley, J. C. (1994).Student aggression: Prevention, management, and replacementtraining. New York: Guilford Press.

32 42 CLASSROOM INTERVENTIONS

40 PEER BUDDY SYSTEM

Peer buddies can serve as friends, special guides, or peercounselors to students who are experiencing behavioral problems. Sometimes anolder student who is experiencing problems can find satisfaction in beingdesignated as a buddy to a younger student.Yet another strategy is to pair two studentswho are experiencing similar problems to help each other (ProgramStandards, 1993).

INFORMATION SOURCES:

PEER TUTORING

Academic gains, improvement in classroom behavior, andcooperative peer relations are common positive outcomes of peer tutoring programs(Rhode, Jenson, & Reavis, 1993). Peer tutoring techniques are mosteffective when they supplement teacher instruction rather than take its place.Peer tutoring can "provide a means for structured practice or review, forstudents to serve as monitors for other students, or to reinforce teacher directedinstruction" (Rhode, Jenson, & Reavis, 1994, p. 189).Students should be carefully taught specific tutoring procedures, and their tutoring efforts should becarefully monitored. Rotation of peer tutors enables students to socially interactwith different classmates.

INFORMATION SOURCES:

Algozzine, B.(1992).Problem behavior management: Educator's resource service (2nd ed.). Gaithersburg, MD: Aspen Publishers. Dice, M. L. (1993).Intervention strategies for children with emotional or behavioral disorders. San Diego: Singular Publishing Group, Inc. Rhode, G., Jenson, W. R., & Reavis, H. K. (1993).The tough kid book:Practical classroom management strategies. Longmont, CO: Sopris West.

33 43 CLASSROOM INTERVEIITIONS

PERSONAL EDUCATIONFLAN

The Personal Education Plan(PEP) is a specialized form of BEHAVIORCONTRACT (see page 6). The PEP is a"living process" that can bereviewed and revised as needed (Jones, 1994). The purposeof the Personal EducationPlan is to teach the student the skills necessary forresponsible behavior, andstudents are included Personal Education Plan in the development of theplan. Key components of the include: Clear expectations for positivestudent behavior are specifiedin the plan; The plan includes an instructionalcomponent (e. g. socialskills training) in which the student learns tomake alternative and moreresponsible choices; Positive and negative consequences areclearly delineated; and A person is identified tocoordinate, review and revisethe plan, as needed. Guidelines explaining the PersonalEducation Plan process and PEPforms have been reprinted on pages 217 - 234of Appendix A. Plan is also part of the ResourceGuide for Oregon A Personal Education 381 - Educators on Developing StudentResponsibility (1989) reprinted on pages 402 of Appendix B.

INFORMATION SOURCES:

A resource guide for Oregoneducators on developing studentresponsibility. (1989). Salem: Oregon Departmentof Education.

PLANNED IGNORING

In differential attention, orplanned ignoring, a teacher paysattention to appropriate behavior and ignoresinappropriate behavior. Ignoring isdifficult because it requires teachers todo nothing while an irritatingbehavior is occurring, and becausemisbehavior usually gets worse beforeit gets better (Rhode, Jenson, and Reavis, 1993).To ignore, the teacher breaks eyecontact with the student, walks away, or engagesin another behavior in aneffort not to

34 44 CLASSROOM INTERVENTIONS

reinforce negative behaviors intended to attract attention.Planned ignoring can be effective because "much of a student'sbehavior carries its own limited power and will soon exhaust itself if it is not given attention"(Templeton, 1993, p. 62).

INFORMATION SOURCES:

Rhode, G., Jenson, W. R., & Reavis, H. K. (1993).The tough kid book:Practical classroom management strategies. Longmont, CO: SoprisWest. Templeton, R. A. (1993). Managing disruptive behavior:Help for regular and SED teachers.In J. Marr, G. Sugai, & G. Tindal (Eds.).The Oregon Conference monograph 1993 (pp. 60 - 65). Eugene: Universityof Oregon.

FLAY THERAPY

Play therapy refers to a "set of techniques that provides anatmosphere in which children can freely express feelings, concerns, and conflictsthrough play. The techniques offer materials that prompt freedom of expression,self-analysis, coping tactics, and renewed interest in the relationship betweenthe children and the world around them" (Algozzine, 1992, p. 7:29). Althoughplay therapy began in a counseling setting, it has been modified for usein a variety of environments. For a play therapy program to be successful, threeingredients are play .necessary:1) "a willing and sensitive teacher or counselor, 2) a permissive environment, and 3) appropriate toys or materials" (A lgozzine, p.7:29). During play therapy, the teacher of counselor guides young students inthe play situation, helping them to discover and express feelings, gainconfidence, approach and attempt new play experiences, and expand their capabilities.The ultimate goal of play therapy is for young students to develop a sense of mastery and achievement through exploration of his environment. Play therapy may help young students improve their self-concepts, change theirbehavior, improve their ability to make choices, reduce anxiety, and developbetter social skills, increase empa9 .y toward other children.

INFORMATION SOURCES:

Algozzine, B.(1992).Problem behavior management: Educator's resource service (2nd ed.). Gaithersburg, MD: Aspen Publishers.

3S CLASSROOM INTERVENTIONS

FONT $ 1'5TET115

A point system is a particular typeof positive reinforcement in whichteachers award points to students while praisingthem for exhibiting appropriate behaviors. Points can later be exchanged forspecified rewards (Rhode, Jenson, & Reavin,1993). Sample point cards and charts havebeen reproduced on pages 237 & 241in Appendix A.

INFORMATION SOURCES:

Rhode, G., Jenson, W. R., & Reavis, H.K. (1993). The tough kid book:Practical classroom management strategies. Longmont,CO: Sopris West. Rhode, G., Jenson, W. R., & Reavis, H. K.(1994). The tough kid tool box. Longmont, CO: Sopris West.

FON-RIVE PRACTICE

Positive practice involves practicing anappropriate behavior as a consequence for an inappropriate behavior.With a nonpunitive, educational intent,the teacher corrects the inappropriate behavior,explains an appropriate alternative to the student, allows the student to practice theappropriate behavior, and praises the student for demonstrating the correct behavior(Kerr & Nelson, 1989).

INFORMATION SOURCES:

Kerr, M. M., & Nelson, C. M. (1989). Strategiesfor managing behavior problems in the classroom. Columbus: Merrill Publishing Company.

POSMVE RESVORCEllENT

Careful selection and use of positivereinforcement can help teachers increase appropriate behaviors. These reinforcements maybe "natural" reinforcements that are readily available inthe classroom or school (e. g., an extra recess,the privilege of

36 46 CLASSROOM AYTERVENTICM being first in line, etc.), edible reinforcements (e.g.,candy ice cream, pizza, french fries, etc.), material reinforcements (stickers, positive notehome, time to engage in a fun activity), and social reinforcements (e.g., asmile, compliment, positive comments). What is reinforcing for one student may not bereinforcing for another so teachers must be creative intheir search for effective reinforcers and may let students help determine reinforcers for appropriate behavior.Finding rewards for some students with behavioralproblems may "require a great deal of ingenuity on the part of teachers. However, the effort will pay enormousdividends" (Rhode, Jenson, and Reavis, 1993, p. 50).

The Golden Rule for Selecting Reinforcers Reinforcements "should not cost a lot of money, should not take alot of staff time, and should be natural whenever possible" (Rhode, Jenson, and Reavis,1993, p. 40)

Rhode, Jenson, and Reavis (1993) list several "cautions" in the selectionand use of positive reinforcement, including:

Select reinforcement which is age appropriate;

Use "natural" reinforcement whenever it is effective;

Use reinforcement appropriate to the student's level of functioning; Make certain you have parental and administrative support forthe reinforcement you plan to use;

Avoid partial praise statements;

Always make the most of opportunities to reinforce appropriate behavior; Be genuinely polite and courteous and demonstrate concern and interest toward students with emotional/behavioral problems; learn to stay calm;

Do not confuse positive reinforcement or privileges with a student'sbasic rights (p. 33). The Reinforcement Continuum diagram on page 259 in Appendix Ahighlights various kinds of reinforcements with examples of each. Readers arecautioned that "although the types of reinforcers are presented in hierarchical order, frombottom to top, frequently more than one reinforcer is present in any givensituation, and the precise hierarchy of intrinsic and extrinsic characteristic of a reinforcer is open to interpretation" (Wright, 1994, p. 82).

37 4 CLASSROOM IlYTERVENTIONS

Specific positive reinforcementsdiscussed in other sections of thisdocument include POINT SYSTEMS (see page36) and RAFFLE TICKETS (see page42).

INFORMATION SOURCES:

Dice, M. L. (1993). Interventionstrategies for children with emotional orbehavioral disorders. San Diego: Singular PublishingGroup, Inc. Evans, W. H., Evans, S. S., &Schmid, R. E. (1989).Behavior and instructional management. Boston: Allyn andBacon. Goldstein, A. P., Harootunian, B., &Conley, J. C. (1994).Student aggression: Prevention, management, and replacementtraining. New York: Guilford Press.

McDaniel, T. R. (1987). Improvingstudent behavior: Essays on classroommanagement and motivation. New York: UniversityPress of America. Rhode, G., Jenson, W. R., & Reavis,H. K. (1993). The tough kidbook:Practical classroom management strategies. Longmont,CO: Sopris West. Sprick, R., Sprick, M. & Garrison, M.(1993).Structured reinforcement systems Longmont, CO: Sopris West.

FREMON REQUE.5713

Precision requests are used by teachers toincrease student compliance andreduce noncompliance. The precision request sequenceinvolves eight steps (Rhode, Jenson, and Reavis, 1993, p. 62):

Step 1: The teacher explains the precision requestand its consequences to the entire class.

Step 2: The teacher states a nonquestioning"Please" request (such as 'Please begin your work") while standing doseand making eye contact.

Step 3: The teachers waits 5 -10 seconds aftermaking the request and does not interact with the student during this time.

Step 4: If the student starts to comply, he isreinforced verbally.

48 CLASSROOM INTERVENTIONS

Step 5: If the student does not comply within 5 -10 seconds, asecond request is given coupled with the word "need" (I need you tobegin your work).

Step 6: If the student starts to comply, he is ::tinforcedverbally.

Step 7: If the student still does not comply within 5 - 10 seconds,the teacher implements a preplanned consequence.

Step 8: After the reducive consequence, the teacher again repeatsthe request using the signal word "need." If the student complies,he is reinforced. If not, the next preplanned consequence is used.

INFORMATION SOURCES:

Rhode, G., Jenson, W. R., & Reavis, H. K. (1993).The tough kid book:Practical classroom management strategies. Longmont, CO: Sopris West.

?REAP:MN/1i, IffliEMEIMON

Prereferral intervention allows teachers and other staffmembers to plan collaboratively and evaluate effective interventions forstudents with emotional /behavioral problems. The process is an alternative prior to, orin place of, initiating a referral for special education services (Algozzine, Referrals are made by any teachers. Members of the prereferral team maybe any staff members who have the expertise needed to solve theproblem. After the problems are identified and prioritized, alternatives are explored. The teamfocuses on information, options,and choices and realizes that interventions are well-planned attempts at finding workable solutions and not finaldecisions. The emphasis is on providing assistance needed by students so they can remain inregular education dasses whenever possible.

INFORMATION SOURCES:

Algozzine, B. (1992). Problem behavior management: Educator's resourceservice (2nd ed.). Gaithersburg, MD: Aspen Publishers. Graden, J. L., Casey, A., & Bonstrom, 0. (1985).Implementing a prereferral intervention system: Part I. The model. Exceptional Children, 51, 377- 384.

39 4J CLASSROOM rffERVENTIONS

Graden, J. L., Casey, A., & Bonstrom,0. (1985).Implementing a prereferral intervention system: Part II. The data.Exceptional Children, 51, 487-496.

PUBLIC If OS7ING

Public posting is a strategy which canbe effective to decrease disruptivebehaviors and improve academic motivation.Behavior and/or academic progress scores are posted in a conspicuous place(bulletin board, blackboard, posters. ordi. play case) that is visible from students' desks.The more recent the informationand the more immediately it is posted, the most effectivethis technique will be (Rhode,Jenson, & Reavis, 1993). Posting can be used to measureindividual progress as well as team performance for students working in groups. "Advertising for Success: ImprovingMotivation," a section of the Technical Assistance Manuals (Reavis, Kukic, Jenson,& Morgan, 1993) has beenreprinted on pages 245 -255 inAppendix A.

PrORMA'TION SOURCE&

Reavis, K. H., Kukic, S. J., Jenson, W. R.,& Morgan, D. P. (1993). TechnicalAssistance Manuals. Salt Lake City: Utah StateOffice of Education. Rhode, G., Jenson, W. R., & Reavis,H. K. (1993).The tough kid book:Practical classroom management strategies. Longmont,CO: Sopris West.

QUIET PIACES

"Corners, small rooms, or retreats areconstructed where students can go to beby themselves without distraction or to 'cooloff.' Tension is relieved, the studenthas a chance to calm down before talkingabout the problems and escalation ofconflict is prevented" (Program Standards, 1993, p.2).

40 50 C1ASSROOM IY1ERVEN170P5 1IMM1111111ii.

INFORMATION SOURCE

RAFF1LE TICKETS

Raffle tickets are a special kind of positive reinforcementteachers can ise to reinforce appropriate behaviors on a daily basis. Teachers givestudents tickets who are demonstrating appropriatebehaviors. Students write their names on earned tickets and drop them in a designated container.Raffle drawings take place at scheduled or at random times, often daily or weekly. Thosewho have earned tickets win a chance at a prize or their choice of a prize or privilege(Browning, Ellsworth, Lawrence, McCarville, Wicks, & Wildman, 1993). Samples ofraffle tickets have been reprinted on page 263 in Appendix A.

INFORMATION SOURCES:

Browning, A., Ellsworth, P., Lawrence, L., McCarville, S., Wicks, C., &Wildman, G. (1993). Behavior disability curriculum for the ICCSD K-12. Iowa City, IA:Iowa City Community School District.

REA11117TY MIERAPY

Reality therapy emphasizes beha" or in the real world and students'responsibility for their behavior. Reality therapy attempts to lead individuals towardreality, fulfillment, love, and worthiness through acceptance of responsibilityfor their actions (Weller & Buchanan, 1988). Although reality therapy wasoriginally designed for therapeutic use, it has implications for classroom use as well.Glasser (1965) suggested that teachers "present themselves as loving and lovable persons,confront students with the reality of behaviors, accept student as worthy individuals, reject irresponsible behaviors, and provide insights and learning experiences thatreflect on the effect of behaviors on others"(Weller & Buchanan, p. 263). Through teacher- directed questioning, students learn how to describe and evaluate their behaviorand CMSSROOM INTERVENTIONS

how to develop plans to change theirbehavior to be more responsible and socially acceptable. As students assume responsibilityfor their actions, they also accept the responsibility to change their behavior. In this way,students learn a sense of self- worth and involvement inself-direction (Glasser, 1965; Browning,Ellsworth, Lawrence, McCarville, Wicks, & Wildman,1993; Algozzine, 1992).

INFORMATION SOURCES:

Glasser, W. (1965). Reality therapy: A newapproach to psychiatry. New York: Harper and Row. Goldstein, A. P., Harootunian, B., & Conley,J. C. (1994).Student aggression: Prevention, management, and replacement training,New York: Guilford Press.

Tauber, R. T. (1990). Classroom managementfrom A to Z. Fort Worth, TX: Holt, Rinehart & Winston. Weller, C., & Buchanan, M. (1988).Educator's desk reference for special learning problems. Newton, MA: Allyn Sr Bacon.

REDERECUON

Redirection involves directing a student away from apotentially stressful or volatile situation toward an activity less likely to provokeinappropriate behaviors (AZ-TAS, 1992).

INFORMATION SOURCES:

AZ-TAS Themes & Issues: Incorporating the use ofnon-aversive behavior management. Part I. (1992). Phoenix: Arizona Department ofEducation.

42 52 CLASSROOM INTERVENTIONS

RELAXATION ?IMMO

Relaxation allows students' minds to clear and be open to newideas. Relaxation training heightens students' awareness of their bodiesand their ability to control their bodies. Relaxation training offers students a positive way torespond and control feelings of anger, anxiety, and fear. Basic :nlmiquesof relaxation include deep breathing and progressive muscle relaxation, visualimagery, counting to ten, meditation, and yoga (Lupin, 1977; Browning, Ellsworth, Lawrence,McCarville, Wicks, & Wildman, 1993). Relaxation typically includesa) orderly tensing and relaxing of muscles, b) verbal instruction in a calm, soothingvoice by a person experienced in relaxation training, and c) training in a quiet environment away from other people and distractions (AZ-TAS, 1992).

IlYFORMATION SOURCES:

AZ-TAS Themes & Issues: Incorporating the use of non-aversivebehavior management. Part I. (1992). Phoenix: Arizona Department of Education.

RESPONSE COST

Response cost is the removal of previously acquired reinforcementsWhen a student demonstrates inappropriate behaviors. Response-cost procedures have proven tobe particularly effective when combined with positive reinforcement fordesirable behaviors.

INFORMATION SOURCES:

Dice, M. L. (1993). Intervention strategies for children with emotional orbehavioral disorders. San Diego: Singular Publishing Group, Inc. Goldstein, A. P., Harootunian, B., & Conoley, J. C. (1994).Student aggression: Prevention, management, and replacement training. New York: Guilford Press.

133 aAssRoom 117 rAVENT10A5

SCHEDULE CHANGES

Charting the time of day when most behavioralproblems occur can help teachers identify "problem times." Variations inscheduling, such as rotation of the last period of the school day, may reduce behavioralproblems (Program Standards, 1993).

INFORMATION SOURC.ES:

Rockwell, S.(1993) Tough to reach: Tough to teach. Reston,VA: Council for Exceptional Children.

SELF-COI=OL CURRICULUM

A self-control curriculum, designed by thePreventive Discipline Projecta field- based researched project at Westfield State Collegecanbe used as a guide to teach specific self-control objectives for individualstudents (Henley, 1994).The curriculum is divided into five broad skill areas:controlling impulses, assessing social reality, managing group situations, copingwith stress, and solving social problems. Each skill area includes four specific self-controlskills. "A Self-Control Curriculum for Troubled Youngers" (Henley, 1994)has been reprinted in Appendix A on pages 267 - 273.

INFORMATION SOURCES:

Henley, M. (1994). A self-control curriculum fortroubled youngsters. Journal of Emotional and Behavioral Problems, 3(1), 40 - 46.

SE11F-ES1E0111 MAIM°

Self-esteem training helps students feel competentInd valued; self-esteem training gives students choices and allows them to experiment,make mistakes, and learn in nonthreatening situations (Browning, Ellsworth, Lawrence,McCarville, Wicks, & Wildman, 1993).

44 54 CLASSROOM INTERVENTIONS

INFORMATION SOURCES:

Browning, A., Ellsworth, P., Lawrence, L., McCarville, S., Wicks, C., & Wildman, G. (1993). Behavior disability curriculum for the ICCSD K-12. Iowa City, IA: Iowa City Community School District.

SELF-PIANAGEMENT

Self-management techniques have been used successfully to increase students' appropriate behaviors and decrease inappropriate behaviors (Rhode, Jenson, & Reavis, 1993). The ultimate goal of self-management is to teach students to manage their own behavior. Initially, the teacher is the student's primary manager, but eventually the objective of self-management is to have the student "actively participate in the selection of the target behavior for improvement and the behavioral goals, in the antecedent and consequent events, and in the recording and evaluation of the behavioral changes.External or teacher control is minimal" (Algozzine, 1992, p. 3: 21). Students who learn to self-manage "are not only active participants in their, own improved performance, but they perceive themselves as more competent as well" (Rhode, Jenson, & Reavis, 1993). Some advantages of teaching students to regulate their own behavior are: It involves students actively participating in the development of their programs, encouraging them to take responsibility for their own behavior.

The approach is proactive rather then reactive. That is, it teaches students skills that can be used to prevent challenging behaviors from occurring. It can produce more enduring changes in students' 1. \-haviors. That is, students may manage their behavior even when interventions have been removed and there are no teachers present to supervise (Topper, Williams, Leo, Hamilton, & Fox, 1994). Self-monitoring teaches students to keep track of their feelings, thoughts and behavior. Students may also be required to make judgments about the quality of their thoughts or behavior. A self-monitoring checklist may include questions such as:

What happened? How were you feeling? What positive or negative comments did you tell your elf before you acted?

45 CLASSROOM ffIERVEJYTIONS

Were there positive ornegative reactions fromothers? What did you tell yourselfabout how you acted? What positive or negativecomments did you tellyourself after you acted? (Topper, Williams, Leo,Hamilton, & Fox, 1994). Self-instruction teaches students tothink before, during andafter they act. Through learn to prompt themselves tocalm down, talk self-instruction, students can solving themselves through the stepsof a procedure to control anger,use problem, plan of action to resolve aconflict, respond to teasing, routines to come up with a write a theme. The problem solve, organize theirschool work, study for an exam, or Weissberg to teach students following is an example of asix-step procedure used by to solve problems:

Stop, tell yourself to calmdown and think before you act. Say what the problem isand how you feel. Set a positive goal. Think of many solutions. Think ahead to what mighthappen. Act out your best choice. (Topper, Williams, Leo,Hamilton, & Fox, 1994) Rhode, Jenson, and Reavis(1993) offer the followingguidelines for implementing a self-management program: behavior has reached an 1. Begin to introduceself-management soon after the acceptable level with the teachermanaging it. and evaluate. The 2. Specially define the behaviorthe student will monitor teacher must explain exactlywhat behavior is to bemonitored and exactly how it will be recorded. Givingexamples and nonexamples ofthe behavior and role playing can be veryhelpful. behavior. The 3. Design a simple means ofcounting and recording the simpler the system the more accuratethe student is likely to be incounting and recording the behavior. during which 4. Set time limits. Predetermineperiods of 15, 30, or 60 minutes the student will countand record behavior. Moststudents will find monitoring their behaviordefinitely too overwhelming. Theteacher may wish to begin with a smallperiod of time and graduallyincrease to a longer time period as the studentbecomes more proficient. be built- 5. Check the student's accuracy on arandom basis. Rewards should in for students who arecounting and recording theirbehavior accurately.

46 56 CLASSROOM IYTERVENDOPS

6. Give the student ample opportunity to practice the processof self- management and provide positive, corrective feedback (p.114). Self-reward teaches students to give themselves positive feedback forhow they are acting. Although it is important for all of us to seek out and receiveappreciation from others, it is equally important to avoid exclusively depending onothers to reward our behavior (Topper, Williams, Leo, Hamilton, & Fox,1994). Procedures for teaching self-monitoring self-instruction, and self-rewardusually include some combination of the feowing (Topper, Williams, Leo,Hamilton, & Fox, 1994): Modeling: The teacher and other students model using a strategy aloud around targeted situations (e.g., completing assignments, expressing feelings, dealing with anger, staying out of fights, writing a theme).

Role Playing: The teacher and students role play using a strategy tofocus on targeted situations.

CoachininNaturallOccurrinSituations:Adults and peers provide prompting and feedback on the use of a strategy in naturally occurring situations. "Self-Management: Education's Ultimate Goal" (Carter, 1993), including a Self- Management Planning Form, has been reprinted on pages 277 - 280 in Appendix A.

IPFORilliA710N SOURCES:

Algozzine, B. (1992). Problem behavior management: Educator's resource service (2nd ed.). Gaithersburg, MD: Aspen Publishers. Carter, J. F. (1993, Spring). Self management Education's ultimate goal. Teaching Exceptional Children, pp. 28-31. Edwards, L. L. (1980). Curriculum modifications as a strategy for helping regular classroom behavior-disordered students. Focus on Exceptional Children, 12 (8), 1 - 11. Rhode, G., Jenson, W. R., & Reavis, H. K. (1993).The tough kid book:Practical classroom management strategies. Longmont, CO: Sopris West.

Shapiro, E., & Cole., C. (1994).Behavior change in the classroom: Self-Management interventions. Port Chester, NY: National Professional Resources.

47 Jr CLASSROOM INTERVENTIONS

Smith, D. J., Nelson, J. R, & Young, K.R. (1988). Self-managementprocedure for serving behaviorally disorderedchildren and youth in rural settings.Rural Special Education Quarterly, 9 (2), 16 -19.

Sprick, R., Sprick, M. & Garrison, M.(1993).Self-Control Training. Longmont, CO: Sopris West. Steere, B. F. (1988). Becoming aneffective classroom manager. Albany, NY:SUNY Press. Tauber, R. T. (1990). Classroom managementfrom A to Z. Fort Worth, TX: Holt, Rinehart & Winston. Topper, K, Williams, W., Leo, K,Hamilton, R., & Fox, T. (1994). A positiveapproach to understanding andaddressing challenging behaviors.Burlington, VT: University Affiliated Program ofVermont, Center for Developmental Disabilities.

SELP-MONTITORSVG

Self-monitoring is a specific type ofself-management in which a student observes and collects data on his own behavior.Students are given a recording form on which they mark down each time acertain behavior occurs.The very act of marking down and keeping track of thebehavior will often by itself change how often the behavior occurs. Disruptivebehaviors generally decrease and appropriate behaviors increase when they areself-monitored. Good self-monitoring programs include well-defined behaviors, an easy to userecording form, and rewards" (Rhode, Jenson, & Reavis, 1994, pp. 49 -51). Steps involved in self - monitoring include: Step 1: Determine the specific behaviorthat the student is to self-monitor. Draft a contract for self-monitoring (seesample on page 233 of Appendix A) Step 2: Select an appropriate recordingform for the student to use (see samples on page 287 of Appendix A). Step 3:Define the target behavior for thestudent and include several examples. Step 4: Define the time period inwhich the student will self-monitor the behavior.

415 58 aAssRoom BYTERVINY1701)5

Step 5: Give the student a trial run monitoring the behavior and usingthe recording form. Step 6: Show the student how to record targeted behavior occurrences on a weekly summary sheet (see sample on page 291 of Appendix A) . Step 7: Tie the self-monitoring program to some type of contingency to make the behavioral change permanent (Rhode, Jenson, & Reavis, 1994, p. 50).

APFORP14770N SOLECE:

Lloyd, J. W., Kauffman, J. M., & Kupers-nidt, J. B. (1990). Integration of students with behavior disorders in regular education environments. In K. Gadow (Ed.) Advances in learning and behavioral disabilities (pp. 225 - 257). Greenwich, CT: JAI Press, Inc.

Reavis, K. H., Kukic, S. J., Jenson, W. R., & Morgan, D. P. (1993). Technical Assistance Manuals. Salt Lake City: Utah State Office of Education.

Rhode, G., Jenson, W. R., & Reavis, H. K. (1994).The tough kid tool box. Longmont, CO: Sopris West. Sprick, R., Sprick, M. & Garrison, M. (1993).Self-Monitoring. Longmont, CO: Sopris West.

SERVICE LEARNING

Service learning offers students the opportunity to develop positive self-concepts and confidence in their ability to create change through participation in volunteer community service projects. Ser Ice learning programs emphasize student strengths rather than weaknesses, power rather than helplessness, worthiness rather than worthlessness, and giving versus dependency (Ioele Sr Dolan, 1992). A profile of a service learning program at Pathway School in Jeffersonville, PA has been reprinted on pages 295 - 298 of Appendix A. A unique service learning program that matches incarcerated wards of the juvenile court in LosAngeles County with severely disabled students is profiled on pages 301 - 302 of Appendix A (Mayer, 1992).

49 5 CLASSROOM INTERVENTIONS

Ii' PORMATION SOURCES:

Ioe le, M. D., & Dolan, A. L.Teaching courage: Service learning atPathway School. Journal of Emotional and BehavioralProblems, 1(3), 20 - 23. Mayer, L. (1992, July). Moving toindependence: A partnership helpingat-risk youth. CEA News & Notes, p. 1, 10.

MIAMI

Shaping is a technique used toteach students new behaviors.Beginning with the student's current behavior, a newbehavior is gradually shaped andlearned (Evans, Evans, & Schmid, 1989). Successive-approximations of the desired behavior are reinforced until the desired behavioris learned. Steps in theshaping process include:

1) Determine the ultimate goal (desiredbehavior) 2) Start with behavior already instudent's repertoire 3) Start with behaviors that most closelyresemble goal 4) Select appropriate step size 5) Stay at a step until mastery, but notlonger 6) Watch for behavioral disintegration 7) Use effective reinforcer (AZ-TAS,1992, p. 23)

INFORMATION SOURCES:

SOCIAL NIELS TRAIIIMO

Just as most students cannot readwithout instruction, many students will not naturally use appropriate social skills unlessthey are taught to do so. "For students to learn social skills, they mustbe instructed in what to do and what not todo. They

SO 60 must have opportunities to practice skillsand receive corrective feedback and reinforcement for their practice of the skills" (Fad & Gilliam, 1993, p.7). The skills gained from this type of instruction can bebeneficial to all students, but can be especially valuable tostudents with disabilities who need additional training in developing prosocial skills and improving interpersonalrelationships. Students with emotional/behavioral problems often have difficulty inaccurately perceiving social situations (Simpson, 1991). They often have skillsdeficits, performance deficits, and self-control deficits. These students need opportunitiesprovided to them to practice interpreting social situations and actingappropriately. Social skills instruction involves the use of a variety of methodsand techniques, including the following:

Effective Sodal Sldlb Instruction Modeling both appropriate and inappropriate social behaviors throughthe use of films or videotapes, live demonstrations, puppets, books k rmental imagery;

Role playing and rehearsing activities that provides opportunitiesfor students to practiCe social skills; Positively reinforcing techniques to encourage the continuationof skills learned; Teacher coaching with the use of prompting and encouragement toimprove students' skills; Providing contingent reinforcement to help students acquire and maintainthe social skills they need to learn; Providing training in problem-solving skills to improve deficient socialskills; and

Providing activities that increase the generalization of skills developed.during training activities to application in other settings; this is especiallyimportant for students with emotional/behavioral problems who may learn socialskills within the classroom but need additional practice and guidancein generalizing those skills to other settings (Educational Instruction, 1991; Rhode, Jenson, & Reavis, 1993).

Si 61 CLASSROOM INTERVENTIONS

INFORMATION SOURCES:

Educational instruction and services.(1991). In California programs and servicesfor students with serious emotional disturbances.Sacramento: Resources in Special Education. Rhode, G., Jenson, W. R., & Reavis,H. K. (1993). The tough kid book:Practical classroom management strategies. Longmont,CO: Sopris West.

sea co NSECIERATIONS FOR=A=0 YOUNG CIIEDREIY SOCIAL COWL-7MCE

For normally developing children, theacquisition and coordination of social skills is a gradual and natural partof their development. Young children withdisabilities or children who are at risk for the developmentof disabilities, however, may need assistance in developing social competence.Some intervention strategies identified as useful (Lieber &Beckman, 1991) include:

Placing children with more competent partners insocial behavior; Placing children in dyads instead of larger groups topromote social interaction; Providing social toys that encourage social interactionrather than toys that are associated with moresolitary play;

Identifying classroom activities that encourage socialexchange; and Teaching specific skills that contribute to socialcoordination, including intervening in children's broi.ation skills and socodraztaticplay.

A number of commercially available socialskills training programs are available on the market. While some are focused towardspecific student populations, most of them can be used with both regular education andspecial education students. Many of these programs have the same basic components,including a) a checklist or rating scale designed to assess student social skillsand identify areas in which instruction is needed, b) guidelines for developing specificskills, c) a recommended format for providing instruction, and d) activities designed to helpin generalizing social skills to other settings (Educational Instruction,1991). These programs may be used as a

S2 C2 CLASSROOM INTERI/EiY7701YS starting point for teachers who then adapt them to createtheir own strategies for integrating social skills training into their classroomcurricula.

A more detailed explanation of PROSOCI4L SKILLS TRAININGand a description of commercial available programs is included in the Preventiondocument of this series.

INFORMA770N SOURCES:

Alberg, J., Cron, D., Eller, S., Nero, B., & Petry, C. (1993).Social skills instruction for students with disabilities. Bloomington: Council of Administratorsof Special Education, Incorporated. Algozzine, B. (1992). Problem behavior management: Educator's resourceservice (2nd ed.). Gaithersburg, MD: Aspen Publishers. Dice, M. L. (1993). Intervention strategies for childrenwith emotional or behavioral disorders. San Diego: Singular Publishing Group, Inc. Evans, W. H., Evans, S. S., & Schmid, R. E. (1989).Behavior and instructional management. Boston: Allyn and Bacon.

Fad, K. & Gilliam, J. (1993). Managing the behavior of disruptivestudents: Using social skills instruction as a preventive strategy. Bloomington: IndianaUniversity, Department of School Administration and Department of SpecialEducation. Goldstein, A. P., Harootunian, B., & Conley, J. C. (1994).Student aggression: Prevention, management, and replacement training. New York:Guilford Press.

Lieber, J. & Beckman, P. J.(1991). Social coordination as a component of social competence in young children with disabilities. Focus onExceptional Children, 24(2), 1 - 10. Rhode, G., Jenson, W. R., & Reavis, H. K. (1993). The tough kid book:Practical classroom management strategies. Longmont, CO: Sopris West. Simpson, R. (1991). Programming for aggressive and violent students.Exceptional children at risk: CEC Mini-Library. Reston, VA: Council on Exceptional Children, ERIC Clearinghouse on Handicapped and Gifted Children.

63 63 CLASSROOM RYTERVNTIOA5 .

'STOP OR AL SHOOT-MANAGING AGGRESSIVEBEHAVIGEt

Using appropriate language to de-escalate aggressive behavior, settingthe "stage" to encourage appropriate behavior, andestablishing classroom rules of acceptable behavioral standards can help manage aggressive behaviors in theclassroom and create a positive learniag environment (Jacobs &Joseph, 1994). Highlights of these strategies "It's all in the name," "Setting the Stage," and 'Playingby the Rules" have been reproduced on pages 305 - 307 of Appendix A.

INFORMATION SOURC.ES:

Jacobs, L. J., & Joseph, D. G. (1994, April). "Stop or I'll shoot": Managingaggressive behavior. Paper presented at the meeting of the Council for Exceptional Children, Denver, CO.

STRESS MANAGEMENT

"It's getting harder and harder to be a kid," writes Earl Hipp inFighting invisible tigers: A stress management guide for teens (1985). "Being under stress islike being inside a ball of rubber bands" p.12. Helping students understand stress andlearn various techniques of stress management can foster mentalhealthiness.This includes identifying stressors and reactions to stressors, nutrition, exercise, relaxation techniques, assertiveness training, interpersonal skills, problemsolving, goal setting and risk taking (Hipp, 1985). Long and Duffner (1980) recommend eight strategies teachers may use tomake their classrooms supportive, understanding, and as stress-free as possible:

1) Forming a helping adult relationship;

2) Lowering school pressure;

3) Redirecting negative feelings into acceptable behavior;

4) Teaching students to accept disappointment and failure;

5) Have students complete one task at a time;

6) Let students help less fortunate students;

74. 04 CLASSROOM IffrieRVEIMON5

7) Separating from the stressful environment entirely;and

8) Help students seek professional help. A description of each of these strategies is induded inAvoiding Power Struggles by Helping Students Cope with Stress (Templeton, 1994) reprinted on pages311 - 317 of Appendix A. Carballo, Cohen, Danoff, Gale, Meyer, & Orton (1990) remindteachers that in order to reduce stress in their students, they need tobe aware that students with disabilities need:

1) As much certainty and consistency as possible;

2) To be surrounded by positive people;

3) Help to face change;

4) Lessons in dealing with stress;

5) Help in coming to terms with visible evidence of their disability

6) Help in coping with invisible handicaps;

7) A chance to help others understand; and

8) Help in setting goals for themselves (p. 35).

INFORMATION SOURCE&

Henderson, P. A., & Dickey, J. P. (1988, November). How do students perceiveand cope with stress? Middle School Journal, pp.16 -17. Hipp, E. (1985).Fighting invisible tigers: A stress management guide for teens. Minneapolis: Free Spirit Publishing.

Long, N. ;,& Duffner, B. (1980). How can we manage these children? In Long,N. J., Morse, W. C., & Newman, R. G. (Eds.), Conflict in the classroom(4th ed.) (pp. 233 - 241). Belmont, CA:; Wadsworth. Peterson, J. S. (1993). Talks with teens about self and stress. Minneapolis:Free Spirit Publishing. Sprick, R., Sprick, M. & Garrison, M. (1993).Managing stress. Longmont, CO: Sopris West. ss

L41111 CLASSROOM INTERVEPITIONS

Swick, IC j. (1987). Student stress: A classroom managementsystem. Washington, DC: National Education Association. Swift, H. (1988, February). Teaching positivemental health to seventh graders. Middle School Journal, pp. 6 - 7. Templeton, R. A. (1994). Avoiding power struggles byhelping students cope with stress.In J. Marr, G. Sugai, & G. Tindal (Eds.),The Oregon conference monograph 1994 (pp. 144 - 150). Eugene: University ofOregon.

STUDENT CRTS15 FLAN

Having a student crisis plan at hand allows teachers toplan systematic interventions for students with emotional/behavioral problems when theirbehaviors are out of control and threatening to themselves and other (Myles SrSimpson, 1994). The student crisis plan sheet allows teachers to planappropriate crisis interventions according to the individual behaviors of the student andprovides a record for all staff members. The plan outlines what staff members mightanticipate through each stage of the cycle of aggression--thefrustration stage, the aggression stage, the defensiveness stage, and the self-control stage--in order toplan appropriate interventions for the student as he experiences each stage.Typical student behaviors and suggested teacher inventions for each stage areoutlined here:

Phase 1: Frustration

Student behaviors:fidgeting, swearing, making noises, ripping paper, breaking pencils, changing voice volume, making rapid movements, bursting into tears, and tensing muscles Teacher interventions: hurdle help, interest boosting, antisepticbouncing, proximity control, and demonstrations that the teacher cares using emotional first aid techniques Phase 2: Defensiveness

Student behaviors: the student begins to lose control, lashes out verbally; student physically moves away from teacher Teacher interventions: teacher becomes more directive in setting limits that are enforceable and realistic; teacher draws attention to what should be done, not what is being done

S6 66 adttS'ROOM IfFERVEIY710115

3) Describe the challenging behavior.

4) Identify the communication of behavior.

5) Brainstorm and plan student support.

6) Identify replacement behaviors and decide how to teach them.

7) Plan how to respond to challenging behaviors.

8) Select other relevant skills to teach.

9) Monitor progress and plan for transitions. An example of a Student Support Plan has been reprinted on page327 of Appendix A.

FORMATION SOURCE.%

Topper, K., Williams, W., Leo, K., Hamilton, R., & Fox, T.(1994). A positive approach to understanding and addressing challengingbehaviors. Burlington, VT: University Affiliated Program of Vermont, Center for Developmental Disabilities.

SlIDENT SUPPORT 71EAMS

"Collaborative student support teams are formed to provide support tostudents, their teachers and families. Collaborative teams can be composed of as few as two people, with varying perspectives and areas of knowledge and expertise.Team members work toward shared goals, equally assume leadership roles andtask responsibilities, adopt group norms, and establish a process for solving problems and resolving conflicts. In other words, team members sink or swimtogether! The key is that members are supported and are not alone in addressingdifficult challenges" (Topper, Williams, Leo, Hamilton, & Fox, 1994, p. 30).Guidelines for establishing a team have been reprinted on pages 331 - 337 of Appendix A. adissRoom nrenvermons

Phase 3: Aggressive or Passive AggressiveActs

Student behaviors: the student acts out Teacher interventions:verbal cueing,physical cueing, physically holding or restraining the student; holding shouldbe done to protect the student from hurting himself or othersand to help him regain self-control but never as a counter aggressive act

Phase 4: Re- establishment of self-contsol

Student behaviors:student relaxes, defenses are down, student maybe in a fantasy world or sulking mood or feel embarrassedat his lack of self- control (Myles & Simpson, 1994)

Before resorting to crisis intervention, teachersshould consider:

Is the student out of control and athreat to himself or others?

Have less-restrictive interventions beentried?

Can I do this alone, or do I need help?

Should the other students be removed?Myles & Simpson, 1994) A student crisis plan sheet has beenreproduced on pages 321 - 323 of AppendixA.

11VORMA1 ON SOURCES:

Dice, M. L. (1993).Intervention strategies for children withemotional or behavioral disorders. San Diego: Singular Publishing Group,Inc.

STUDENT SUPPORT FLAN

Student support teams can work together todevelop student support plans for students with challenging behaviors(Topper, Williams, Leo, Hamilton, & Fox,1994). The nine steps included in the creationof this plan are:

1) Establish a collaborative team.

2) Identify the student's strengths.

S7 68 CLASSROOM INTERVENTIONS

INFORMATION SOURCES:

Topper, K., Williams, W., Leo, K., Hamilton, R., & Fox,T. (1994). A positive approach to understanding and addressing challengingbehaviors.Burlington, VT:

.University Affiliated Program of Vermont, Centerfor Developmental Disabilities.

111EACHIER ASSISTANCE TEAMS

A teacher assistance team is a problem-solving groupthat meets to determine strategies for coping with day-to-day problems andindividual needs of students in regular classroom settings. Designed to be a first-stepalternative to referring students for special education services (also see section on PREREFERRAL on page39), the team assists teachers to identify and establishinterventions for students with academic and/or behavior problems. More specifically, teammembers may clarify problems, suggest possible actions, and evaluate suggested interventions.Members may include teachers, other staffmembers, and pamits. The focus of responsibility, decision making, and communication rests with theteachers (Algozzine, 1992). While team composition may vary, three critical features shouldbe considered when determining membership:

1) multidisciplinary membership with diverse representation to maximizethe team's resources, balanced representation of regular educators, specialists,and support services, and

3) irdigenous team members who are familiar with day to dayoperations (South Atlantic, 1992).

INFORMATION SOURCES:

Algozzine, B. (1992). Problem behavior management: Educator's resource service(2nd ed.). Gaithersburg, MD: Aspen Publishers.

Morrow, G. (1987). The cotnvassionate school: A practical guide toeducating abused and traumatized children. Englewood Cliffs, NJ: Prentice-Hall, Inc.

S9 69 CLASSROOM INTERVENTIONS

TEACHER LAIYGUACE

What teachers sayand the way they say itcanbe crucial in establishing effective dassroom discipline. "Effective use oflanguageespecially helpful, direct, positive, non punitive wordscanimprove communication, relationships betweenstudents and teacher, and classroom management"(McDaniel, 1987, pp. 81 - 82). McDaniel (1987) makes the following suggestions regardingteacher language that can promote appropriate behavior: "I like the way . . ." (use positive statements); "WHAT are you doing?"(confront misbehavior in a non-threatening fashion); "I need you to . . ." (make direct assertions);

"When you .. .and that makes me feel . . ." (use I-messages); Talk sparingly;

Talk softly; Talk privately; Talk confidently; Talk efficiently. (pp. 80-81)

INFORM/1770N SOURCES:

McDaniel, T. R. (1987). Improving student behavior: Essays onclassroom management and motivation. New York: University Press of America.

77EACHLR MOVWIENT

'Possibly one of the most effective and easy proactive strategiesfor teachers to use is simply to move around the classroom" (Rhodes, Jenson, &Reavis, 1993, p. 24). The more time a teacher spends behind adesk, the more likely a disruptive student is to misbehave. Rhodes, Jenson, and Reavis recommend "a randomwalking approach" with particular emphasis on where students with disruptivebehaviors sit. "Walking

60 7 0 CLASSROOM INTERVENTIONS

around permits a teacher to anticipate problems and to handle them before they get out of hand. It also allows a teacher to subtly reinforce students" (p.24).

INFORMATION SOURCES:

Good, T. L. & Brophy, J. E. (1987). Looking in classrooms (4th ed). New York: Harper and Row. Rhode, G., Jenson, W. R., & Reavis, H. K. (1993). The tough kid book:Practical classroom management strategies. Longmont, CO: Sopris West.

17FACHIER FRAM

Praise includes "any verbal or non-verbal action by the teacher that indicates approval of or satisfaction with an individual student's behavior or with a group of students' behavior" (Reavis, Kukic, Jenson, & Morgan, 1993, Teacher Praise, p. 1). Teachers who "make effective use of praise improve classroom atmosphere and reduce behavior disruptions so that all students benefit from a positive education experience" (Reavis, Kukic, Jenson, & Morgan, Teacher Praise, p. 1). Teacher praise does not require a lot of training, complex materials, forms, or data collection. It is one of the least cumbersome and most effective interventionsavailable for classroom use. Examples of praise include a smile, a positive commentabout a good job or good effort, and an expression of appreciation given frequently with genuine enthusiasm.

INFORMATION SOURCES:

Reavis, K. H., Kukic, S. J., Jenson, W. R., & Morgan, D. P. (1993). Technical Assistance Manuals. Salt Lake City: Utah State Office of Education.

71FACHEYG COOD adALS5ROOM 13MAVITOR

Good behavior is not something that teachers can automatically assume from their students. Teachers need to teach the skills of behavior in much the same way other skills are taught (McDaniel, 1987; Colvin & Sugai, 1991). Use of an instructional model involves the application of non-punitive correction procedures which can be

61 71 CLASSROOM INTERVENTIONS

used to manage problembehavior in a proactive andpositive manner (Colvin, Sugai, & Kameenui, 1993). The stepsinvolved in this teaching processinclude:

Determining the specific behaviors youplan to teach; Discussing the behavior with yourclass in an objective andinstructional format; Modeling the behavior you expect(see MODELING section on page29);

Staging a practice session withstudents; Teaching the students the cues youwill use to prompt or remind themof the expected behavior; Applying the learnings abovesystematically at the earliest opportunityto enhance the transfer of learning tothe real life situation in theclassroom (McDaniel, 1987).

INFORMATION SOURCES:

Colvin, G., Kameenui, E. J., & Sugai,G. (1993). Reconceptualizingbehavior management and school-wide discipline in general education.Eugene: University of Oregon.

Colvin, G., & Sugai, G. (1988). Proactivestrategies for managing socialbehavior problems: An instructional approach. Educationand Treatment of Children, 11(4), 341 - 348. Colvin, G., & Sugai, G. (1991).School-wide discipline: A behaviorinstruction approach. In J. Marr. and G. Tindal(Eds.), The Oregon conference monograph 1992 (pp. 41 45). Eugene, OR:University of Oregon. McDaniel, T. R. (1987). Improving studentbehavior: Essays on classroom management and inotivation. New York: UniversityPress of America.

TIME ON COMP= PROS

The Time on Computer (TOC) programis based on the use of the computer as a reinforcer for appropriate behavior (Keyes,1994). The program merges computer assisted instruction with a classroom managementsystem entitled the Ladder System which allows students to movethrough various levels which place

62 72 CLASSROOM INTERVENTIONS

increasing responsibility for behavior change with thestudent. In a pilot program the TOC was effective in promoting and maintaining behaviorchanges such as following rules and procedures for computer sessions,behaving appropriately before and during sessions, and completing specified assignedwork before earning access to the computer.

INFORMATION SOURCES:

Keyes, G. K. (1994, Fall). Motivating reluctant students:The time on computer program. Teaching Exceptional Children, pp. 2023.

7171MIE our

Time out is "not a place, rather it is a procedure whereby a studentis removed from a reinforcing environment to a lessreinforcing environment when misbehavior occurs" (Rhodes, Jenson, & Reavis, 1993, p.71). In-class time out maywork for mild behavioral problems. More potent forms of time out may require thatthe student leave the classroom. Interclass Time Out is a preplanned procedurewhereby a student is removed to another classroom with different aged peers for aperiod of 20 to 30 minutes to work on an academic assignment.Sedusionary Time Out is the most severe time out procedure in which the student isplaced in a special time out room that is supervised by a staffmember. Rhodes, Jenson, & Reavis(1993) recommend several steps to enhance the effectiveness of time out procedures: Make sure the reinforcement rate in the classroom is sufficiently high as students cannot be given time out from a nonreinforcing environment;

Combine time out with a PRECISION REQUEST (see page 38) sequence; When the student finishes time out, restate the original request; do not allow the student to escape the request by being placed in time out;

Use a reasonable amount of time for each time out episode; and

Reinforce students with challenging behaviors for not needing time out.

63 73 CLASSROOM NYTERVEIYTIONS

NYFOR1YV .TION SOURCES:

Edwards, L. L. (1980). Curriculum modifications as a strategyfor helping regular classroom behavior-disordered students. Focus onExceptional Children 12 (8), 1 - 11. Goldstein, A. P., Harootunian, B., & Conley, j.C. (1994).Student aggression: Prevention, management, and replacement training. NewYork: Guilford Press. Rhode, G., Jenson, W. R., & Reavis, H. K. (1993).The tough kid book:Practical classroom management strategies. Longmont, CO: SoprisWest.

TOKEN ARIMFORaPIEATT PROGRAM

Using a token reinforcement program, students aregiven tokens as rewards for appropriate behavior.The tokens have no value in themselves but maybe exchanged for back-up reinforcers such as prizes orprivileges. Factors which must be considered when setting up a token reinforcement programinclude a) a set of instructions must be given to students specifying thebehaviors which will be reinforced; b) tokens must be made contingent upon behavior;and c) a set up roles must be set up to regulate the exchange of tokensfor back-up reinforcers (Browning, Ellsworth, Lawrence, McCarville, Wicks, & Wildman, 1993, p.28). Token systems may be very simple or complex;the flexibility of a an effective token system can contribute to its endurance (Algozzine, 1992).

INFORMATION SOURCES:

Algozzine, B. (1992). Problem behavior management: Educator's resourceservice (2nd ed.). Gaithersburg, MD: Aspen Publishers.

TRANSTIIONS

Smooth transitions from one activity to another are an effective way to prevent behavioral problems during transition periods. Transitions cantake as little as 30 seconds or as long as nine minutes, depending upon theeffectiveness of the teacher in managing transitions (Steere, 1988). Smooth transitionsdo not "just happen" but are the result of "students followingrules of transition that have been identified,

64 74 CLASSROOM rimier-mops

discussed, modeled, and then consistently adhered to"(Steere, p. 124). Transitions are made more smoothly byteachers who are prepared to begin the next activity; prepared teachers also invite cooperation by praising studentsfor desired behaviors.

INFORMATION SOURCES:

Steere, B. F. (1988). Becoming an effective classroom manager:A resource for teachers. Albany: State University of New York Press.

TURTLZ 1ECI-MCVE

The Turtle technique is a way to teach elementary studentsself-control. The technique involves the telling of a story about a young turtlewho has trouble controlling his temper. An old, wise turtle teaches the younger one to stopand retreat into his shell when he feels he is losing his temper.The Turtle technique teaches four steps in behavior management:1) stopping the behavior (by withdrawing like a turtle), 2) relaxing, 3) problem-solving, and 4)reinforcing turtle behavior (Schneider & Robin, 1976).

INFORMATION SOURCE&

Schneider, M., & Robin, A. (1976).Turtle manual.Stony Brook, NY: State University of New York, Psychology Department.

VALUES adtRIFICATION

Values clarification is designed to help students "increase their awarenessof the relationships among their choices, values and behavior. Increasing each student's awareness and value clarity can result in morepositive, purposeful, and prosocial behavior" (Abrams, 1992, p. 170). The emphasis of values clarification is not placed on the content of students' values but onthe process of forming them. "In the active formulation and examination of values, students become aware of their ownfeelings and beliefs, and the means by which others form their own value systems" (Browning, Ellsworth, Lawrence, MoCarville, Wicks, & Wildman, 1993, p. 38). "Values Clarification for Students with Emotional Disabilities" (Abrams,1992) has 410 been reprinted on pages 341 - 343 of Appendix A.

6S 7 3 CLASSROOM IPITERVEN77ONS

INFORPIATION SOURCES:

Abrams, B. j. (1992). Values clarificationfor students with emotional disabilities. Teaching Exceptional Children, 24 (3), 28 - 33.

VIDEOTAPE mwWrscilQ

The use of videotape feedback can be aneffective tool to improve social interactions of students with emotional/behavior disabilities.It is one means of incorporating self-monitoring and self-evaluation of studentswithout disturbing the natural course of peer interactions.Video feedback offers students an opportunity toview themselves "in action" in normal classroom activities, comparetheir behavior to that of their peers, process their behavior, andmake a commitment to make a change (Jarman, 1993). Students are quick to see wile they aredoing and how it differs from other students' behavior. From theirobservations, students draft their own improvement plans. In successive video sessions,students can assess their own behavioral progress. This strategy often works where others fail becausestudents have control over making changes and can take pride in initiatingchanges. Videotapes provide students with more accurate feedback abouttheir behavior than teacher observations and provide a permanent record. Becausethe self-assessment and feedback aspect of this technique are individualized foreach student, videotaping can also be an effectivesupplement to more general social skills training(Kern- Dunlap, L., Dunlap, G., Clarke, S., Childs, K., White, R.L., & Steward, M. P., 1992).

INFORMATION SOURCES:

Jarman, C. (1993). Video feedback for child behaviorissues. Unpublished paper. Kern-Dunlap, L., Dunlap, G., Clarke, S., Childs, K, White, R.L., & Stewart, M. P. (1992). Effects of a videotape feedback package on the peerinteractions of children with serious behavioral and emotional challenges.Journal of Applied Behavior Analysis, 25 (2), 355 - 364.

66 76 WHAT If GMT

A What If? Chart summarizes the classroom management plan "in terms of preplanned positive consequences, reductive consequences, and consequences for very serious problem behaviors" (Rhode, Jenson, & Reavis, 1994, p.181). The left side of the chart lists positive consequences students will receive if they follow classroom rules. The right side lists reductive consequences for not following rules which increase in severity from the top to the bottom of the chart. A sample has been reproduced on page 347 of Appendix A. The chart may include a "Mystery Motivator" including rewards which can be given to students on a random basis or to students who have shown the most improvement, etc.

'YET AM MG

The "Yes" and "No" Bag program is a system of practical consequences involving the entire class (Jenson, 1993). Easy to implement, the system is primarily positive and requires little preparation time or expense. A description of the program has been reprinted on page 351 of Appendix A.

IIVDRIINTION SOURCE&

Jenson, W. (1993, Fall). The "Yes" and "No" bag: A practical program for classroom consequences, The Best Times, p. 3.

7 School Interventioas

I3 For many students with challenging behaviors, classroominterventions alone may not suffice to meet behavioral needs.These students may require more individualized treatment and more structured programs in smaller, morerestrictive dassroom settings to learn more competent behavioral skills.This section discusses best practices, programs, and models that have provedeffective with this population of students. Many of the interventions described in theClassroom Interventions section of this document will work effectively with thesestudents as well. Jones (1992) proposes 12 components that make an effective programfor students with emotional disabilities. These include:

1) An entry procedure that places an emphasis or examiningenvironmental factors that can be altered to successfully retain students in the mainstream;

2) A positive, caring staff that employs effective communicationskills, communicates high expectations and models mature adult behavior;

3) A competency-based instructional program;

4) Consistent use of proven classroom management techniques;

5) A general behavior management program that provides uniform structure and positive reinforcement for all students in the program;

6) An individualized behavior management program for each student;

7) A behavioral counseling approach;

8) A social skills training program;

9) Consistent use of interpretive and confrontational feedback; 10) A program for providing parents with training and support; 11) A program for providing assistance and training to regular classroom teachers; and 12) A procedure for reintegrating students into the regular school program (Jones, 1987, p. 95). Morgan (1993) discusses elements that build a comprehensive, quality programfor students with behavioral disorders:1) use of effective instructional practices, 2) monitoring progress systematically, 3) providing a comprehensive array of services, 4) involving parents, 5) actively programming for generalization, 6) a focus on prevention, 7) involvement of regular education, and 8) sustaining the intervention 9 69 SCHOOL PITERVEYTIONS

effort (pp. 1, 5).Morgan's article, entitled "QualityPractices in Programs for Students with Behavioral Disorders,"has been reprinted on pages 355 -356 of Appendix B. Verre, J. M. (1994) has developed aframework for the development andevaluation of services for students withemotional and behavioral disabilitiesthat includes program purpose and programquality. This framework has beenreprinted on pages 359 - 362 ofAppendix B.

BOYS TOWN EDUCATIONN,MODEL,

The Boys Town Educational Modelincludes four components for addressingboth appropriate and inappropriate behaviors(Fister, S., 1994). These include aSocial Skills Curriculum, Motivation System,Teaching Interactions, and Administrative Intervention. The combined use of these programcomponents allows educators to help all students, regardless of theireducational placement, to build socialskills. The Boys Town Education Modelis "firmly rooted in principles ofapplied behavior analysis and social learning theory. Itsunderling premise is that behavior islearned through feedback on behavior and itsenvironmental consequences" (Bandura, 1969; Wells, 1991). This behavioral model involvesthe identification of prosocial behavioral expectations, the effective useof instructional strategies to teachthose expectations, the application of anincentive system, and the effective useof reinforcements (Wells, 1991). A descriptionof the program has been reprinted on page 365 - 366 of AppendixB.

riFIDRIVA770N SOURCC&

Fister, S.(1993, Fall). Boys Town so cial skills program:An overview. The Best Times, p. 6. Wells, P. (1991). Boys Towneducational model. (ERIC DocumentReproduction Service No. ED 340 183)

MAWS

The Children are Making Progress inSchool (CHAMPS) is an intensive, behavioral remediation program used with elementaryschool students in grades two through

70 80 five with behavioral problems (Quality EducationInitiatives, 1993). A profile of the Pennsylvania program has been reprinted on page 369 - 370of Appendix B.

INFORMAMON SOURCES:

Champs. In Quality Education InitL.ives. (1993).Harrisburg, PA: Bureau of Special Education, Pennsylvania Department of Education..

COMONWEALMI CL AWROOM

The Commonwealth Classroom is a model used toprovide support within the general education setting for middle school students withbehavioral problems or poor school adjustment (QualityEducation Initiatives, 1993).A profile of the Pennsylvania program has been reprinted on page 373 - 374 ofAppendix B.

f1 ORMA710N SOURCES:

Commonwealth Classroom. In Quality Education Initiatives. (1993).Harrisburg, PA: Bureau of Special Education, Pennsylvania Department ofEducation.

CO PT: CLA55,30011 ORCIRTZCION AND MANAGEPENTFROG A PI,

COMP is a proactive program of classroom management that hasdemonstrated increases in student appropriate and on-task behavior and instudent achievement. The program seeks to help teachers improve their overallinstructional and behavioral management skills through planning, implementing, andmaintaining effective classroom practices. An additional goal is improvement ofstudent task engagement and reduction of inappropriate and disruptivebehavior through well- planned, appropriate tasks and activities. COMP employs a varietyof checklists, guidelines, and case studies in group process activities to guide teachers indirectly applying concepts to their classroom. A copy of Classroom Organization and Management ProgramFocusing Checklists has been reprinted on pages 377 - 378 of Appendix B.

71 81 Sa1001.. .11Y7ER42.1Y170115

"'FORMATION SOURCES:

COMP: Classroom Organization andManagement Program.(1994). Nashville, TN: Vanderbilt University.

CONTACT Alene H. Harris Department of Teaching and Learning Vanderbilt University Box 541 Peabody College Nashville, TN 37203 Telephone: 615) 322-8100 Fax: (615) 322-8999

A =MUM OF SEAMCESFOR MANAGNIG STUDENT BEHIAMIOR

Portions of the Resource Guide for OregonEducators on Developing Student Responsibility have been reprinted on pages 381 - 402which explain the Continuum of Services for managing studentbehavior adopted by many school districts in Oregon. The continuum "encourages studentresponsibility and the management of student behavior through a preventive,problem-solving process that allows for appropriate provision of services for all students"(Resource Guide, 1989, p. 3).

INFORMATION SURGES:

A resource guide for Oregon educators ondeveloping student responsibility. (1989). Salem: Oregon Department of Education.

HEWETT'S CLASSROOM MANAGEMENTFLAN

Hewett's management plan consists ofthree components:1) a developmental sequence of educationalgoals, 2) a learning triangle, and 3) anengineered classroom. These components are interrelated toemphasize the student's goals and methods of obtaining them. Hewett's classeducational plan consists of many important ingredients including developmentallearning sequence, learning triangle,

72 82 check-mark reward system, and physical design of classroom.The plan can be adapted to fit the demands of particular classrooms (Dice, 1993).

PFORMATION SOURCES:

Dice, M. L. (1993).Intervention strategies for children with emotional or behavioral disorders. San Diego: Singular Punishing Group, Inc.

Hewett, F. M., & Taylor, F. D. (1980). The emotionally disturbedchild in the classroom: A developmental strategy for educating children withmaladaptive behaviors. Boston: Allyn & Bacon.

RE-ED MODEL

The Re-Ed Model, developed by the Positive Education Program (PEP) inCleveland, OH, reflects an integration of disciplines that promote a creativeblending of best practices to serve students with emotional disorders. "A Model Re-EDClassroom for Troubled Students" (Fecser, 1993) has been reprinted on pages405 - 410 of Appendix B.

IN1ORMA7IO1Y SOVRCE&

Fecser, F. A. (1993, Winter). A model Re-ED classroom fortroubled students. Journal of Emotional and Behavioral Problems, pp. 15 - 20.

73 83 References

84 References Abrams, B. j. (1992). Values clarification forstudents with emotional disabilities. Teaching Exceptional Children, 24 (3), 28 - 33.

Alberg, J., Cron, D., Eller, S., Nero, B., & Petry, C.(1993). Social skills instruction fir students with disabilities. Bloomington: Council ofAdministrators of Special Education, Incorporated. Algozzine, B. (1992). Problem behavior management:Educator's resource service (2nd ed.). Gaithersburg, MD: Aspen Publishers.

AZ-TA S Themes & Issues: Incorporating the use ofnon-aversive behavior management. Part I. (1992). Phoenix: Arizona Department ofEducation.

Bandura, A. (1969). Principles of behavior modification. NewYork: Holt, Rinehart, & Winston. Benjamin, M. P. (1992, Summer). Serving minoritychildren who are severely emotionally disturbed and their families: The need forculturally competent systems of care. OSERS News in Print, pp. 37 - 39. Browning, A., Ellsworth, P., Lawrence, L., McCarville, S.,Wicks, C., & Wildman, G. (1993). Behavior disability curriculum for the ICCSD K-12. IowaCity, IA: Iowa City Community School District. Caiballo, J. B., Cohen, M. K., Danoff, B., Gale, M., Meyer, J. M., &Orton, C. E. (1990). Survival guide for the first-year special education teacher. Reston, VA:Council for Exceptional Children. Carter, J. F. (1993, Spring). Self management: Education'sultimate goal. Teaching Exceptional Children, pp. 28 - 31.

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Walker, H. M., & Walker, J. E. (1991). Coping with noncompliance inthe classroom: A positive approach for teachers. Austin, IX: PRO-ED. Webber, J., & Scheuermann, B.(1991, Fall).Managing behavior problems: Accentuate the positive. ..Eliminate the negative!Teaching Exceptional Children, pp. 13 -19. Wells, P. (1991). Boys Town educational model. (ERIC DocumentReproduction Service No. ED 340 183) Wright, D. B., Gurman, H. B., & the California Association of School Psychologists/Diagnostic Center Positive Intervention Task Force. (1994). Positive intervention for serious behavior problems. Sacramento: Resources in Special Education. Zirpoli, T. J. (1993). Behavior management: Applications for teachers and parents. New York: Merrill. Appendix A Classroom Interventions

9 -1 Wright, D. B., Gurman, H. B., & the CaliforniaAssociation of School Psychologists/Diagnostic Center Positive Intervention Task Force.(1994). Appendix I:Analyzing behavior. In D. B. Wright, H. B. Gurman, &the California Associaton of School Psychologists/DiagnosticCenter Positive Intervention Task Force. Positive intervention for seriousbehavior problems (p. 247). Sacramento: Resources in Special Education.

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as Appendix I.

Analyzing Behavior Who, What, When, Why, andWhere?'

Who Who is present when the problem behavioroccurs? How many people? Who was about to come in or who was about to leave?Who were the adults, children, teachers, parents? Were people present who ordinarilywould not have been (e.g., strangers or people in unusual attire)? Who was not presentwho ordinarily would be present? Dt the problem behavior occur more often when aparticular person is present? To whom was the behavior directed? Answers to thesequestions will help determine if a particular person or grouping of peopleis related to the problem behavior. What What was the behavior? What was happeningwhen the problem behavior occurred? the Was the student being asked to do something?Was the task too hard or too easy? Was smient playing freely, or were the tasksand time more structured? What wereother people doing? Was the event or task almostover? Was it about time to move on to something else? Did the problem behavior occur atthe beginning, middle, or end of the less event or task? What is happening whenthe problem behaviors do not occur or are likely to occur? WhenThis question is complex because it also relates towhen the behavior does not occur. Are problems (or no problems) more likely to occurin the morning, before lunch, bedtime, free play, going out, Mondays, Fridays, and soon? Within an activity, does the behavior occur at the beginning, middle, orend? Where In what location does the problem behaviorhappen most often? Does it occur in the kitchen, bedroom, hallway, classroom? Whatother locations? Even more specifically, does it occur in a particular part of a certainlocation (e.g., near the window or door, close to a closet where a favorite toy iskept) Where does it not occur? Why What is the purpose of the behavior? Thisquestion, obviously, is the most difficult to answer. But after the informationhas been gathered from the other questions(e.g., who, what, when, where) the answer to this question maybe more apparent. student that With this question, you are trying to determinewhat function the behavior serves for the location (where), is, why does he or she behave this way (whatis happening), at this time (when), in this and among these people (who)?

Difficult Based on an ex: 'rpt that appearcl in Why is My ChildHurting? Positive Approaches to Dealing with Behaviors, A monograph for Parents of Children withDisabilities by Susan Lehr, Center on Human Policy, Syracuse University (1989) for the Federation forChildren with Special Needs, Boston. MA.

96 87 Appendix D.3: Behavior contract. (1989). In A resource guide for Oregon educators on developing student responsibility (pp. 63 - 64). Salem: Oregon Department of Education.

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59 Appendix D.3 Behavior Contract

Name of Student Jane Smith Grade7 Date12-1-84 School Anyplace Middle School Contract Monitor* John Smith, Counselor Reason for ContractJane is making a potentially difficult transition from residential treatment to public school. in her previous educational placement, Janewas being provided with services to meet the special needs of seriously emotionallydisturbed students under the provisions of PL 94-142. Following her discharge itwas uncertain whether or not she would continue to meet criteria. This behaviorcontract is intended to provide Jane with additional instructions and encouragementsto be able to meet the expectations held for all students attending Anyplace Middle School. e Student Expectation for Responsible Behavior: 1. Follow all classroom and school rules. 2. Handle anger in the right way. 3. Take responsibility for her bladder problem.

Student Choices Responsible Choices Irresponsible Choices (Ways to Meet Expectations) (Choosing Negative Consequences)

1. Read rules; ask teachers about rules; review 1. Make up excuses for why you break rules; rules as a family. blame others for your action. 2. Negotiate contract with each teacher regard- 2. Grab objects and use inappropriately; hit- ing appropriate choices. ting, cussing out or breaking all the rules 3. Limit water intake; go to the restroom that you know; slamming doors; wetting. before class, at lunch, and once in the after- 3. Draw attention to wetting; blaming others noon. Jane will bring a change of clothes for wetting. and a plastic bag to keep in the office. Jane will ask quietly to be excused from class to change if necessary. 4. Take medicine each lunch period to control possible seizures.

*Staff member responsible for contract development, application,and review.

98 91 Student Consequences Consequences for Consequences for Responsible Behavior Irresponsible Behavior At School: At School: 1. May participate fully in all extracurricular 1. Warning (first time) or name on board. and special activities. 2. Name with one check results in a pink 2. Recognition for positive behavior at detention slip for which Jane must inform assemblies. parents and serve 15 minutes detention. 3. "Gotcha" tickets for especially noteworthy 3. Name with two checks results in a pink slip positive behavior. for which Jane must inform parents and 4. Letter home for positive behavior. serve 30 minutes detention. 5. Sent to the principal with a note of praise. 4. Name with three checks will result in being sent out of class to the office and possible At Home: suspension. 5. Jane will be sent out of class with no warn- 1. With a note home from the principal about ing if misbehavior is severe or for wetting responsible behavior, there will be a special when acting out anger. treat from home. 2. Positive reports in weel/ly meetings at school At Home: with result in special treat at home. 1. If Jane is suspended, there will he no TV, no radio, or not participation in family fun activities.

Contract Monitor Agrees to: 1. Consistently apply stated consequences for both responsible and irresponsible behavior. 2. Meet weekly with student and parent to review contract. 3. Review contract with staff as appropriate. 4. Meet after one month with Jane and parents to review progress and modify contract as appropriate. 5. Insure that Jane and teachers develop individual contracts for responsible choices regarding anger. 6. Let teachers and staff know about seizure and bladder problems so that they can be supportive.

Student Signature Date

Contract Monitor Signature Date Parent Signature Date (as appropriate)

DS 92 Reavis, K. H., Kukic, S. J., Jenson, W. R., & Morgan, D. P. (1993). Contracting to enhance motivation. In K. H. Reavis, S. J. Kukic, W. R. Jenson, & D. P. Morgan. Technical Assistance Manuals (p. 1 - 9). Salt Lake City: Utah State Office of Education.

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93 Objectives

By the end of this module youwill know: What components and characteristicsmake behavioral contracts effective. Steps to take to implementbehavioral contracting effectively. How to trouble shoot whenproblems arise in the use of behavioral contracting. Cautions in using behavioral contracting.

Introduction

When the word, "contract," is used, wegenerally think of corporate mergers or sports starssigning agreements for millions of dollars. How- ever, contracts have aneveryday meaning for most of us. When we buy cars, we sign contractagreements for repayment. Even a car's warranty is a contract for service if thereis a problem with the car. When we get married, the marriage vows are a formof a contract and the marriage license is legal proof of the exchange of those vows.Even when we took our teaching position, most of us signed an employmentcontract which specified our salary and benefits for anexchange of services. Most of these teaching contracts also had a penaltyclause for quitting the job without proper notice.

We use contracts for many adultbehaviors because they are explicit and set expectat on.s. Forsimilar reasons, they can be used in classrooms. Contracts can be particularlyhelpful for enhancing academic motivation in students where expectations areimportant and explicit exchanges of consequences are needed.

Are Behavioral ContractsEffective?

The answer to this question is "yes"within limits. Clearly, the research literature has demonstratedthat contracts can be effective in improving academic productivity in aclassroom, homework completion, classroom behavior,and school attendance. In order for a contract to be effective,

9S Dehaviu Contracting has also been used to improve the student must be capable ofproducing the re- substance abuse, quired behavior (at least) and thedelay in delivering several types of behavior including classroom a positive reward must notbe too long. Examples of school attendance, and appropriate contracting- using contracts to improve academicmotivation and behavior. A unique approach is the (Basalel-Azrin, classroom behavior are providedbelow. based "Student Oriented Classroom" Azrin, & Armstrong, 1977). Theprocedures were used in a fifth grade classroom in whichthe teacher uncooperative Contracting has been used in severalcircum- requested assistance for fighting and behavior from the students. The proceduresin- stances to improve academicmotivation and perfor- cluded establishing basic classroomrules for the mance in students.Kirschenbaum, Dielman, and students and teacher. The contracting component Kar loy (1982) contracted withhigh school dropouts involved giving students daily feedback (1 to3 to increase classroomparticipation and homework following production in earning their GEDs. Thesimple minutes) on their individual contracts in CS reward used in this study was apositive letter signedthe classroom rules and a weekly conference classroom by the teachers and directors of theschool to the minutes) on their progress. Student performance. student's counselors (the counselorscontrolled the privileges were based on their contract polite student's finanCes). In this study, appropriate This program also included a system of classroor. participation and academicgains, as interaction rules between students and teacher, a before measured by the IOWA achievement test,increased. chance for students to make up a mistake feedback However, homework improvements wereonly losing a privilege (overcorrection), parent and a progress display of the slight. on contract progress, contract goals. Progress asmeasured by students'

In a similar study, Kelley and Stokes(1982) perceptions was a 67 percent reduction in problems 90 percent reduction of contracted with 13 youths enrolledin a vocational at Id by teacher perceptions a training program for disadvantagedyouths. Studentsclassroom problems. were paid according to howthey fulfilled their academic productivity goals. The studentshad been What Makes Behavioral paid to attend the program; however,the teacher Contracts Effective? indicated that minimal progress wasmade. The administrator of the program reported thatrepeated There are a number of characteristics of in order threats including coercive threats to bedropped frombehavioral contracts which must be present the program had no impact on thestudents' aca- for them to be effective. These are de; nic motivation. However, makingthe student's etv_edzm This means that both parties, the payments dependent on academicproduction dramatically increased the number of academicitems teacher (or parent) and the child, have negotiated what consequence will be given for completed by the students. 102 what type of behavior. Negotiation suggests an exchange of proposals and counter- The behavioral definition should also include proposals between parties. The negotiation the standard that is expected (e.g., a B grade or aspect of a contract is one of itsmajor better) and the time deadlines (e.g.,- by the end advantages, particularly in working with of next Friday). A behavior that is objectively adolescents who want to be adult-like and defined up to a standard with time deadlines independent. Negotiations should not be one- are essential components of a contract. sided in the sense that one person dictates terms to the other person. In addition to these characteristics, there are several approaches that can enhance the Formal Exchange This part of the definition effectiveness of contracting with unmotivated indicates that a behavior will be produced, and students. These approaches generally involve then a reinforcer or reward will be given. The combining contracting with other techniques. contracting equation is Behavior = Reward. Relaxing the behavior requirements in the Goal Setting: Contracting can be combined middle of a contract is generally a mistake, and with students setting their own academic not giving the agreed upon reward afterthe goals. If this procedure is used, a bonus for behavior has been produced is always a reaching the goal sooner and a penalty clause mistake. Also, it is always a mistake to give for not reaching the goal on time can be added. the reward before the behavior is produced. This procedure has already been

Reward or Reinforcement: The positive mentioned in combination with written consequence is frequently the motivating contracts. The procedure should include component of a contract. Without some type contracting for improvements and displaying of reward or reinforcement, most children will the contracts on a public bulletin board. not complete the requirements of a contract. Written contracts that are publicly posted can However, other aspects of consequences can be enhanced by spot lighting a "Contract of the also be important with contracts. For example, Week," having students design and do the penalty clauses can be important if a behavior artwork on their individual contracts, or is not produced within a certain time frame. having a displayed pillar of squares with each In addition, bonus rewards, can enhance square that a student colors signifying one step motivation if a behavior is exceptionally well closer to his/her contract goal. done or produced before a deadline. Group contingencies: A contract can be Pehavfor: Negotiating and defining the designed for a total classroom or teams instead behavioral expectations of a contract can be of an individual student. Caution should be one of its most importantfunctions. The taken in implementing a group contract to behavior should be defined so that it is make sure that each child is capable of objective (i.e., can be measured easily or seen). contributing to the contract goal. An example For example, instead of a group contingency mightbe for the is academically unmotivated. of contracting for 30 arithmeticproblems, a teacher teachers to formulate class teamswhich race first week, then 20 the second toward a city on a United States mapas a form may ask for 10 the week, and finally 30 the third week.It is important of publicly posted groupcontingency. In this to define and break up abehavior so the student is case it might be thatthe first team to go from initially successful in earning the contractreward. Los Angeles to New York wins.Each Nothing kills the effectiveness of a contractfaster for completed student assignmentcontributes so than experiencing another many miles (i.e., a 100% =100 miles; 75% = 75 an unmotivated student miles). Speeding tickets can be givenfor academic failure with no reward. tardier or not turning in homework.Bonuses reinforcers is the next can' e given on random daysfor the most Step Z: Selecting contract step in implementing a contract.It is important to mileagt earned. remember that a teacher may listseveral items that a should partici- Homrnotes: Contracts can be includedin a chile: might like. However, the child in the negotiation phase homenote program. For example,when a pate in selecting reinforcers rule in selecting student accumulates four weeksworth of of setting up a contract. The basic reinforcers should not take perfect homenotes (all four weeks do nothave contract reinforcers is that deliver, nor should they be expensive. to be in a row), he/shereceives an agreed upona lot of time to classroom items such as reward or earns a mystery motivator. It is better to use existing extra free time, getting toline up first for a week, 5ttps For Implementing getting to wear a hat in the classroom, areserved sit next Behavioral Contracting parking space for older students, getting to to a friend, or being the teacher'sclassroom aide. Treats, small toys, or classroom supplies(pencils, Step 1: Defining the contractedbehaviors) is also be provided. One the first step in implementing a contract.The erasers, notebooks, etc) may busi- behavior must be observable andmeasurablein high school teacher persuaded community such as gift certificates other words, things that a teacher canactually nesses to donate reinforcers for five gallons of gasoline, free pizzasand movie measure or see. Poor contractbehaviors include tickets. However, many of these items arelarge and "improvir.g classroom responsibility" or"showing comparitively expensive and should be used spar- more respect for others."Better alternatives are "hand in work by the end of the periodwithout ingly or as bonuses for contracts. being asked" or "follow the classroomrules regard- is ing classmates-. talk in a cairn voice,do not argue, Step 3: Defining the contract criterion important and is often poorly done in contracts.The do not fight, share toys." These arebehaviors that contract criterion is actually thedefinition of what is can actually be seen andmeasured. required before an exchange of behaviorfor rein-

It may be necessary to break abehavior into forcement is given. Generally, contract criteria of rein- smaller steps for a contract, particularlyb a student include the amount of behavior, amount

96 IIIIMINIM1 INIMMIII1111.11. forcer, and time limits. There are two basic contract For example, on Fridays (Pay Day), students with criteria. These are consecutiveN,dieLta and cumula- five or more completed B homework assignments Students who do not have tive criteria. can watch a movie video. the five, must work on their assignments during the The poorest type of contra criterion is a movie, but they can save the assignment from this consecutive criterion in which the amountof behav- week to count towards next week's contract. ior is required in a consecutive chain or row.For example, the student may be told he will receivethe Step 4: P:r.unmotivated students, it is often contract reward if he gets a B or better onhis arith- essential to include a bonus clause and a penalt:e metic assignments for ten straight days.In this case, clause. A bonus clause can be an extra incentive if a the student may get nine days of straightB's and get student does a particularly good fob or beats a a C on the tenth, thus notreceiving the reward. timeline. This can beimportant when a student takes Consecu(ive requirements are harsh and punishing an exceptionally long time to reach the contract for many unmotivated students. cumulative criterion. For example, a student will receive the contract reward when she is on time to A better type of contract criterion is acumula- class ten times (cumulative). A bonus will be given if tive criterion in which the amount ofbehavior adds the student is on time 10 times in 10 straight days or up with each success but does not countfor failures. no tardies (consecutive). Often, abonus pay off can For example, the student may receive the contract be based on a combination of a cumulative and reward when he gets ten B's or better on hisarith- consecutive criteria. The basic function of a bonus is metic assoment. In this example, the studentcould to get a student to complete a criterion in the least have some days in which performance dropsbelow aamount of time. B; however, after he gets ten B's (with severallower grades in-between) he receives the reward (e.g.Mon- Penalty clauses are also needed with some B, Tue-A; Wed-C; Thur-B; Fri-B; Mon-C;Tue-B; Wed-unmotivated students. It is best to initially design an A; Thur-B; Fri-B; Mon-A; Tue-B = GetsContract all positive contract. However, if the contract Reward). Cumulative criteria are better becausetheyrewards are valued and the pay off time is short, and allow the student some days in which he/she does the contract still does not work, then a penalty is not meet the criterion. probably needed. It is best to design the penalty with broad time limits. For example, the student Time limits are explicit in most contracts. needs 15 homework assignments of B or better to Many contracts are defined so that they pay off at thereceive the contract reward for November (based on end of the week or every other week. However, a daily homework assignments for a 20 day period). contracts can also be designed to pay offeach day. However, if the number is less than 10 for the month Contracts that go over two weeks are generally poor of November, the student loses television privileges contracts because students cannot waitthat long. A for a week. A penalty clause is needed to give added good approach is to pay off, by at least the end oftheincentive when all else falls. week for students who... have a cumulative criterion. 105 99 ty clause can be negotiatedwith the Step 5: The negotiationphase of contracting limits. participation of student within certain can be criticalin securing the active allows the an unmotivatedstudent. Negotiation .g) Tell the studentthat the contract is open to student to have someownership of the contractand Give the sense that basic renegotiation at any time. its terms. In addition,negotiation increases the you valuethe student's input andwill renegoti- communication betweenteacher and student and can ate difficultbehaviors, reinforcers, andcriterion. give the teacher insightsinto the student'smotivation problems that were unknownin the past. For in- Never threaten the negativeterms of a contract. stance, a student maydisclose a basic skilldeficiency Remember, a unilateral contractis not a contract by that he was embarrassed topreviously admit. definition because all partieshave not agreed to the terms. The basic substeps ofnegotiation are:

Step E: Pat the terms ofthe contract in writ- a) Have a specific setof contract behaviors, re- ing. Some individualsfeel that actually writing the wards, and criteria todiscuss with the student. contract is superfluous,however, a written document writing a serves severalimportant functions. First, by b) Indicate to the studentwhy a contract is neces- contract which includes adescription of the behav- sary and how youwant it tohelp withthe iors, timelines, criterion,reinforcers, penalty clauses, student's difficulty. and bonus clauses, latermisunderstanding can be avoided. Writing and signing acontract dears up c) Indicate that severalcomponents of the contract misunderstandings and indicates agreementwith the are negotiablesuch as rewards,behaviors, and terms at the time thatall parties signed the contract. criterion. However, a contractis needed and its Secon41, a good written contractshould have a section implementation is mt negotiable. which includes data on thestudent's progress. If the contract has a datasection, it functions as a self- d) Tell the student what youwant for the contract recording instrument whichfurther enhances the behaviors, suggest reinforcers,and indicate contract's effectiveness.Third, written contracts criterion. Ask the studentfor input. should be displayed. Hangingcontracts on walls, taping them on desks, puttingthem on bulletin e) Be careful at this stageof negotiation. Often, boards, or having a specialsection of the classroom to students set unrealisticallyhigh standards for display contracts improvesthe effectiveness of the themselves. Tell the student youwant to start contract through publicposting. Students are slow and then expand. generally interested in the terms,rewards, and progress made ontheir contracts. f) Indicate to the studentthat you genuinely want Several written contract formsand examples the contract to work..However, if things do not are provided inthe Appendix of this manual. improve, a penalty clause maybe needed. The

100 1 0 6 Trouble Shooting Contracts, This is particularly a problem if the student is passively unmotivated. No technique will work in all situationswith an ludon: A penalty clause may be necessary to unmotivated student. Although contractshave get the stuaent to actively participate. This numerous advantages andwork well with older may involve soliciting the cooperation of a students, there can be problems with their use. parent so that the student is penalized at home (i.e. going to bed early or losing Problem: The student starts outworking hard television privileges). If the parent cannot and then loses motivation. cooperate, a student may have to receive a Solution: The reward pay off may be toodistant penalty at school, such as losing recess or in the future. This is one of the mostfrequent free time. problems with contracts. Try and cutthe time period before the reward canbe earned Problem: The student excitedly starts out with in half. the contract but appears frustrated and anxious before finishing. 'Problem- The student appears confused and Solution:First, check the criterion. Frustration never really gets started. can result from too difficult an expectation. Solution: This may be a problem of notdefining Also, check the type of criterion. Consecu- the required behaviors carefullyenough or tive requirements cause frustration and requiring too much of the target behavior should be changed to a cumulative criterion. initially. Be specific in defining thebehavior. Discuss it thoroughly with the student.Make Problem: The student is openly defiant and will sure he/she understandsthe requirement. If not participate in the contract. necessary, model and role playthe behaviors. Solution: Indicate to the student that you want If the child understands then the require- to negotiate the terms of the contract and you ment may be too big. Try reducingthe value his input. It may help a great deal to behavior requirement for one week (i.e., half have a person who is important to the the problems, a C instead of a B, 5 pages student participate in the negotiations, instead of 10). After at least one week where particularly if a penalty clause is set. People the child has received a contract reward, you may want to invite are parents, a coach, gradually begin to increase the contract another favored teacher, counselor or parole requirement. officer. Make sure that the invited person supports the idea of a contract and will be Problem: After negotiations, checking thetime helping with the negotiation of the terms of period for delivery of the reward, checking the contract. the specificity of the behaviors, and atleast one week of earning the contract,the student Problem: The parents offer extremely large still seems unmotivated and disinterested. rewards with too long a time period before The teacher must they are delivered. It is not uncommonfor objections to the v.se of contracting. these objections parents to promise bicycles, fourwheelers, be prepared to effectively counter contracting as an interven- trips, remote control vehicles and moneyto a before proceeding with objections that are commonly student for greatly improve academic tion. There are several that contracts are not progress (e.g., bring your D's up toA's and voiced. The first objectir..n is needed if students would justbe responsible. It is B's in one semester). this objection. First, unmotivated or 512. Mica Parents can be a real asset inhelping easy to answer behaviorally acting out students areima responsible; to design a contract. Talk tothe parents and needed to make certain express your concern over thepromised big thus, other techniques are this objection is reinforcer. Work out a list of smallerrewards they succeed. The other answer to individuals may need contracts with a much shorter delay periodwith them that even responsible have already discussed ..nd suggest using the large reward as an for important behaviors. We the use of contracts in buying a car,marrying, and additional bonus. accepting a teaching position. Cautions The second objection is that contractsact as an be designed to Caution is needed regarding the use of con- artificial crutch. Contracts should should then be slowly tracts in that teachers and parents mustrealize that enhance initial motivation and better to use a tool most contracts are behavior managementsystems faded out of use. However, it is that a student with a delayed reward payoff system. Theword such as a contract and make sure than letting him fail. delayed i, stressed because most contractsprovide makes academic progress rather rewards on a weekly or every other weeklyschedule. The third objection is that contracts are com- When working with unmotivated students,delay well designed frequently destroys initial steps that areneeded to plex and take too much time. A contract is like a good investment.Most sound get a student started. Contracts canbe most useful financial investments take initial start-upcapital in when: (1) They are used as a way offading out more later. Similarly, a frequent rewards, or after a student hasstarted to order to return greater dividends take a little more work appropriately, or (2) They areused with older well designed contract will initially time than simply doing nothingwith the student. or more motivatedstudents. Contracts with long However, the dividends are much greaterin improv- delays can be a mistake for youngerchildren or motivation, improved highly unmotivated students. In these cases,it is ing the student's academic the contract, and better to start with an hourly, twice daily, ordaily communication through negotiating focusing teacher attention on studentperformance. reward system. In fact, contracts are one of the mostefficient strate- shAfient to improve Teachers must also be aware that parentsand gies a teacher can use with a other Professionals working with astudent may haveacademic motivation. 103

102 (act ateet, the Case Study complete his daily multiplica.Von teacher calls home and thetelevision is locked up (using a small tool chest lock onthe plug) for one Bubba is a 6th gradestudent with severe day. motivational and behaviorproblems. He hashad particular problems incompleting class assignments signed by Bubba in The contract was written and and has never turned inhomework. He is defiant active role in negoti- tasks. and his parents. Bubba took an class and often appearsfrustrated by academic ating the reinforcers and the amountof work to be Bubba's parents are interested,but his father works do done. He was not particularlyhappy abou! the night shifts and hi; motherreports that she can that, penalty clause of losing televisionfor not working, little with Bubba at home.His mother reports but he said he wouldgo.along with the "deal." As "Bubba just sits andwatches television". with all contracts, the teacherposted the contract on the bulletin board along withother children's When the teacher interviewedBubba in her better in contracts. office he reported that hewould like to do class but has difficultygetting started.Bubba also In the first four weeks of the contractBubba has reported that he feels stupidaround other students, completed 80 percent of all assignedarithmetic particularly when doing hisarithmetic problems. tables through the skill sheets and has learned his times Simple probes showthat Bubba has several 8's. He received one bonus of asleepover, and his deficit areas in arithmetic,especially in multiplication likingparents have had to lock-upthe television set only facts. When asked whathe likes, Bubba reports three times. (Note: When the targetbehavior is a television, candy, money,and recess time.

The teacher decided todesign a contract with Bsigrosa with a Bubba in which he can bepaid off each day Kirschenba urn, D.S., Dielman,J.S., &Karoloy, P. (1982). simple in-class reinforcerif he has done hismultipli- Efficacy of behavioral contracting:Target beha viors, cation sheet for the day.There are severalreinforcers performance criteria, and settings.Behavior Modifi- written on slips of paperthat gtrt.' put in a grabbag day. A cation, 6(0,499-518. and Bubba gets torandomly select one each bonus is also given whenBubba scores 80 percent or Kelley, M.L., & Stokes, T.F. (1982).Contingency con- better on three multiplicationfact tests given at the .racting with disadvantagedyouths:Improving end of each week (cumulativecriterion). The bonus motivator classroom performance. Journalof Applied Behav- is a secret reinforcer placedin a mystery rein- ioral Analysis, I5(3), 447-454. envelope (an envelopethat is sealed with the forcer written on a slipof paper). The mystery Besalel-Azrin, V., Azrin, NJ+, &Armstrong, D.M. motivator is kept in theteacher's desk drawerand video the teacher (1977). The student-orientedclassroom: A method may include suchitems as a movie of improving student conductand satisfaction. Be- rented, lunch at a fastfood restaurant withBubba's havior Therapy, 8(2), 193-204. father, or a sleepoverwith a friend.If Bubba fails to

103 Sample contracts. (1993). In K. H. Reavis, S. J. Kuldc, W. it Jenson, & D. P. Morgan. Technical Assistance Manuals . Salt Lake City: Utah State Office of Educati.-Ja.

MATERIAL MOT COPYRIGHTED

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This contract will bereviewed in two weeks. 117 HO Sugai, G., & Homer, R. Including students with severe behavior problems in general educalon settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.).The Oregon Conference Monograph 1994 (pp. 109 - 120). Eugene, OR University of Oregon.

REPRINTED WITH PERMISSION Including Students with SevereBehavior Problems in GeneralEducation Settings: Assumptions, Challenges,and Solutions

George Sugai Behavioral Research and Teaching University of Oregon

Robert Horner Specialized Training Program University of Oregon

To date, we have made majorefforts to separatebehaviors. These students may be cognitively compe- students by diagnostic classification or disability type. tent, or they may have very severe intellectual disabili- However, if we are to meet the challenges of inclusive ties. They may carry a wide range of diagnoses, but school reform, we need structures, procedures, sys-they each present problem behaviors that exceed the tems, and personnel that are competent acrossthesecapacity of conventional educational settings. distinctions.In particular, our currert educational The purpose of this paper is to describe possible practices do not meet the needs of studens whodisplayfeatures of a system of effective support for students aggressive, acting-out, self-injurious, and/or anti-so-with severe behavior problems. To establish the con- cial behavior. As a result, these students are at extreme text for this discussion, a statement of the problem and risk of exclusion from their homes or general educationassumptions and needs are discussed. Our focus is on settings. If this situation is to change, we need struc- the development and study of structures and processes tures, processes, administrators, 6eachers,and supportrequired to provide effective behavioral support to staff who have the knowledge, skills, and experience tostudents with severe behavior challenges and their work with students with challenging behaviors. teachers and parents. We make statements about the In this paper we use the descriptor severe behavioralcritical features of a school-based system of assess- challenges rather than more traditional categorical la-ment, instruction, intervention, and staff training. This bels (e.g., seriously emotionally disturbed, specific learn-system has the educational, behavioral, and organiza- ing disabilities, mental retardation) because we believetional capacity and competence to meet the needs of all this change in terminology and perspective is neces-children with serious problem behaviors. In particular, sary to meet the changing demandsconfronting ourthis system provides conceptually sound and empiri- schools and to respond to recent educational and be-cally validated effective behavioral support for stu- havioral technological advances. We target studentsdents with severe behavior challenges that can be with severe behavior challenges because they are theimplemented in general education settings. last to be included, first to be exriaded, and the most difficult to provide effective behavioral support. In Problem and Need Statement addition, current school reform efforts are focused on An examination of the provision of effective be- helping local schools meet the needs of all children inhavioral support to children and youth who displa., their catchment area. Finally, an increasing proportionsevere behavioral challenges reveals four problem ar- of these students pose extreme challenges to teacherseas:(a) poor school and community integration for and administrators due to the severity of their problemchildren and youth with severe behavioral challenges, 119 113 Sugai & Homer (twice the general populationdropout rate), and 5% (b) critical shortage ofteachers with specialized skills, were expelled; (b)"Among youth with emotionaldis- (c) increased concern overfailures to meet the educa- school up to 2 years, 35% had serious behavior prob-turbance who were out of tional needs of students with been arrested; of thcise who werestill in school, 20% had lems, and (d) increased difficulty toaccommodate stu- challenges within thebeer arrested" (p. 1); and (c)based on parent reports, dents with severe behavioral students with EBD were generallyemployed at a rate context of the schoolreform movement. Integration for (43%) similar to that of thegeneral student population. Poor School and Community However, two years after leavingschool, 44% of youth Students with Severe BehavioralChallenges employed, in contrast to Annual Report to Congresswith EBD were competitively Data from the Fourteenth all youth. . Disabilitiesa rate of 65% for on the Implementationof the Individuals with The SRI report is only the most recentdocumenta- Education Act (1992) indicate that over382,000 students behaviors are at signifi- served as EBDtion that students with problem between the ages of 6 and 21 were cant risk for exclusionand isolation (Hill, Lakin, & (emotional and behavioraldisordered). This number 7,500 students from theBruininks,1984;Pagel&Whitlirig,1978;Scheerenberger, represents an increase of over 1990; White, Lakin, Bruininks,& Li, 1991). While previous year. Students labeled asEBD generally areevidence documents the value ofinclusion (Brown & placed in more restrictive settingsthan students with Turnbull, & Knowlton, disabilities; speech or languageLehr, 1989; Guess, Helmstetter, only specific learning 1987; Horner et al., 1990; Homer,Stoner, & Ferguson, and hearing impair- impairments, mental retardation, 1988; Meyer, Peck, & Brown,1991) and the dangers of Education, 1992). Inaddi- ments (U. S. Department associated with exclusion andsegregation (Sailor,1992; have the highest drop out rate tion, students with EBD Sailor et al., 1989; Slavin &Madden, 1989), students (39.1%) of any disability category. exclusion from family, bleak futures that havewith EBD face a high risk of Students with EBD face friends, school, work and localcommunities. Teachers schools and communities serious implications for and adult service providers reportthat they are not able (Knitzer, 1993; Knitzer, Steinberg,& Fleisch, 1990). For adults with more severe prob- Report to Congress on theto support children and example, the Eleventh Anwual lem behaviors (Bannerman,1987; Tausig, 1985). Stu- Implementation of the Education ofthe Handicapped Act aggression, acting-out, has been a 1.2% increasedents who engage in self-injury, (1989) indicated that (a) there and property destruction areviewed as (a) dangerous, in student- c with' EBDbeing served, (b) for the EBD dangerous to themselves, (c) states was 0.04%to other students, (b) category, the prevalence range across dangerous to teachers, (d) dangerous totheir families with EBD have the lowestfull- to 2.46%, (c) students or providers, and(e) so disruptive that otherstudents the major except:onalities,(d) time employment of all are unable toachieve functional educational outcomes. students with EBD have thelowest graduation rate students with EBD, that is, (e) 2% of students withThe result is exclusion of the (42% v. 59% for all conditions), exclusion from the classroom,work place, home, and EBD find themselves incorrectional facilities (v. 0.03% Eyman, & White, 1987; 19% of students with EBDcommunity (Borthwkk-Duffy, for all conditions), and (f) Patterson, Reid, & Dishon 1992). Itis no surprise that outside regular school build- receive their education ' he single most commontechnical assistance request ings (vs. 7% for allexce,tionalities). problem behav- students are givenfrom teachers is for help in "managing Recent reports indicate that if es" (Homer, Diemer & Brazeau,1992; Reichle; 1990). secondary and post-se the EBD designation, their These data suggest that studentswith EBD face ary prognoses areconsidered quite pc or. A national their attempts to achieve success in SRI international and 'ere challenges in longitudinal study conducted by re air, ;beameducational and cernmunity settings.If contracted by the Office of SpecialEducation Programs of .edirecting these of Education indicates thattee' is sire to have any hope of the U. S. Department studits way from segregatededucation placements, secondary-age students with EBD"were absent from unemployment, and antisocial than students withea ;c ool leaving, school an average of 18 days more end', or, they mustbe given the most effective tech- any other kind ofdisability" (p. 1). With respect to students. These in- ,tiques available to educate these grades earned, the SRI studyfound that students withAude strategies that enablethem to (a) work EBD tended to receive lowergrades than their disabled teachers, and received failing grades in one or :ollaboratively with parents, mainstream peers. In fact, 44% building administrators; (b) teachstudents useful and more courses, andtheir grade point average was1.7. indicate that, (a)effective social skills; and (c)achieve inclusive place- Highlights from the SRI study (1990) strategies to accomplish population graduated inments. Interestingly, effective whereas 75% of the general the challenge is making students with EBD gradu-these outcomes are available; 1986 and 1987, only 42% of these strategies available in regularschools (Peacock ated. Of the school leavers, 4%left school because they exceeded the age limit, 50%dropped out of schoolHill Working Group,1991).

Vol. 6,1994 124 TheOregon Conference Monograph, 120 Severe Behavior Problems students with EBD (U. S. Education Teachers educational experiences for Critical Shortage of Special Department of Education,1992). with Specialized Skills Failures to r Teet the teachers and systems withIncreased Concern over The need to provide Educational andBehavioral Support Needs of effective behavioral support intoday's schools is mag- Students with SevereBehavioral Challenges nified by the acute teachershortage problem, particu- students with severe educating students with The challenges of educating larly teachers competent at emerged as the number one challenges. For example, at the na-behavioral problems have severe behavioral professionals in both special and special education teachers arepriority among school tional level, over 4,500 National Coalition of Mental needed, second only to thenumber of teachers neededregular education. The Health and Special Education(Porneee, 1989) has indi- in the area of specificlearning disabilities (over 6,500) behavior disorders are some of Education, 1992). The high de-cated that students with (U. 5; Department of school-age populations and has mand for technically trainedteachers and the shortthe most under-served delivery systems havecalled for major reform ineducation and mental health supply of effective program special educators are asked (Grosenick, George, & George,services. In addition, when been well documented adequacy of their basicendorsement 1988; Grosenick & Hun :ze,1983, 1980a & b; Kauffman, to describe the training, they report high concern overthe increasing 1993a; Schofer & Duncan,1982). because they are inad- trained teachers is particu-classroom and student failures The shortage of highly demands of their jobs. In a and state level. Recent CSPDequately prepared for the larly severe at the regional study, most of 117 specialeduca- data from the OregonDepartment of Education (Al-one-year follow-up .. anal tion teachers whograduated from an Oregon state mond, 1991) indicate anannual shortage of 137 graduation) with a Oregon 24 teachers are needed totraining facility (1986-1987 education teachers, of which Endorsement (Zanville, work in programs servinghigh functioning studentsBasic Handicapped Learner 22 teachers needed for1989) indicated that theirtraining on essential skills with EBD and an additional time effectively, working cognitively low functioningstudents with serious be-(e.g., managing classroom effectively with teachers,handling discipline and behavioral challenges. in the classroom) was Oregon's need for qualifiededucators in the EBDhavior management problems "fair" to "poor." An increasing concernclearly exists to area lies notonly in a serious shortage of newteachers, Oregonimprove the quality of basictraining experiences and to but in the retraining ofexisting teachers. advanced training to meet with "emergency" specialprovide opportunities for employs over 100 teachers behavioral needs of studentswith education certifications whowork with "low incidencethe educational and challenges. and severe disabilities"(Oregon Cooperative Person-severe behavioral In addition, when Locally, the Oregon Departmentof Education, Of- nel Planning Council,1990-91). Services, has designated the Homer, Diemen and Brazeau(1992) surveyed all teach-fice of Special Student education of students with EBDand students who are ers of studentswith severe disabilities, theyfound that training tobe weakest in thehigh risk for school failure as oneof its top five priorities the teachers reported their (Brazeau, 1992, 1989). As part problem behavior, and that theirhighestover the next five years area of severe Office of Special Student Ser. technical assistance/trainingneed was in the area ofof this commitment, the Oregon not only needs tovices conducted 12 one-weekinstitutes on state-of-the- EBD. These data indicate that educating students with EBD (Neill& be doing more in thepreparation of new teachers withart strategies for need to be doing more toSugai, 1990). Over 300 specialand regular educators, skills in the EBD area, but we and parents par- upgrade the skills of existingteachers. administrators, school psychologists, nationally and locally)ticipated, representing over 50school districts. Partici- The need for teachers (both critical need for such who are trained to educatestudents with severe behav-pant evaluations indicated a and projected totraining and a significant shortageof trained personnel ioral challenges is acute at present round of trends indicate a steady(Brush, 1990).In the fall of 1991, another become more serious. Current presented (Perry, who present severeinservice training workshops were increase in the number cf students that a waiting list had special education19e r). The interest was so great behavioral challenges and receive for additional workshops increase (i.e., 91,382) into be created, and planning services. Nationally, a 37% the Oregon Department ofEduca- students with EBD has beenobserved between 1976 towas conducted. At tion Conference on Strategiesfor Including Students 1984. In Oregon (1986-87),2146 students with EBD from(Anderson, November 1993), thechallenge of provid- were served,representing about a 2.5% increase for students with se- from 1976-77 (U. S. Depart-ing effective behavioral support 1986-87 and a 2.4% increase challenges was one of the biggest con- 1989). These trends are expected tovere behavioral ment of Education, by participants. The need toimprove the next 10 years, placing evencerns expressed continue at least through the services for students with severebehavioral chal- greater demands onschools to provide appropriate

University of Oregon College ofEducation 121 115 Sugai & Homer lenges in regular classroom and building contextsisdents with serious behavioral challenges (Zanville, being voiced loudly and clearly in the state ofOregon.1992), (b) the general public is less willing to serve handi- increased Difficulty to Accommodate Students students who are perceived as being "mentally capped" (Elam, Rose, dt Gallup, 1992), (c) lack ofdisci- with Severe Behavioral Challenges withinthe pline in the schools is rated by Americans as oneof the Context of the School Reform Movement three biggest problems faced by publicschools (Elam, The goals and activities associated with currentRose, dr Gallup, 1992), and (d) the public isclearly challenges school reform movements pose significant dissatisfied with the progress that government officials for how schools will educate studentswith severe Bush's Althoughhave made toward achieving former-President behavioral problems in the 21st century. education goals for the year 2000 (Elam, Rose, &Gallup, their effectiveness has been the focus of muchdebate 1992). (e.g., Kauffman, 1993b; Knitzer,1993, Knitzer,Steinberg, be in our To further confound the problem, educators will & Fleisch, 1990), special education programs required to achieve school reform goals within the public school buildings have had a major impact oncontext of major societal shifts.More students in how children and youth who display academicand Astomorrow's regular education settings will bc cultur- social behavior problems are perceived and served. ally diverse, have English as a second langlage, beless a result, how regular andspecial educators work withprepared when they enter school, have a greater range one another and how studentswith serious behavioral signifi-of learning and behavioral challenges, and be more challenges are educated have been influenced different than similar from their peers (Knitzer, 1993, will cantly. However, these relationships and practices Knitzer, Steinberg, & Fleisch, 1990; Stevens & Price, no longer be sufficient to meetthe new demands asso- will be1992). The old practice of identifying different "types" ciated with trends in how tomorrow's. schools of students and creating different "places" forthem to characterized and operated. Objectives set by the U.S. be in Educationbe educated is no longer viable. All students will Department of Education (e.g., National the regular school, regular class, regular community Goals - America 2000), goals being developed atthe for the 21st(for at least some of their schooling). state level (e.g., Oregon Educational Act It is becoming increasingly clear that thesecondi- Century - H 53565), recommendations associatedwith and andtions will make it more difficult to serve children the regular education initiative (e.g., Will, 1986), youth with severe behavioral challenges in the most full inclusion movements pose potentially serious chal- students withappropriate and least restrictive manner possible. Tra- lenges for educators who work with ditional special education training models will no longer serious behavioral challenges. These movements stressbe sufficient, and training must respond to trends and high academic literacy, high graduation expectations, specialpractices associated with current reform movements. and alternative remedial programming. For In addition, these efforts must utilize what researchhas education, the implications are increased inclusionof shown to work. students with disabilities in regular education settings, decreased provision of direct special education services in segregated settings, and increasedacademic Effective Behavioral Support and social behavior programming by regular educa- Given these circumstances and challenges associ- tion staff. ated with educating students with severe behavioral While these are admirable goals, students withchallenges, systems of effective behavioral support serious behavioral challenges are dearly at greater riskmust be developed that can (a) accommodatethe in- in regular education settings than students with aca-creasing challenges being presented by students with demic deficiencies or physical disabilities (e.g.,severe behavioral problems in today'sschools; (b) Kauffman, 1993a; Knitzer, Steinberg, & Fleisch, 1990).proactively respond to the school reform movement For example, educators will need to ask how they will(e.g., inclusion, site-based management, supported respond when a student with serious emotional andeducation); (c) support educators who must spend behavioral challenges (a) does not start school each daymore time in teams, rely more on theexpertise and ready to learn; (b) has reduced probabilities of graduat-support of building-based resources, implement more ing from high school; (c) fails to demonstrate compe-specialized educational strategies, increase their reper- tency in challenging subject matter by grades 4,8,andtoire of teaching and management skills, and deliver 12; (d) is not likely to be first in the world in science and more with less; and (d) provideeffective behavioral mathematics; and (e) does not leave school able tosupport that requires more than rn my individual teach- compete successfully in the global economy. ers can deliver, involves activeadministrator support, These questions have to be addressed within aincludes both proactive and responsive strategies, is climate in which (a) teachers and administrators reportfundamentally the same for all students regardless of being less well prepared to respond effectively to stu-severity or type of disability, and is supported by a

The Oregon Conference Monograph, Vol. 6,1994 Severe BehaviorProblems for students with EBD(U. S. Teachers educational experiences Critical Shortage ofSpecial Education Department of Education,1992). with SpecializedSkills Increased Concern overFailures to Meet the teachers and systemswith of The need to provide Educational andBehavioral Support Needs in today's schoolsis mag- effective behavioral support Students with SevereBehavioral Challenges teacher shortage problem,particu- educating students with severe nified by the acute students with The challenges of at educating have emerged as thenumber one larly teachers competent the na -behavioral problems challenges. For example, at professionals in both specialand severe behavioral teachers arepriority among school tional level, over 4,500special education of Mental neededregular education.The National Coalition needed, second only tothe number of teachers Education (Forness, 1989)has indi- learning disabilities (over6,500)Health and Special of in the area of specific cated that student widt behavior disorders are some of Education, 1992).The high de- has (U. S. Department the most under-servedschool-age populations and technically trained teachersand the short mental health man d for called for majorreform in education and supply of effective programdelivery systems have when special educators areasked George,services. In addition, been well documented(Grosenick, George, & adequacy of their basicendorsement Huntze, 1983, 1980a & b;Kauffman.,to describe the increasing 1988; Grosenick & training, they reporthigh concern over the 1993a; Schafer &Duncan, 1982). failures because they areinad- trained teachers is particu-classroom and student jobs. In a The shortage of highly equately prepared forthe demands of their regional and state level.Recent CSPD special educa- larly severe at the (Al-one-year follow-upstudy, most of 117 data from the OregonDepartment of Education graduated from an Oregonstate specialtion teachers who annual shortage of 137 (1986-1987 graduation) with aOregon mond, 1991) indicate an needed totraining facility education teachers, ofwhich 24 teachers are Learner Endorsement(Zanville, serving high functioningstudentsBask Handicapped skills work in programs needed forIV. 4 indicated thattheir training on essential with EBD and anadditional 22 teachers classroom time effectively,working students with serious be-(e.g., managing cognitively low functioning effectively with teachers,handling discipline and behavioral challenges. problems in the classroom) was qualified educators in theEBDhavior management exists to Oregon's need for "fair" to "poor." Anincreasing concern dearly only in a serious shortageof new teachers, and to area lies not Oregonimprove the quality ofbasic training experiences of existing teachers. for advanced training tomeet but in the retraining specialprovide opportunities employs over 100 teacherswith "emergency" behavioral needs of studentswith who work with lowincidencethe educational and education certifications challenges. (Oregon CooperativePerson-severe behavioral and severe disabilities" Locally, the Oregon Departmentof Education, Of- nel Planning Council,1990-91).In addition, when Services, has designatedthe Brazeau (1992) surveyedall teach-fice of Special Student Homer, Diemer, and education of studentswith EBD and studentswho are with severe disabilities,they found that priorities ers of students high risk for schoolfailure as one of its top five their training tobeweakest in the 1992, 1989). As part the teachers reported over the nextfive years (Brazeau, problem behavior, and thattheir highest Student Ser- area of severe ofof this commitment,the Office of Special need was in the area state-of-the- technical assistance/training needs tovices conducted 12one-week institutes on EBD. These data indicatethat Oregon not only (Neill & withart strategies foreducating students with EBD be doing more in thepreparation of new teachers special and regulareducators, need to be clang more toSugai, 1990). Over 300 skills in the EBD area, but we administrators, schoolpsychologists, and parents par- upgrade the skills of existingteachers. 50 school districts. Partici- locally)ticipated, representing over The need for teachers(both nationally and indicated a critical needfor such educate students with severebehav-pant evaluations who are trained to training and a significantshortage of trained personnel ioral challenges is acuteat present andprojected to of steady(Brush, 1990). In thefall of 1991, another round become more serious.Current trends indicate a were presented(Perry, of students who present severeinservice training workshops increase in the number 1991). The interest was sogreat that a waitinglist had receive special education workshops behavioral challenges and to be created, andplanning for additional services. Nationally, a37% increase (i.e.,91,382) in of Educa- 1976 towas conducted.At the Oregon Department students with EBD hasbeen observed between Strategies for IncludingStudents with EBDtion Conference on 1984. In Oregon(1986-87), 2146 students 1993), the challenge ofprovid- increase from(Anderson, November were served,representing about a 23% support for studentswith se- S. Depart-ing effective behavioral 1986-87 and a 2.9%increase from 1976-77 (U. challenges was one of thebiggest con- expected tovere behavioral ment of Education,1989). These trends are by participants. The need toimprove the next 10 years, pLicing evencerns expressed continue at least through the services for studentswith severe behavioraldui- greater demands onschools to provide appropriate

University of Oregon Collegeof Education 14, 115 Sugai & Homer isdents with seriousbehavioral challenges (Zanville, lenges in regularclassroom and building contexts public is less willing to serve clearly in the state of Oregon.1992), (b) the general being voiced loudly and students who are perceived asbeing "mentally handi- Increased Difficulty toAccommodate Students Gallup, 1992), (c) lack of disci- Challenges within the capped" (Elam, Rose, & with Severe Behavioral pline in the schools is ratedby Americans as one ofthe Context of the SchoolReform Movement three biggest problemsfaced by public schools(Elam, The goals and activitiesassociated with currentRose, & Gallup, 1992),and (d) the public is clearly school reform movements posesignificant challengesdissatisfied with the progressthat government officials for how schools willeducate students with severehave made toward achievingformer-President Bush's behavioral problems in the21st century. Althougheducation goals for the year2000 (Elam, Rose, & Gallup, debate their effectiveness hasbeen the focus of much Steinberg,1992). (e.g., Kauffman,1993b;Knitzer,1993, Knitzer, To further confound theproblem, educators will be & Fleisch, 1990), specialeducation programs in ourrequired to achieve schoolreform goals within the public school buildingshave had a major impact oncontext of majorsocietal shifts.More students in how children and youthwho display academic andtomorrow's regular educationsettings will be cultur- social behavior problems areperceived and served. Asally diverse, have English as asecond language, be less work with a result, howregular and special educators prepared when they enterschool, have a greater range one another andhow students with seriousbehavioralof learning and behavioralchallenges, and be more challenges are educatedhave been influenced signifi-different than similar fromtheir peers (Knitzer, 1993, cantly. However, theserelationships and practices willKnitzer, Steinberg, & Fleisch,1990; Stevens & Price, demands asso- no longer besufficient to meet the new 1992). The old practice ofidentifying different "types" tomorrow's. schools will be ciated with trends in how of students and creatingdifferent "places" for them to characterized and operated.Objectives set by the U.S.be educated is no longerviable. All students will be in Department of Education(e.g., National Educationthe regular school, regularclass, regular community America 2000), goalsbeing developed at the schooling). Goals the 21st(for at least some of their state level (e.g.,Oregon Educational Act for It is becoming increasinglyclear that these condi- Century - HB3565),recommendations associated withtions will make it moredifficult to serve children and the regular educationinitiative (e.g., Will, 1986), andyouth with severe behavioralchallenges in the most full inclusion movements posepotentially serious chal-appropriate and least restrictive mannerpossible. Tra- lenges for educators whowork with students withditional special education trainingmodels will no longer serious behavioralchallenges. These movements stressbe sufficient, and training mustrespond to trends and high academic literacy,high graduation expectations,practices associated withcurrent reform movements. and alternative remedialprogramming. For specialIn addition, these efforts mustutilize what research has increased inclusion of education, the implications are shown to work. students with disabilities inregular education settings, decreased provision ofdirect special education ser- Effective BehavioralSupport vices in segregated settings,and increased academic Given these circumstancesand challenges associ- and social behaviorprogramming by regulareduca- ated with educating studentswith severe behavioral tion staff. goals, students withchallenges, systems of effectivebehavioral support While these are admirable (a) accommodate the in- serious behavioral challenges aredearly at greater riskmust be developed that can creasia challenges beingpresented by students with in regular educationsettings than students with aca- (b) physical disabilities (e.g.,severe behavioralproblems in today's schools; demic deficiencies or proactively respond to the schoolreform movement Kauffman, 1993a; Knitzer,Steinberg, & Fleisch, 1990). will(e.g., inclusion, site-based management,supported For example, educatorswill need to ask how tney serious emotional andeducation); (c) support educatorswho must spend respond when a student with rely more on the expertise and behavioral challenges (a) does not startschool each daymore time in teams, probabilities of graduat-support of building-based resources,implement more ready to learn; (b) has reduced increase their reper- fails to demonstrate compe-specialized educational strategies, ing from high school; (c) skills, and deliver subject matter by grades 4, 8,andtoire of teaching and management tency in challenging behavioral first in the world in science andmore with less;and (d) provide effective 12; (d) is not likely to be than many individual teach- mathematics; and (e) does notleave school able tosupport that requires more ers can deliver,involves active administrator support, compete successfully in theglobal economy. responsive strategies, is These questions have to beaddressed within aincludes both proactive and fundamentally the same for allstudents regardless of climate in which (a) teachersand administrators report and is supported by a being less well prepared torespond effectively to stu-severity or type of disability,

The Oregon ConferenceMonograph, Vol. 6, 1994 1 2.4

*ft NENT.NOWW. Severe Behavior Problems systems approach of behavior management (i.e. school- 1992; Homer, Sprague, & Flannery, 1993; O'Neill, Wil- wide, classroom, and individual). liams, Sprague, Homer, & Albin, 1993) and therequests These systems must address all students, but par-being made by teachers in the schools clearly support ticularly those students who typically are the first to bethe development and implementation oflocal, teacher- identified, last to be included in regular educationbased teams and positive behavioral support systems. programming and settings, the first to be excluded, and The inclusion moss ament and its accompanying most challenging to teach. Students with severe behav- debates are at their peak and are of academic ioral challenges are the least tolerated by both regular interest...but what we need is classroom-, teacher-, and and special education teachers. Recent data from the U. student-based research that directlyaddresses the ques- S. Department of Education (1992) suggests that stu-tion and extent to which inclusion is possible for students with EBD are more likely to be educated for dents with severe behavioral challenges and how itcan longer periods of time in settings outside the generalbe operationalized across the extreme programmatic education setting than any other special educationvariations found in public school classrooms.intheir student with a disability. Educators are deeply con-executivesummaryof a national forum on inclusion, cerned about the challenges associated with teaching the National Education Association (1992) recom. these students. For example, recent national confer-mended that in order "to create and maintainhigh ence sponsored by the Council for Children withBe- quality outcomes, the school integration effort must be havioral Disorders (October, 1993) was held in St. Louis, fully financed, piloted, and evaluated on a controlled Missouri and focused on problems and strategies asso-basis before system wide, statewide, or national imple- ciated with educating students with EBD in inclusivementation" (p. 77). Systems of effective behavioral environments. Based on high participa tion, a ttendance,support hold potentially high nationalsignificance in interest, and concern, the conference was an over-these times of economic shortfalls, school reform, and whelming success, and plans to replicate the confer-changing social and politicalmores. ence in other states are being pursued. The effective behavioral support solution must Substantive Content of Effective emphasize a cross-categorical approach. Although Behavioral Support labels and classifications arguably serve a necessary Effective behavior support for students with se. role in eligibility determination and program adminis- vere behavioral challenges mustbe designed to (a) tration, they serve little function in providing appropri- provide educational strategies to students in their cur- ate educational programming for students with dis- rent and future placement and (b) preventbehavior abilities (Council for Children with Behavioral Disor- problems that result in decisions for more restrictive ders, 1989; Walker & Fabre, 1987). We believe that the placements. With this focus, an emphasis must be essential features of a technology and delivery system placed on positive, effective strategies that can be imple- of effective behavioral support are fundamentally the mented in mainstream or general education settinga at same for students with EBD, specific learningdisabili- the classroom and building levels. Seven groups have ties, developmental disabilities, etc. The severe behav- significant responsibilities in systems ofeffective be. ioral challenges faced by teachers, professional organi-havioral support (a) general education teachers, (b) zations, parents, administrators, and students across the country at multiple levels in the school buildingspecial education teachers, (c) paraprofessionals (e.g., teaching assistants), (d) related services professionals (i.e., school-wide, classroom, teacher, student) must be (e.g., school counselors and psychologists), (e) school faced directly and efficiently. administrators, (f) teachers in training (including ad- The effective behavioral support solution must vanced graduate students), and (g) parents of students focus on systems level assessment, implementation, and evaluation. When class size exceeds 30, when thewith severe behavioral challenges. variability of academic and social student competence Team-Based Approach to Effective Behavioral increases, and when student behavioral problems in-Support and Staff Development crease in complexity and intensity, it is clear that indi- Because of these multiple participants, we believe vidual teachers cannot effectively and efficiently meet that teacher-based teams approach must be taken. We the needs of students with severe behavioral challengespropose Behavior Support Teams(BST)that provide in their classrooms. Solutions of effective behavioralon-going training and support to teachers who experi- support must identify, examine, and accommodate theence students with severebehavioral challenges. These necessary and influential features of school-wide,class-teams shouldbe given training and resources to engage room, and individual teacher practices. Ourresearchin three main functions: (a) assessment,development, (e.g., Kameenui, Sugai, & Colvin, 1990; Colvin,implementation monitoring, and evaluation of school- Karneenui, & Sugaiin ptess; Homer, Dierner, dr Brazeau,wide, classroom, and individual behavior manage.

University of Oregon College ofEducation

125 717 Sugai & Horner of Effective ment systems; (b) consultation withindividual teach-The Strategies and Technologies ers or teams of teachers onspecific students who presentBehavioral Support for pro- severe behavioralchallenges; and (c) development, Although we believe that the philosophy implementation, and evaluation ofschool-wide, small-viding effective behavior support isbest described as emphasize what team, and individual-stafftraining activities. behavioral in orientation, we prefer to This approach to team-based problemsolving andthe research literature identifies as"best practices." training is based on a "teacher-of-teachers"model thatGiven this focus, the following deotors characterize has been studied and promoted bytrainers and re-the strategies and technologies ofeffective behavior searchers at the University of Oregon(Kameenui, Sugai,support: applied behavior analysis;direct instruction; & Colvin, 1990; Colvin, Kameenui,& Sugai, in press)formative, outcome-based assessment andevaluation; and built from the works of Gu.skey(1986), Cubanproactive prevention; supportive behavioral program- (1990), Smylie (1988), and Sugai andTindal (1993). Theming; school-wide general /regulareducation environ- BST would consist of three to sixteachers from a schoolments; and team-based staffdevelopment. building, and would develop, implement,maintain, Effective behavioral support consists of structures and evaluation the structures andtechnology of effec-and procedures that enable teachers toprovide effective behavior support for a building. tive educational programming forall students who A team-based system, like the BST,must providedisplay severe behavioral challenges. TheBST system planned, on-going, and integrated opportunitiesfor in-should expose all staff to this content throughplanned building staff development on the structuresand tech-staff development activities or indirectlythrough imple- nologies of effective behavior support.We acknowl-mentation of effective behavioral supports.The con- edge that this approach to staff trainingis labor andtent of this effective behavioral supportand examples time. extensive; however, we alsoacknowledge tisatof relevant content references (in parentheses) aregiven slow and changing teacher and system's behavior is a in Figure 2. gradual process. The provision ofeffective behavior Although the primary function of the BST should support for students with severechallenging behaviorbe to provide assistance to individualteachers who is not easy. In Figure 1, we contrasttraditional modelshave students with severe behavioralproblems, the believe is possible of staff development with what we team also should provide effectiveschool-wide behav- with a BST system of effective behavior support. ioral support. BST training content includes theknowl- Before the BST is actually constituted, asystematicedge and skills listed above, and theteam-specific assessment of the teaming activities thatcurrently areprocedural content shown in Figure 3. in effect in the school building isrecommended. It isnot This approach to effective behavioral support is uncommon to see multiple team ormeeting structuresintended to enhance the ability of teachers to meetthe in operation, for example, (a) gradelevel, (b) studenteducational needs of students with severebehavioral support, (c) multidisciplinary staffings,(d) curriculumproblems through the development, implementation, within committee, etc. The BST should be established and evaluation of a team-based approach to staffdevel- operational existing team-based structures to avoid opment and effective behavioral support.Unlike tradi- personnel, redundancies and inefficient use of time, tional discipline and "place-and-serve" servicedeliv- However, modification of and material resources. ery models, knowledgeand skills accent a prevention committee structures and operations maybe recom-and proactive perspective. To summarize,effective mended before BST are established. behavioral support should (a) focus on all students,but BSTmembersshouldbe trained to incorporate staff especially those with severe behavior challenges;(b) development and training activities and opportunities attend to the needs of general and special educators;(c) in their regular operation activities. Staffdevelopment the followingemphasize systems level issues, problems, and strate- targets should be identified by answering effective series of questions: (a) What is needed? (b)What isgies; (d) emphasize proactive, positive, and "best practice?" (c) What is in place? and (d)What is abehavioral support systems and technologies; (e) in- functional solution? The operation of this assessmentclude follow-up activities for teacher skills mainte- peer-based model of model should consist of the following steps: (a)iden-nance and generalization; (f) use a . validated tify w...at problems, issues, and concerns exist;(b) iden-staff development; and (g) rely on research tify what "best practice" solutions, structures,and/oracademic and social behavior instruction and manage- routines exist; (c) identify what exists in thebuilding;ment strategies. (d) evaluate what is in place against best practicesolu- We focus on students with severe behavior chal- tions; (e) prioritize needs against resources,traininglenges; however, our ability to succeed with severe developbehavior problems is based on the functional stability needs, and programmatic structures; and (1) class- staff development plans that utilize appliedproblemsof the practices that occur at the school-wide and provision of effective as the training context. room levels. In addition, the

The Oregon Conference Monograph, Vol. 6,1994 114g 126 Severe Behavior Problems

Problem Context

Inadequate service delivery models for students with severe behavioral challenges. - Inadequateschool-based staff development models. - Ineffectivebehavioral supports for students with severe behavioral challenges.

Traditional Model Effective Behavioral Support Model

- One shotinservice + Continuousinservice/preservice training training + In-building teachertrainers - Externalconsultants + Follow-up & maintenance - Lack offollow-up & + School need-basedstaff development maintenance + Proactive management - Generic staff development - Reactive management

Typical Outcomes Effective Behavioral Support Outcomes

Little sustained staff + Long term staff trainingretention & training effects application Lack of transfer across + Skill maintenance &generalization teacher & student contexts + Long term change in Lack of teacher behavior ownership of problem + Increase in personalteaching efficacy student & certainty of practice Decrease in personal + Inclusion/supportededucation for teaching efficacy Si students with severe behavior certainty of practice problems Exclusion of students + Prevention management& positive with severe behavioral school climate problems Crisis management & negative school climate

Figure 1. Staff development comparisonshowing traditional model and outcomes versus effective behavioral support modeland outcomes.

of four behavioral support for the student who displays severe The operation of the BST should consist assistance, behavioral problems may include theimplementationrelatively conventional steps: (a) request for (c) intervention of strategies and technologies that crosstraditional(b) problem analysis and formulation, implementation and classroom, teacher, and activity boundaries.Therefore,development, and (d) intervention unique is the the operation. :f the BST shouldinvolve a team ofevaluation. What makes the BST structure effective educators who collectively andcollaboratively buildapplication of a comprehensive package of (a) func- and implement effective behavioral supporttechnolo-behavioral support technologies, for example, tional assessment and analysis, (b) socialskills and self- gies.

University of Oregon College ( f Education

127 119 Sugai & Homer

Overview of Effective BehavioralSupport Training Content Council for Exceptional Children,1993; Edgar, 1990; 1. General Knowledge (Birnbrauer, 1990; Hill Working Group, 1991; Kauffman, 1976, 1980, 1992, 1993;Meyer, Peck, & Brown, 1991; Peacock Snell, 1993; Ysseldyke, Algozzine, &Thurlow, 1992) a.Issues and trends i. School reform ii. ilar education initiative iii.Inclusion, mainstreaming, and leastrestrictive environment iv.Staff development of students with severe behavioralchallenges b.Learning and behavioral characteristics i.Cross- and non-categorical approaches

c. Community/societal influences i. Delinquency ii.Substance use/abuse iii. Family functioning and structures iv.Poverty, homelessness, unemployment v.Multiculturalism

& Kameenui, 1993a; Behavioral Support Team (Colvin, Kameenui,& Sugai, in press; Colvin, Sugai, 2. Council for Children with BehavioralDisorders, 1990; Horner, et al, Colvin, Sugai, & Kameenui, 1993b; & Homer, 1993; Sugai & in progress; Knitzer, Steinberg, &Fleisch, 1991; O'Neill et al., 1993; Sugai Tindal, 1993) a.Roles and responsibilities b.Establishing, training, and operating c. Program management and evaluation

(Lalli, Browder, Mace, dr Brown,1993; O'Neill, et al., 1991; 3.Behavioral Assessment and Analysis al., 1990; Wolery, Reichle & Wacker, 1993; Repp & Singh,1990; Sugai & Tindal, 1993; Walker et & Sugai, 1988) a.School-wide and classroom-wide screeningfor high risk students b.Functional and ecological assessment c. Functional analysis d. Data collection, manipulation, anddisplay strategies

(Colvin, Kameenui, & Sugai, in press;Colvin, Sugai, & 4.School -wide Management and Prevention Kaine:.nui, 1993a; Colvin, Sugai, & Kameenui,1993b) a.Prereferral intervention strategies b.Teacher assistance teams c.Mainstreaming strategies d.Proactive management strategies

and Intervention Strategies (Colvin &Sugai, 1988, 5.Academic and Social Behavior Prevention 1991; Foster-Johnson, 1990; Colvin, Sugai, & Patching, 1992;Dunlap, Kern-Dunlap, Clarke, &Robbins, 1990; Reichle & Wacker, 1993; Ruhl &Berlinghoff, 1992; Steinberg Ferro, & Dunlap, 1992; Homer et al, i993; Wolery, Bailey, & Sugai, 1988) & Knitzer, 199Sugai, 1992; Sugai & a.Curriculum adaptation b. Effective instructional practices c. Positive behavior change tactics d.Maintenance and generalization strategies e. Self-management strategies

Kameenui, 1993a; Colvin, Sugai, &Kameenui, 1993b; Sugai & 6. Working with Others (Colvin, Sugai, & Tindal, 1993) Staff development strategies a. scheduling, etc. b. Management of roadblocls, resources, c. Conflict management and problem solvingstratepes

41111111111111111111111111111111111.111111116 Figure 2. Overview of effectivebehavioral support training content. 12 The Oregon Conference Monograph,Vol. 6, 1994 120 Severe Behavior Problems

Content Overview of Effective BehavioralSupport Team-Specific Training

1.Staff Development Assessment of building andteacher staff developmentneeds a . opportunities (formal andinformal) b.Development of training content or c.Implementation and evaluationof staff development

2.Effective Behavioral Support Assessment of what is in place a . forms, and procedures b.Revision/development of structures, of effective behavioral support c.Implementation and evaluation

3.Working as a Team Conflict resolution and problemsolving a . meeting procedures and structures c.Building and using effective team

111.11111,111111111.11111. training content. Figure 3. Overview of effectivebehavioral support team-specific

direct instruction, (d)Unfortunately, our knowledge aboutempirically sup- management interventions, (c) behavior support that work positive (non-aversive) interventiontechnologies, andported systems of effective is untested at this time.We believe that the Behavior (e) individualizedcurriculum adaptation. Support Team model holds greatpotential, but it remains to be studied systematically.A sample of the Concluding Comments confront us include the to describe thekinds of research questions that The purpose of this paper was following: What severe behaviorproblems are dis- features of a system of effective supportfor studentsplayed by students who are described as severebehav- The need for struc- with severe behavior problems. ioral challenges? What structures arein place for serv- tures and technologies ofeffective behavioral supporting students with severebehavioral challenges? How is clearly indicated in the poorschool and community conducted and by whom? How useful with severe behav-are assessments integration of children and youth are resulting assessmentdata? How are interventions ioral challenges, critical shortageof teachers with spe- by whom? What failures todeveloped and implemented and cialized skills, increased concern over our feature; do these interventionshave? How effective meet the educational needsof these students, and in-and educationally valid are theseinterventions? How creased difficulty to accommodatestudents with se- conducted and on what topics? theis staff development vere behavioralchallenges within the context of How effective have these previousstaff development school reform movement. Torespond to this need, in student behavior support must be sys-activities been? What changes systems of effective behavioral occur when effectivebehavioral support strategies are tematically developed, implemented,and studied. behavior occur educational needs ofprovided? What changes in teacher These systems must address the when effective behavioral supportstrategies are pro- all students, emphasize across-categorical approach, include a team-vided? What BST practices andstructures are effective focus on a systems level approach, and improving student and address the chal-in assisting/teaching teachers based problem solving model, behavior? What changes inplacement/setting occur lenges presented by theinclusion movement. behavior support best practiceswhen BST structures and effective Fortunately, our knowledge about interventions are employed? and research validatedtechnologies is easily identified.

University of Oregon College of Education 121 120 Sugai & Horner Council for Children with Behavioral Disorders(1990). References Position paper on the provision of services tochil- Anderson, N. (1993). Oregon Departmentof Education dren with conduct disorders.Behavioral Disorders, students. conference on strategies for including / 5, 180-189. Portland, Oregon. Council for Exceptional Children (1993).CEC policy on Bannerman, S. F. (1987). The politicsof caring. Philadel- inclusive schools and community settings.Reston, phia: The Farmer Press. VA: Author. Birnbrauer, J. S. (1990). Responsibilityand quality ofCuban, L. (1990). Reforming again, again,and again. life. In A. C. Repp & N. N. Singh (Eds.),Perspectives Educational Researcher, 19(1), 3-13. on the use of nonaversiveand aversive interventions forDunlap, G., Kern-Dunlap, L., Clarke, S., &Robbins, F. persons with developmentaldisabilities (pp. 232-236). (1991). Functional assessment, curricular revision Sycamore, IL: Sycamore Press. and severe behavior problems. Journal of,Applied White, J. F. Borthwick-Duffy, S. A., Eyman, R. K., & Behavior Analysis, 24, 387397. (1987). Client characteriAics andresidential place-Edgar, G. (1990). Education's role inimproving our ment pattern. American k urnalof Mental Deficiency, quality of life: Is it time to change our view ofthe 92, 24-30. world? Beyond Behavior,9-13. Brazeau, K. (1989).Special Aucation priorities forElam, S. M., Rose, L. C., & Gallup, A. M.(1992). The 24th 1990-1995. Paper present xi at the1989 Special annual Gallup/Phi Delta Kappan poll of the public's Education Priorities Meeting. Salem, OR attitudes toward the public schools. Kappan, 74(1), Office of Brazeau, K. (1992). Personal communication. 42-53. the Assistant Superintendent ofInstruction. Or-Forness, S. R. (1989). State-lent of thenational mental Education. Salem, OR . egon Department of health and special education coalition to senate Brown, F., & Lehr, D. H. (1989). Personswith profound subcommittee on the handicapped regarding the disabilities: Issues and practices. Baltimore:Paul H. reauthorization of the education of the handicapped Brookes. act. National Mental Health andSpecial Education Brush, P. (1990).Personal communication. Special Coalition. Education. Oregon Department ofEducation. Sa-Foster-Johnson, L, Ferro, J., & Dunlap, G. Curriculum: lem, OR. An introduction to community referenced curricula. Colvin, G., Kameenui, E., & Sugai, G.(In press). Community development programs. Department Reconceptualizing behavior managementand of child and family studies. The FloridaMental school-wide discipline in general education.Edu- Health Institute, University of South Florida. cation and Treatment of Children. Grosenick, J. K., George, N. L., & George, M. P. (1988). Colvin, G., & Sugai, G. M. (1988). Proactivestrategies The availability of program descriptions among for managing social behaviorproblems: An in- programs for seriously emotionallydisturbed stu- of structional approach. Education and Treatment dents. Behavioral Disorders, 13(2), 108-115. Children, 11(4), 341-348. Grosenick, J. K, & Huntze, S. L. (1980a). National needs escalating Colvin, G., & Sugai, G. (1989). Managing analysis in behavior disorArs: Adolescent behaviordisor- behavior. Eugene, OR: Behavior Associates. ders. Columbia, MO: University of Missouri, De- Colvin, G., Sugai, G., & Kameenui, E. (1993a).Curricu- partment of Special Education. lum for establishing a proactive school-widedisciplineGrosenick, J. K, & Huntze, S. L (1980b). National needs plan.Project PREPARE. College of Education. analysis in behavior disorders: Severe behavior disor- University of Oregon. Eugene. ders. Columbia, MO: University of Missouri, De- Colvin, G., Sugai, G., & Kameenui, E.(19931)). Imple- partment of Special Education. mentation manual: Proactive school-wide discipline.Grosenick, J. K., & Huntze, S. L. (1983). More questions Project PREPARE. College of Education.Univer- than answers: Review and analysis of programs for sity of Oregon. Eugene. behavioral disordered eh kiren and youth. Columbia, Colvin, G., Sugai, G., & Patching, W.(1993).Pre- MO: University of Missouri, Department of Spe- managing correction: An instructional strategy for cial Education. predictable behavior problems. Intervention, 28,Guess, D., Helnastetter, E., Turnbull, H. R., III, & 143-150. Knowlton, S. (1987). Use of aversive procedures Council for Children with Behavioral Disorders(1989). with persons who are disabled: 'An historical re- Best assessment practices for studentswith behav- view and critical analysis. Monograph of the Associa- diver- ioral disorders: Accommodations to cultural tion for Persons with Severe Handicaps, No. Z sity and individual differences. BehavioralDisor-Guskey, T. (1986). Staff development and the process of ders, 14, 263-278. teacher change. Educational Riservich, 15(5), 5-12.

'IV Oregon Conference Monograph,Vol. 6,1994 1 3 0 l22 Severe Behavior Problems

Mace, F. C., & Brown, D.K. TrendsLalli, J. S., Browder, D. M., Hill, B. K., Lakin, C., &Bruininks, R. H. (1984). e-riptive analysis data to for people who are mentally (1993). Teacher use of in residential services implement interventionsto-iecrease students' prob- retarded:1977-1982. The Journalfor the Association of lem behavior. Journalof Applied Behavior Analysis, Persons with Severe Handicaps,9, 243-250. R., 26, 227-238. Homer, R., Close, D.,Fredericks, H. D., O'Neill, Brown, L (1991). Critical Kennedy, C., Flannery, B.,&Meyer, L H., Peck, C. A., & Albin, R., Sprague, J., issues in the lives ofpeople with severe disabilities. Heathfield, L. (in progress).Oregon community for people with severe Baltimore: Paul H. Brookes. support: Providing support National Education Association(1992). Integrating stu- problem behaviors. In F.Brown and D. Lehr Sup- Policies and practices that and profound disabilities. dents with special needs: port for people with severe work. Washington, D. C.:Author. (ERIC Docu- M., & Brazeau, K. C.(1992). Homer, R. H., Diener, S. ment ReproductionService No. ED 301 739). Educational support for studentswith severe prob- Neill, P., &Sugai, G. (1990).1989 seriously umotionally lem behaviors in Oregon:A descriptive analysis Oregcn State Depart- The Journal of the disturbed summer institute. from the 1987-1988 school year. Salem, Oregon. Severe Handicaps,17, 154- ment of Education. Association of Persons with O'Neill, R, Williams, R.,Sprague, J. R., Homer, R. H., & 169. support for teachers i5. G., Albin, R. W. (1993). Providing Homer, R. H., Dunlap,G., Koegel, R. L, Carr, with severe problem be- Albin, R. W., & O'Neill,R. working with students Sailor, W., Anderson, J., haviors: Amodel for providingconsultingsupport E. (1990). Toward atechnology of "nonaversive: and Treatment of of the Association for within school districts. Education behavioral support. Journal Children, /6, 66-89. Persons with SevereHandicaps, I5,125 -132- A. (1978). Mental retarda- J. R., & Flannery, K.B. Pagel, S. E., & Whining, C. Homer, R. H., Sprague, tion abstracts: Readmissionto a state hospital for (1993). Building functionalcurricula for students Reasons for commu- disabilities and severe prob- mentally retarded persons: with severe intellectual nity placement failure.Mental Retardation, 16, 164- lem behaviors. In R.Van Houten & S.Axelrod and treatment (pp. 47-71). 166. (Eds.), Behavior analysis Patterson, G. R., Reid, J. B., &Dishion, T. j. (1992). A New York: Plenum Press. Antisocial boys. Eugene, An social in teractionalapproach: Homer, R. H., Stoner, S. K,& Ferguson, D. L (1988). Company. ckinstitutionalization: the 5f- OR: Castalia Publishing activity -based analysis of Peacock Hill Working Group(1991). Problems and feces of community re-entry onthe lives of residents promises in special educationand related services leaving Oregon's FairviewTraining Center. Unpub- for children and youthwith emotional or behav- lished manuscript. Universityof Oregon, Eugene. ioral disorders. BehavioralDisorders, 16, 299-313. Kanieenui, E., Sugai, G., &Colvin, G. (1990). ProjectPerry, S. (1991). Specializedtraining workshops seri- PREPARE. College of Education.University of ous emotionaldisturbance. Oregon State Depart- Oregon. Eugene. ment of Education.Salem, Oregon. Kauffman, J. M. (1976).Ninetheenth-century views ofReichle, J. (1990). NationalWorking Conference on Posi- children's behavior disorders:Historical contribu- tive Approaches to theManagement of Excess Behavior: tions and continuing issues.Journal of Special Edu- Final Report and Recommendations.Minneapolis, Integration, Univer- cation, 10, 335-349. MN: Institute on Community Kauffman, J..M. (1980).Where special educaitonfor sity of Minnesota. emotionally disturbed childrenis going: A per-Reichle, J., & Wacker, D.P. (Eds.).Communicative Integrating func- sonal view. ExceptionalChildren, 48, 522-527. alternatives to challenging behavior: intervention strategies. Balti- Kauffman, J. (1993a) Characteristicsof behavior disorders tional assessment and ed.).Columbus, OH: Merrill. more: Paul H.Brookes. ofchildren and youth (5th (Eds.). Perspectives on the use Kauffman, J. M. (1993b). How wemight achieve theRepp, A. C., & Singh, N. N. education. Exceptional of nonaversive and aversiveinterventions for persons radical reform of special Springfield, IL Sy- Children, 60, 6-16. with developmental disabilities. policy: Knitzer, J. (1993).Clildren's mental health camore Press. Emotional and BehavioralRuhl, K L, & Beilinghoff,D. H. (1992). Research on Challenging the future. disordered students aca- Disorders,1(1), 8-16. improving behavioral demic performance: A reviewof literature. Behav- Knitzer, J., Steinberg,Z., & Fleisch, B. (1990).At the examination of programs and ioral Disorders, 77, 178-190. schoolhouse door An Relationships Research Institute. behavioral and emotional prob-Sailor, W. (1992). Social policiesfor children with Unpublished grant proposal. lems. NY: Bank StreetCollege of Education.

University of Oregon College ofEducation 131 123 Sugai & Horner Education. (1992). Fourteenth an- Halvorsen, A. T., Doering,U.S. Department of Sailor, W., Anderson, J. L, nual report to congress onthe implementation of public K., Filler, J., & Goetz, L. (1989).The comprehensive law 94-142: The educationfor all handicapped children local school: Regular educationfor all students with disabilities. Baltimore: Paul H.Brookes. act. Washington, D.C. Walker, H. M., & Fabre,T. R. (1987). Assessment of Scheerenberger, R. (1990). Publicresidential services for school setting: Issues, Fairfax, VA: Na- behavior disorders in tha the mentally retarded: FY 1988-89. revisited. In N. G. Haring Superintendents of Public problems, and strategies tional Association of managing behavior disabilities. Residential Facilities for theMentally Retarded. (Ed.), Assessing and Seattle, WA: University ofWashington Press. Slavin, R. E., & Madden, N.A. (1989). What works for H. H., Toctis, B. J., Block- synthesis. EducationalWalker H. M., Severson, students at risk: A research Pedego, A. E., Williams,G. J., Haring, N. G., & Leadership, 46,14 -20. screening for be- enhancement function of staff Barckley, M. (1990). Systematic Smylie, M. A. (1988). The havior disorders (SSBD):Further validation, repli- development Organizationaland psychological data. Remedial and Special antecedents to individual teacherchange: Ameri- cation, and normative Education, 11(2), 32-46. can EducationalResearch Journal, 25, 1-30. Bruininks, R., & Li, X.(1991). instruction of persons withWhite, C., Lakin, K., Snell, M. (1993). Systematic Retardation and Related Condi- Merrill. Persons with Mental severe handicaps(3rd ed.). Columbus, OH: Residential Facilities: Year End- International (1990). Na- tions in State-Operated Stanford Research Institute ing June 30,1989 withLongitudinal Trends from 1950 tional longitudinal transitionstudy of special education Minnesota, Center for Resi- students. Menlo Park, CA: SRIInternational. to 1989. University of dential and CommunityServices, Institute on Com- Steinberg, Z., & Knitzer, J.(1992).Classrooms for munity Integration,Minneapolis, MN. emotionally and behaviorallydisturbed students: children with learning Disorders,17,145-Will, M. C. (1986). Educating Facing the challenge. Behavioral problems: A shared responsibility.Exceptional Chil- 156. Meeting the challenge dren, 52, 411415. Stevens, L. J., & Price, M. (1992). Jr., & Sugai, G. M. (1988). Kappan, 74(1), 18-23.Watery, M. R, Bailey, D. B., of educating children at risk. and procedures of applied of instruction and the Effective teaching: Principles Sugai, G. M. (1992). The design behavior analysis with exceptionalstudents. Boston, proactive management of socialb-?.haviors. Learn- MA: Allyn & Bacon. ing Disabilities Forum, 17(2),20-23. Thurlow, M. L (1992). Preparing personnel toYsseldyke, J. E, Algozzine, B., & Sugai, G., & Homer, R. (1993). Critical issues in special education(2nd ed.). Boston: meet the needs of studentswith severe problem behaviors. College of Education.University of Houghton Mifflin. Zanville, H. (1992). 1992 schoolstaffing trends study. Oregon. Eugene. Oregon Department ofEducation and Board of Sugai, G. M., & Tindal, G. (1993).Effective school consul- Pacific Grove, CA: Higher Education. Salem,Oregon. tation: An interactive approach. Zanville, H. (1989). Report of1986-1987 graduates of Brookes/Cole. Oregon Research Re- family decision making special education programs. Tausig, M. (1985). Factors in port. Oregon State Systemof Higher Education. about placement for developmentallydisabled individuals. American Journal of MentalDeficiency, t" Salem, Oregon. 353-361. US. Department of Education.(1989). Eleventh annual report to congress on theimplementation of public law 94-142: The education for allhandicapped children act. Washington, D.C.

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Vel. 6,1994 124 TheOregon Conference Monograph, Topper, K., Williams, W., Leo, K., Hamilton, R, & Fox, T. (1994). Can the way inwhich the teacher communicates with students provide support?In K. Topper, W. Williams, K Leo, R. Hamilton, and T. Fox. A positive approach to understanding and addressing challenging behaviors (pp. 66 - 67). Burlington: University Affiliated Program of Vermont, Center for Developatal Disabilities.

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125 Can the Way in Which the Teadier Communicates with Students Provide SupportT Yes. The way in which a teacher communicates with students can avoid or provoke conflict. Three forms of interaction that can prevent conflict from occurring and can help de-escalate It after it has occurred are the use of I-messages, Interpretive Feedback; and Quiet Messages. What areI-messagesr I-messages enable teachers to communicate how they feel about a specific situation without placing the blame on the students. The intent of a simple, straightforward I-message is not to tell another person what do, but to communicate the impact of their actions. You-messages do the opposite of the I-messages. You-messages assign blame to the person. This type of communication tends to order, preach and command students. In addition, this type of message may lead to ridicule and shame, provoking istudent to become defensive, withdrawn,or escalate the intensity of the episode.

Typical "1-messages" Typical "You - messages" I feel angry when... You stop that-...... When students talk during class I.... You should kriow better. What can I do about this? You are bugging me. ii;,.....1.g.icii...iiti...... ;e:Z..a.st., , <,..r,...,':1-,I,,, ....= 04t. SiM.O '

What Is Interpretive feedback? Interpretive feedback involves addressing what people are feelingas well as what they are saying. Use of interpretive feedback communicates that you care about the person and how they feel. Often acknowledging and talking about the feelings can avoid or defuse potentially troublesome situations. In order to use interpretive feedback you must first determine how the person is feeling (e.g., angry, afraid, anxious, frustrated) based on their tone of voice, body language and the context of the situation. Next, acknowledge the feeling (e.g., "Mary, it seems that you are frustrated") and indicate that you understand why they feel that way (e.g., "Division problems can be very trying. Following all the steps and writing down the numbers in the right place can be a very hard thing to do"). If you are not sure howa person Is feeling, venture a guess (e.g., "You seem an') and ask questions to enable the student to process the situation (e.g., "Did something bad happento you this morning").

134 121 Mutt arequiet-messages? Quiet- messages are waysto communicate with students without publicly singling them out for such things as mistakes, rule violations, and inappropriate behavior. No one likes to be singled out for such transgressions. For example, at a teachers' meeting your supervisor tells you to put your gum away or reprimands you for not completing a committee assignment in the packed teachers' lounge your supervisor asks for an explanation of why you have been 10 minutes late for work every day for the past week. How would you feel? Would you feel embarrassed, angry, that a trust with your supervisor had been violated, that your supervisor was disrespectful and ignoring your need for privacy? How would you prefer that the supervisor communicate with you? Students have similar reactions to being publicly singled out for transgressions. However, we often observe students being singled out. Blatant examples include writing students' names on the board for misbehaving and posting student grades along side their names. Less blatant examples Include telling students, in front of the whole class, to get to work, to take the gum out of their mouths, or the consequences for not completing her homework. Some ways to avoid singling students for transgressions include: Take the student aside for a private conference; N Use verbal reminders which do not single out a particular student such as, reminding the whole class about their homework, asking the student Lf she needs help rather then singling her out for being of task, reminding the whole class about gum chewing rule; and W Use nonverbal cues such as pointing to your mouth to remind the student about gum chewing, point towards the student's work to remind her of what she Is supposed to be doing, hand the student an object related to the activity you want them to do, use a questioning body pos- ture and facial express to ask the student if she intends to do her homework. Refining communication skills is complicated due to the patterns of interacting we have established over the years. Using new communication skills is further complicated by the emotional intensity that accompanies challenging interactions. Be kind, realistic and understanding when self- evaluating how quickly you can change your interaction skills and typeof support you need to make the change.

133 Effective Interaction Patterns. (1993). In Quality Education Initiatives. Harrisburg, PA: Bureau of Special Education, Pennsylvania Department of Education.

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129 Instructional Support System Quality Education Initiatives of Pennsylvania Bureau of Special Education Pennsylvania Department ef Education

EFFECTIVE INTERACTION PATTERNS

The Effective Interaction Patterns program is a model for how to respond to students who are presenting discipline problems in the classroom. This model presents communication-based strategies for school personnel, particularly teachers, to use in the classroom to stop inappropriate student behaviors. It is designed for use with students whose behavior is noncompliant, disruptive, and is interfering with their own or other students' learning.

This approach is based on the assumption that when students are out of control," inattentive, or unwilling to study, then very little learning will take place. Conversely, if students are on task and behaving appropriately in the classroom they will learn more. Therefore, stopping students' inappropriate behavior is considered the foundation of an effective educational institution. The major focus of this model is on how to stop inappropriate behavior, get students on task, keep them on task, and help teachers gain control of the classroom.

Th.- first training component to this approach is to show teachers how to analyze their belief- systems about why students misbehave. Specific training procedures demonstrate that certain common belief-systems may not be substantiated by observable evidence. These erroneous belief- systems may actually give students the message that they are incapable of controlling themselves, and therefore that they are "excused" for misbehaving.

The next training component of the model analyzes actual teacher and student interactions and communication patterns, and helps teachers determine what messages they are communicating to their students; they can then analyze whether their current strategies for stopping inappropriate behavior are effective or ineffective. The model demonstrates that when teachers assume that a student is incapable of appropriate behavior(e.g., "his brothers were like that, what can you expect?")that they use vague, abstract, and indirect communication patterns rather than clear, concrete, and direct messages about what they want the student to do.

Examples of effective communication patterns are presented, and contrasts are drawn between these and ineffective communication. Teachers then explore how to incorporate the information into their own classroom management system. They are given a format for developing an individual discipline lesson plan which involves other school personnel or parents; they are also shown how to develop back-up techniques; and they are presented with a model for conducting brief parent phone interviews and conferences.

137 131 Saifer, S. (1994, jan/Feb). Helping childrenwith challenging behaviors. National Head Start Bulletin, p. 6.

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1 3 s

133 Helping Children With Challenging Behaviors by Steffen Saifer, Education Specialist, Region X Head Start Technical Assistance Support Center, Portland, Oregon

If you have a child in your class V- o exhibits extreme energy, but there are seldom short cuts to changing negative behavior (such as defiance, physical or verbal behavior. Notice this strategy of teaching appropriate aggression, cruelty, or self-abuse) you should work with behavior does not include use of time out, consequences, your program's mental health consultant to: 1) Determine or other punitive approaches. Most children with chal- possible root causes of the behavior and begin the pro- lenging behavior already feel demoralized and power- cess of changing it (transformation); 2) Intervene posi- less and punishment only supports those feelings. tively when the behavior occurs to begin to change the behavior and instill self-control and self-efficacy (inter- Prevention: vention); and 3) Change your own behavior and/or the physical environment to prevent the negative behavior Your most effective strategy for helping children from emerging again (prevention). with challenging behavior involves the creation of a classroom where children feel empowered. They must Transformation: have opportunities to make real choices, take on leadership roles and appropriate responsibility, positively im- There is a cause for all behaviors, although it can pact others, demonstrate competence, receive individual sometimes be difficult to determine the cause. Children attention, be appreciated and supported, be taken seri- behave in a negative way for a variety of reasons, ously, and given challenges. Messages about empower- including: the behavior works (the child gets what s/he ment are sent to children through choices that are made wants, be it a coveted toy or attention); it's a habit; it's about the physical environment of a classroom, daily what is modeled and expected at home and in the neigh- schedules, procedures and routines, and types of re- borhood; it's an expression of anger, fear, or other sponses to their inquiries. Curriculum strategies that stresses (even very young children feel complex emo- include positive, prosocial interactions (such as coopera- tions but often cannot express them appropriately); and/ tive movement games) and practice at dealing with or there is lack of control for physical reasons (poor conflict (role plays, puppets, etc.) are extremely helpful. nrtrition or health, allergies, brain chemical imbalances, etc.). Work with family service staff and others to alter For more information, see Practical Solutions to the root causes of challenging behavior in the child's life. Practically Every Problem: The Early Childhood Understanding the possible causes will make you more Teacher's Manual (Redleaf Press, 1990). L3 empathetic toward the child and your empathy may be the single most important thing needed to help the child.

Intervention:

The best intervention strategies assume ignorance, not malice, on the part of the child. Teach the child more positive and productive alternative ways to get her/his 1111114040 needs met. Validate the child's needs and feelings first

and then provide as much help as necessary (for some o .:;-';',e't*-4 children a great deal of highly directive help is needed) " to practice a different behavior. For example, for a child who pushes another child to get a toy, tell her/him, "You o really want that toy and I'm going to help you get it, but I can't let you hurt someone to get it. This is a safe classroom and I won't let anyone hurt you or let you hurt anyone." Then, keeping both children together, teach them the words to use to negotiate a turn, a trade, or some other mutually agreeable solution. It is important that this be done with both children because negotiation is best learned during interaction. This will take time and

Issue #49 139 National Head StartBulletin 135 Jewett, J. (1994, Winter). Aggression and cooperation: Helping young children develop constructive strategies.The Best Times,p. 5.

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137 Winter, 1994 Pre-5choo

AGGRESSION AND COOPERATION: HELPING YOUNG CHILDREN DEVELOP CONSTRUCTIVE STRATEGIES Jan Jewett Aggression and cooperation represent two critical features in thetions and competent communication, including reasons for child's social domain. Both emerge from the child's strong family rules and limits. developmental push to initiate and maintain relationships with other children, beginning at a very early age. Aggression and Aggressive behavior can emerge as a normal behavior during cooperation are two possible strategies for 'fling with the the second and third years of life. Aggressive toddlers or normal conflicts of early peer interactions. preschoolers can benefit from support and encouragement for replacing aggressive behaviors with more socially productive Aggression is defined here as any intentional behavior that alternatives. Important techniques include helping young results in physical or mental injury to any person or animal, or children label and verbalize their feelings and those of others, in damage to or destruction of property. Because peer interac- develop problem solving approaches to conflicts, seek and obtain tions in their earliest forms emerge from play in which infants assistance when in difficulty, and notice the consequences of treat each other as they would treat a toy or interesting object, their aggressive actions for their victims. Age-appropriate anger unintentional aggression is a common and natural form of management techniques, and discussion of the causes and behavior for infants and toddlers. These accidental behaviors consequences of interpersonal conflicts, can help both young can enable young children to achieve desired results and can children and their caregivers deal with emerging aggressive easily develop into instrumental forms of aggression. behaviors. Adult guidance that is consistent, supportive, nonpunitive, and includes the child in understanding the Studies indicate that young children cite aggressive behavior as reactions of all participants and the reasons for limits, will help a significant reason for disliking others. Research also indicates even very young children cope with aggressive behaviors. that aggressive behavior is responsive to environmental influences and can be encouraged or discouraged by experiences in Parents and teachers can recognize and foster cooperative home and school. behaviors by acknowledging children's efforts to initiate social interactions in appropriate ways, affirming helping behaviors, Aggression should not be confused with assertionbehavior using positive discipline t.hniques, communicating positive through which a child maintains and defends his or her own regard and high expectations for all young children, and support- rights and concerns. Assertive behavior reflects the child's ing each child's struggle to resolve interpersonal conflicts. Of developing competence and autonomous functioning and critical importance are classroom strategies that promote represents an important form of developmental progress. cooperative, rather than competitive, endeavors; foster dramatic Assertiveness also affords the young child a healthy form of self-play techniques and reflective strategies for thinking about and defense against the aggressions of others. discussing social interactions; and enable children to get to know and trust each other and va 'c towards truly interdependent Evidence suggests that children who exhibit instrumental and activity. hostile forms of aggression during the preschool :ears have been exposed, in early family interactions, to adults who encourage, Early childhood educators can support the emergence of trusting model, or condone aggression by using discipline techniques and positive interpersonal strategies by encouraging the forma- that are punitive, rigid, and authoritarian; ignoring or permit- tion of play groups and regular social interactions. Children ting aggressive actions by the child and other children; provid- benefit from consistent and sustained relationships in which they ing or tolerating aggressive toys or aggressive images from can build trust, understand and predict the responses of their television, movies, and hooks in the child's surroundings; or peers, and gain confidence in their ability to cope with modeling aggression in their own interpersonal interactions. conflictual interactions.

Cooperation is defined here as any activity that involves the Educators can help parents address the common aggressive willing interdependence of two or more children. It should be behaviors of young children in a nonjudgmental and constructive distinguished from compliance, which may represent obedience manner. They can encourage parents to provide regular oppo to rules or authority, rather than intentional cooperation. Family nities for children to develop productive and sustained friend- variables related to the development of cooperation include ships. parental discipline techniques involving the use of high expecta- Adapted from: ERIC Digest EDO-PS-92-10

41 1319 Hartwig, L. (1993, Fall). G.O.T. TT! Problem Solving Program. The Best Times, p. 2.

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141 THE10-STIIMES kikraroist Fall, 1993

G.O.T. IT! PROBLEM SOLVINGPROGRAM Laurie Hartwig, Granite School District

"Team. flabby...'

Anyone who has spent more than five teacher sanity (some days this is the most it is important for the students to detach minutes in a classroom can fill in the compelling reason). from their perceptions of what happened blank. Usually, this tattle joined with a to describe factually the event Sometimes whine is not music to a teacher's ears. GOT IT! involves seven steps for problem this alone changes the perspective. Some typical teacher responses involve solving: solving the problem for the student, Brainstorming is a key element for Step 4. ignoring the situation, or encouraging the 1. Stay calm. We consider all the ideas equally whether students to solve the problem themselves. 2. How do I feel? they are good, bad, or ugly. INIMINIIIMIMMI11111 3. What happened? While these responses may Step 5 discusses the relation between alleviate the immediate problem, 4. What are my choices? cause and they do not provide long term effect. If you 5. What are the results? solutions for the students or the want to change teacher involved 6. What did I choose? Irct""°\P\the result, change the 7. I got on top! action preced- G.O.T. IT! is a program designed to teach ing the event. students the steps of problem solving. G.O.T. IT! is an acronym for Getting On The student Top (of your problems). The program must commit utilizes and adapts the steps of problem to a plan of solving used in publications by Hill action for Step Walker, McGinnis and Goldstein, and 6. others. Certainty, the content contains : nothing new c startling (sorry). What is .4.. Step 7 is party time! The exciting is the presentation and the 3 recognition that problem solving Packaging. isn't always easy and that you should be . tupjaluilg congratulated for trying. Over the last four years, we (Laurie The first step, Hartwig, who is a former resource teacher SiAjCallrk. Each step includes rationale for the step and now coordinator, and Gina Meredith, Stay Calm, is the most difficult step for and lessons to practice and learn the a school psychologist) have taught G.O.T. concept. There are additional lessons in IT! in classrooms and small groups. The children and adults. When teaching this step, it is necessary to negotiation, handling anger, making response has been wonderful! The requests, and pre-skills such as eye students love it and teachers plead for the discuss the importance of staying calm. Students will be able to generate ideas. contact and listening. We have also lessons. We have even been bribed to included student work sheets, practice present it in classes (this may come in We also teach methods of relaxation and stress management situations, role playing ideas, generaliza- handy considering low teacher pay). tion hints, an.1 parent letters.

Why teach social skills and problem Step 2 includes lessons on what feelings are, where they come from, how they If you are interested in this program ora esolving? Two reasons come to mind. presentation, please contact Laurie (565- First, to help our students become influence our behavior, and how to deal with them. 9088) or Gina (967-6135). The enthusi- functional and independent by solving asm for this program has been over- their own problems. Second, to preserve Step 3 is the "just the facts, ma'am" stage. whelming. We hope you will enjoy it too.

143 Information Note. (1992, Autumn). The Best Times, p. 6.

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aEt N. e My Daily Home Note. In G. Rhode, W. R. Jenson, H. K & Reavis. (1994).The tough kid tool box (p. 41). Longmont, CO: Sopris West.

MATERIAL NOT COPYRIGHTED The Tough Kid Tool Box: Section 2 41

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See page 27 for suggestions for use. 14 151 My Weekly Home Note. In G. Rhode, W. R. Jenson, H. K. & Reavis. (1994). The tough kid tool box (p. 43). Longmont, CO: Sopris West.

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1S3 The Tough Kid Tool Box: Section 2 43

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See page 27 for suggestions for use. 149 1SS Reavis, K. H., Kukic, S. J., Jenson, W. R., & Morgan, D. P. (1993). Homenotes to improve motivation. In K. H. Reavis, S. J. Kukic, W. R. Jenson, & D. P. Morgan. Technical Assistance Manuals (p. 1 - 11). Salt Lake City: Utah State Office of Education.

MATERIAL NOT COPYRIGHTED

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By the end of this module, you will know: The variables tbat make homenotes effective. How to implement a homenote system. How to enhance the effectiveness of a homenote system. How to solve specific problems associated withhomenote systems.

introduction

Homenote systems are one of the most effective techniques for improving a student's motivation and classroombehavior. They are also one of the mostmismanaged and underutilized techniques. .A homenote system is simply a note (a) that isperiodically completed by a teacher, (b) that assesses academic and behavioral progress, (c)which is sent home for the parents to review, apply consequences, and sign,and (d) returned to school.

A major strength of a homenote system involves the school-to-home and back-to-school cycle because it informs parents of theirchild's progress and allows the use of consequences in the home that arerarely available to 'the teacher.

Are Homenotes Effective?

There are several published studies and reviews of research about homenote systems that document their effectiveness(Atkeson, & Forehand, 1979; Barth, 1979; Broughton, Barton, & Owen, 1981).The available evidence suggests that a well-designed homenote system canimprove academic performance and classroom behavior. Academic behaviors that have been improved using a homenote system include listening to the teacher's instructions, participating in class, answering questions,working with eyes and head towards materials, completing classwork neatly, competing homework, 151 McNees, and achieving at an appropriatelevel (Atkeson, & Gendrich, Gendrich, Schnelle, Gant, & important to Forehand, 1979; Broughton et al., 1981).Specific 1977). Whatever method is used, it is .have a parent contact in which the parents aregiven examples of academic enhancementinclude improv- directions about receiving, reacting to, andtrouble- ing math scores (Karraker, 1972);increasing home- face-towork completion in two classes ofseventh and eight shooting a homenote program. However, approach. grade students from averages of 65% to85% face contact with a parent is the best (Lordeman, & Winnett, 1980); and in-seatcompletion of reading assignments from an averageof approxi- Many parents are willing mately 46% to 84% Umber, Imber, &Rothstein, 1979). and interested in cooperating with teachers. Classroom behavior also improveswith a well-designed homenote system.Frequently, when classroom behaviors improve, there isalso an Other effectiveness variables found in the increase in academic performance.Specific class- homenote research literature involve such factors as room behaviors that havebeen pinpointed for whether the note is totally positive or contains some change with hornenotes includeoff -task behavior, student aggression, classroom rule violation, tantrums,talk- type of mild punishment procedure if the does not perform well or loses the homenote outs, disturbing others, out-of-seat,and other behav- al., 1981). iors (Atkesore & Forehand, 1979;Broughton et al., (Atekson, & Forehand, 1979; Broughton, et Some research indicates that praise for good perfor- 1981; Barth, 1979; Imber et al., 1979;Taylor, Cornwell, privileges for poor Riley, 1984) All of these behaviors aregood candi- mance and loss of basic home dates for use with homenote systems.One study performance is more effective than just positive Sherman, 1977). demonstrated a 90% decrease in disruptiveclass- consequences (Schumaker, Hovel], & room behavior when ahomenote program was implemented (Ayllon, Garber, & Pisor,1975). Other issues include whether a simple "Yes" and "No" is better than a more detailed rating, What Makes whether notes should be sent home daily or only at the end of the week, or the advantages of a simple One important variable is the need tohold a note as compared to a complex andinformation- parent meeting or training before ahomenote system packed note. Each of these issues will be described is implemented. This is designed toorient the parentin implementing an effective homenote program. to the note, help them set uphome consequences, and make sure the note is not used in apunitive How to manner. Training can rangefrom a 2 hour training Homenote System session (Ayllon, et al, 1975) to atelephone parent training session amber et al, 1979), or tosimply a The basic principles for starting a homenote sheet of instructions that is sent home tothe parents system are relatively easy and economical. However, several questions should be answered before a and explains the homenote procedures(141hey.

160 152 homenote system is implemented. First,is there a commit to start a homenote program, then you must need? Is a particular student havingacademic or be organized enough to run it. However, good behavioral difficulties in the classroom?If the homenote systems almost run themselves. There are answer is yes, then a homenote maybe the answer. nine basic steps for implementing a homenote Second, are the parents cooperativecv.ul willing to program: start a homenote system? This is animpossible question to answer without first meeting withthe Step The first step is to design a simple parents. However, many teachersfeel that beha note. Complex notes are difficult to complete and ally disordered and unmotivated studentswill have they are often not read by parents. Make the note parents with similar characteristics.This is generally simple, and if you decide to give a note to a student not the case. Many parents are willingand interestedeach day, make sure one note will last for the whole in cooperating with teachers. Remember many week. It is difficult to xerox a new note each day. A parents have been repeatedly calledby school sample note that can be used with elementary and personnel over the years to complain about their secondary students can be found at the end of this child's lack of academic progress or behavioral module. The note has space for five behaviors and difficulties. You may be the first teacher to offer the note can be rated Monday through Friday on a cooperation and a solution. Do not be surprisedif single sheet of paper. the parents are somewhat suspicious. Step 2: Have an idea about which behaviors you would like to list on the note. Again, simplicity Once you commit to start a is the basic rule. Never have more than five behav- homenote program, then you must be iors because it is too difficult for the student to track, organized enough to run it. and it will be difficult for you to monitor the progress on more than five behaviors. In addition, the behaviors should consist of both academic behaviors and dassroom behaviors. For example, a The last question to ask is, '''Am I organized homenote might list (1) reading performance, (2) enough as a teacher to start a homenote program?". arithmetic performance, (3) spelling performance, (4) You can not expect a student to be organized and paying attention, and (5) following teacher's direc- perform if you are a model of disorganiza tion.If you tions. This is a good blend of academic and class- forget. to sign a homenote, or do not take the tune to room behaviors. The comments section of the note make appropriate comments, or if you don't make can be used to give parents additional information or sure the student has a new homenoteat the begin- to provide information about homework assign- ning of the week, then you will make a badimpres- ments. sion on the student and parents. In addition,if consequences are applied at home forbringing the Step 3: The next step is to arrange a meeting note home or for good performance,then the studentwith the student's parents to discuss the homenote may suffer if you do not followthrough. Once you program and to gain their cooperation. rtrent

261 GAAS: Convince the parent that theyshould contacts can be done on the telephone,through a accept no excuse or reason forthe student letter, or by having them come into schoolfor a not bringing the note home.Common meeting. If possible, it is better to havethe parents reasons given by students areI lost the come in for a face-to-facemeeting. It is also impor- note*, 'There was a substitute teacher who tant to remember that many parentshave been contacted by the school before. However, manyof would not fill out the note", °A kid stole the note from mew, or 'The teacher ran outof these contacts have been aversive becausetheir only purpose has been to report about astudent's problem notes". In addition, identify: consequence for the student if he or she loses or forgets or complain about thestudent's behavior without offering help. It is important to emphasizethat you the note. are asking for their inputand cooperation, but that Goal 6: Give the parent a copy of your you are also going to offer someconcrete help. telephone number so they can call if they are Clearly express your hopethat you canwork coop- confused about the program or they have a eratively together. Once the parents haveagreed to the meeting, then a set of goals shouldbe set for the question to ask. meeting. Step 4: It is important to use consequences

Ask for the parent's inputabout for homenote performance. There should be positive what behaviors they would like to see consequences for appropriateclassroom performance and behavior. There should also be mildly aversive changed. consequences for poor performance orclassroom

Goal 2: Describe the behaviors that you misbehavior. Examples of consequences that am be would like to list on the homenote.Deter- agreed upon in the parent meeting are mine if the parents agree that these are important behaviors (e.g., reading, arith- 1. For a perfect day, the student stays up 30 metic, or spelling performance, paying minutes later than normal (i.e., if the student's attention, following teacher's instruction, or regular bed time is 8:00 p.m., he would stay up to being prepared for class). until 8:30 p.m.).

the student Goal 3: Determine what positive ormildly 2. For each frowny face , aversive consequences the parent candelivergoes to bed 10 minutesearly (i.e., if the student's at home depending of thestudent's bedtime is 8:00 p.m. then a note with three frowny homenote performance. faces would mean the student goes to be at 7.30 p.m.). .Coal 4: Ask the parent toread the note each day and make sure it is initialed by you,and 3. For a perfect, day the student watches an sign it to indicate they have readthe note. additional 30 minutes of television.

162 the program has started. The calls can be used to

4. For each frowny face, thestudent misses troubleshoot any problems and to show the parents that you are interested. They also let thestudent 30 minutes of television (i.e., ifthe student gets two frowny faces, then the student misses onehour from know that there is a firm and cooperative link the allotted three hours of televisionwatching). between you and their parent*.

Other consequences for elementarystudents Step 7: On the first day, give the student the card. A global might include the right to use a bicycle,time on the note and mark each behavior on the Nintendo Video game, computer time, orallowance evaluation of each behavior is fine. If you are too money earned or lost. Foradolescents, consequencesdetailed and take too much time, you are less likely the note as might include the right to use thefamily automobile to use the note in the future. Mark accurately as. ou can, but do not take too much time. on the weekend, using thetelephone, or listening to.. music on the family stereo. It isimportant to find or sad face meaningful consequences. Homenoteswork if there Mark each note with a happy face is something valued that can be earned orlost. However, just earning positive rewards isgenerally for younger students. For older students or adolescents, a variety of markings can be used: E for not enough. excellent, S for satisfactory, or a U for unsatisfactory. Other teachers simply mark the note with a plus (+) Step 5: Decide when the homenotewill start for satisfactory work or a zero (0) for poor work. Do and how frequently the note will be given.It is not use a minus (-) because it can be changedinto generally better to start off giving thehomenote each plus (+) very easily. It is important also to initial day and slowly fading to giving the noteonly on each rating because initials are difficult to forge, and Fridays, and finally no note. For example, astudent it adds a personal touch that you have marked and could be told that when she gets eightgood or reviewed the note. perfect weeks (not necessarily eight weeksin a row), then she will get the note only on Fridays.When Str4d1: If possible, make the student suc- they get another eight good weeks thenthey aioff cessful for the first couple of days with good notes. the note entirely. Some parents are worried that a teacher might use

Step ti: Once the note has beendesigned, thethe note to simply punish their child. Making the student successful is important. However, the first behaviors defined, the parent meeting held,the time you mark an unsatisfactory behavior on the consequences determined, and thefrequency of the note, it is good practice to tell the student exactly note arranged, then you must pick adate to start. why they are being marked down and then ask the The date should be selected with the parents orthe skadent to repeat the reason (frequently at home parents must be informed. Mondays arethe best parents will ask the student why they got a poor days to start. It wilfalso help a great dealif the teacher calls the parents at least twice duringthe firstmark and this Is a good method to insure the student knows the answer). It is also wise, if possible, to call week and once a week for the next twoweeks after

163 important to emphasize to thestudent that the parent on the day of the poor mark to answerany accepted and that it is their questions and comment on how wellthe program is no excuses are responsibility to ask the teacher forthe note going. at the end of the schoolday.

Step 9 After the program has beenin ratings or forges operation for approximately 4 to 6 weeks,arrange Emblem: The student changes the another parent conference or at leastmake a tele- your initials. &kg= Changing a rating (Le.,making a sad face phone call to review the student's progress.It is happy) or forging initials should behandled important in this meeting to be optimisticand should be emphasize the gains the student has made.This is like a lost note. No excuses accepted and the student should goLobed an also an excellent opportunity totroubleshoot any hour early or lose all televisionprivileges. It problems with the program with the parent. is important to prepare parentsfor this problem. It is not uncommon,particularly if a student may losesome of his privileges Homenotes are particularly prone to because of poor ratings from theteacher. problems because they rely on a The parent should have yourtelephone student to carry the note. However, number to call.if they suspect thehomenote the problems are fairly easy tofix if has been altered. you have a welldesigned program A frequent excuse used by astudent and a cooperative parent. is that they marked the cardbecause their teacher was absent and the substituteteacher did not knciw how to mark the card.In such Troubleshooting a instances, the student should be taught an Jiomenote Program alternative solution which is to ask someone in the principal's office for helpwith the note of the Problems can occur even with the best if the substitute teacher is unaware procedures This person (a secretary oraide) programs. Homenotes areparticularly prone to the problems because they rely on a student to carrythe could go with the student and ask substitute for the rating, answering any note. However, the problems arefairly easy to fix if questions that the substitute might have. you have a well designed programand a cooperative parent. Problem: The student refuses to take the note. but it Erok lem: The student continues tolose the note. &WW1: This is a relatively rare problem Solution: Have the student go tobed one hour does occur. If the student flatly refuses to early, or miss ail of television oroutside play take the note, have the parent consistently implement the procedures for a lost note (i.e., time each day they forget the note.It is to bed early, notelevision, or loss of outside

264 J1, play privileges). It may be important to be a meed upon consequences (both positive support for the parent during this difficult and mildly aversive). Tell them that if they time. A telephone call and confident reassur- punish too much it will make the program ance can help a great deal. Mostchildren fail and the student will learn to dislike And adolescents will come around in about a school. If abuse continues, you may have to week after the parents have consistently discontinue the program or call the authori- applied the consequences. However, it may ties if the abuse is severe. This is a serious help to enhance the program by using some problem, but it occurs rarely. type of reinforcement procedure in the. classroom for the student taking and using Problem: A parent refuses to participate in the the note. Several different reinforcement program and will not even sign the note. procedure will be discussed in the next Solution: Ask the parents for a face-to-face meeting. section. In the meeting ask about their concerns, and determine if you can answer any of the Emblem: The parents are willing to look at the note, difficult concerns they may have. If both but they are incapable of applying conse- parents come in, appeal to the parent who quences at home for the program. seems most willing to participate. Explain Solution 411: Try putting together a reinforcer kit that the homenote program is not designed and delivering it to the home. The kit can to punish the student, but to give the student contain some simple reinforcers (e.g. candy. feedback about his performance and to keep stickers, little toys). that the parent can give the parent informed. Ask if they would be the student for a good note. willing to try the program for as little as two Solution #2: Obtain the parent's permission for you weeks. If the parents still refuse, tell them to apply the consequences for the note in that you would like to give the student the your classroom. At least have the parent note anyway and hope they will look at the review and sign the note. When it is re- note (remember- in this case make sure the turned the next day, then you can manage note is primarily positive for the first week). some in class reinforcers (e.g. mystery motivator, spinner, grab bad) or mild pun- haEnndngaQtQgnen t ishers (e.g. missing recess, having to stay Performance Techniques after school, eating lunch in the classroom and not in the lunchroom, no in-class free Homenotes work well if they are designed as time). described above. However, it sometime helps to add some techniques that will make an unmotivated Problem: You suspect the parents may be abusive tostudent work even harder or overcome some of the the student if he receives a poor note. problems associated with homenotes. Some of these Solution: Ask the parents to come in and ask for techniques are: their cooperation in helping to apply the

165 1. liniquelkinfon= Reinforcers can be classroom-based or they can be home-based. Their general function is to motivate the student to dowell with their note ratings and to bring the note home and back to school. An example of using a unique reinforcer is a refrigerator Mystery Motivator (M&M). The mystery motivator is simply an sealed envelope Unique reinforcement systems can be used that is placed on the refrigerator. either at home (as in these examples) or in the classroom if the student does well. However, these are added incentives and should not take the place of the basic privileges and mild punishers that have already been discussed. Inside the envelope is a slip of paper that has a reward written on it. Once or twice a week, if the 2. Random Notes: Some teachers would student brings the note home with all good markings,like to use a homenote system with their whole class, then student then gets the mystery motivator. It may however, the time involved in completing 20 to 30 help if the teacher calls the parent to tell them it is a notes is prohibitive. One approach that has shown mystery motivator day or writes on the homenote a excellent results is to pick two or three students prearranged code for the parent that indicates it is a randomly at the end of each day in the classroom and mystery motivator day. send a note home with them. This approach was used by Saudargas, Madsen, and Scott (1977). They Another unique reinforcement system that compared the effects of sending a note home only on works equally well is a spinner. If the student brings Fridays only (fixed) as opposed to sending it home the note home with all good markings, he/she is with randomly selected students on any day of the allowed to spin the arrow. Whatever the arrow landsweek (variable). The fixed notes produced an 80% on the student gets. assigned academic work completed. The random approach increased work production 140%. Clearly, Fleinforcers a -,adom note approach with a whole class is an 1= Treats effective technique. 2 = Pencils 3 = Stici\ers If two or three students are picked at random 4 = Class game in a class each day to take a note home, it helps to tell 5 = Free time the students that you will call one of their parents to talk about the note and make sure that it got home. Another program is a grab bag that has 5 or 6

rewards in it. The student is allowed to select one 3. ClougCsIntingencirs Group contingen- reward without looking on days of good homenote cies provide a consequence to a group depending on performance. the behavior of one or two students. Gresham (1983)

166 158 used a group contingency in combinationwith a homenote to improve the classroombehavior of an 8 Cautions year old mildly retardedmale, Billy. Billy had an extreme history of destructivebehavior in his foster Some teachers object to the use of home that included setting fires, destroying property,homenotes. The most common objections to and aggression towards his fostersiblings. The fosterhomenotes by teachers include: mother requested help from the teacher andschool psychologist who set up a homenote program.If 1. "Hornenotes take too much time to fill Billy's home behavior was nondestructivehe earned out"- A well designed homenote takes approximately juice time, recess, tokens, and a Billy partyfor the 30 to 60 seconds to fill out. whole class on Friday. The use of a groupcontingency reduced Billy'sdestructive acts of an average 2. 'Parents will not take the time to read the of 3 per day to virtually 0 per day. note and do the program"- The research clearly shows that a majority of parents approve of the 4. llomenotes as a Behavioralcontract: homenote program and will work with teachers. Sometimes it is useful to use the homenote program in conjunction with a classroombehavioral contract. 3. "Stirdents will lose the notes or counterfeit For example, have a student save their 100%week the signatures"- This sometimes happens, but a well homenotes. These are the perfect homenotes in designed homenote program has built-in safeguards which the student has made all positive ratingsfor to stop these problems. the whole week. Each 100% homenote isworth a ticket. When a student has saved enoughtickets they 4. "Horner j2tegsare only effective in th get a special reward or privllege.The student might beginning and lose their effectiveness - This is not have to save four 100% homenotes and then get a true when the research is reviewed. A well designed special treat-being taken by the teacher to afast food homenote system can produce durable changes in restaurant for lunch. Behavioral contracts canalso bemotivation and behavior. combined with a group contingency. When a student earns four 100% homenotes, then theentire 5. "H are effective class gets to watch a special video andhave a pop- younger students. not secondary students"- This is corn party. not true when the research is reviewed. Much of the application research has been done with secondary Do not set the requirement so the studenthasstudents. to eam set number of notes in a row or consecu- Case Study tively. Instead, make the requirementcumulative so the student can save 100% notes andthen possibly Jake is an ten year old student in the 5th have a poor week. A-cumulativerequirement is grade who has been having both academic and much better than a stringent consecutiverequire- behavioral difficulties over the past two years. Jake's ment. mother approached the teacher and asked if there

59 167 additional 30 minutes past his 900 p.m.bedtime for a was any type of extrahelp or counseling thatmight perfect home note, (2) for each 0 onhis homenote help Jake and get him back on theright path. She Jake goes to bed 10 minutes early,and (3) when Jake explained that she was a single motherand had some row) of homenotes difficulty supervising Jake until she camehome from get three perfect weeks (not in a he can cash them in for lunchwith the teacher. If work each day. When she gothome, she could Jake loses the homenote or altersthe ratings, he goes manage Jake and she hadtried to get information p.m.) and TV privileges from him about now well he didthat day in school to bed one hour early (8:00 the next day. In addition, the teacherimplemented and his homework assignments.Jake indicated :hat motivator. She picked an enve- he was doing very well, and thathe did his home- an in-class mystery lope and wrote a reward (e.g. getting tosit anywhere work at school. Neither of which weretrue. The with a buddy, candy mother appeared concerned andresponsible and in class, 10 minutes free time from the class store, etc) on a pieceof paper. She also tried to provide a structured homelife for Jake. She envelope a day of the had him do a set of chores eachday, and had a set wrote on the outside of the week (and did not show Jake) that ifhe brought his bed time for Jake and his youngerbrother which was note back to class and signed byhis mother, that day 9:00 p.m. he would get the mystery motivator.Jake could get each week. The teacher immediately recognizedthe from one to two mystery motivator advantages to this case. First, themother had It was explained to Jake that it washia approached the teacher for help andappeared very responsibility to get the note to the teacherat the end cooperative. Second, although Jake was teacher and unsupervised until the mother got home,she could of the day and have it signed. The parent would accept no excuses.The behaviors on then manage his behavior. Third,the mother wanted work in reading, (2) daily information about Jake's progressin the class Hu note included: (1).acceptable acceptable work in arithmetic, (3)completing and and his homework assignments.Fourth, Jake had homework, (4) paying shown an interest in whatever rewardsand reinforc- turning in the daily assigned attention in class, and (5) no arguingbehavior. Jake ers the teacher had usedin the classroom. Fifth, his daily homework when the teacher interviewed the motherabout was also required to write assignment on the Comment section ofthe note. home practices, the mother indicatedthat Jake did Each day the teacher would initial the note,and not like his bed time of 9:00 p.m.and preferred to likewise at home, when the motherread the note she stay up later with the motherwatching and additional of television. At the end ofthe teacher-parent would initial it. meeting, their was an exchange oftelephone num- As predicted, the first week wentfairly well bers in case there were questions ordifficulties with and the teacher made sure that Jake wassuccessful the program. and he got two mystery motivators.However, on the lost the note. The mother and teacher decided toimple- second week, Jake had difficulties and He simply indicated to his mother thatthe teacher ment a homenote programstarting next Monday. give him The consequences were: (1) Jake getsto stay up an forgot to make up a new note and would Broughton, S., Barton, E.S. & Owen,P.R. (1981). one tomorrow. Theparent called the teacher,and Home-based contingency systems forschool and he lost TV Jake went to bed an hour early problems. School Psychology Review,UV ), 26-36. privileges the next day. Jake wasirate the next day home-based depen- in class and tore up the note andsaid he would not Gresham, F.M. (1983). Use of a controlling because his dent group contingency system in participate. He was particularly angry destructive behavior. A case study.School Psy- younger brother got the stay upand watch television chology Review, 12W, 195-199. when he had to go to bed anhour early. The teacher adolescents and called the mother at work anddiscussed the prob- Karraker, R.J. (1972). Disadvantaged delay of reinforcement in a token economy.aft wait longer than lem. They both decided they could inottionof Annual of erAm i a Jake. That night he again went tobed an hour early Psychological Association, 7(Z), 763-764. and lost the next day's televisionprivileges. He Gant, & out of the house, Lahey, Gendrich, Gendrich, Schnelle, threw a temper tantrum, stomped McNees (1977). An evaluation of reportcards with but came back and was put inbed by his mother. minimal teacher and parent contacts as aneffecient The next day he asked for the note,and did excep- method of classroom intervention, Behavioi tionally well in class. The programhas been running Modification, U), 3811-384. three teacher con- for two months. Jake has won Imber, S., Irnber, R., & Rothstein C. (1979).Modify- tracts, got the mysterymotivator eight times, and is ing independent work habits. Aneffedve teacher- doing particularly well in class.He could be taken parent communication program.Exceptional, Children, 46Q), 218-221. off the note, however, the motherwants to continue because it gives her the basicinformation she needs Saudergras, R.W., Madsen, C.H., Scott, J.W. (1977). to know to track Jake'sschool progress. Differential effects of fixed and variable time feedback on production rates of elementary school children. Journal of Applied Behavior Analysis. References 10(4), 673-678. Schumaker, J.B., Novell, M.F., & Sherman, J.A. (1977). Ayflon, T. Garber, S. & Pisor, K. (1975).The elimina- An analysis of daily report cards and parent- tion of discipline problemsthrough a combined managed privlledges in the improvement of school-home motivational system.Behavior adolescent classroom performance. Journal of Therapy, 6(1), 616-626. Applied Behavior Analysis, 10(a), 449-464. Atkeson, B. & Forehand, R. (1979).Home-based reinforcement programs designed tomodify classroom behavior: A review andmethodological evaluation. Psychological Bulletin, 86(a1292,- 1308.

Barth, J. (1979). A review ofneuromuscular reeducation: A neurological biofeedback prospec- tive. American lournal of ClinicalBiofeedback, 2(1), 32-33.

169 161 Daily home note. (1993). In K. H. Reavis, S. J. Kukic, W. R. Jenson, & D. P. Morgan. Technical Assistance Manuals . Salt Lake City: Utah State Office of Education.

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171 I.Mytoady 3-Come Note

Name: Month of:

Subject Mon. Tues.Wed. TThurs.Fri.

or E = Excellent; studentput forth extra effort

or S = Satisfactory

or U = Unsatisfactory,work was not completed cc) and/or not done satisfactorily. A c Comments: Mon.

co L. >

y=°,a Comments Tues. 0 .c

"E...... 30 Comments Wed. 0 C 4.) Comments Thurs.

GO Comments Fri. 01 I--co 163 173 Colvin, G., & Sugai, G.(1988). Proactive strategies for managing social behavior problems: An instructional approach. Education and Treatment of Children, 11(4), 341 - 348.

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175 EDUCATION AND TREATMENT OF CHILDRENVol. 11, No. 4, November, 1988

PROACTIVE STRATEGIES FOR MANAGING SOCIAL BEHAVIOR PROBLEMS: AN INSTRUCTIONAL APPROACH Geoffrey Colvin Lane County Educational Service District George Sugai University of Oregon

ABSTRACT

Educators often approach instructional problems differently from social problems. Typically, proactive strategies are used to remediate instructional problems. On the other hand, reactive strategies are often used as the primary intervention for social problems. There are, however, clear parallels between instructional problems and social problems in both the way the respective behaviors are established and in the design of possible remedies. These parallels are identifiedand abasic instructional plan is presented for remedying social problems. *** When a student makes an error in academic subjects, the typical correction procedure is to intervene by implementing a correction procedure (for example, model-lead-test) and providing the student with more practice and review (Car- nine & Silbert, 1979; Engelmann & Carnine, 1982). However, if the errors become persistent or chronic, then additional steps are followed. The teacher ha- to diagnose the problem (i.e., try to identify the misrule), rearrange the presentation so that the student has more chance of focusing on the rule, and provide more practice and review (Engelmann, 1987; Engelmann & Carnine, 1982). Clearly, a proactive emphasis is placed on managing errors made in acadetri:c content. In contrast, the occurrence of social behavior problems frequently elicits very different reactions. When a student breaks a classroom rule, infringes upon the rights of others, or violates setting or social norms, we intervene by providing negative consequences. The assumption is that the student will be more likely to choose the appropriate behavior the next time this particular situation arises. If the student fails to terminate this troublesome social behavior, the typical approach is to escalate the level of negative consequences, usually in the form of de:ention, suspension, and expulsion (Center & Mc Kit- trick, 1987). The assumption is that by removing the student from the normal environment, the student will behave appropriately in the future in order to stay in that environment. In effect, the teaching response is reactive when schools are confronted with social behavior problems. It is evident that common practice among educators is to approach academic problems differently from social problems. Essentially, instructional prin-

177 165 Pages 341-348 342 COLVIN AND SUGAI

Table I A Comparison of Approaches to Academic and Social Problems

Procedures for Procedures for Kind of Error Academic Problem Social Problem Infrequent Assume student is trying Assume student is not to make correct response. trying to make correct response. Assume error was accidental. Assume error was deliberate. Provide assistance (model- Provide negative consequence. lead-test). Provide practice. Practice not required. Assume student has learned Assume student will make right skill and will perform choice and behave in future. correctly in future. Frequent Assume student has learned Assume student refuses to (Chronic) the wrong way. cooperate. Assume student has been Assume student knows what is right taught (inadvertently) and has been told often. the wrong way. Diagnose the problem. Provide more negative consequences. Identify misrule. Withdraw student from normal . context. Adjust presentation, Focus on Maintain student removal from rule. Provide feedback. normal context. Provide practice and review. Assume student has been Assume student has "learned" taught skill and will per- lesson and will behave in future. form correctly in future.

ciples are used to remediate academic problems while negative consequences typically are used to manage social problems. The differences in the two approaches are summarized in Table I. In this paper we illustrate how instructional principles can be employed to remediate chronic social behavior problems. The similarities between strategies for effective remediation of academic and social behavior difficulties will be described. Finally, the critical steps of this approach will be summarized. Our presentation is premised on the application of effective and efficient teaching practices. These practices focus on skill development through a careful analysis of instructional content and an equally careful analysis of strategies for efficient delivery of instruction (Dixon, 1984; Engelmann & Carnine, 1982). Efforts are made to maximize achievement gains by increasing academic engaged time (Brophy & Good, 1986; Stevens & Rosenshine, 1981). Second, it is assturtd that effective social behavior change strategies are used. These strategies come primarily from the applied behavior analysis literature (Paine, Radicchi; RosellMib Deutchman, & Darch, 1983; Wolery, Bailey, & Sugai, 1988). The last assumption is that the behavioral approach is the most appropriate for classroom settings. While other approaches have their proponents, the medical and developmental models have little application in educational settings 17g 166because they rely on the direct treatment of physical problems or the indirect MANAGING SOCIAL BEHAVIOR PROBLEMS 343 resolution of problems that are inherent to the student and inaccessibleto teachers. In contrast, the behavioral model focuses on the relationship between what students do (i.e., their behaviors) and immediate environmental contexts contingencies), and the manipulation of these contexts to strengthen or weaken behaviors.

The Instructional Model For Remediating Academic Learning Problems When a student consistently produces academicerrors during instruction, teachers typically attempt to remediate the problem in two steps. First, the student's error patterns are assessed. Teachers look forone of four different 'types of performanceerrors (White & Haring, 1980): 1. Acquisition error: Failure to learn the skill or rule toa level of minimum performance or the use of a misrule. 2. Fluency error: Failure to perform with sufficient speedor consistency even though the response might be accurate. 3. Maintenance error: Failure of the response to endureor persist after instruction is removed. 4. Generalization error: Failure to emit the responseor skill under non- instructional conditions or to non-instructed examples. An accurate identification of error type assists in the selection and/or modification of a suitable intervention. The second step is to teach an alternative and effectiveresponse by shaping the instructional context and by providing differential feedback. In the former, we focus our attention on the antecedent and setting variables to which the students must respond. In the latter, the emphasis is placedon the positive reinforcement of correct student responses (or approximations of , correct responses) and the removal or withholding of attention for incorrectresponses. Illustration Beginning readers often use guessing strategies for certain words like "a" and "the" (Engelmann, 1988). Typically, they interchange "a" with "the",or skip these words or they might substitute other words. Teachersmay have reinforced the student for decoding key words in a passage, butmay have ignored errors related to decoding "the" and "a". It is possible, then, that a chain of responses may have been reinforced (correct responses on the key words and incorrect responses on "a" and "the"). In effect, the studentmay have been reinforced for guessing. The important feature of this illustration is that students have learneda strategy for reading "a" and "the", albeit, an incorrect strategy. They have learned to guess rather than decode. To remedy the problem,we need to replace the guessing strategy with decoding skills. However, ifwe restricted our 7emedy to the use of reinforcement, we may not succeed in teachinga replace-179 167 COLVIN AND SUGAI 344 would ment strategy. If thestudent guessed correctly,positive consequences would follow. If the student guessedincorrectly, then positive consequences is correct, but not follow. Thestudent would getfeedback on which response the student wouldknow why the response is correct. there is no guarantee that through In other words the studentis not likely to learn areplacement strategy strategy (i.e., decoding differential reinforcement alone.To teach a replacement skills) we need to shapethe context in addition tousing differential reinforcement. presentation so that it To shape the context, wemake changes in the task and, at the same time, is easier to teach thereplacement strategy (decoding) incorrect strategy (guess). decrease the likelihood thatthe student will use the Three steps are involvedin shaping the context: I. Teach the replacement strategyto. criterion inthe most simplified context. that are systemat- 2. Teach the replacement strategyto criterion in contexts ically adjusted from the mostsimplified to the normal ortarget context. 3. Teach the replacement strategyto criterion in thenormal or target context. when reading "a" In our illustration wherethe student has learned to guess skills and or "the" in a passage,the replacement strategywould be decoding would be the target context would be a passage.The most simplified context would be taught to the words entirely removedfrom a passage. The student decode the words "a" and "the"in a vertical word listsuch as: cat the if then a me the dog a For the second step we wouldintroduce contexts that begin toapproximate a passage such as ahorizontal word list: dog, the, cat, me, a, then,if, the, if, a. Sentences could then be constructedthat do not relate to each othersuch as: The boy saw a dog. A girlhit the ball. The final step would be to teachthe decoding skills in atypical passage such as: The boy saw a dog. It wasbig and black. The boy was veryscared and ran into a shop.The shopkeeper said, "Youlook scared, what is wrong?" The boy said, "There is abig black dog out there." Theboy sat down 150 in the store for a few minutes. 168 MANAGING SOCIAL BEHAVIOR PROBLEMS 345

In effect there are two overall steps inremediating systematic error patterns in instruction. The first is to clearlyidentify the error pattern (the student guesses). Second, we need to teach areplacement strategy (decoding skills) by shaping the context (word lists, sentences,passages) and using differential reinforcement (feedback).

The Instructional Model for RemediatingSocial Behavior Problems

The same two steps can be used to remediatesocial behri:problems. When a student engages in aninappropriate social behavior, the first step is to assess the error patterns. In this case, the analysis isdirected toward a social problem response. The observations aremade within a functional analysis to test hy- potheses as to why the response may or may notbe effective for the student. (Carr & Durrand, 1985). The second step is to teach the student areplacement strategy by shaping the context and by providing differentialfeedback. The context is shaped to allow the student more of a chance to exhibitthe replacement strategy than the typical unacceptable behavior. In effect, thestudent is taught to exhibit certain behaviors (more effective and moreacceptable) in place of what usually is exhibited. Generally, the alternate response orreplacement strategy is the typical or acceptable behavior displayed byother students in the particular context. Illustration Suppose that during small group instruction astudent calls the teacher's name without raising herhand, calls the teacher names, and rips her reading materials when she is told to be quiet. Step 1: Analyze the behavior pattern. When we assessthe student's response patterns, we observe that the studentusually engages in these undesirable responses when the readingwords are new or difficult. We also notice that the student does not have an acceptable strategy forgetting teacher attention. When the tantrum is concluded, we observe that thestudent gets the teacher to work with her, one-on-one, after the small groupis over. In other observations we notice that these behaviors are not present whenshe is in a one-to-one situation. This assessment information indicatesthe following: The inappropriate behaviors occur in groupinstruction and do not occur in one-to-one instruction. Inappropriate behaviors begin in the context ofdifficult or new work in group instruction. Other students put up their handwhen they need help. This student was never observed to put upher hand for help. Hand raising is the expected behavior for asking help. The behaviors escalate until she has theundivided attention of the teacher. 151 169 COLVIN AND SUGAI 346 model we assume Step 2: Teach areplacement strategy.In the proactive producing the acceptablebehaviors; that the student is notfirm or reliable in taught. In this example,the behaviors consequently, thesebehaviors have to be that need to betaught are: 1. Raise hand toask for help. other students. 2. Remain ontask when the teacheris attending to by shaping the contextand by These replacementstrategies are taught the student toraise her hand differential reinforcement.First, we must teach when she needs help.Since the unacceptablebe- in the one-to-one context could begin by haviors do not occurin the one-to-onesituation, the teacher help. In this modifiedcontext, teaching her to raise herhand when she needs likely to produce therequired response thanthe undesirable the student is more select work that behaviors occurring inthe group setting.The teacher could level, tell her to raiseher hand the student can doalmost at an independent and also vary proximityto the student.If she talks out, when she needs help, hand, the teacher the teacher shouldignore her. However,if she raises her hand and then provideassistance should positively reinforceher for raising her The student should begiven with additional enthusiasmand encouragement. she reliably raises herhand when several practice sessionsin this context until reinforced with effectivereinforcers she needs help. Sheshould be positively for on task behaviorand task completion. teach the student to stayon task whenthe teacher is The next step is to work that working with otherstudents. The student canbe given independent to finish it byherself if she can. she finds interestingand encouraged to try has more chance ofstaying on By choosing highinterest work, the student students. The studentshould be task when the teacheris attending to other contingently for staying ontask. reinforced frequently,intermittently, and hand for help and hasdemon- Finally, when the studentis firm on raising her work while the teacherworks strated that she can stay ontask with independent instruction. initially, with other students, we canintroduce her to small group. of each small group we mightprovide a precorrection stepat the beginning would review all new andpreviously session. During thissession the teacher help to ensure thatthe student difficult words. Thisprevention strategy will lesson. The precorrectionshould will be successful withthe content of the of what to do if youneed help (i.e., raisehand) and what also include a review task). A teacher is responding toother students (i.e., stay on to do when the initially second strategy would be todesign the instruction sothat this student the sessions might beshorter would get more turnsthan other students. Also, than usual so thestudent has more chanceof being suc- and more frequent When the student is reli- cessful and gets morepractice in group instruction. hand for help and staying ontask, the contexts shouldbe able in raising her much attention as other modified systematicallyuntil the student receives as length and frequency. students and the groupinstruction times are at the target 152 170 MANAGING SOCIAL BEHAVIOR PROBLEMS 347

Tith le 2 Comparison of Procedures to Remediate Chronic Academic Problems and Chronic Behavior Problems

Chronic Academic Problem Chronic Behavior Problem STEP I Identify the error pattern Identify functional rela- or misrule. tionships between behavior and environment. STEP 2 Identify rule. Identify expected or acceptable behaviors. STEP 3 Modify examples and Modify environment to allow presentation to provide practice of expected clearer focus on rule and behaviors and remove provide less opportunity stimuli that are likely to for practice of misrule. occasion the inappropriate behavior. STEP 4 Provide differential feedback Provide differential rein- so that more accurate forcement so that responses are more direction of correct strongly reinforced. responding is reinforced. STEP 5 Shape context towards target Move towards least restrictive context, provide review and environment program for integrate skill with other generalization and skills. maintenance.

The procedures used to remediate a chronic error pattern in academics can be applied to remediating a chronic behavior problem. The similarities are summarized in Table 2.

Conclusion At the beginning of this article, we made the assertion that educators typically use different procedures for managing chronic academic problems compared to chronic social behavior problems. Proactive strategies generally are used to remediate academic problems. However, in the management of serious or chronic behavior problems, the approach is often reactive, where a hierarchy of negative consequences are delivered leading to exclusion. In our discussion we tried to demonstrate that instructional approaches to remedying academic problems have direct application to solving social ty...- havior problems. The approach involves two steps. First, we analyze the behavior pattern, and second, we teach replacement strategies by modifying the context and using differential reinforcement. While the researchliterature supports this instructional model for social behavior problems,this approach is not widely used by educators. It has considerable potential for reducingbehavior problems in school systems. To summarize, we suggest that there is little difference in how teachers should respond to academic and social behavior problems. Both types of problems require a proactive approach in which (a) the student's performance patterns

183 171 348 COLVIN AND SUGAI

(correct and incorrect responses) arefunctionally analyzed, and (b) an alternate and effective responseis taught by systematicallymanipulating the instructional context and providingdifferential reinforcement and feedback.This proactive approach could greatlyreduce the degree to which students are excluded from schools and increasetheir opportunities for academicand social success.

Ref ,rences

S. Wittrock 4 Brophy, J., & Good, T. L. (1986). Teacherbehavior and student achievement. In M. (Ed.), Handbook of research on teaching (pp.328-375). New York: MacMillan. Carnine, D., & Silbert, J. (1979). Direct instructionreading. Columbus, OH: Charles E. Merrill. , Carr,E. G., & Durand, V. M. (1985). Reducingbehavior problems through functionalcommuni- cation training. journal of Applied BehaviorAnalysis, 18, 111-126. Center, D. B., & McKittrick, S. (1987). Disciplinaryremoval of special education students. Focus on Exceptional Children,20(2), 1-9. Colvin, G. (1987). Managing behavior problems inthe classroom: A re-teacHing model.Eugene, OR: Behavior Associates. Dixon, R. C. (1984). Sameness analysis - unique powerof D.1.: What you get is far more than what you see. Association for Direct instruction News,3(4), 1, 15. Engelmann, S. (1987). Chronic errors. Unpublished manuscript.Division of Teacher Education, University of Oregon, Eugene. Engelmann, S. (1988). Personal communication. Engelmann, S., & Carnine, D. (1982). Theory of instruction:Principles and applications. New York: Irvington. Paine, S., Radicchi, J., Rosellini, L. C., Deutchman, L.,& Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL:Research Press. Stevens, R., & Rosenshine, B. V. (1981). Advances in research onteaching. Exceptional Education Quarterly, 2(1), 1-9. White, 0., &Haring, N. (1980). Exceptional teaching (2nded.). Columbus, OH: Charles E. Merrill. Wolery, M. R., Bailey, D. B., Jr., & Sugai, G. M. (1988).Effective teaching: Principles and procedures of applied behavior analysis with exceptionalchildren. Boston: Allyn & Bacon.

174

184 Level system contract. In G. Rhode, W. R Jenson, H. K. & Reavis. (1994). The tough kid tool box (p. 97). Longmont, CO: Sopris West.

REPRINTED WITH PERMISSION

11113aM11MININO 155 97 The Tough Kid Tool Box: Section4 Level SystemContract

Contracting period: to

,agree to thefollowing:

If Freceive Excellents OKs Poors

I will earn Level 1privileges.

If I receive Excellents OKs Poors I will earn Level 2privileges.

If I receive Excellents OKs Poors

I will earn Level 3 privileges.

(Student Signature) Date

(Teacher Signature) Date

See page 70 for suggestions for use.

174 ,87 Weekly level system contract with key. In G. Rhode, W. R. Jenson, H. K. & Reavis. (1994). The tough kid tool box (p. 93). Longmont, CO: Sopris West.

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189 The Tough Kid Tool Box: Section 4 93 Weekly Level SystemContract With Key

'X Name: Subject: Week of: Excellent OK Poor Teacher Signature

Homework Yes No If so, what?

Excellent OK Poor Teacher Signature

Homework Yes No If so, what? edilleSdajr.Excellent OK Poor Teacher Signature

Homework Yes No If so. what?

:: Excellent OK PoorCI Teacher Signature

Homework Yes No If so, what? . Excellent OK Poor Teacher Signature Homework Yes No If so, that?

Totals for week: Excellent OK Poor

tient 1.On time 1.On time 1.Late 2.Consistently follows 2.Follows classroom rules 2.Does not follow classroom rules most of the time classroom rules 3.Completed assignments 3.Completed assignments 3.Completed assignments with 85-100% accuracy or with 65-85% accuracy with less than 65% accuracy worked consistently the entire period 4.Actively listens 4.Listens most of the time 4.Does not listen to the teacher

5.Volunteers in class 5.Participates when called 5.Does not participate in class discussions/activities upon discussions/activities

See page 70 forsuggestions foruse. 191 176 Rose Hill life space interviewing.(1994). In Rose Hill Elementho.ary ol Rose Hill behavior standards handbook. Commerce City, CO:AScuthor.

MATERIAL NOT COPYRIGHTED

193 177 ROSE HILL LIFE SPACEINTERVIEWING,

STEP 1; Focus on the Incident Incident a. Incident occurs. b. Offer assistance & support to student. Thoughts "It's going to be okay". c. Find out from the student what happened. Feelings d. Student may be able to begin responding. e. Continue to support & affirm student.

STEP 2: Students in Crisis Need to Talk Discussion of events a. Give student opportunity to talk about incident. (when, who, where) b. Adults ask questions to get more information & understanding about incident. (not judgement of situation) Feelings converted c. Focus on: Time (when?), Place (where?), to words People (who?) d. Continue to support & affirm student.

STEP 3: Find Central Issue & Select a Therapeutic Goal

a. Central issue is the theme or reason behind the behavior which led to incident. Becoming more aware b. You must determine the central issue to plan an of feelings & needs appropriate goal. related to behavior c. Which therapeutic goal is needed? 1. May need to focus on incident. Feelings converted 2. Review standards for appropriate behavior. to words (focus on appropriate vs. their behavior) 3. Teach new skills (see info on themes & goals) Determine theme/develop goal. d. Continue to support & affirm student.

STEP 4: Choose a Solution to Meet Goal

a. Brianstorm with student to find solution. b. Provide assistance with guidelines, options, rules. c. Select solution. d. Student states how solution meets his needs. e. Continue to support & affirm student. 178 1gs 1TP 5: Plan for Success

a. Develop plan for successful solution Words converted into b. Reherse new behaviors feelings of confidence c. Anticipate consequences d. "What if ." .e. Continue to support & affirm student.

SIERS21 Get Ready to Return to Class

a. Discuss returning to class. Storehouse of better 1. What is group doing. thoughts & feelings 2. What will you do. 3. What will others do. b. Summarize crisis intervention. c. Support & affirm student for workingwith you.

179 Long, N. (1992). Life space interviewing. InStuden a at Risk(pp. 13 -18). Storm Lake, IA: Leadership Institute in Administration of Special Education Programs.

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180 197 Lifespace

:t1 interviewing 111%,

caching in public schools in the life holds for him." His intent was to viewplinary purposes or for understanding 1990s is psychologically different the helping adult as the mediator between more completely how the student feels. than teaching in public schools in the student's stress, his behavior, the Redl stresses the necessity of empathetic the 1950s. The decay and disorganization reaction of others and his private world of potential which tht teacher/counselor must of the family and the painful social feelings that he seems unable to handle have to work with students, the subtle problems in the community have created a without help. Today this remains an capacity to see through and relate to the new level of deviancy and disturbance accurate way of describing the expanded deeper feelings rather than react to the never before seen by educators and other uses of L.S.I. in the 1990s. defensiveness of the student. In other adults who work with children and youth. words, no method superceees the teacher/ Teachers are struggling daily with studentsLife Space Interviewing (L.S.I.) is about counselor's capacity for relationship. who come to school flooded by painful talking to students who are in a crisis withRedl stated that there are two major reality problems such as alcoholism, their teachers, peers, assignments, rules categories of Life Space Interviewing: (1) 0drugs, suicidal thoughts, gang warfare, and self. L.S.I. is very applicable in a Emotional First Aid on the snot and (2) rape, physical and psychological abuse, school setting since it involves no special Clinical Exploitation of Life Events. crime, parental neglect and abandonment, equipment or props except for a skilled poverty and brutality as entertainment. and understanding teacher/counselor. In describing these categories, examples These problems will not disappear by Because every school crisis requires talk are taken from teacher reports at the Rose themselves or be solved by having a kind and intervention, specific verbal skills and School, a public psychoeducational center dedicated teacher, a structured classroom, concepts are essential to learn. However, for severely disturbed students in Wash- a behavior modification program or a it is not easy to learn how to talk with a ington, D.C. administered by the Commis- time-out room. These high risk students student in a crisis without additional sion of Mental Health: Children and enter the classroom ready to explode at the training. Youth Services. These examples are slightest frustration, disappointment or included not to describe the process of misperception. As a result, there are daily A ti..Ined teacher/counselor, who is L.SJ., but to help teachers determine the crises in every school which need to be knowledgeable in L.S.I. skills, will issues which become the focus of inter- managed and administrators, special influence directly the immediate outcome views. The following example by a sixth educators, counselors, social workers and of a crisis and the long-term effect this grade teacher illustrates how important the psychologists are demanding more crisis will have on the student. For selection of an issue is when working with sophisticated training in crisis interventionexample, a student crisis handled well can disturbing and disturbed students. to help these troubled students. have positive long-term influence on the student while a student crisis handled "During a Language Arts period Charlie The return of poorly can escalate into a devastating was moody, refitted help and, as a result, life space interviewing cycle of alienation, punishment and self- he didn't finish his assignment. After The talking strategy I'm proposing for depreciation. class I informed him that he would have to managing a school crisis is based on Fritz return to my class during the lunch recess Redl's concept of Life Space Interview- Life space interviewing: period to complete his assignment. He .ing, first published in 1959 in the Ameri- Theory and concepts arrived in a sullen mood. 1 ntpeated the can journal of Orthopsychiatry. Redl Life space interviewing is a method of work instructions and added that he not only would have to complete his assign- described the L.S.I. process as " .. a talking effectively with students whether it mediating role between a child and what be for personal insight, control or disci- ment but also he would be required to

Student* at Malt 199 rewrite the first pan of the assignment he I was gypped in one of the stalls, crying. After comfort- completed in class since he wrote it in a "The physical education period was just ing him, he was able to tell me that Jim messy way. With this statement, he about over when I blew the whistle and threatened to beat the hell out of him pushed his chair away, looked up angrily asked the group to stop and put away the school." and yelled 'the Hell I will.' and stormed trampoline. Bill objected, saying that out of the room." everybody had three turns except him and 3. Maintenance of communication that he wasn't going to be gypped. I in moments of relationship decay: When the teacher confronts Charlie what sympathized with his situation but After an intense conflict, some students should she select as the major issue? explained that our time was up and that withdraw and become uncommunicative Should it be his unacceptable language, the best I could do, if he cooperated, was or go into a prolonged anger, sulk and his disappointment at having to give up to see that he would be first next time, if refuse to talk. Unless this defense is recess, his anger at having to rewrite all of he reminded me." penetrated, the world of hostile fantasy his lesson or should it focus on the reasons can be more destructive to them than the why he was unable to complete the work He broke it world of reality. The purpose or this during the allotted classroom time? "Perry just completed painting his clay interview is to help children short-circuit Should it be all of these or selected horse and was proudly showing it to his this response by engaging them in any combinations? If so, which issue does the classmates when Jim shoved Larry who kind of conversation until they feel more teacher begin with? bumped into Perry causing him to drop his comfortable with their thoughts. Occa- horse which shattered when it hit the floor. sionally, gadgets, food and humor are Every L.S.I. develops out of an incident Perry became furious and started to attack effective ways of thawing students from a which the teacher recognizes and some Lary when I stopped him physically. frozen hostility. behavior the student cannot manage on his Perry broke into tears and started to sob." own. The two categories of L.S.I. depend m mad more on what the teacher feels would be Perhaps the most common reality frustra- "Craig was kept after school to complete useful for the student rather than the tion that has happened to all teachers his arithmetic assignment. He sat at his nature of the incident. For example, if the occurred when she was about to show a desk, folded his arms, looked with blazing decision is to keep him in class by giving prize film only to have the video cassette eyes and said, I'm doing nothing and him emotional temporary support, break down! In this situation, it probably saying nothing so leave me alone.' Whe Emotional First Aid is administered. If is the teacher who needs the emotional tried to talk to him he covered his ears the decision is to use the incident to clarify drain-off. with his hands." a slice of his behavior which is in need of repair, service or change, the interview is 2. Support for the management of I'm half-mad called a Clinical Exploitation of Life panic, fury and guilt:Often the "Martin kept staring out the window all Events. The distinction between these two teacher steps into a situation that is alreadythe time I was talking to him. It was clear categories is not rigid although there is a out of control. The student's level of he decided not to participate in the clear theoretical separation. panic, anger, or anxiety is so high that he interview. After many futile attempts, I is not able to control himself and respond asked Martin to draw a finger picture on Emotional First Aid to verbal controls. The goal of this the window pane and I would try to guess While reeducation programs for students interview is to protect the child and others it Halfheartedly he drew a circle which I are based upon long-term goals, students from his rage and temporary confusion. said was the final score of the last need immediate help and support when Occasionally, this calls for physical Redskin's football game. With great their defenses become ineffective and theyintervention until the child's own controls effort Martin tried to hide his smile." find themselves overwhelmed by reality are functioning again. demands and/or internal conflicts. Redl 4. Regulation of social and behav- identified five sub-types of this category: . I'm going to get him ioral traffic:While most students "Hearing the screams from the corridor, I quickly learn the "behavior code of the 1. Drain-off of frustration acidity: entered Mrs. A's room and found Sam andhouse" and are astute in describing The goal of this interview is to help Carl in a wild fight. I told them to stop conflicting adult standards, they of:en children manage reality frustration which but Carl was too angry to hear. As I need daily reminding of the classroom they cannot digest at the moment. This is separated them, Carl started to hit me t.,o I rules and regulations if they are to remain done by sympathetically listening, had to restrain him physically until he in the activity or lesson. The goal of this identifying and decoding their feelings of could calm down." interview is to provide positive assistance anger, distrust, fear or panic regarding to the student by warning him of the cruel and disappointing life events. I'm scared! present and subsequent dangers that lie "I heard a muffled sound in one of the ahead. boys' bathroomsand found Charlie hiding

:Students at Risk 182 200 "I explained to Phil that in order to stay in these patterns are made conscious to the he protested and said that be only wanted the group he would have to keep his hands student in a way which encourages insight the Kleenex to blow his nose. I told him to himself." "Each day I have to remind and trust in teachers, the vicious cycle of that there are other ways of getting the Bill that he will earn his points only if he stress, feelings, behaviors and adult Kleenex but that the important issue for completes his assignments in the allotted reactions will result in a destructive power him was to fmd out if I meant what I said time." struggle. For many students, it is safe; to and if I could handle his Limit Testing' believe that "the world" picks on them behavior." 5. Umpire service: Only students will rather than to feel they are "no good" or cast the teacher in the role of the umpire, "stupid." In order to help students fmd Actually, we're friends particularly when they fee' it's to their more useful ways of solving problems, While assembling them for lunch, Bill and advantage. Many important therapeutic Redl outlined the following five types of Steve started a little playful scuffling services are accomplished when the interviews. which took the form of light, openhanded teacher assumes this role to help children hitting. I warned the two boys that they settle personal grievances and game 1. Reality Rub: The focus of this had better stop before it led to some violations. interview is to help students reorganize further trouble but the boys continued. and clarify reality by discussing their Suddenly, Steve hit Bill somewhat harder More new rules blurred, distorted perceptions of a recent than Bill expected. Bill immediately - "Ralph came to me complaining about life event by identifying what the real threatened Steve and started after him. Peter. It seems that every time Peter issue is and by reinforcing the values of Steve ran to the classroom and closed the begins losing in chess he introduces a new the school. Wineman describes these door. Bill, in rage, tried to force open the rule. The latest one was that his father students as having a social myopia and door when I went up and grabbed him by told him that the king can move two tunnel vision, the rare capacity to see only the shoulders. Still in a rage, Bill turned spaces in any direction once both castles the part of an event which is personally his anger on me. Since he couldn't bite, were, taken. I explained to Peter that threatening. hit or spit, he tried to step on my toes so although special rules can be worked out Outof necessity I held him on the floor. at home, we follow the standard chess No one can call my mother names After ten minutes he calmed down and I rules at Rose School." "After a fight, all Steve could remember asked him to sit in a chair so we could was that Bill hit bim and called him a figure out what happened. After hearing You're out 'mothername: There was no initial recall Bill's interpretation i emohasle.ed that "A class of ten boys was playing dodge- of his own teasing, provocative behavior Steve was his friend and that the blow was ball on the playground. One of the rules which triggered the quarrel." not delivered in anger. After a few we agreed on was that if a ball touches any minutes I asked Steve to come in so we part of the person in the circle, the boy But I wanted to please could discuss the situation from the exchanges places with the thrower. In this "I noticed that Sally became very de- beginning. By this time Bill was able to incident, the ball 'skimmed' Davey's hair. pressed after the math test was returned. understand cause and effect relationships He claimed that he had not been hit but This perplexed me since she received a and said that perhaps he got madder than skimmed. When the group demanded that score of 90 percent. The next time I he should. Steve supported him by he change places, he turned to me for looked Sally was crying so I asked her to commenting that he really didn't mean to support only to hear me rule a 'skim' as a leave the class with me. After much start a fight. After emphasizing how bit and that be should have to change support, I discovered that she thought I misunderstanding and fights can take places." was mad at her. It secans that I told her place in a friendship, the boys seemed yesterday to study her homework and comfortable and left for lunch together. Clinical exploitation perhaps she could get all the problems The rest of the day the two boys got along of life events correct on the exam. Once this with no difficulty. After living closely with students, their misperception was clarified, the interview personal patterns of avoiding pain and centered on her desire to please me." Looking for action maintaining pleasure become apparent. "I noticed that Douglas seemed angry Certain students run away, become ill, I don't believe you when he entered the classroom. He didn't develop irrational fears and experience "After a lot of annoying behavior today, I take off his jacket and started to complain profound guilt over real or imagined acts. told the class that no one was to leave his about the written assignment on the Other students become aggressive, blame seat without permission for the rest of the blackboard. Realizing that this cue others for their misfortunes and experienceperiod. Within the minute, Martin got up, usually indicates that Douglas will have a little guilt. While teachers CM identify walked across the room and asked for a miserable period, I asked him to talk to these patterns, most student; are unaware Kleenex. When he was told that he knew me. I commented on his mood and told of their characteristic ways of perceiving, what he was doing and that he was using him that we better get a few things off his thinking, feeling and behaving. Unless the Kleenex as an excuse to test the limit, chest before he messed up the entire day."

183 Students at RIO 201 In this last incident the teacher recognizedI knew you wouldn't understand wrong time and in the wrong proportions. Douglas's nonverbal signal for help and "Jim reported that someone had taken his Their guilt is usually felt after the act, responded by identifying the boy's state ofmodel car he had brought to school. After which is not helpful to them in prevent") mind, avoided the power struggle over his discussing this with the group, the model the act, and in such a degree that they jacket and the assignment and encouraged still couldn't be found. As the group was often end up seeking punishment. Ini- him to verbalize his feelings. leaving, I noticed a sizeable lump in tially, the teacher is very sympathetic Peter's coat which turned out to be Jim's towards these children since they are so 2. Symptom estrangement:There car. During the initial part of the inter- distressed and unhappy about their are students who have an accurate view Peter showed no guilt over taking the behavior. At the slightest hint, they will perception of an event but have little or no model from his friend and calmly de- promise to be good, write confessions, concern about their aggressive behavior. fended his behavior by saying: 1) 'I was make new resolutions and shed abundant In fact, they seem comfortable with their planning to return it'; 2) 'He shouldn't tears. However, like holding one's breath, deviant behavior. Unlike other interviews, have brought it to school in the first place their intentions do not last very long. the purpose of this interview is to create so it's his fault', and 3) 'Someone stole my They do not deliberately break school some anxiety about their behavior by model about three weeks ago."' rules and regulations. The problem is that highlighting how they justify and enjoy they are easily stimulated, lack adequate their "righteous aggression." Often these He deserved it and more self-control and become unproductively students have developed a highly skilled "This incident involved three boys: Dick, guilty. Any teacher technique that creates way of protecting themselves from age 12; Jim, age14;and Bob, age 13. The more shame, remorse and guilt in these feelings of guilt by assigning the responsi- incident took place in the classroom prior students only complicates the problem. bility and fault on to another boy, school to the start of school while I was in the The goal is to highlight and magnify their or the entire world. Some of the most corridor. It seems that Bob took Dick's flickering signs of control. common rationalizations they use are: pencil without asking him, which made Dick angry. He told Bob to return it, There' sa little good in everyone 1. "He did it to me first." which he was doing, when Dick grabbed it "During free period Tom talked Doug into 2. "He called me a dirty name." out of his hand. Bob reacted by calling helping him let the air out of a car tire in 3. "Everybody else did it too." Dick a 'queer.' With this insult, Dick the staff parking lot. Doug was very upset 4."I was only kidding." started chasing Bob around the room. In about his behavior and spontaneously 5. "He had it coming to him." the process Bob accidentally bumpel into commented that it was a dumb thing t 6. "I had to do it." Jim who was drawing at his seat. Jim As we discussed exactly how the incide 7. "I gave him a warning." jumped up, grabbed Bob's band and developed and who had the initial idea, 8. "Didn't you ever do something like thissqueezed it until Bob dropped to the floor Tom said that Doug refused to go along when you were a little boy." in pain. When Bob was down, Dick came with him twice before he agreed to help 10. "I was upset today because my motherover and kicked him in the ear. Hearing him. With this information, we were able hit me this morning." this conarnotion, I entered the room and to support Doug by saying that we were 11. "I'm not talking 'cause you won't found Bob rolling on the floor crying and pleased to know that he had said 'no' twice believe me anyway." rubbing his ear. When I asked Jim and since it showed us that a part of him was 12. "It was an accident." Dick what happened they replied that Bob trying to stop him from doing something 13. "My dad told me to hit anybody who had been teasing them and that he finally that he knew was wrong. We emphasized did that to me." got what was coming to him. They how this was the part we wanted to 14. "I have a bad temper, so he should notshowed no initial concern about their cruel strengthen since we were aware that be make me mad." tactics but continued to say 'ft was his already was mad at himself." fault, he started it."' Often these students are highly verbal and 4.New tools salesmanship:The switch from one defense to another until 3. Massaging numb value areas: issue of this interview is to help students they are successful in confusing and The issue of this interview is to help who have developed the appropriate frustrating the interviewer. The first task students who have internalized feelings of attitudes and values (desire for closeness, of the teacher is not to be led astray by the concern and guilt to become more aware friendship, help, achievement, etc.) but students' verbal camouflage but to focus of their own self control system and to who have the wrong behavior. The goal the interview on the pupils' behavior. His understand how it breaks down during of this interview is to help students learn verbal skills are used in order to avoid conflict The primary goal of this inter- the appropriate social skills that will talking about his feelings and to destroy view is to strengthen these weak controls enable them to attain the social outcomes the effectiveness of the inter-view. The so they can act as inhibitors (or brakes) for they desire. This is similar to what is following examples show how these feelings of impulsivity before rather than called prosocial behavior. students deny any responsibility for their after tempting situations. Operationally, behavior. these children experience guilt at the

Students at Risk 202

iii1.1.10-- Strained friendship Operational guidelines of a Life "Clark is now trying to make friends with Space Interview Jim although his only success has been to ecause many To move from theory to practice, Mary make him angry. I explained that Jim Wood has proposed the following six doesn't like the way he (Clark) teases, operational steps of a Life Space Inter- pokes and grabs Jim's belongings. We are students are not eager view. While these guidelines may be now working on more appropriate ways of helpful to the reader in understanding the getting Clark to play with Jim that would techniques of a L.S.I., many interviews go hopefully result in more pleasure and less to talk immediately after through several steps only to have the pain." student regress to step one. With this in mind, the general six steps are offered: Is this where it hurts? a crisis, the first step in "Every time Bob wants help with his Step one: Focus on the incident arithmetic he starts calling out my name. I Because many students are not eager to explained that I was pleased that he L.S.I. is to drain off their talk immediately after a crisis, the first wanted my help but the way I would come step in L.S.I. is to drain off their emotions to his desk would be if he raised his hand to the point where the students can being and was silent." emotions. .0 to talk about the incident in a rational way. Intensely angry feelings, "shock" words In Charles M. Schultz's book, Good Old boys were being dismissed for lunch. and inappropriate actions are almost Charlie Brown, there is an excellent Three boys (Warren, Jeff and Mark) were always present when you intervene in a description of this category New Tools standing by the pencil sharpener talking crisis and begin a L.S.I. When a student Salesmanship. In one cartoon, Charlie when I heard Warren say to Jeff, 'I bet you believes that someone will help them Brown was listening to one of his school- could beat up Mark if you wanted.' (This control their feelings and when the student mates, who said, "I was just trying to talk was an obvious bait since Mark was a foot can begin to use words instead of being with that little girl up the street but I taller and at least 25 pounds heavier than dominated by emotion, L.S.I. can begin Jeffrey). Mark responded by saying 'Let's couldn't say a word. I just stood there all and therapeutic gains can be made. embarrassed and confused I got so self- see you do it, Jeff, if you aren't afraid!' conscious I didn't know what to do, so I Not wanting to lose face, Jeff replied with Hopefully, step one is brief. Sometimes it hit her." humor and said that be would do it only takes a few minutes. With other tomorrow. Warren commented, 'Don't be L.S.I.s, it may take as much as half an 5. :-.1anipulation of the boundaries ofa chicken Jeff, you can do it.' Mark said, hour to diminish emotional flooding so self:The issue of this interview is to help 'Come on, let's see if you're strong with a that a student can begin to talk. If a student see how be is being exploited or punch in the ann.' Warren seemed emotional intensity does not diminish to a used to gratify the wishes of others and/or pleased by his plan and was encouraging point where the student can use words, do to point out to the instigator the pleasure Jeff not to be 'chicken' when I intervened not go further into L.S.I. Instead, try and power he obtains by influencing and asked the boys to sit down. After Emotional First Aid! others to act out his wishes. The goal is to getting a distorted story from all of them, I explain the quality of their relationship asked Mark if he was mad at Jeff at 12 Step two: Students in crisis need to and to demonstrate that friends should o'clock. He said no. I asked Jeff the sametalk about the incident help and not hurt each other. question and he answered 'no' too. I then This is an intensely interactive step: The got the boys to pinpoint the exact time student talks and the adult questions, The boy puppeteer they started feeling angry at each other clarifies and decodes. Th exchange "George was extremely clever in getting and helped them to see how Warren had between adult and student during this step Bob to blow up in the classroom. For set up the fight through his challenge and has two objectives. For the student, there through his knowledge of how he could example, Bob was very touchy today and must be a decrease in emotion and an having trouble completing his assignment, get each of them going. While the increase in rational words and ideas, dynamics of this incident seemed apparent which he thought was difficult. After a organized around the sequence of events few minutes, George said in a loud tone right from the start, I was impressed with a time line. If this does not occur, the Jeff and Mark's lack of insight into that he was all done because the teacher student cannot benefit from the problem- Warren's role. Once they put the situation had given him a very easy assignment. solving phases later in the L.S.I. For the in perspective and discovered how they This was all Bob needed to be convinced teacher, the objectives are to expand and had been used by Warren, they were that he was being treated unfairly and that clarify details about the student's percep- unusually verbal and direct in their once again he was being gypped." tions about the when, where and who of comments to him., Warren's defense was the incident and the events leading up to it. '1 was only kidding I didn't think Jeff The set up Step tw., ends when the talk has produced would really hit Mark.'" "This incident took place just before the a review of time, place and people Students at Risk 203 involved in the incident. The teacher has a the student is not able to do this, the group needs to take place. Affirmations of sufficient understanding of the student's teacher/counselor helps the student bythe student's new insights and competen reactions and point of view to begin to providing guidelines, values or rules for carrying out the new plan are essen focus the following step on a central issue consistent with the norms of the schools.if the student is to be successful. the actual incident or underlying personal issue. Step five: Plan for success I must emphasize that Life Space Inter- This is the step for realistic planning and viewing is just beginning to be evaluated. Step three: Find the central issue rehearsal of what will happen when the There is a great deal to be known about and select a therapeutic goal solution is actually used to resolve the this technique, particularly why it is Step three determines what is really central issue and to deal with the incident. effective with certain students and significant in the incident. At the moment The focus is on specific behaviors whatineffective with others. Also, there is a of the incident, the student's life space to do, when .. ! Both negative and need to examine the extent to which such includes both public and private realities. positive aspects are anticipated and a an interview interferes with the normal The teacher's job includes both public and working plan is formed for putting the teaching process; whether we are irritating private realities. The teacher's job in step sobition into action. some students with talk or overwhelming three is to sort it all out and make deci- them with words. Psychologically, the sions about which reality predomi'ttes This step is used to expand the student's ever-present question is whether the and what is needed. In short, step three is understanding of what behavioral changes student is consciously aware of his the decision-making point for selecting thewill be required. The question is, "Will problem or whether his defenses are appropriate therapeutic interview: ie. this solution work for the student?" protecting him from recognizing them. In Reality Rub, Symptom Estrangement, Behind this simple question is the major the latter case, what happens to the student New Tools, Massaging Numb Values or concern of intervention programs that when the interviewer exposes the student's Manipulating Body Boundaries. The key there be a carryover effect. defenses and makes them less effective? processes in step three are to explore the How can we select issues that are signifi- student's view of the incident and underly-Affirming a student's ability to carry out cant to the student's life that are free from ing anxieties until you have sufficient the plan is essential for success at this other issues in the classroom? In other understanding to (a) concisely state the step. It is almost always difficult for words, how can we highlight the student's central issue, (b) assess the student's students to use new behavior and a new inappropriate behavior in such a way perceptions, insights and motivation to approach to a problem. Without practice he would have difficulty denying it? change behavior, and (c) decide what and abundant encouragement, they tend to therapeutic insight or outcome would be fall back on old ways of behaving. These are just a few of the many fascinat- effective with the student. ing questions that can be raised in helping Step five ends when behaviors have been high-risk students learn how to behave and Step four: Choose a solution based rehearsed, future problem situations have succeed in school. on values been anticipated and the student has This step begins the "how-to-fix-it" part ofconfidence that can change his behavior Conclusion a L.S.I. There are three questions to be with support. I feel that the Life Space Interview is an answered during this step: effective technique for talking to high-risk Step six: Get ready to resume the students which is different from moraliz- Will the solution address the incident or activity ing and lecturing. Its effectiveness is the underlying anxiety? The last step in a L.S.I. is the plan for the directly dependent upon advanced training student's transition back into the group. and the active ability of the staff to Will the teacher or the student provide the This step helps the student prepare for mobilize and use all the reality forces solution? reentering and participating in an ongoing available in a school. activity. It also is important to use this What will the student see as a satisfactory step to c'ose down private topics or References solution that can be "owned"? feelings brought out during the L.S.I. The material for this article is based on two sources, Direct Help to the Classroom Often there are two solutions to be dealt The topic shifts in this last step. The Teacher, by Nicholas Long, published by incident and the central issue have been with: one is the reality issue surrounding the Washington School of Psychiatry in the incident and the other is an underlying put to rest, at least temporarily. A solution Washington, D.C., in 1966, and Life Space issue that may have emerged during the has been worked out. Now the discussion Intervention: Talking to Children and previous steps. centers on where the student will go now Youth in a Crisis, by Mary Wood and as the L.S.I. ends.Adiscus ;ion of what Nicholas Long, Pro Ed., Austin, Texas, When possible, the student slickild come has happened while the student has been 1990. up with alternative solutions and then away, what the student will do and how select the course of action that seems best. others will react as the student rejoins the

StudeStudentsnts atRisk Wright, D. B., Gurman, H. B., & the California Associaton of School Psychologists/Diagnostic Center Positive Intervention Task Force. (1994). Appendix H. Management of antecedents to escalating behaviors. In D. B. Wright, H. B. Gurman,& the California Associaton of School Psychologists/Diagnostic Center Positive Intervention Task Force. Positive intervention for serious behavior prolkins (pp. 243 - 245). Sacramento: Resources in Special Education.

MATERIAL NOT a.)PYRICIIITED Appendix H.

Management of Antecedents to Escalating Behaviors

Many inappropriate antecedent behaviors can be redirected in their beginning stages by naturally occurring social interactions b.;tween staff members and students. The following techniques and strategies are suggested for use in redirecting the student to more appropriate behaviors.' It is important to remember that all interventions must be tailored to the developmental level of the student. The following suggestions are not intended to be the sole intervention to increase a positive behavior but rather are to be used to de- escalate or redirect inappropriate behaviors, thus avoiding the need for further emergency interventions as behaviors go further out of control: Planned ignoring. This is more successful if planned before the behavior occurs. It is most effective when a student is trying to get attention or to provoke staff members, as long as other students are not involved. Not calling on the student to run an errand or ignoring the studen! while telling several other students what a good job they are doing are examples. it is iniOrtant to provide a positive reinforcer as soon as a correct behavior is exhibited. Caution: Be ready to reinforce the correct behavior the moment it appears. Do not use for severe behavior problems when the maladaptive behavior has begun. Signal interference. These include nonverbal indications to signal to the student when behavior is beginning to be inappropriate, (e.g., snapping fingers, furrowing eyebrows, holding hand up to show "stop." This is most useful for behaviors that are mild in nature when they have just begun to escalate. Proximity control. When a student's behavior begins to be disruptive or distracting, the staff member moves close to the student while carrying on the activity with the whole group. No punishment or undue attention needs to be given to the student at the time. Generally, the adult's presence at close range is enough to subdue mild inappropriate behaviors. Interest boosting. When a student's behavior indicates that he or she is drifting away from attending to the task or activ;'..y, some additional information related to the student's interests or experiences is helpful to pique the student's attention and interest in the activity. For example, when leading a discussion about music, the staff member might ask the student about his or her personal stereo equipment to boost the child's interest in the discussion. Tension reduction through humor. Frequently, a problem or potential problem may be defused with a joke, or a light-hearted comment. Many dines anxiety, fear, or a challenge will make the student feel obligated or forced to react negatively. Humor can act as a pressure release valve to allow the student to laugh it off without a negative response. This

AppendixH 188 207 works well when the student has respondedinstinctively in a negative fashion or appears to and be wanting to retaliate but is indecisive ofwhether or how to do so. Caution: Satire ridicule are not appropriate at anytime. Thechild must correctly read the affectionate aspect of the interaction. Beware of the unintentionalreading of an attempt at humor as "ridicule" and plan your humor attempts accordingly. Hurdle help. The staff member must provideimmediate instruction at the very moment the student gets into trouble, to help the student overthe hurdle of dealing appropriately with others. A timely comment at the onset ofthe problem helps the student to follow the correct course of action. For example, astudent who has just bunched up a pieceof paper and raised his or her arm to throw it is seenby the staff member, who reminds the student to walk to the trash can to throw it away.Timing is essential to intervene before the misbehavior occurs. Restructuring routine. Routine has a stabilizing effect on everyone.It is important to have a clear understanding of all that we areexpected to do and to feel secure that our schedule or routine will allow it. Young peopledepend on a routine so they can plan their the day in their own minds. However, sometimesit becomes clear that the students tire of routine. Adjusting to energy level provides anopportunity for the student to be refreshed. This should be an occasional shift in routine so as notdisrupt the orderliness of a planned, sequenced routine. For example,rescheduling TV time to allow students to watch a special program after the grouphas done chores. Caution: Many childrenwith severe behavior problems require visual reminders ofroutines, such as personal schedules of their activities on their desks. Changes should beexplained and integrated to any visual tracking system the child is using. Direct appeal to values. The student is encouraged tomake a decision as to whether his or her behavior is helping the situation. One-on-oneconferencing to elicit an understanding of how this behavior may be making matters worseand to discover alternate behaviors that in it. A can help the student to focusattention on the problem at hand and his or her part questioning format is most helpful here, beginningwith questions that require a "yes" answer (to develop a positiveattitude) and phasing in questions that require a morein- volved answer (e.g., Where did this happen?What did you do then? How do you feel about that? Why do you think he responded that way?).Finally, seek some sort of commitment for continuing a behavior or stopping a behavior nexttime the problem occurs. The antiseptic bounce. When a student'sbehavior indicates a buildup of stress or restlevs- ncss, it is a good idea to removethe student in such a way that attention is notfocused on the negative behavior. A pass to the office to run anerrand is often enough to defuse a potential problem and allow the student to returnfresh to the activity. This allows a few minutes away from the problem area withoutconfrontation about behavior and provides enough of a release and a distraction to enable thestudent to return to the program in a new frame of mind. Distraction. When a confrontation or a negativebehavior is creating a disturbance, focusing the group's attention and/or the individual'sattention on something different can reduce or eliminate the problem. A student who isscreaming may stop to listen if the staff member begins discussing a topic of interest to thestudent (e.g., what's for lunch, special events coming up) or if the staff memberbegins an activity with the other students that the misbehaving student would enjoy. This helps the student togive up the negative behavior by providing an opportunity for the student tomake the choice to do so and prevents the staff member from having to use more restrictiveintervention models. 189 Positive Intervention for Serious Behavior Problems 2C6 Infusion with affection. Often a very positive, supportive, and appreciative approach may help a student to respond more appropriately. A warm, open, caring responsefrom a staff member may help the student to talk about the problems he or she is experiencingbefore the problems build into a significant incident. An example might be, "I think youprobably feel very sad now, and that makes me feel badk, , too. Do you think we might walkand be able to talk about what happened?" Interpretation as interference. A student may not understand or be aware of a behavior that is occurring. Sometimes it is helpful to describe to the student what the orshe is doing by commenting on observable behavior. This serves as a reminder and as awarning that the behavior is unwanted. For example, "When you talk while I am talking, notonly is it hard for you to listen, but you make it hard for the others to listen, too." Regrouping. When a student is having trouble within the group, it is often advantageous to move him or her to another group or space (e.g., classroom,living unit, or subgroup within the unit) to avoid continuing problems. This is not a punishing "kick out" but an attempt to offer the student an environment that will help the studentmaintain control of his or her own behavior. For example, "I think this new location will be betterfor you and allow you to be in control of yourself better. I can see you're trying." Limitation of supplies and tools. When a student begins to misuse, abuse, or otherwise cause a problem with tools or supplies, it is advisable to limitcontinuing access to the material at this time. This requires a calm voice and a supportive stance if de-escalation is desired. Role-modeling. The most significant management tool available to staff members is conducting themselves in the manner in which the students are expected to behave. Staff members who maintain self-control, respect for others, good manners and courtesy, honesty, fairness, and good judgment teach by example. Students look to adults for models and for guidance, and they learn every day by watching and listening to every word. Students with serious behavior attend to the emotional tone of the speaker often with more concentration than actual words. Clear, calm words are often modeled by other students and immediately diffuse a tense situation (e.g., "Mrs. Walsh says it's not my job to worry about Johnny. My job is right now."). Pacing indicator. Some students, especially severely handicapped students, lose the ability to use language when protesting an activity choice. Shifting the student to "break time" and asking the student to rejoin the instructional activity when ready can diffuse escalating behaviors. Giving the student an object that signifies break time to thatindi- vidual and asking for the object (e.g., a felt heart, puppet, small stuffed animal, magazine) to be returned when the student is ready can be useful to de-escalatebehavior and provide for choice making. Relaxation activity. Sometimes severe behaviors can be avoided by training the individual to choose another behavior to express the same purpose as the maladaptive behavior (e.g., stating "I need to lie down" rather than screaming in protest). At first, the student may need modeling, prompting, or guidance to select thealternate relaxing activity. The student should return to the regular routine when he or she determines readiness. Examples include: music, thymic mc-xment in a rocking chair, covering up with a blanket, and flipping through a magazine.

' Note: Adapted from material developed by Sidney Monroe. Diagnostic Center, Southern California

Appendix H 190 209 Fister, S. (1994, Winter). The 1-Minute Skill Builder. The Best Times, pp. 3, 6.

MATERIAL NOT COP'YRIGHTED

an TEE-BEST--a-IMESWinter, 1994 Materials Review:0G63PleC.S° Sus= Fists', BEST Project Consultant 'rive,1-Mat -ode &kat 13.4,adat,

Many educators are leaving the teaching The 1-Minute Skill Builder is a 4-step tion," or "a few minutes ago when 1gave profession today because of the problems correction procedure for dealing with you some feedback," or "when you they encounter with difficult students and social skill errors that do not constitute entered the classroom this morning and the subsequent loss of control in their severe infractions. The procedure is greeted me..." The teacher is providing classrooms. Behaviors like arguing failuredesigned to take approximately 1 minute the circumstances and labeling the social to follow instructions, or the inability to and is intended to immediately reduce or skill for the student. accept feedback or criticism, coupled with correct a student's misbehavior. It does difficult interactions with parents, often not preclude the use of other appropriate Next, the student is provided with result in teachers feeling like failures. The intervention strategies. With training, specific, descriptive and nonjudgmental increased time demands involved in practice and feedback, almost any adult in information about their inappropriate dealing with difficult behaviors can the student's environment can learn to behavior. For example, significantly reduce the time left for effectively use the procedure. When all quality instruct' school staff and parents are using this "Erica, now when I gave youan instme- procedure, there is a greater probability lion, you turned your head towardme and Minor behavior problems, while disrup- that the student will generalize the skills said, just a second." tive to the classroom, can easily escalate across settings. The 4-step procedure Or into more severe behavior=. These includes: situations can create a sense of powerless- "Just then when I gaveyou some feedback on your assignment, you threw your ness on the part of the teacher and Step 1: Expression of Affection. dramatically effect their job self-esteem pencil on the floor and said I hate this and satigaction. Step 2: Description of the inappropriate class." and appropriate behavior. Or The I-Minute Skill Builder is one Step 3: Request for acknowledgement "A few minutes ago when greetedme, you alternative for assisting teachers in and practice. looked down and walked towardyour reducing mild behavior and social skill desk and said what's good about it." problems through a positive instructional Step 4: Feedback focus. Do not say, "Just then when I askedyou Several things must occur during Step 1, to sit down." Rather, say "Just then when Social errors may be the result of skill Expression of Affection. First, the adult I gave you an instruction..." moves in on the student, looks at the deficits, that is, the student does not know Do not say, "A few minutes ago when I student, and gets on the student's eye how to perform the behavior. Or, they said good morning..." Rather, say "A few level. Implementing this procedure from may be the result of performance prob- minutes ago when I greeted you..." lems. In the case of performance prob- across the room or at a considerable lems, students usuallyknow howto distance will not be as effective in getting It is important to label the skill for the perform the skill but choose not to for the student's attention. The student's student by connecting the specific some reason. name should be used during Step I and a behavior to the broader social skill area. positive comment should be made Just like academic skills. social skills regarding an appropriate behavior that During step 2 it is important to avoid should be dealt with systematically and just occurred or is now occurring. For statements like "You weren't listening to consistently through the use of a planned example, "You've really been working me," "You are lazy," "You were messing teaching procedure and aplannederror hard this morning." "You're not talking around," "You were ignoring me," "You correction procedure. The 1-Minute Skill right now, nice job..." Throughout this have a bad attitude," and so. on. These Builder can be used to deal with a variety step, the adult should maintain a pleasant kinds of statements are judgmental and of compliance problems. and other social and quiet voice tone, pleasant facial are not stated in behavioral terms. They skill errors. This intervention, however. is expression, and eye contact with the can invite more inappropriate responses based on the premise that the social skills svdent. from the student which can lead to power and the specific steps for performing the struggles. kill, have been previously taught to the Step 2 of the I-Minutc Skill Builder dent. Initial teaching of social skills involves describing th; inappropriate andThe next part of step 2 is to clearly state will help to prevent problems which may appropriate behavior. At this point, the the steps for performing the social skill occur liter. adult begins by saying something like, "just then when I gave you an insane- (See "I-Minute Skill Builder", page 6.) 192 213 THE_BusrTimEs 1-MINUTE SKILL BUILDER(cont. from Page 3)

correctly. This can be based on your own appropriate intervention or use a tech- task analysis of the skill or steps taken nique called ongoing teaching to deal from a social skills program. with the student behavior which is interfering with the 1 Minute Skill At this point you will say something like Builder. this: "What you need to do when someone gives you instructions is to look at the Ongoing teaching involves the strategic person, acknowledge the person, and do use of pairing behavior descriptions and the task immediately" or "A better way to specific requests, with praise statements. greet someone is to look at the person, The teacher must get the student back smile, and make an appropriate greeting under what is called instructional control. statement like 'Good morning Ms. The 1 Minute Skill Builder will not be Wells.'" effective as long as the student is engaged in other inappropriate behavior. lithe Step 3 involves requesting student's inappropria^.e behavior is acknowledgement and then practice from stopped through the use of ongoing the student. To request acknowledgement teaching procedures, then the teacher can you am say to the student, "Does that return to the original 1 Minnie Skill make sense?" "Do you understand?" or Builder. "Please say those steps for me." Then, the teacher will request practice. You will say Their are ..-veral key points to remember something like, "We're going to do that in order to effectively implement the 1 again," or "I'm going to give you a Minute Skill Builder chance to demonstrate those steps again." Although immediate practice is best, in 1. Pre-teaching of important social some circumstances it may be necessary skills should occur before implement- to set up a future practice session. If any ing the 1 Minute Skill Builder. errors occur during the practice, the 2. Consistency in teacher behavior must procedure should be repeated, starting be adhered to, each time an error over with Step 1. occurs and the procedure is used.

Step 4 of the 1 Minute Skill Builder 3. The teacher must maintain low involves feedback to the student regarding tolerances of student behavior which their successful performance which deviate from a clearly defined occurred during the practice in Step 3. standard. Similar to Step 1, the feedback is deliv- 4. The teacher must maintain a calm . ered on the student's eye level, using the composure throughout the approach. student's name, a soft, pleasant voice tone, and a pleasant facial expression. 5. Social skill errors should be viewed Then, specific descriptive information is as positive teaching opportunities. given to the student regarding their 6. High rates of effective praise must be correct performance of the skill. given to students when they engage in appropriate behavior. The 1 Minute Skill Builder be viewed as a teaching opportunity, not harsh punish- The 1 Minute Skill Builder has proven to ment. It can be useful for dealing with be an effective intervention for many many errors in social skill performance. Itstudents. A short video tape with an may also be effectively integrated is a accompanying packet is available which component of a classroom or schoolwide demonstrates the process in more detail, behavior management plan. along with procedures for assisting those who are interested in iinplementing the Occasionally, a student may make technique. For information on obtaining additional social skill errors while a 1 the 1 Minute Skill Builder Video Tape, Minute Skill Builder is being conducted. contact: Education /st,1930 Sheridan If this occurs, many options are available. Road, Salt Lake City, UT 84108, (801) The teacher may want to move to another 582-4070. Jones, V. (1994, April). Developing student responsibility.Paper presented at the meeting of the Council for Exceptional Children, Denver, CO.

MATERIAL NOT COPYRIGHTED

194

21% NECESSARY COMPONENTSOF A PERSONAL EDUCATIONALPLAN

PURPOSE: TO TEACH A STUDENT THESKILLS NECESSARY FOR RESPONSIBLEBEHAVIOR

PROCESS: The student is included inthe development of the plan!!!

The PEP is a living process; tobe reviewed and revised as needed.

The effectiveness of the planis enhanced if all staff who haveresponsibility for managing the student are includedin developing the plan. Involving the parentsis also preferable.

CONTENT: Clear expectations for positivestudent behavior are specified in the plan.

The plan includes an instructional component(e.g. social skills training) in which the student learns to make alternativeand more responsible choices.

Positive and negative consequences areclearly delineatad.

A person is identified to coordinate,review and revise the plan, as needed.

Vernon Jones April, 1994 195 211 PERSONAL EDUCATIONALPLAN

Purpose of Personal Educational Plan(PEP): A Personal Educational Plan is a meansof helping school staff, students, and parents clarify and agree upon behavioralexpectations of students, their choices for meeting those expectations and the consequences(positive and negative) for meeting or for failing to meet those expectations. In contrastto verbal or "unspoken" agreements and contracts, such a written contract can: Minimize the lack of clarity which can bemanipulated to sabotage the agreement. Greatly increase each person's personal senseof ownership and investment in the agreement, eachhaving participated in it's development and committed to it in writing. Provide a concrete measure of progresswhich can increase the student's sense of control and successand minimize uncertainty and subjective evaluationby staff. Minimize the number of judgement calls,since adults need only follow through with applying theagreed-upon rules and consequences, and involve thestudent in revision of the contract when weaknesses become apparent. Conversely, when students experience expectations as vague,understand a limited repertoire of choices, and believe consequences tobe unpredictable, inconsistent, and under the control ofothers, their sense of personal control and responsibilityis minimized.

When to Use a Personal EducationalPlan: A PEP may be indicated when astudent who is not on a behavioral IEP needs additional instructions and clarification aboutexpectations and choices, and the support of individualized consequences toincrease their motivation to choose to meet those expectations. While a teacher may choose to use a PEP for astudent in a single class, success tends to be significantly increased by theconsistency provided by the involvement of other staff and application of the PEP amongclassrooms and across settings.

215 196 PERSONAL EDUCATIONALPLAN: SPECIFIC GUIDELINES

Personal Educational PlanMonitor: Name staff member whohas agreed to oversee contractdevelopment, application and review. (Themonitor should be someonesignificantly involved in the student's overalleducational plan.) Reason for Personal EducationalPlan: Specify the behavior(s) thatinterfere with the student'seducational development or the educationaldevelopment of others.(Be as specific as i.e. under what circumstances,frequency, possible in describing behavior(s), will address need be history, etc.) .Only behaviors which the contract described. Student Expectations:

1. Include student in clarifyingbehavioral expectations. 2. Make expectations behaviorallyspecific. 3. State. expectations in the positive,indicating what student is expected to do. 4. Verify that the expectations areclearly understood by the student. 5. Make sure all expectations areenforceable by the staff on a consistent basis. student Choices: 1. Request student participation indeveloping a list of responsible choices which they canmake to meet expectations. (Example:"What are some responsiblechoices that could be made whenanother student comes up and wants to startfighting?") 2. Help student list as many appropriatechoices as possible. 3. Ask the student to list examplesof irresponsible choices or ways to deal with problem situations thatwould result in negative consequences. 4. Rem;nd students that their behaviorreflects their choice.

Student Consequence.

1. Request student participation indetermining meaningful consequences for meeting or failing to meetexpectations. (Example" What do you think should happen if...?") 2. List consequences that occur naturallyin the environment and try to develop applied consequences that arelogical. Discuss with the student the inherent fairness of the consequenceand exactly what the results of their choices will be. 3. Specify only those consequences that canbe applied or expected to occur consistently.

219 197 4. If developing consequences to be carried out athome, the above instructions still apply.(Although defining consequences at home is optional, such a process may increase the effectivenessof the contract by enhancing communication with parents andby providing further consistency across settings.Additionally, it is sometimes difficult to find meaningful, logical consequences within the schoolenvironment alone.) Personal Educational Plan Monitor Agrees_ To: List any other monitor actions which the studentand monitor agree about which may enhance student cooperation.(Example:"Monitor agrees to discuss student's inappropriate behavior in private ratherthan in front of the class.") Personal Educational Plan Termination Criteria: Clearly define exactly what the student needs' to do tohave the coradc:I. terminated. (Termination criteria can be related to meetingexpectations, i.e. "80% of the time for 2 consecutive weeks", or can be related to consequences, i.e. earning positive consequences:"4 out of 5 days for 3 consecutive weeks".)

220 198 PERSONALEDUCATIONAL PLAN TEACHER SURVEY

Date: Student: Person Originating. theProcess:

Statement of Concern:

for this student to assume respo- What (if any) goals would yousee as important nsibility and achieveacademically? (Please listin order of importance.)

Your Name: Relationship to Student:

Would you be available andwilling to:

a. Be on a PEP team?

b. Be a PEP monitor for thisstudent?

221 199 PERSONAL EDUCATIONALPLAN

Date: Name of Student: Grade:

School: PEP Facilitator:

PEP Team:

* 4* * * ** * 4* 4* * 4* * * * * * ** * ** * * * ** ** * * * * * *** * * * * * * * 4* 4 * * 4* 4

Goal of Personal EducationPlan:

EXPECTATIONS FOR RESPONSIBLESTUDENT BEHAVIOR requiring additional instructions, !n addition to classroomand school rules, expectations clarification and assistance:

D. 200

222

VIMINM.IMP PEP PROCESS

PEP Facilitator(s) agrees to:

1. Collect and share information with thestudent, parent and PEP team.

4. TIMELINE: Staff: Student: PEP Team agrees to:

1. Consistently apply stated consequencesfor both responsible and irresponsible behavior. regarding the efforts of the student and the 2. Provide information to PEP Facilitator effectiveness of the plan. 3. 4. TIMELINE: Parent agrees to:

3. 4. Student agrees to:

1. Work with the PEP team to develop andparticipate in the plan.

2. 3. 4.

4* * * * ** ** * * * ** * * * * * ** * * ** * * * * * ** *** **** * ** **** **** ** ** *** *** * * * *

PEP Facilitator Signature: Date: Parent Signature: Date: Student Signature: Date:

201 223 Name of Student:

EXPECTATION A:

Responsible Choices > Positive Consequences:

Assistance Offered:

Irresponsible Choices: > Negative Consequences

Assistance Offered:

initials

1 224 202 Name of Student:

EXPECTATION B:

Responsible Choices Positive Consequences:

Assistance Offered:

Irresponsible Choices: Negative Consequences

Assistance Offered:

initials

203 225 Name of Student:

EXPECTATION C:

Responsible Choices. > Positive Consequences:

Assistance Offered:

Irresponsible Choices: ,, Negative Consequences

Assistance Offered:

initials

226 204 PERSONAL EDUCATIONALPLAN REVIEW-REVISION-TERMINATION

DATE WHO INVOLVED NOTES/CHANGES MADE

Reviews:

Revisions:

Termination:

227 205 PERSONALEDUCATIONAL PLAN

Grade: 6 Date: 2115/92 Name of Student:Holden Caulfield

School: Everywhere Elementary PEP Facilitator:Hugh M. Bean Educational Assistant Music Teacher PEP Team: Classroom Teacher Parents Counselor Prinioal Resource Teacher PE Teacher

* * * * * * * * ** * i * * * ** * * * * * **** * * * * * # * * ** * * * * * * * * * * * *** # * * * * * * i *

to be able to assumeresponsibility for Goal of Personal EducationPlan: To encourage Hoiden himself ,and benefit fromschool.

EXPECTATIONS FOR RESPONSIBLESTUDENT BEHAVIOR additional instructions, In acdition to classroomand school rules,expectations requiring clarification and assistance:

work. A. Remain on task during classand turn in all assigned

B. Manage anger and frustrationin a responsible manner.

C. Gain attention from others in anappropriate manner.

the requirements of the PEP 85% of thetime for 4 D. Termination criteria is to meet consecutive weeks.

225 206 PEP PROCESS

PEP Facilitator(s) agrees to:

1. Collect and share information with the student, parent and PEP team.

2. Convene staffing to sign PEP. 3. Review contract with Hoiden weekly. 4. Reinforce Holden and communicate with his parents. TIMELINE: Staff: Survey Staff - Within one week. Student: Meet with Holden UD to three times within 10 days to draw UD PEP and weekly thereafter.

PEP Team agrees to:

1. Consistently apply stated consequences for bow responsible and irresponsible behavior. 2. Provide information to PEP Facilitator regarding the efforts of the student and the effectiveness of the plan. 3. Complete daily communication sheet. 4. Encourage Holden with social reinforcers. TIMELINE: Complete survey within one week and respond to daily communication form.

Parent agrees to: 1. Follow through on daily and weekly communication. 2. Talk with Holden about school behavior. 3. Contact school staff if we have concerns. 4. Encourage Holden. Student agrees to:

1. Work with the PEP team to develop and participate in the plan. 2. Try and do the stuff. 3. Work to meet the goals for four weeks. 4. Carry the daily communication home and talk with parents. * * * f * * * ** * * * ** * *** ** * * 1 * * ** *** * ** ** * * *** * * * *

PEP Facilitator Signature: Date: Parent Signature: Date: Studer.? Signature: Date:

229 207 Name of Student:Holden

EXPECTATION A: D Lgiyeitio_mAeacher.

Responsible Choices Positive Consequences: Ask to get up Get my work done Watch my teacher Stay with my friends Listen when I'm supposed to Earn free time in resource room Work when I'm supposed to Earn free time in my cla. Ask for help Stay out of trouble Turn in work Teacher and parents happy Assistance Offered: Teacher will respond to hand raisedCommunication sheet Problem-solving sheets Changed seat Daily communication

Irresponsible Choices: Negative Consequences Walking about Get time out Bug people Teacher will be mad at me Bring stuff (toys) to school Mom and Dad will be upset Give up Lose free time Draw and play Lose recess Put work in desk Other kids mad at me Assistance Offered: Help with time out Communication sheet Verbal warning

initials 208 Name of Student:Holden

EXPECTATION B: Stop veiling at other people.

Responsible Choices ------> Positive Consequences:

Talk to somebody Make friends Take a time out Stay on playground Walk away Stay in class Leave people alone Feel better Ask for help Get off this thing Write stuff down Assistance Offered: Listen when asked for help Look for positive behavior Offer help Daily communication

Irresponsible Choices: Negative Consequences Start yelling Lose friends Fight, shame, hit or kick Do problem sheet Cuss at kids Go to time out Break rules because I'm mad Go home maybe Run out of room Parents and teachers upset with me Assistance Offered: Give you room Talk with you about problems Verbal warning Daily communication initials

209 231 Name of Student:Holden

EXPECTATION C: Act richt_ and get along withkids.

Responsible Choices Positive Consequences: Smile and cay nice stuff Make and keep friends Ask kids to do things Be happy Take turns and share Stay in class Sit by kids and be nice Keep my recess Find ways to make friends Eat lunch with others

Assistance Offered: Tell you about positive things Talk to all kids about being nice Daily communication

Irresponsible Choices: Negative Consequences Put kids down Lose my friends Hurt kids To tirne out Make kids do what I want Lose my recess Talk to kids when they are working.Feel lonely Cuss and call kids names Do problem sheet Mess up games Assistance Offered: Verbal warning Talk to kids about recess rules Daily communication sheet

initials

232 210 PERSONAL EDUCATIONAL PLAN REVIEW-REVISION TERMINATION

DATE WHO INVOLVED NOTES/CHANGES MADE

Reviews: 2/21 Holden, Mr. & Mrs. Caulfield. Hugh Bean

2/27 Holden. Hugh Bean

314 Holden, Hugh Bean

3/11 Holden, Hugh Bean 3/18 Holden. Mr. & Mrs. Caulfield, Hugh Bean

Revisions:

Termination:

211 233 DAILY COMMUNICATIONFORM

Holden Caulfield Student Date

A AP PR LIE R MMMMREC On Task Manage Anger Getting Attention

= Improved = Acceptable o = Unacceptabie

Parent Signature

212

234 Point Cards. In G. Rhode, W. R. Jenson, H. K. &Reavis. (1994). The tough kid tool box (p. 177). Lonbmont, CO: Sopris West.

REPRINTED WiTtl PERMISSION

23 213 I I

A- 2 3 4 5 6 7.8 910 211111111111111111m :3 :111111111111111111111111 111111111111111111 5.11111111111111111111 :61.1111111111111111111E11 711111111111 MI 8111UNI ;111111111WAIENIL. fill. 1.31111X411

11 12 3 4 5 6 7 8. 9 -10 1 tlfr 4 56' 7 8 9 10 aaaauaaa2,5555555 3111111111111111111 11111.11111111.111 4INMEMEMIMI 4-11111111111111111M 11111.111111111111 5111111111111111111111 11111111111111111111 6R 555555 7111111111111111111111 7NM 1111111111111E111 811.011111111.111. 8INICIASIVINIL 9IIIMMEMINIE 915POVINaribi reallE.M. .10EdOrsiiNrAiki.ia Ar

If Classroom bank points. In G. Rhode, W.R. Jenson, H. K. & Reavis. (1994). Thetough kid tool box (p. 179). Longmont, CO: SoprisWest.

REPRINTED WITH PERMISSION.

239 215 The Tough Kid Tool Box:Section 6 '79

241 216 Reavis, K. H., Kukic, S. J., Jenson, W. R., &Morgan, D. P. (1993). Advertising for success: Improving motivation.In K. H. Reavis, S. J. Kukic, W. R. Jenson, &D. P. Morgan. Technical Assistance Manuals (p. 1 -11). Salt Lake City: Utah State Office of Education.

PlA'TERVIL, NOT COPYRIGHTED

2.43 217 Objectives

By the end of this module, you willknow: What advertising for success is. What makes advertising for successeffective. How to implement an advertisingfor success system. Cautions when using an advertising for success system.

Introduction

Advertising for success (also known as public posting) is aninterven- tion that may be used to enhance academic motivationand decrease disruptive behaviors. Advertising for successprimarily involves the display of academic progress scores or behavior measures on abulletin board or blackboard. The academic measures can includesuch items as scores on papers, test scores, points earned foracademic work, the number of assignments 0 completed, percentage of assignments completed,contributions made in class, and other measures. Behavior measures caninclude such items as on- task behavior, being on time to class, beingprepared to work, the number of warnings received for inappropriate behaviors,appropriate transitions from class to class, and so on.

Is Advertising for Success Effedive?

Advertising for success is well represented in the EffectiveSchools Literature. This literature has been compiled and reviewedby a Lumber of researchers interested in the differences between effectiveand ineffective schools (Jenson, Sloane, & Young, 1988; Purkey &Smith, 1983;). A list of the characteristics of effective schools is providedbelow:1

1. There is school-wide recognition of academic success. 2. Basic academic subjects are emphasized. 3. Clear goals and high expectations are maintainedfor all students. 4. There is a school-wide sense of order and discipline. 5. Teachers reward, praise, and recognize studentperformance. 6. The school principal provides strongleader- schoolwide recognition and facilitates monitoring ship, which filters down through theteaching and reporting of student progress. staff to the students. 7. The principal supports and encouragesthe Academic increases also result from advertis- staff. ing for success. For example, advertising for success 8. The school has a monitoring systemthat has been used to improve performance in the follow- reports student progress. ing studies: 9. Teachers, principals, and parents arekept aware of pupils' progressrelative to school 1. Fourth graders, science test scoreserrors 27 percent to 7 objectives. were reduced from approximately 10. The amount of time students spend on percent (Thorpe & Darch, reported in VanHouten, engaged academic tasks is high (minimum 1980). 70%). 11. Teachers set the stage for learning atthe 2. Second graders, number of words written- - beginning of the school year. mean words written increased fromapproximately 5 12. Teachers prepare students fro- independit per minute to 10 per minute (VanHouten, Hill, & inquiry and study. Parsons, 1975). 13. There is widespread support from theschool staff, parents, and students regarding school 3. Special education students (EMR 8 to 12 norms for behavior. years old), mean math lesson completedeach day 14. Teachers use a variety of disciplinestrategies increased from approximately .69 to 1.3 lessons per for managing disruptive behavior. day through team advertising for success (Van 15. Teachers create an environment thatmodels Houten & Van Houten, 1977). high learning expectations. 16. Teachers are able to motivate children. 4. Fifth graders' mean number of questions 17. Teachers use a classroom system of rules. answered correctly about the stories in their read- 18. Teachers optimize learning time. ersincreased from approXimately 4 to 8 with team 19. Teachers move around the room, are awareofadvertising for success (Van Houten, 1980). what is going on, and use a system of spot checking. 5. High school, biology test performance 20. Teachers handle disruptive behavior in alow- increased from an average of 55 percent to 73 percent key manner. with advertising for success, verbal praise, and immediate feedback (Van Houten & Lai Fatt, 1981).

It is important to note that items #1-There a and US- Other suggested areas for academic advertis- The school has a monitoring system that reports ing for success include spelling scores, basic number student vrogress directly relate to these systems. facts, hand writing samples, story writing, math Posting the academic success of studentsprovides calculations such as long division, physical education activities, classroom verbal contributions, completed students were told that the purpose of the chart was homework assignments and others (Van Houten, to see if each student could exceed hisprevious best 1980). daily and weekly score. The scores were recorded on a large wall chart in black grease crayon.With the Advertising for success has also been used to introduction of public posting of quiz results, there reduce disruptive classroom behavior and improve was a large reduction in disruptivebehavior (from on-task classroom performance. Lyman (1984) has approximately 40 percent disruptive behavior to 10 specifically used advertising for success and goal percent disruptive behavior) withoutimplementing setting to improve the on-task behavior of elemen- additional disciplinary procedures for disruptive tary age (11 to 13 years), behaviorallydisordered behavior. boys. All of the subjects were identified as conduct disordered and displayed such behaviors as noncom- What Makes Advertising for pliance, aggression, truancy, and property destruc- Success Effective? tion. The study took place in a self-contained classroom at a treatment center. The treatmentinitially Whether it is used for improving academics involved having the boys set their own goals for on- or behavior, there are anumber of essential compo- task behavior and write it privately on a index card nents that must be present in order for advertising which the teacher kept at her desk. The effects were for success to be effective. not impressive. However, when the boy's goals were transferred to an advertising for successchart First, the basic component of all public there was a large increase in on-task behavior (from posting systems involves some type of visual feed- 50 percent to 75 percent). Clearly, public posting of back system. This must be something students can the goals was a critical variable for improving on- see from their desks. A largebulletin board, marks task behavior. on the blackboard, or a plastic(acetate or laminated) covered poster board are all good places to post In a similar study, Jones and Van Houten visual feedback systems. (1985) used public posting of daily quiz result. in Science and English to manage disruptive behavior the advertising for success system in three junior high school classrooms. The quizzes needs accurate and meaningful information that can were simple five question tests (true orfalse, fill in be displayed. This requires some systematic method the blank, or multiple choice) on the subject content of gathering information. The more delayed the and were administered during the last five minutes information or the less accurate the information, then of each class. It is interesting to note that at no time the less effective the public posting system. There are was there a posting of disruptive behavior.At first, several efficient techniques that will be discussed data on disruptive behavior was collected only when later in this module on how to collect meaningful quizzes were started. This produced a reduction in information for display. However, collecting relevant disruptive behavior in classes I and 3, but not 2. information is the key to advertising for success. With the introduction of advertising for success, menting an advertising for successsystem were Since most advertisingfor success abstracted from this book andother supporting systems have no tangiblereward or material. reinforcement associated withthe student's performance, thereaction of Step 1: Select a visual feedbacksystem that others (particularly peers)is very is prominently displayedin a classroom. The system important. Engineeringreactions is a should be large enough tobe seen by students sitting skill that needs to be masteredby example, the lettering of names teachers using an advertisingfor at their desks. For data should be at success system. and performance information or :east 3 centimeters high. Thechart should also display a week's worth of data(Monday through Friday) with the highest weekly score(see the Conscientious teachers can readilycollect this should be erasable so information and use it in an advertisingfor success example below). The charts they can be re-used eachweek. A poster board system. lamination is best. It is The third, component of an advertisingfor covered with a plastic film or also very important to keepthe visual feedback success system is theengineered react:len to the complex the system, the information. This aspect can be critical tothe successsystem simple. The more less it will be used by students.Too much informa- or failure of the system.What is meant by an engi- will reduce neered reaction are the responsesof teachers, aide, tion, small graphs, or complex measures for success. the principal, and peers to theinformation included the effectiveness of advertising in a advertising for success system.Since most Step 2: Decide on a positive measure.It is advertising for success systems have noUngible important to post improvementsin academics and reward or reinforcement associatedwith the that posting student's performance, the reactionof others (par- behavior. The research has shown positive improvements is much moreeffective than ticularly peers) is very important.Engineering posting measures that indicate poorperformance or reactions is a skill that needs to bemastered by teachers using an advertising for successsystem. Details on this skill will be givenlater in this mod- The research has shown thatposting ule. positive improvements ismuch more effective than posting measuresthat Steps for Implementing indicate poor performance or Advertising for Success inappropriate behavior.

The steps for implementing anadvertising inappropriate behavior. A positive measureis also for success system have beendescribed in a book student is compared against his or her entitled, Learning Through Feedback:A Systematic one in which a and not the performance of other Approach for Improving AcademicPerformance own performance students. if students are routinelycompared against (Van Houten, 1980). Thefollowing steps for imple-

245 221 each other, then the poorer performingstudents will Method 2: Set up grading stations in the find the procedure punishing. classroom with the answer sheets and a special red pencil for grading. The student is Step 3: Decide on meaningfuland precise allowed only to bring his/her answer sheet daily measure. For example, measuressuch as to the gr7-ting station. No pencils or other number of problems completed, percentageof papers are allowed. improvement, points earned for appropriatebehavior, or words read are all good measures.Global Method 3: Have students exchange papers measures or information thatis dependent on guess and put their initials at the bottom of the work is poor information to publicly post. paper as a grader. It will also help to have students rotate the papers, once, twice, or Step 4: Give feedback immediately.The three times so the student does not know longer a teacher waits to give feedback to astudent, who is grading his/her paper. Again, a the less effective the advertising for successsystem teacher can randomly grade three or four will be. Feedback should be given as soon as pos- papers as a reliability check. sible. Step 6: Give positive differential feedback Step 5: Develop a system to effectively scorerather than feedback for an absolute level or near student's work, so that it can be posted immediately. perfect goal. With positive differential feedback, The usual reason that feedback is delayed tostudentsstudents post improvements against their own best is that teachers do not have time toimmediately scores and not a predetermined criteria. For ex- grade or evaluate academic work. A way to over- ample, if a student's best score for completing math come this problem is to usestudent graders or self- problems any day during the present week is 20 and grading. Research has shown that self-grading can his/her best score ever for any week is 35, then these also be effectively used in a classroom andthat scores would be posted as follows: students learn even more from self-grading (Van Houten, 1980) than from having someone else grade bestBest their work. Student Mon. L. Th_Lir. Ed. Day Week John Doe 15 13 20 18 20 35 Method 1; Give the students specially colored pencils or pens that can only be used In this way, students compete against themselves. for grading when the answers are given orally to the group by the teacher. Any Step 7; The teacher should praise improit student using a regular pencil during grad- ments on the advertiting for success chart. This is ing can be readily identified as cheating. Thewhat makes the information meaningful and rein- teacher may also randomly sample some of forcing to students. The teachers should use fiesoZi the papers and grade them for accuracy afterlive praise statements such as, "John-what a perfor- the students have graded them. mance! You beat your best weekly score again", or, 249 only the teacher and aideknowing what the numbers "Susan is getting better and better,she did six more shown that when teachers problems today!" Poor praise statemeas are global mean. Research has publicly post the number of praisestatements they statements such as "Good job,keep it up" or "Nice make, the number goes up(Gross & Ekstrand, 1983). improvement."

Step al Encourage peer commentsand It is also important to praisestudents who interaction about the publiclyposted information. If are havingdifficulty, but are improving. Smallsteps students compete againstthemselves and not each are particularlyimportant to these students,and other, research indicates thatspontaneous student their performance should alwaysbe compared to comments will be positive(Van Houten, 1980). themselves (e.g., 'Wow, Timmy isreally doing a However, if students competeagainst each other, the great job. If you look athis chart, he has improved chances of negative orcounter-productive comments each day. I have to keep changinghis Best Day increase. A teacher can alsofoster positive student score."). comments in the following ways:

Group raise is also effectiveif it is used Method 1. Acknowledgingstudent's comments is descriptively and does not single outstudents who a good way toincrease positive peer statements. are having difficulty.Good group praise statements For instance, a student (john)might say, "Timmy are, "This is impressive;six students in this classbeat beat his best score.' Theteacher's remarks might their previous best scores," or,"What a hot class, you be, "John you are sharpfor noticing; Timmy is beat your total class best scoreagainwhat a bunch doing a great job." of pros."

Methosl 2. Amplifying a student'spositive com- It is a good idea for teachers to setgoals for ment by adding information.For example, a the number of praise statementsthat he or she will student might say, "Charliereally did a good job make during each day about thepublicly posted today." The teacher might comment,"He did an information. For example; a teacher mayset the additional 12 problems and beat his ownbest minimum number of praise statements at10 for score."

Method 3. aakii a student formaking positive If students compete against themselves and not each other, comments about other students.A teacher might research indicates that spontaneous say to a studentwho has just made a positive student comments will bepositive. comment, "Susan, you areterrific at noticing how well others are doing on thechart. Your comments make everyone feelgood."

nself and S for the classroomaide. This may seem Method 4. Using gon federates tostimulate peer artificial at first; however, it willeventually pay off. comments about publiclyposted Information. It helps to post the number onthe blackboard, with I 223 For example, a teacher maydirectly ask two or Singling students out for advertising three popular students in theclass to make for success because they aredoing positive comments about how otherstudents are poorly can be a punishing experience. doing. The teacher should stressthat the comments should be sincere andrealistic. Having Some teachers socially valued, popular peers makecomments is Advanced Technique all the contagious, and other students will start tomake have difficulty grading papers and posting problem, the positive comments. students' work each day. To solve this teacher can post a chart with several spacesfor the While the eight basic steps for designingand operat- students' names and randomly select students at the ing an advertising for success systemhave been end of the day to have their work graded and detailed above, there are severaladvanced tech- information posted. With this technique, students their work posted so all niques that can improve the effectsof a well de- are never sure who will have posted. signed and implemented advertisingfor success students work hard to have their work system even further. Van Houten's report of Thorpe and Dardi's Advanced Technique 1: Add atangible study (1980) describes a random selectiontechnique test reinforcer for students who have improvedtheir in which one fourth grade student's daily science by the teacher. scores. This seems simple,but remember the adver- was randomly selected and scored the class tising for success system that hasbeen presented so The test was posted on the board in front of far in this module has only used teacherand peer if it had no more than one error. If there were more and praise as reinforcement for improvement.Mystery than one error, the student remained anonymous motivators, spinners, grab bags, or treasureboxes canno test was posted. Errorsdropped dramatically be used randomly to reinforce students.For in- with this technique from an average of 28 percent to stance, a student at= be selected atrandom from less *Nan 10 percent. students who have posted improvementsfor a particular day. The randomly selectedstudent then It is important to randomly select students for receives the daily mystery motivator (asealed for posting. Singling students out for advertising envelope posted at the front of the classwith a success because they are doing poorly canbe a reinforcer written on a slip of paper in it). punishing experience.

Caution: It is important to select animprov- Advanced Technique a: Classrooms can be ing student at random. Do not makethe reinforcer divided into tea _m_s and average team results can be dependent on the biggest gain. If thereinforcer is posted. For example, three students sitting at a table of given only to students making thebiggest gain, then for math can be designated as a team. At the end students having more difficulty but who areimprov- each math period, the student can exchange papers ing will be punished. with each other or even another team for grading. The amount of each assignment correctly completed the (number of problems) can be averaged andthe total. The publicly posted information was had team's performance can be posted alongwith their points remaining and the misbehavior that the end Best Daily Score and Best Weekly Score.A team caused a point loss. If a class had 45 points at Week approach does not require that individual namesbe of the week, they were declared Class of the large posted, but only a team name. However,both team (more than one class could win) and given a and individual performance can be postedtogether. class ribbon, certificates, their class picture was posted above their class point total in thehallways, public Van Houten and Van Houten (1977)used and the winners were announced on the individual versus individual plus teamadvertising address system. The class that won Class of the for success wita elementary age specialeducation Week most over the entire study's length of time was students. They found that team posting wassuperioralso given a free lunch. The results showedthat to individual posting, but that bothapproaches before the intervention the primary grade students improved performance. In using individualposting had 31 inappropriate behaviors; this dropped to 4 the increase was from .69 :rith assignments to.84 after the intervention was started. Similarly, the reading assignments completed, an increaseof 22 intermediate age students had an average of 33 percent. However, when team andindividual resultsmisbehaviors before the intervention and only 5 after were posted, the increase wasfrom .69 reading the intervention. assignments to 1.30 reading assignments, anincrease of 61 percent. Interestingly, the percentageof Group contingencies are powerful tech- spontaneous positive remarks made bythe students niques. In particular, when group contingencies are about the reading work jumped from a baselineof 0 used with advertising for success, only team scores to 31.7 comments per day. should be posted. The teacher should be absolutely sure that all the students on the team canperform the Advanced Technique 4: An even more required academic or behavioral task. Group contin- powerful application of advertising for successis to gencies are best used when a student has learned a combine it with a team based group contingency. new behavior and needs to practiceit (maintenance). With a group contingency, the dassroom isdivided Group contingencies are much less effective when a into teams as described above; however, areward or student is still learning how to perform the behavior contingency is added for team performance.This but has not quite mastered it (acquisition). In technique was used effectively with 254 primaryInd addition, the group contingency should be designed middle students who displayed high ratesof misbe- so that all the teams can win andthe contingency is havior (swearing, gum chewing, enteringschool primarily a positive procedure. The teacher can tell if without permission, talking back, running inhall- the procedure is positive by asking: (a) Do a variety ways, loitering, kicking,fighting) (Hollan & of teams win the contingency often? and (b) Do the McLaughlin, 1982). Each class was given 10points students make positive comments to each other each day (each class formed a team). If astudent about their performance, or are they singling out a misbehaved, he or she lost one point from hisclass's few students for ridicule? will want to explain Cautions positive system. The teacher that he/she will not be postingacademic grades, but rather improvement or the number oramount of A visual feedback system,meaningful assignments completed. information, and positive reactions tothe information are the essential componentsof advertising for The principal's permission and support success. Even thoughall of these elements exist inall should also be obtained. For example,the principal classrooms as untapped resources, someteachers are may be asked to come intothe classroom periodically reluctant to use advertising for successsystems. For and look at or make comments aboutthe advertising example, some teachers may express a concernthat for success systems. One principal went sofar as to students will feel uncomfortableif their work is take a Polaroid picture of a studentwho had done displayed. The research showsthat most students exceptionally well academically andbehaviorally prefer an advertising for success systemif it is used from each classroom in the school. Eachpicture with correctly (Van Houten, 1980). It isimportant to post an appropriate label such asIncredible Worker", or, positive information if possible.The more negative "One of the Best On-Task Kids" wasthen posted the information, the less effectivethe system will be. outsie of the office in the main schoolfoyer.

Other teachers are worried thatslower If the teacher is concerned about posting learners will be exposed and negativelyaffected by names, secret number codes canbe assigned instead. ;he system. Students already knowwho are the fast One study showed that posting academic progress and slow learners in a classroom (thisis particularly by code is just as effective for secondarystudents as true if teachers ability groupi.e. blue bird and black posting by name (Van Houten, 1984). bird reading groups). If an advertisingfor success system is designed correctly, theposting system can Case Study be used to enhance the self-esteemof slow learners. In fact, research shows that studentsin the bottom Performance can also be enhanced by using half of a classroom academically benefitand improve an advertising for success systemthat displays most by the system (Van Houten,1984). several behaviors and academic skillsfor a whole class instead of only one behavior or skillfor indi- Some teachers express a concernabout legal vidual students. For example, the rectanglesdis- issues associated with advertisingfor success. While played on the next page represent fourclassroom some caution is in order,posting student's papers rules pertaining to: (1) correct transition time, (2) and work has been going on inclassrooms for accuracy of following directions,(3) work completed, decades. However, posting should notbe used to and (4) no more than one warning. Thesebehaviors humiliate a student or display onlynegative informa- are tracked for the class forthe academic subjects of tion. It is also a good idea forthe teacher to inform math, reading, and spelling. If the classperforms parents at Back-To-School Nighthow he/she plans appropriately during an academic period for each of to operate the posting andemphasize that it is a

253 and peer interaction. Journal ofApplied Behavior the four behaviors, a plus (+) is placedin each area. Analysis, 8, 449-457. If misbehavior occurs, then a minus (-)is placed in that particular area. The advantageof this system is Van Houten; R., & Lai Fatt, D. (1981).The effects of the simplicity of posting for thewhole class across advertising for success on high school biology test Chil- several behaviors. The publiclyposted behaviors in performance. Education and Treatment of dren, 4. 217-225. this example represent the standardclass rules, and for success the teacher can combine the advertising Van Houten, R. & Van Houten J. (1977).The perfor- system with an incentive system. mance feedback system inthe special education classroom: An analysis of advertisingfor success and peer comments. BehaviorTherapy, 8(2), 336- References 376.

Hollan, E.L. & McLaughlin, T.F. (1982).Using advertising for success to managestudent behavior during supervision. Journal ofEducational Re- Class Rules earch, 76(10, 29-34. 1. No more than one warning 2. Correct transition time (move quietly, go Jenson, W.R., Sloane, H.N., & Young,KR. (1988). directly to the next activity) Applied behaviorhavior analysis in education: A structured teaching approach. EnglewoodCliffs, New 3. Follow the teacher's direction. Jersey: Prentice Hall. 4. Complete your work and work thewhole time

Purkey, S.C. & Smith, M.S. (1983). EffectiveSchools: A Review. Elementary School Journal,83,427-52.

Thorpe, H.W. & Darch, C.B. (1980). Asimplified

reinforcement technique for improving test accu- WHOLE CLASS PERFORMANCE racy. Psychology in theSchools, in press.

Correct Transition Time Van Houten, R. (1980). Learningthrough feedback: AzggAnatic p_mashluipmrn academic performance. Human Sciences Press: NewYork.

No More Than Follow Teacher's Van Houten, R. (1984). Setting upfeedback systems One Warning Directions in the classroom. In W.L Heward,T.E Herson, D.S. Hill, and J. Trap-Porter (Eds.), Focus on behavior analysis in education. Columbus,Ohio: Work Completed . Merrill. and Working the Van Houten, R., Hill, S., & Parsons,M. (1975). An Whole Time analysis of a performance feedback system:The effects of timing and feedback,advertising for success, and praise uponacademic performance 227

254 dr Owen, P.R. (1981). The parent called theteacher, and Broughton, S., Barton, E.S. one tomorrow. Home-based contingency systemsfor school early and he lost TV Jake went to bed an hour problems. w 10(1), 26-36. privileges the next day. Jake wasirate the next day of a home-based depen- in class and tore up the noteand said he would not Gresham, F.M. (1983). Use dent group contingency systemin controlling particularly angry 14..causehis participate. He was destructive behavior. A casestudy. School Psy- television younger brother gotthe stay up and watch chology Review, 12(a),195-199. when he had to go to bed anhour early. The teacher Karraker, R.J. (1972). Disadvantagedadolescents and called the mother at workand discussed theprob- delay of reinforcement in atoken economy. ask than lem. They both decidedthey could wait longer ceedings of the AnnualConvention of American Jake. That night he againwent to bed anhour early Psychological Association, 7(2),763-764. television privileges. He and lost the next day's Schneile, Gant, & stomped out of the house, Lahey, Gendrich, Gendrich, threw a temper tantrum, McNees (1977). An evaluationof report cards with but came back and was putin bed by his mother. minimal teacher and parent contacts as aneffecient Behavior The next day he askedfor the note, and did excep- method of 'classroom intervention, Modification, IQ), 381-384. tionally well in class. The programhas been running three teacher con- for two months. Jake has won Imber, S., Imber, R., &Rothstein C (1979). Modify- tracts, got the mysterymotivator eight times, andis ing independent workhabits. An effecive teacher- Exceptional doing particularly well inclass. He could be taken parent communication program. Children, 460, 218-221. off the note, however,the mother wants to continue because it gives her thebasic information she needs Saudergras, R.W., Madsen,C.H., Scott, J.W. (1977). variable time to know to trackJake's school progress. Differential effects of fixed and feedback on production rates ofelementary school children. Journal of AppliedBehavior Analysis. References 10(4), 673-678. Schumaker, J.B., Hovel!, M.F., &Sherman, J.A. (1977). K. (1975). The elimina- Ayilon, T. Gather, S. & Pisor, cards and parent- through a combined An analysis of daily report lion of discipline problems managed priviledges in theimprovement of school-home motivational system.Behavior adolescent classroom performance.Journal of Therapy, 60, 616-626. Applied Behavior Analysis,100,449-464.

Atkeson, B. dr Forehand, R.(1979). Home-based reinforcement programs desi;-led to modify classroom behavior: A reviewand methodological evaluation. Psychological Bulletin,86(0, 1298- 1308.

Barth, J. (1979). A review ofneuromuscular reeducation: A neurologicalbiofeedback prospec- tive. American lournal ofClinical Biofeedback, 2(1), 32-33.

25S Reinforcement Continuum. (1994).In D. B. Wright, H. B. Gurman, & the California Association of School Psychologists/DiagnosticCenter Positive Intervention Task Force. Positive interventionfor serious behavior problems(p. 82). Sacramento: Resources in Special Education.

MATERIAL NOT COPYRIGHTED

229 27 Reinforcement Continuum Figure 10 highlights types of reinforcement. The reader is cautioned, however, that although the types of reinforcers are presented in hierarchical order, from bottom to top, frequently more than one reinforcer is present in any situation, and the precise hierarchy of intrinsic and extrinsic characteristics of a reinforcer is open to interpretation.

FIGURE 10. REINFORCEMENT CONTINUUM

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thl: 4t ItiWrvi:eitilcate!IrYself N. 14111,4 rily 4e%dt t_ INTRINSIC my'4(_ t 'leylys, cP:trtizsAtt, Self-praise, Self-satisfaction the i getout ,,,}, thae 4 PRAISE ryi ...11 petrs4S3edti;er from AdultsParentTeacherStaffPeers aSrtifkilte; 441 ,get the SOCIAL STATUS & RECOGNITION "te"tItt5vit:etrtiltlliC4t:es14-;trIN°:44.1 ed

Netree Peers or Adults A the,irrSt iS! thOke ..41 I4111 tilttitV PRIVILEGES t". c°11.1:eter ttifitatt Choice-making, sense of "power" ilit 7 tiztiNtir,9(ttifit,t, CONTINGENT ACCESS 1s wars Premark ,4.11.1/9 i!,rneti 1if 1st___ then _: Activities -Free time/Free choice (11411, Principle `41411 I like After 6UStt.PS 11111$111/100 getto CLOSURE tangible 1 n chose AI kvarchQrnthe N le h,,. Completing a set, finishing a list has compulsive features vvlit, tt,..ecIttiirlfgic:trle TANGIBLES ;194 :trt:!r Money, stickers, camera, etc. Mostof tht ee-Ythe the QXng PRIMARY-EDIBLES, PHYSIOLOGICAL RESPONSES rZ3rtittilt te Natural/Synthetic Stimulants Massage Repetitive Behaviors (Pacing, Rocking, Nail Biting)

230

Positive Intervention for Serious Behavior Problems 2 &SO Lottery/raffle tickets. In G. Rhode, W. R. Jenson, H. K. & Reavis.(1994). The tough kid tool box (p. 165). Longmont, CO: Sopris West.

REPRINTED IWTtI PERMISSION. 165 The Tough Kid Tool Box: Section 6 Lottery/Raffle Tickets I was caughtI was caughtI was caughtI was caught doing a doing a doing a doing a SUPER JOB! SUPER JOB! SUPER JOB! SUPER JOB!

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See page 122 for suggestions for use. 263 232 Henley, M. (1994). A self-control curriculumfor troubled youngsters. Journal of Emotional and Behavioral Problems, 3(1), 40 - 46.

REPRINTED WITH PERMISSION

For more Information about the Journal ofEmotional and Behavioral Problems, or to place a subscription, write to the National EducationalService, P. 0. Box 55, Bloomington, IN 47402 or call 1-800-733-6786 or (812) 336-7700.

3J 265 spotlight on excellence A Self-Control Curriculum for Troubled Youngsters Martin Henley The Preventive Discipline Project

The Preventive Discipline Project uses a self-control curriculum keyed to school situations that require students to demonstrate self-control. Teachers use this curriculum as a guide for generating specificself-control objectives for individual students. Since these social skills are designed to create responsibility rather than merely. obedience, they rear/11y transfer to the community at large.

71 roubled students have an invisible out hostile feeling and counterag- curricula concentrate on fostering obe- 1. disability. Professionals who work gression in others. A hyperactive dience (Curwin and Mendler, 1988). with these youth are like .astronomers student can make others feel anxious In such restrictive educational pro- who study black holes in space: we and act in impulsive, irrational ways. grams, troubled students are penalized know them only by the chaos they cre- Similarly, a detached student fre- for acting out the symptoms of their ate. These students fight rather than quently gets others to feel depressed emotional disability.Students who negotiate. argue rather than discuss, and to ignore him or her. If teachers have difficulty verbalizing their feel- and give up rather than persevere. are unaware of this natural reaction, ings are required to be quiet: students Confronted with normal classroom the student's inappropriate reaction with inadequate social skills are isolat- routines, troubled students are disabled will become reinforced and perpetu- ed from their non-disabled peers: and by a lack of self-control. ated automatically by the teacher's overactive students are made to sit in reaction (p.8). their seats for hours at a time (Knitzer. Emotional and behavioral disabilities Steinberg, and Fleisch, 1990). Recent are contagious. affecting even the Troubled students use their disturbing criticisms of control curricula under- teachers and making classroom man actions to defy educational interven- score the need not to correct "deviant" agement more complicated. Teachers tion. They resist change in order to behavior but to help students learn to of students with mental retardation do maintain sameness in their irregular direct their own lives (Brendtro and not experience a slowdown in abstract lives. They are disruptive because they Brokenleg. 1993). thinking. Teachers who have students are unable to direct their own behavior with dyslexia do not start reading let- in socially acceptable ways. Even the most skilled classroom ters backward. But teachers with trou- teacher will find it a challenge to teach bled students in their class are BEYOND THE CONTROL self-control to troubled students. The hard-pressed to maintain their own CURRICULUM difficulty is compounded by the as- emotional and behavioral equilibrium. An all too common response to the sumption that self-control is a unitary Long (1990) described how this conta- disturbing symptoms exhibited by characteristic; something a student ei- gion factor undermines efforts to teach troubled students is to repress student ther does or does not have, like intelli- troubled students: behavior through such control mea- gence or good character. However. sures as punishment. suspensions, researchers who have examined the One of the amazing concepts of in- point systems, and "assertive" disci- psychological underpinnings of self- terpersonal relationships is that stu- pline strategies. These control curricu- control report that self-control is actu- of dents in stress can actually generate la emphasize teacher autonomy and ally an umbrella term for a series their own feelings and, at times, their student conformity (Nichols, 1992). discrete skills needed to cope %% ith cat behavior in others. For example, an Rather than teaching students how to cial situations both in and out aggressive student can quickly bring manage their own behavior, control school. 234 26' 40 AJEB-# In their classic study.Children Who behavioral problem. The ratings were unable to resist the allure to grab. fon- Hate. Redl and Wineman (1951) cata- completed by 14 experienced special dle. or steal tempting objects. logued 22 specific ..ocial situations that educationteachersinsettings trigger loss of control in children with including inner-city and suburban spe- The curriculum devised by the Preven- emotional disabilities. Fagen. Long cial classes. residential treatment facil- tive Discipline Project emphasizes the and Stevens (1975) identified a core of ities, and one regular classroom. interactional nature of self-control. It eight skills that constitute self-control: Analysis of inventory results provided is divided into five broad skill do- selection. storage. sequencing, antici- a valid profile of student self-control mains: controlling impulses, assessing pating consequences. appreciating strengths and weaknesses. From this social reality, managing group situa- feelings, managing frustration. inhibi- data. we were able to generate a set of tions, coping with stress, and solving tion. and relaxation. In a review of the self-control goals and objectives for insocial problems (Figure 1). Each do- research. Zargoza. Vaughn. and McIn- dividual students. main includes four school-specific tosh (1991) found that many treatment self-control skills. A brief description programs do not identify the specific Two criteria were established for the of each domain and its corresponding behavioral deficits of target students. synthesis of the behavioral observa- self-control skills begins on page 42. While the reviewers found reason for tions into a self-control curriculum. "cautious optimism." about teaching First. identified self-control skills had social skills to troubled students. their tc be applicable across educational set- analysis suggests that educators need tings. This required a consensus on Self-Control Curriculum to delineate more clearly the social teacher expectations for students, peri- skills needed by individual students. odic revisions of inventory items, and I. Controlling Impulses an appreciation for the interactional Moving in Unstructured Space SELF-CONTROL AS impact of teacher style on student be- Using Instructional Materials PREVENTIVE DISCIPLINE havior. Making Classroom Transitions For the past several years. I have col- Resisting the Temptation of Off- laborated with a group of elementary Second. they identified self-control Limit Objects and secondary education teachers in skills needed to generalize to life out- the Preventive Discipline Project, a side of school. A social skills curricu- H. Assessing Social Reality field-based research project centered at lum is inadequate if it does not help Accommodating to Classroom Westfield State College. Our purpose students learn how to adapt to social Rules has been to develop a self-control cur- demands of the community. During Organizing Learning Materials riculum for troubled'students. the formative period of social-skill Accepting Feedback identification it became clear to the Appreciating Feelings For three years. project teachers sys- project teachers that such interpersonal tematically observed hundreds of stu- skills as resolving conflicts, rather than III. Managing Group Situations dents who demonstrated behavioral or such school adjustment behavim as Maintaining Composure emotional problems. They used an ob- completing assignments, represented a Appraising Peer Pressure servational -rating form derived from more ecological view of self-control. Participating in Cooperative Redl and Wineman's descriptions of Activities ego disturbances to document class- FIVE FOUNDATIONS Evaluating Effect of One's room situations that triggered loss of OF SELF-CONTROL Own Behavior control. From these data. profiles of Self-control is interactive in nature. individual student strengths and weak- For example. describing a student's ac- IV. Coping With Stress nesses in self-control began to emerge. tions as "impulsive" provides an in- Adapting to New Situations complete picture of the student's Managing Competition Once the teachers were satisfied that behavior problem. In order to fully un- Tolerating Frustration the self-control rating scale accurately derstand the student's impulsive be- Demonstrating Patience reflected the range of disruptive behav- havior. it is necessary to go one step iors typically engaged in by troubled further and answer the question: In V. Solving Social Problems students, the self-control inventory was what situation is the student impul- Focusing on Present field tested on a group of 85 male and sive? Depending on the situation, indi- Learning from Past Experience 25 female students. The average age vidual students exhibit marked Recalling Personal Behavior of the students was 12 1/2 years, and differences in their ability to control Resolving Conflicts the age range was from 7 to 21 years. their own behavior. Some students be- Each student was receiving special ed- come impulsive when confronted with ucation services due to an emotional or changes in physical space; others are FIGURE 1

263 ?a5 SPi 11s1G 1994 A 41 I.Controlling impulses. Impulses least one student, despite the personal Finally, assessment of social reality in are powerful motivators to action. risks involved, found the object irre- school includesappreciating feelings. As youngsters mature, most learn sistible. Students who frequently steal The emotional landscape of some to control their impulses and re- do not need the booty; they simply are troubled youngsters is so barren that strain actions that could elicit nega- unable to restrain their impulses. feelings come in only two pack- tive consequences. In school, agesgood and bad. These students students need to manage their im- II. Assessing social reality.Success are keenly aware of their own "bad" pulses when encountering the fol- in school and the community re- feelings and only remotely aware of lowing situations:moving in un- quires the ability to evaluate social how others feel. Chronic conflicts with structured physical space. using in- demands and make necessary be- authority help to maintain this black- structional materials, making tran- havioral adjustments. Each year and-white affective world, where the sitions from one classroom activity many students effortlessly adapt to good guys and bad guys stand out in to another, and resisting the temp- new classmates and a new teacher. clear relief from one another. tation of off-limit objects. To do this, students must be able to decipher social cues and act in a III. Managing group situations. Play, Unstructured physical spacecan over- manner that is concordant with the sports. clubs, and friendships pro- stimulate students. The open space of often conflicting expectations of vide youngsters with opportunities a gym encourages yelling; the long peers and adults. Deficiencies in to refine their socialization skills. A corridors of a hallway entice running; the assessment of social reality can youngster who is unable to take ad- and the unstructured topography of a result in persistent problems with vantage of these important learning field trip invites excitability. Unstruc- adjustment to classroom norms. experiences is at risk of becoming tured space presents a lure to misbe- Assessment of social reality entails socially stunted. Normal social de- havior that impulsive students have accommodating to classroom velopment is reflected in a young- difficulty resisting. rules, organizing learning materi- ster's ability to fit comfortably into als. accepting feedback. and ap- a group. The ability to balance Classroom materials can have both in- preciating feelings. one's own best interests against the tended and unintended uses. The ability demands of peer pressure is illus- touse instructional materials appropri- Accommodating to classroom rulesis tratedby maintaining composure atelyis a basic requirement of normal necessary for school success. Students when other students are overstimu- classroom functioning that can strain who persistently test classroom limits lated. appraising pelt. pressure, self-control abilities. Some impulsive tend to view classroom rules as a direct participating in coopec.ative activi- students turn materials into props for attempt to thwart their personal needs. ties, and evaluating the effect of acting out feelings. Clay is used for Students who are identified as having one's own behavior on others. throwing, rather than for modeling; an "oppositional defiant disorder" usu- pencils are used for jabbing, rather than ally have pronounced difficulty accept- Group excitability is contagious. for writing; and rulers are used for ing classroom rules on a regular basis. When students in a classroom become fighting. rather than for measuring. overstimulated. some youngstersmain- Another key aspect of the social reality tain composure,others lose control. Classroom transitionsare often ac- of classroom life is the ability toorga- Students who are easily swept away by companied by movement and noise. In nize learning materials.Students who the tumult caused by such events as the his research in secondary and elemen- habitually forget or lose assignments, entrance of a substitute teacher need to tary classrooms, Jacob Kounin (1977) those who come to class unprepared. learn how to evaluate situations more found that most behavior problems and students who need constant re- effectively for potential negative con- occur during transitions. The commo- minders about their academic responsi- sequences. tion caused by changing work assign- bilities frustrate themselves and their ments may be all that is needed to teachers. As students mature, they must learn to trigger impulsive behavior. Transitions cope with increasingly complex stan- that are abrupt or disorganized can Positive and negative feedback in the dards of peer acceptance. Peer pres- place an additional strain on a stu- form of grades, teacher comments, and sure manifests itself in many ways. dent's self-control abilities. judgments by peersareubiquitous in Racism, drugs, and gang membership school. Students who are unable toac- are predicated on an "us" versus Finally, some students are most in jeop- cept feedbackmay appear apathetic, "them" mentality.Self-control under ardy of impulsive behavior whentempt- unconcerned, or angry. Troubled stu- group pressure requires the ability to ed by off - limit objects.A teacher who dents sometimes confound teachers appraise peer pressureand steeran in- I:aves a pocketbook or a test sitting on with a hostile reaction to a positive dividualcourse of action. a cabinet may quickly discover that at comment. 269 42AJEB-P 236 Recently. educators have become more ternative school programs. Other ad- Solving social alert to the value of teaching coopera- justments in routine include riding spe- tive group skills. Listening to others, cial buses, visiting with counselors, sharing ideas,' and setting group goals and attending special classes in isolat- problems requires are indicators of personal growth. ed parts of the school building. When Each of these skills requires the ability the system has judged them ready. focusing on the to set aside egocentric concerns and troubled students are mainstreamed consider other points of view. .Stu- into regular classes where they are, present, learning dents who are unable to participate in once again, confronted with the need cooperative activities are handicapped to cope with a new situation. Pre- in their social relationships. Their in- tenses of familiarity, unexpected hos- from past experience, ability to work with peers limits oppor- tility. and regression into immature be- tunities for success both in and outside haviors are sample behaviors that recalling personal of school. characterize how troubled students overreact to new situations. behavior, and Given a nurturing environment, the young child slowly learns that personal Competition pervades classrooms. actions create corresponding reactions in Grades, teacher approval, student ri- resolving conflicts. others. Students who do not have the valries, and such deleterious practices ability to evaluate the effect of their be- as tracking systems require students to havior on others seem to be at a loss to cope with competition on a regular V. Solving social problems. Inter- explain how they elicited such reactions basis. Students must learn to win with- personal relationships pose a chal- as anger, frustration, or disappointment out gloating, and they also must learn lenge to all students; but troubled in another child or adult. Conversely. to fail without giving up. Troubled students, in particular, experience some troubled students have refined students often find even moderate chronic difficulties in negotiating their ability to manipulate' others and, in amounts of competition overwhelm- relationships. Solving social prob- an apparently calculated fashion, push ing. Typical reactions of troubled stu- lems requires focusing on the specific emotional buttons in order to set dents to competition include quitting. present, learning from past off negative reactions. Apa' etic stu- teasing, or fighting. experience, recalling personal dents evoke indifference, aggressive stu- behavior, and resolving conflicts. dents elicit hostile responses, and Frustration is stressful. The troubled The presence or absence of obdurate students inveigle adults into student experiences more than the av- the above skills makes a signifi- power and control conflicts. erage daily quota of frustration.Poor cant difference in the success rate school performance, inability to win that troubled students experience IV. Coping with stress. Through the peer acceptance, and constant conflicts when they attempt to solve social combination of perception and bio- with authority cause an endless cycle problems. chemistry, stress energizes an indi- of difficulties. Given such a steady diet vidual to action. Stressisa of frustration, it is remarkable that Emotionally flat days are uncommon. ubiquitous part of everyday experi- troubled students persevere at all! Each of us, students included, must ence. A pleasant expectation, such Withdrawalin the form of truancy, learn to adjust to the highs and lows of as an early recess, can be packed lack of effort, and low me.. notion a typical day. The emotional gyroscope with as much stress as the unpleas- characterizes the student with low frus- of a well-adjusted student will enable ant prospect of beir,sent to the tration tolerance. that student to recover from an unfortu- principal's office.In school, stu- nate incident. On the other hand, many dents encounter an array of stres- Delayed gratification is a common troubled students lack the ability to sors. The most common of these are school experience. Students are re- bounce back from an adverse episode; adapting to new situations, manag- quired f J wait in lines, wait to give an- an argument on the bus or a misunder- ing competition, tolerating frustra- swers, and wait for teacher help. The standing in the classroom can spoil the tion, and demonstrating patience. performance of virtually every rest of the day. The student becomes academic task from reading aloud to emotionally fixated on a single unpleas- Troubled students often are expected lab work requires waiting. Students ant event and is unable to shift gears to adapt to new situations. Some are who fail to demonstrate patience are and focu.: on present events, even when pulled out of their classroom for re- disturbing. They disrupt the smooth such events offer pleasant possibilities. source room assistance, others are flow of classroom routines, which can placed in special education classes. result in an increasing application of Learning from one's past experience is while a smaller segment are put in al- sanctions by the classroom teacher. a basic tool for solving present social

270 237 SPRING 1994 A 43 problems. Natural consequences teach lack of ability to perceive personal riculum, requires the same careful students to redirect future actions in a behavior clearly enough to review preparation that teachers normally de- more constructive fashion. However, how they managed to get themselves vote to academic subjects. The follow- troubled students may persist in the embroiled in trouble (Henley, Ram- ing brief case study details how one same social errors despite negative sey, and Algozzine, 1993). teacher systematically developed a consequences. These students seem un- self-control behavior management plan able to change their behavior in order Troubled youngsters have limited inter- for a youngster whose behavior prob- to achieve pleasant goals or avoid neg- personal tools for resolving conflicts. lems were seriously interfering with ative consequences. In fact, for some young people an ami- his ability to function in his fourth- cable resolution is a sign of weakness. grade classroom. In reality, Frank's "It wasn't my fault" is a familiar re- The widespread presence of gangs and behavior management plan focused on frain to teachers of students with the increase of violent acts committed several areas. This example details weak skills in solving social prob- against youngsters by other youngsters how Ms. Aust went about designing lems. As Redl and Wineman (1951) bears testimony to the deprived state of one part of her behavior management observed, students with emotional many students' negotiating skills. plan for Frank. problems often forget their own contributions to an altercation or class- RESOLVING CONFLICTS Frank is 9 1/2 years old. Despite his room problem. This lack of recall of frequent behavior problems, Frank personal behavior should not be con- A Case Study of the Self- was promoted from one grade to the fused with lying; the students really Control Curriculum in Action next without basic skills needed for do not remember their contributing The teaching of social skills, such as school success. He reads on the first- actions. The deficiency rests in the those included in the self-control cur- grade level and writes on a second-

GOAL IV: Coping with Stress

The Self-Control Inventory Rating Procedure: 1. Student rarely demonstrates ability. 3. Student often demonstrates ability. 2. Student sometimes demonstrates ability. 4. Student demonstrates mastery.

Self-Control Skills:

13. 1 Adapts to New Situations. Student adapts to Example - When a class field trip is cancelled because of changes in class personnel, schedule, or routine without inclement weather, student accepts setback and continues withdrawing or acting problems. with day's activities. Example - Student helps a new student. Comments: Comments: Sample Behavioral Objective: When confronted with a Sample Behavioral Objective: Confronted with a change frustrating situation. the student perseveres with teacher in regular classroom routine. student makes adjustments support. with minimal teacher assistance. 16.2Selects Tension-Reducing Activity. When con- 14.2 Copes with Competition. Student participates in fronted with a stressful situation, the student alleviates competitive activities or games without giving up or tension through alternative activities such as games. boasting excessively about winning. play, exercise, or other stress-reducing endeavors. Example - Student continues to enjoy a game when on the Example - Student who is having a bad day relaxes by losing side. playing a favorite game during free time. Comments: Comments: Sample Behavioral Objective: In a competitive situation, Sample Behavioral Objective: Given some options. student the student participates with minimal teacher support. participates in stress-reducing activity, with minimum teacher prompting.

15. 1 Tolerates Frustration. Student manages moderate amounts of frustration or disappointment within the classroom.

FIGURE 2

271 44JEB-P- 238 sample page from theSelf- grade level. His inability to read and writeage-appropriate curriculum. (Figure 2 depicts a materials is very frustrating for him. During reading and Control Inventory.)With this information in hand, Ms. Aust plan for Frank. writing assignments, Frank will frequently disrupt theconti- designed a written behavior management nuity of a lesson by refusing to participate. Histeacher, Ms. frustration" as a priority for Aust, believes Frank engages indisruptive behavior to Ms. Aust identified "tolerates exhibited in Figure 3, she mask his embarrassment and negative self-image. Frank. Following the outline worked out a behavior managementplan to teach the self- Her plan underscored Frank is easily frustrated and he has difficultywith class- control skill of frustration tolerance. particular difficulty transitioning the importance of beginning with acurriculum-based assess- room transitions. He has identified a goal (to man- when he is faced with a challenging subject.His lack of ap- ment. With this data in hand, she objective, activities, and propriate communication skills exacerbatesthis problem. age stress), a specific instructional Rarely. for instance, will Frank ask for help.Frank needs to interventions. establish a pattern of self-control skills, whichwill help him Ms. Aust recognized that the teaching ofself-control is a manage stress. two-fold enterprise.First, activities, lessons, or routines would help Ms. Aust did not want to refer Frank forspecial education needed to build on student capabilities. Success behavior man- evaluation. She wanted to keep Frank in a regularclassroom, Frank confront his past failures. Second. the interventions. She wanted but she realized that she needed a systematicmethod for agement plan required thoughtful responded to his disturb- helping him learn to control his behavior. Afterconsulting to be clear and consistent when she written behavior man- with the school guidance counselor, Ms. AustcompletedThe ing behavior in the classroom. The (1994). The rating scale identified agement plan provided her with atool for problem solving Self-Control Inventory disruptions. Because she Frank's strengths and weaknesses in terms of theself-control and depersonalizing his classroom

Self-Control Behavior ManagementPlan

Problem Behaviors: Frank refuses to participatein the Self-Control Behavior Management Plan class assignment. He argues withfellow students and Student: Frank Date: December 4, 1993 teacher. Teacher: Ms. Aust Jackson Elementary School Interventions: I.Sane messagesaccept and acknowledgeFrank's feel- Tell him Self-Control Goal 1: To manage stress ings. Describe his behavior that is disturbing. why it is disturbing (without attacking hischaracter) and him. Self-Control Skill (s): Tolerate frustration concretely describe an alternative behavior for 2.Invite cooperation, promote self-choice, andfoster re- Objective: When presented with a challengingassign- sponsibility. Support self-control. Utilize a variety of nonverbaland ment, Frank will participate and stay ontask with minimal 3. verbal forms of hurdle help. Send nonverbalsignals. teacher assistance. use proximity control. showpersonal interest, and use Motivators/Skills/Interests: Verbal praise and peer ac- humor. ceptance. First-grade reading skills andsecond-grade writing skills. Math is his strongest academic area.He enjoys Comments: of success in reading poems and favors action-adventure stories. Frank must be allowed to experience elements order to create a more positive self-image inregard to read- Activities/Lessons/Routines: Frank will be paired with a ing and writing. When he successfully completes anassign- Action-adven- ment, for example presenting a poem tothe class, his classmate for creative writing assignments. Frank re- will complete work- behavior and peer relations improve markedly. ture is a recommended theme. He Since sheets,based on stories and poems--that willrequire sponds favorably to one-on-one tutoring in reading. punishment. minimal writing. i.e., matching and pictorial responses. he enjoys this activity, it should not be used as fostered rather During reading group period, Frank will present afavorite It is imperative that his academic progress be story or poem to the class. than inhibited.

FIGURE 3

272 239 SPRING 1994A 45 stated the specific self-control skill she riddled lives. Youngsters bully, fight, control curriculum, contact the author was working on in her instructional steal, and lie because they grow up in at the above address. objective, she will be able to evaluate environments that seem to require such actions. James Garbarino has REFERENCES his progress in order to make decisions Brendtro. L.K.. & Brokenleg M. (1993). Beyond the about programmatic changes. found that disturbed behavior is curriculum of control. Journal of Emotional and Be- symptomatic of an inner struggle for havior Problems. 1(4).5-11. This brief, case study is presented in survival: "If you look behind the fa- Curwin. R.. & Mendler. A. (1988) Discipline with dig- cade of those tough teenagers who nit. Alexandria, VA: ASCD. order to illustrate how teaching self-con- Fagen. S.A.. Long: N.J.. & Stevens. D.D. (1975). trol can blend in with other class activi- scare you on the street, you may find Teaching children self-control: Preventing emotional ties. Rather than selecting one portion a frightened kid who sucks his thumb and learning problems in the elementary school. of a day and identifying it as "social and is afraid of the dark. It's easy to Columbus. OH: Charles E. Merrill. Co. forget they are hurting inside" (Gole- Goleman. D. (1992). Attending to the children of all skills time," Ms. Aust merged Frank's the world's war zones. The New York Times. Decem- self-control behavior management plan man, 1992). ber 6. E.7. with reading and writing activities. Henley. M. (1994). The self-control inventory. West- Rather than thinking of self-control idio- Troubled students need opportunities to field, MA: Pegasus Educational Services. associate and learn from others. The so- Henley. M.. Ramsey. R., & Algozzine. R. (1993). syncratically (using her intuition and Characteristics of and strategies for teaching students subjective code of appropriate school cial skills that will. help them succeed with mild disabilities. Boston: Allyn and Bacon. behavior as a guide), she used a re- include the self-control abilities of con- Knitzer. J.. Steinberg. Z.. & Fleisch.B. (1990). At the search-based curriculum. Using this ap- trolling impulses, assessing reality, schoolhouse door: An examination of programs and managing groups, coping with stress, policies for children with behavioral and emotional proach, she was able to tell Frank, his problems. New York: Bank Street College of Educa- family, and next year's teacher, the spe- and solving social problems. A social tion. cific self-control skills she was teaching. skills curriculum that emphasizes self- Kounin. J. (1977). Discipline and group management This clarification of language and ex- control can help troubled youngsters in classrooms. New York:Holt, Rinehart. and Win- ston. pectations provided a solid footing for learn new and better ways to manage their lives both in and out of school. Long. N. (1990).Re-educating highly resistant emo- cooperation between school and family. tionally disturbed students. Perceptions. 25 (31.5 -9. Nichols. P. (1992). lhc curriculum of control: Twelve CONCLUSION Martin Henley, Ph.D., is head of the reasons for it. some arguments against it. Beyond Be- Troubled students may exit school, but Preventive Discipline Project and fac- havior, 3 (2). 5-11. ulty member in the Department of Ed- Red!. F.. & Wittman. D. (1951). Children who ham they do not go away. They grow up New York: The Free Press. and become troubled adults. Much ucation at Westfield State College, Zargoza. N.. Vaughn. S.. & McIntosh. R. (1991). Social troubled behavior can be understood as Westfield, MA 01086. For further in- skills interventions and children with behavior prob- a normal response to abnormal, stress- formation on the project or the self- lems: A review. Behavioral Disorders. 16 (4). 260-275.

240 46 A JEB-P. 271 Carter, J. F. (1993, Spring). Self managementEducation's ultimate goal. Teaching Exceptional Children, pp. 28 - 31. From "Self Management:Education's Ultimate Goal," by J. F. Carter,Teaching Exceptional Children, Spring, 1993, pp. 28 - 31.Copyright 1993 by the Council for Exceptional Children.

REPRINTED WM PERMISSION

27S 241 ince the enactment of Public Law 1. Self-instruction, which consists of 94-142, the Education for All verbal statements to oneself that Handicapped Children Act of prompt or direct one's behavior 1975, educators have struggled to oper- (O'Leary & Dubey, 1979). ationalize the mandate to provide edu- 2.' .1-recording or self-monitoring, in cationintheleastrestrictive w Lich behavior is monitored and environment. In the context of behavior recorded by the individual (Rosen- change technology, this mandate has baum & Drabman, 1979). evolved into the principle of least intru- 6 3. Self-reinforcement, which refers to o sive interventionthe use of the least student-administered rewards con- intensive strategy to eliminate problem tingent upon performance of a spe- 2 behavior or increase positive behavior cific task (Albion, 1983). (Fagan, 1986). 4. Self-punishment, or self-delivery of This article discusses one area punishing consequences (Cooper, of behavior change technology, self- Heron, & Heward, 1987). management, which has special poten- 5. Multiple-component treatment tial fol. use with adolescents with packages (Wilson, 1984). behavior disorders. Some of the sup- Readers should consult the specific ref- e porting literature is reviewed, com- erences for detailed information regard- pelting reasons why educators should ing component skills.

Rationales for Using Self-Management Regardless of the specific strategy or combination of skills included in the definition of self-management, the literature provides many excellent rationales for employing self-management techniques. For example, reliance on external change agents to modify behavior may result in inconsistent contingency management, since teachers or others may miss some important behaviors (Alberto & Troutman, 1982; Cooper EDUCATION'S consider self-management strategies are et al., 1987). Often the change agents, presented, and specific guidelines are for example, teachers, become spurious ULTIMATE provided for planning self-management environmental cues for a specific behav- GOAL interventions. ior, which may be problematic if gener- ality of the behavior is the goal (Cooper et al., 1987). Just as important, external change agents are not always available Self-Management in the learner's environment to either Terms prompt or punish a behavior (Alberto & Troutman, 1982; McLaughlin, 1983; The term self-management has nearly as Wolery, Bailey, & Sugai, 1988). Inconsis- many definitions as there are publica- tencies may also arise when communi- tions regarding the topic. However, for cation between external change agents

c the purposes of this article, self-man- in different settings (i.e., teachers and agement includes any process an indi- parents) is inefficient (Alberto & Trout- vidual uses to influence his or her own man, 1982). C behavior. Of special interest to teachers of adolescents is that self-monitoring may be Component Skills particularly effective when used with individuals in this age group. Because As described in the literature, self-man- monitoring their own behavior meets agement often includes various compo- adolescents' need to control their envi- JANE F. CARTER nent skills such as the following: ronment and provides an opportunity 227 28 TEACHING EXCEPTIONAL CHILDREN 242 SPRING 1993 11

to experience a sense of power and competence, self-management may meet less resistance from them than strategies using external control (Jones, 1980). Self- 41.30 Norce . management may also be the first step in "deautomatizing" a behavior chain, particularly when behavior is thor- =- oughly conditioned to certain stimulus iJi t - conditions (Polsgrove, 1979). As Brow- r- der and Shapiro (1985) observed, self- management is important because it involves individuals in their own behavior change. More than this, successful self-management simply feels good (Cooper et al., 1987).

Maintenance and Generalization Although the reasons for using self- management techniques are numerous, appealing, and logical, maintenance and generalization of treatment effects -; sr is not so clear. Some authors have reported durability of performance improvement and generalization to other educational settings (Blick & Test, I 1987; Hughes, Ruhl, & Misra, 1989; Students who can self-manage their behavior are able to learn and behave appropriately. Rhode, Morgan, & Young, 1983) and rt have also reported generalization of the effects of self-control instruction to dents that they will be expected to man- other educational environments. How- Teaching Self- age their behavior. Instruction should I ever, O'Leary and Dubey (1979) warned Management Skills include (a) a rationale for students to that clear conclusions cannot be drawn engage in the behavior change pro- regarding the expected effect of self- The individual targeted to benefit fro. n gram, (b) teacher modeling of the pro- control procedures on maintenance and self-management strategies must be cedure, and (c) structured practice and generalization. Wilson (1984) also con- carefully taught to engage in effective feedback as students use the procedure cluded that "a significant weakness of f self-management behaviors. The spe- (Hughes, Ruhl, & Peterson, 1988). self-management training has beer a cific steps a teacher should follow in car- failure to show treatment generaliza- rying out this instruction vary tion" (p. 137). In addition, he noted that somewhat, but they generally include long-term effectiveness has not been the following: Self-Management demonstrated (Wilson, 1984). 1. Identifying the target behavior. Planning Form Thus, although it would seem that 2. Defining the behavior. self-management is the most promising 3. Developing the data collection Based on a thorough review of the cur- of all techniques for promoting general- system. rent literature regarding self-manage- ization and maintenance of behavior 4. Teaching the student how to use the ment instruction, a planning form was change (Alberto & Troutman, 1982), the self-management system. designed to assist teachers in systemati- effects of self-management over time, S. Implementing the system. cally planning and implementing self- settings, and individuals have not been 6. Evaluating the effectiveness of the management programs (see Figure 1). addressed adequately in the literature system (Alberto & Troutman, 1982; Teachers should review the guidelines (Polsgrove, 1979). Because of this, edu- Cooper et al., 1987; Wolery et al., for Using the form as well as the sample cators and practitioners should proceed 1988). self-management program included with caution and with the understand- Teachers should provide direct here. They may wish to review some of ing that, as with other behavior change instruction on self-management proce- the applied behavior analysis texts or techniques, generalization and mainte- dures. They should systematically teach other publications listed in the reference nance of selmanagement skills must be the skills by modeling the process to be section for additional information about systematically planned. used, rather than simply informing stu- teaching self-management skills. 275 SPRING 1993 2 4T34CHINGEXCEPTIONAL CHILDREN 29 Using the Self- Figure 1.Self-Management Planning Form Management , Student Teacher Planning Form School Date .s-rEp Select a. CP. Targetikliavior... Step 1: Select a Target Behavior (a) Identify the target behavior. Self-management strategies tend to be most effective with target behaviors that were managed previously by external (b) Identify the replacement behavior. interventions and types that are not overly difficult or seriously aggressive Step 2: Define the Target Behavior (Wolery et al., 1988). If the behavior of Write a clear description of the behavior (include conditions under which it concern typically occurs at the end of a is acceptable and unacceptable). chain of behaviors, the target behavior for self-management should be one that Step 3: Design the Data Recording Procedures occurs early in the chain, when the indi- (a) Identify the type of data to be recorded. vidual may be more effective in intervening (Cooper et al., 1987). (b) Identify when the data will be recorded. In addition to identifying a target behavior, the teacher must identify an appropriate replacement behavior. The (c) Describe the data recording form. teacher may prefer that the student self- monitor the replacement behavior Step 4: Teach the Student to Use the Recording Form rather than the target behavior. Briefly describe the instruction and practice.

2 Step 5: Choose a Strategy for Ensuring Accuracy

It is important to the success of any self- Step 6: Establish Goal and Contingencies management intervention that the tar- (a) Determine how the student will be involved in setting the goal. get behavior be described accurately and objectively. Accurate definitions (b) Determine whether or not the goal will be made public. allow for accurate monitoring of instances and noninstances of the behavior. (c) Determine the reinforcement for meeting the goal. Once the target behavior is defined unambiguously, the teacher should Step 7: Review Goal and Student Performance communicate the behavior to the stu- (a) Determine how often the student and teacher will review performance. dent who will engage in self-monitoring and self-recording. The teacher should (b) Identify when and how the plan will be modified if the goat is met or is not only review the definition, but also not met. present examples and nonexamples of the target behavior, asking the student to identify each example. Step 8: Plan for Reducing Self-Recording Procedures

Step 9: Plan for Generalization and Maintenance 114 cordingProcedoes. Numerous data collection systems have been used successfully in self-management interventions, including event place for performance to be recorded, easy for the student to use. Finally, the recording, time sampling, and perma- and a place to summarize the informa- teacher should focus the self-manage- nent product (Alberto & Troutman, tion (Tawney & Gast, 1984). The teacher ment intervention on those periods of 1982). As with any other data collection should keep in mind the importance of the day when the target behavior is form, the self-management form should designing a system that accurately mea- most likely to occur. sures the target behavior and will be include information about the setting, a 279

30 TEACHING EXCEPTIONAL CHILDREN 244 SPRING 1993 have regular opportunities to meet and Conclusion discuss the self-management project. It might be a good idea to include these Several of the advantages of self-man- conferences in daily lesson plans so they agement mentioned in this article offer A direct instruction approach is recom- will not be overlooked inadvertently. compelling logic to educators who agree mended for teaching self-management with John Dewey (1939), who suggested skills. The teacher should (a) explain to that the ideal aim of education is "the the student the rationale for engaging in creation of self control" (p. 75). Students 8 -0e', ' a behavior change program; (b) secure who demonstrate self-management of the student's willingness to cooperate; As the student's behavior approaches behavior are able to learn and behave (c) model the self-recording procedure the performance goal, the teacher appropriately even when external con- while verbalizing each step in the should plan to gradually withdraw the trol is removed. Although questions sequence; and (d) conduct practice ses- self-recording procedure (Wolery et al., remain regarding the generalizability sions during which the student practices 1988). The reduction plan should ensure and maintenance of self-management using the recording system with teacher maintenance of the student's behavior techniques, there is ample evidence to feedback. A high level of accuracy while decreasing external prompting. suggest that students can be taught to should be achieved at this step before The teacher should increase the stu- manage themselves. 'students can be expected to self-record dent's participation in goal and criterion Even though teaching self-manage- independently (Wolery et al., 1988). setting, selecting and administering ment may be time consuming, challeng- reinforcers, and reducing and/or elimi- ing, and somewhat uncertain, it is nating matching. hoped that educators will attempt self- I I' management projects with their stu- 5 `STEP dents and that researchers will continue (jPGen'eralizat-A0 to view self-management as one of the To help the student develop accuracy in lljifil Maintenance self-recording, the teacher should pro- higher priorities for applied behavior vide opportunities for the student to The teacher should systematically plan analysis. match his or her record with the for generalization and maintenance of teacher's record and give positive rein- improved performance by providing forcement for accurate recording. As the opportunities for the student to (a) self- References student becomes more accurate, the record in other settings and other Alberto, P A., te Troutman, A. C. (1982). Applied matching should be gradually replaced classes; (b) match records with other behavior analysis for teachers influencing student with strategies such as spot checking. teachers; and (c) self-record for different performance (2nd ed.). Columbus, OH: Merrill Albion, F. M. (1983). A methodological analysis of periods of time during the day. The self-control in applied settings. Behavioral Disor- teacher should also plan to substitute ders, 8.87 -102. naturally occurring reinforcers such as Blick, D. W., & Test, D. W (1987). Effects of self- 6 , recording on high school students' on-task a better grades and positive sodal conse- behavior. Learning Disabilities Quarterly, 10, 203- The teacher will want to include the stu- quences for the artificial reinforcers used 213. dent when identifying goals for perfor- early in the plan. Reinforcement should Browder, D. M., & Shapiro, E. S. (1983). Applications of self-management to individuals with severe mance, setting criteria, and selecting be delayed so that the student must handicaps: A review. Journal of the Association for contingencies. Involving the student in meet performance goals for increasingly Persons with Severe Handicaps, 10, 200-206. determining desired learning or social longer periods of time before earning Cooper, J. 0., Heron, t E., & Heward, W. L (1987). Applied behavior analysis. Columbus, OH: Mer- outcomes has been shown to have a the reinforcer (Wolery et al., 1988). rill. positive influence on student perfor- Dewey, J. (1939). Experience and education. New York: mance (Maher, 1987). When students Macmillan. Fagan, S. A. (1986). Least intensive interventions for establish goals and then successfully Classroom Example classroom behavior problems. The Pointer, 31(1), attain them, they experience a sense of 21-28. control over their learning and behavior As an example of how a teacher might Hughes, C.A., Ruhl, K L., &Misra, A. (1989). Self - management with behaviorally disordered stu- (Jones & Jones, 1990). use the self-management planning form, dents in school settings: A promise unfulfilled? consider Mr. Sherman, a teacher of Behavioral Disorders, 14, 250-262. STEP42..J, rivvym, junior high school students with behav- Hughes, C. A., Ruhl, K L., & Peterson, S. K. (1988). Keznew ana, Teaching self management skills. TEACHING ior disorders. Geoff talks out of turn in Exceptional Chidlren, 20(2), 70-72. Stiii1eiit Perforinancir, class and disrupts other students by talk- Jones, V F. (1980). Adolescents with behavior problems. The student should be taught to evalu- ing to them. Mt Sherman has decided to Strate,,., ,s .for teaching, counseling, and parent involvement. Boston: Allynand Bacon. ate his or her self-management efforts try a self-management program with Jones, V. F. & Jones, L. S. (1990).Comprehensive class- and set new criteria and should receive Geoff to help him control his talk-outs. room management: Motivating and managing stu- encouragement to continue self-control Figure 2 is a copy of the self-manage- dents.Needham Heights, MA: Allyn and Bacon. Maher, C. A. (1987). Involving behaviorallydisor- efforts (Cooper, Heron, & Heward, ment planning form Mr. Sherman has deredadolescents in instructional planning: 1987). The teacher and student should used to plananinterventiorr ff. 28D cinoinio. inn* TCAt'utrazCyrcta-rinnie rlopro Contract for self-monitoring. In G.Rhode, W. R. Jenson, H. K. & Reavis.(1994). The tough kid tool box (p. 55). Longmont, CO: SoprisWest.

REPRINTED win PERMISSION

246 251 The Tough Kid Tool Box: Section 3 55

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Student's Name: Date:

Teacher's Name: Class: Definition of Behavior to be Monitored:

n enon for Monitored Behavior:

Over What Time?

What do you get if the criterion is met?

What do you lose if the criterion isnot met?

Optional Bonus Clause:

Signature of Student: Signature of Teacher:

Comments:

247 e

Monitoring behavior form. In G. Rhode, W. R. Jenson,H. K. & Reavis. (1994). The tough kid tool box (p. 63). Longmont, CO: Sopris West.

REPRINTED WITH PERMISSION The Tough Kid Tool Box: Section 3 63

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...,,..,..-,.,.,,,,...,..,:..,..:..4,- ..z.-....., ,- 6 `,-.:"'-':' --2'.-;::-,-..',-i,-..,,,,-,---,-.1-',--.-.- .::-, -.)-- :...?,.. zr", ,0.1.....,...- :,-, ...,,, t .. ., Periods Pertonnance Rating T i.., kii. es- Comments 1234 > 1 2.3 4 12 3 4 12 3 4 12 3 4 12 3 4 12 3 4 12 3 4 Rating ScaleCircle a Number 1 = Needs Improvement 2 = Barely OK 3 = Average 4 = Great If the teacher agrees with the student rating, put a line across the circled rating. 0 If the teacher does not agree with the student rating, put an "X" across the circledrating.

Behavior(s) Being P.ated:

See page 52 for suggestions for use. 249 281 Weekly summary sheet. In G. Rhode, W. R. Jenson,H. K. & Reavis. (1994). The tough kid tool box (p. 65). Longmont, CC): Sopris West.

REPRINTED WITH PERMISSION 65 The Tough Kid Tool Box: Section 3

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Student's Name: Date:

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",-<, . , .,,..5, 55 : 3O - 55 , t: " ! ,',, ,...,;., , ,...:, m.-..,t. , -" , -:. " "- %.." --`, ..-:.: 1. Define one to three behaviors andwrite them in the boxes. 2. Have the student record the behaviors forthe morning and the afternoon eachweekday. 3. Do not have the student keep track of morethan three behaviors. 4. Have the student write his/her best daily scoreand weekly average at the top of the form.

Comments:

291 See page 50 for suggestions for use. Ioe le, M. D., & Dolan, A. L. Teaching courage:Service learning at Pathway School. journal of Emotional and Behavioral Problems, 1(3), 20 -23.

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252

293 Teaching Courage: Service Learning at PathwaySchool Michelle D. loele and Anne L. Dolan

This paper was awarded the Trieschman Prize for contributionto the literature of child and youth care practice in a competition sponsoredby Albert E. Trieschman Center. The authors describe a successful "service club"program serving adolescent boys with social, emotional, and learning problems who resideat the Philadelphia's Pathway School.

Helping people boosts me up. It makesme feel real good inside. Al-Hasson Thomas, age 15

Troubled children are rarely afforded the opportunity,o view themselves as valuable and worthy. Because they are often in the role of care-recipients, theyare not challenged to be, nor do they see themselves as capable of being, caregivers. Althoughmany child and youth programs seek to provide these opportunities, a systematic and effectiveprogram for doing so has been lacking.

The service-learning program which began threeyears ago at Pathway School was not the brainchild of the authors, but rather a result of the children themselvesdemanding a chance to make a difference. For youth whose academic and social failure has ledto low self- esteem and feelings of powerlessness, service learning experienceshave proven to be particularly beneficial. Through participation in volunteercommunity service projects, they developed a positive self-image and confidence in their abilityto create change.

Feeling good about oneself is a central component ofa full and happy life. Regardless of one's financial, social, or educational position in society, positiveself-esteem is necessary in order to develop as a healthy human being.

Many people are desperately searching fora sense of self-worth. Often, they concentrate on what they can purchase, earn, manipulate, or bargain for, instead of lookingfor a way to be of value to others. We know that humans have an innate needto be needed. Children do not need to be taught to give, but, rather, need to betaught how to give. Service learning teaches these skills and provides children the opportunityto explore what is unique about themselves and what they have to offer.

Service learning is a process of self-discovery. This discoveryoccurs in two ways. Through experiencing success in helping others, children learnto view themselves differently. Recognizing that they have gifts which are of valueto others nurtures feelings of pride and positive self- esteem. Children begin to view themselvesas capable of challenges which they had never before thought were within their reach.There is growing recognition of the benefits of service learning and an emerging knowledgebase about the creation of effective service learning programs (Conrad & Hedin, 1986;Bird, 1988).

In addition to the discovery within, children involvedin service learning receive feedback from others which helps to reinforcea positive self-image. The gratitude of those who receive the children's help, the respect of adults, and theadmiration of peers has a powerful impact, Such recognition from significantothers serves to confirm theirnew self-image and their value to others. 253 STRENGTHS VERSUS ever, many other children are unaware ofcontrol over their lives by adults. Teachers, WEAKNESS what strengths they do possess. They have parents. social workers and doctors make all Find another's gifts, contributions, and ca-become accustomed to viewing themselvesmajor decisions for them. Troubled children pacity. Use them. Give them a place in thefrom the perspective of what they cannot do. are often placed in programs where they are bombarded with adult expectations. community, Therefore, projects must be designed not McKnight (1989)only with the recognized strengths of its members in mind, but also must allow for Many children in residence feel anger and When troubled children enter our programs,the discovery and development of previ-bitterness toward the adults who placed the usual professional response is to evalu-ously untapped strengths. A child who has them away from their families. Some of ate them to determine their weaknesses. Butnever been given the opportunity to plan athese children feel the need to habitually focusing on lack of skill inadvertently rein-project may turn out to possess organiza- challenge and fight the system, in hopes of forces a child's negative self-image. Pro-tional skills far beyond expectations. exhibiting some control over their lives. The grams grounded in a child's limitations fail to engage the child's strengths in the efforts towards growth. A service learning programIt's better to show pictures of what kings, travelers, and writers looked provides children the opportunity to dis-like before they grew up, or grew old, because otherwise it might seem cover, develop, and use their strengths toward this end. Successful service learningthat they knew everything from the start and were never young involves the input and choice of the child. If themselves. children feel forced into performing tasks Janusz Korczak with which they feel uncomfortable or incapable, they will become resistant. What may appear to be disinterest may really be Tony appeared at the first service clubfeeling of helplessness is both frightening the child's attempt to avoid yet another fail- meeting uninvited. Staff had not selected and frustrating for them. The quest for ure. When children are given the opportu- him because they knew he had great dif-power and control often manifests itself in nity to use their strengths, their enthusiasm ficulty being serious in group situationsnegative ways such as gangs, truancy, steal- and energy will be devoted fully to the with his peers. However, Tony not only ing, or substance abuse. Troubled young project, and they will begin to view them- dedicated himself to the meeting topic,persons cry out for control and power, but selves as competent. but also he subsequently attended every are seldom included in the decision-making meeting and offered constructive ideasprocess that guides their lives. They get the Tim is a 16-year-old boy who has a and opinions. He soon became an in- message clearly: you are incapable of mak- learning disability and suffers from hy- valuable member of the group. If staffing responsible decisions. peractivity. He has experienced a great had acted on their original impulse to ask deal of failure, both in and out of the Tony to leave that first meeting, theyWhen our service club was first being classroom. Tim does very few things would have been shortchanging him and formed, the children and adults had many well because he can rarely stay on a task the entire service club. We have since doubts. Once they had experienced success long enough t..) learn basic skills or to see learned to expect surprises. in an initial project, they recognized they an activity through to the end. However, could make a difference in someone's life or one area where Tim excels is in the POWER VERSUS in their environment. It is a major victory for kitchen. Tim both enjoys and displays a children in care to realize their own power to talent for cooking. When the service clubHELPLESSNESS hat kings, create change. began making casseroles for the home-I.better to show pictures of less, Tim was an eager and valuable par-travelers, and writers looked like before ticipant. His moment of glory camethey grew up, or grew old, because other- As Halloween approached, the service when the head cook at the shelter askedwise it might seem that they knew every- club decided to raise money for him if he would be able to come andthing from the start and were never young UNICEF. They distributed collection assist her with preparing meals. Each ofthemselves. boxes to local businesses and restaurants, the members had been given business Janusz Korczak (1923) dressed in costume to collect at a local cards containing his name and club in- grocery store, and organized the younger signia. As Tim handed the cook his card,Children are continually in search of ways children to trick or treat for UNICEF he beamed with pride. He was experi-to grow up quickly and to start making adult while collecting candy. The following encing, perhaps for the first time in hisdecisions. They desperately want control morning, everyone gathered to empty life, that, in spite of his failures, he hadand power over their own lives, but the the cartons and count the money raised. something valuable to offer to others. adults in their world often will not allow this All the members were amazed and ex- type of independence. cited to find that their original goal of This student's skills were recognized before $30 was exceeded by almost $200. It he became involved in this project. How-Children in care experience even greater was difficult to believe that a handful of 296 25.E FALL 1992 a 21 people could do so much in so short aWORTHINESS VERSUS period of time. When the coins wereWORTHLESSNESS Recognition for positive be- converted into a money order for $225.To mean something in the world is the deep- havior, for helping others, is the group studied the material sent byest hunger of the human soul. UNICEF to learn what that amount Platon (1968) a cornerstone of service could mean to the recipients. When it learning. Children who pre- was discovered that the amount raised byOften. children in care become convinced the project was enough to purchase athat they are unworthy of respect and unde- viously saw themselves as well for a drought-stricken communityserving of praise. They see themselves as having nothing to contribute in a foreign country. the group realizeddamaged goods, having little or no value in what a powerful impact they had made.a world which stresses excellence. Their find that others value the counterparts in the public schools receive simple gift of their time. After being involved in several projects, and recognition for academic and athletic suc- seeing the difference they can make, chil-cess, areas where many troubled children dren start to place higher expectations onfind only failure. Searching for value and members and expressed their apprecia- themselves. With the realization that theymeaning in their life often leads them into tion for the party, the toys, and most of have the power to create change comes thenegative behavior because this may be the all the time that the young people had responsibility to act on that power. As they only area where they can achieve status and spent with their group. They pleaded develop feelings of competence in helpinggain acceptance. A student who is last in his with the members to return and informed others, they encourage others to becomeclass may find the opportunity to be number them that they were welcome at any involved. one by becoming the leader of a gang. For time. After many "thank you's," the many children who are struggling to find a group piled into the vans for the ride Service clubs allow children to be in controlsense of self-importance, a bad reputation is home. The conversaticn that took place of the meetings and projects. In this way,better than no reputation at all. during the ride was one that the staff had they learn to take responsibility for every- never heard before. In a tone of awe, thing from choosing the project to seeing itRecognition for positive behavior, for help- members were sharing with their peers through to completion. ing others, is a cornerstone of service learn- the comments that the teachers had ing. Children who previously saw made, and many repeated in disbelief the Corey and Joe proposed that the servicethemselves as having nothing to contribute requests to return that they had received. club sponsor a dance to raise funds. Thefind that others value the simple gift of their These children had received feedback group agreed that it was a wonderfultime. They learn that by spending an hour many times from off-campus visits, of- idea. When the members looked to staffwith a senior citizen, they are improving the ten in the form of requests not to return or to assign duties and work out the details, quality of a human life. Youth who have as warning to improve their behavior. the adults directed the questions back tobeen rejected time and again are welcomed For some of them, this was the first time the two members who had originallywith anticipation by people who are desper- that anyone had ever expressed such ap- proposed the idea. These boys quicklyate for companionship. preciation for their time. and eagerly assumed leadership and assigned tasks to all present, including the The members had been collecting used What happened that day was a beginning adults. Planning for refreshments was toys for two months and had spent many for the members, a first step toward under- handled by two members, decorations by hours cleaning, repairing, and wrappingstanding their value and importance as hu- three others, and so on. At the dance it- them. They were to be delivered to aman beings. Once these children realized self, the members collected admission, group of disabled pre-schoolers at a holi- the significance of their actions, they began sold chances, and served food and drink. day party sponsored by the club. The to view themselves as noble and worthy. Corey and Joe acted as disc jockeys and event turned out to be well worth the This view was reinforced by peers and provided an evening of entertainment for months of preparations and hard work. adults who expressed admiration for what all. During the following week, staff and Club members helped the pre-schoolers the members were doing. A letter written to students alike remarked to Corey and Joe make decorations, break a piñata, andeach child by the school's executive direc- how much they had enjoyed their dance. play "Pin the nose on Santa." The gifts tor contained the following: were given, on Santa's knee, to each of "I just wanted to take a moment to let When given the opportunity to control the the 50 children. All of the members, in- you know how important I think what projects and become the decision-makers, cluding Santa himself, were surprised by you are doing isfor everyone the club members are confronted with their the happiness they saw reflected in the concemed....Your behavior and planning own power. Service learning provides posi- children's eyes as a result of their efforts. and organization can serve as a model, so tive ways for exerting influence, enabling Afterward, however, something really that perhaps more of us can get involved youth to discover that they have the power surprising happened. The teachers who in helping others and thereby helping to make a difference in their world. worked in the pre-school came upto the ourselves." 297 22 JEB-P -9;; GIVING VERSUS Although there is a certain sense of security in being taken care of, DEPENDENCY ...idealism and generosity of spirit is children begin to feel restless, and they are no longer content with a natural part of childhood. merely having their basic needs met. Coles (1988)

Many troubled children spend their lives on the street. Staff agreed to his request, to the van. The others questioned him, being cared for by a variety of individuals, and upon hearing this, another of the wondering what he had said, what she agencies and institutions. Their basic physi- boys ran into his room and returned with had said, and whether or not he had been cal needs are met. and the programs attempt his blanket. frightened. But Tim said very little. He to provide for their educational, emotional, just sat quietly and smiled. and social needs. Their neediness has b'en Both of these boys had read about Trevor magnified and restated in many ways. The Ferrell, the boy for whom the shelter wasIt is not difficult to understand what Tim underlying message is that their primary named, and of his first encounter with thewas feeling that night. He was experiencing role is to receive care from others. homeless, when he urged his parents toemotions with which we, as child and youth McKnight (1989) states that "being a drive him to center city Philadelphia to de-professionals, are quite familiar. The same service recipient teaches people that their liver his extra blanket (Ferrell, 1985). Whatdesires that motivate us to reach out to the value lies in their deficiencies, not in their makes the actions of these two boys re-children in our care are present in every capacities." markable. however, is that they themselves human being, young and old. In our work, come from impoverished backgrounds. Awe have the opportunity to experience the Although there is a certain sense of security blanket is one of their few possessions and satisfaction of giving every day. We also in being taken care of, children begin to feel yet, in the role of care-giver, they viewedhave the responsibility to offer that same restless, and they are no longer content with themselves not as the needy, but the needed.opportunity to our children. merely having their basic needs met. Children are energetic and possess an innate When children become aware that there areMichelle loele was a residential counselor desire to get involved in the activities people who are more needy than they, theirand Anne Dolan was co-ordinator of ser- around them. They are naturally curious and focus changes from self-preoccupation to vice learning and recreation at the Pathway inventive, motivated and desirous of concern for others. Taking on the new roleSchool. Jeffersonville, Pennsylvania. Both success. of care-giver is often accompanied by a re-are currently continuing advanced educa- evaluation of their own needs. When theytion, and Dolan is an advisor to the service Service learning challenges care recipients recognize that they are capable of givingprogram at Pathway. They dedicate their to assume the new and unfamiliar role of care, children also begin to view themselvespaper to the memory of Al-Hasson Thomas, giving care. Professionals are often guilty as less in need of others' care. In the role ofwhose brief life continues to impact others. of placing limits on the children with whom care-giver, children see themselves as they work instead of "demanding great- strong, powerful, and worthy. ness." Discouraged children must be given REFERENCES the courage to envision themselves as That same evening, as we left Trevor's, Bird, B. (1988, Autumn). How to help kids ,capable of great things. Because the rewards we intentionally drove through the most care. Childlife, pp. 3-5. of their energies are immediate, caring soon desolate part of the city. We still had Brendtro,L..Brokenleg, M., and becomes fashionable (Brendtro, Brokenleg, sandwiches to give, and we were search- VanBockern, S. (1990). Reclaiming youth at ing for someone who might appreciate risk: Our hope for the future. Bloomington, & VanBockern, 1990). IN: National Education Service. some food on a cold December night. As Coles cited in: Bald win, D. (19813,May/June). The service club regularly visits a city we approached a dark intersection, Tim The doctor is in. Common Cause Mager.ine. shelter for the homeless called Trevor's cried out from the back seat of the van pp. 25-30. Place. Most visits consist of delivering that there was a homeless person on the Conrad. D. & Hedin, D. (1986). Youth ser- casseroles and spending time with the corner. He grabbed a sandwich and vice: A guidebook for derelopisg and children who live there. On one visit, we climbed out the back door, running over operating effective programs. Washington, DC: Independent Sector. saw a number of homeless people sitting to where an old woman sat. She clearly Ferrell, F. (1985). Trevor's place: The story on steam vents in the surrounding neigh- had all her worldly possessions sur- of the boy who brings hope to the homeless. borhood. We felt badly that we had noth- rounding her: an old shopping cart, a Sao Fraacisco: Harper & Row. ing to offer them and decided to bring wooden stool, and other items that had 'Corm*, J. (1923). lang Month* First. New along some peanut butter and jelly sand- been scavenged from the sidewalks. As York: The Noonday Press. wiches on our next trip. As we packed Tim nervously approached her, asking if McKnight, 3. (1989, January/Febrnary). the vans on the day of our next visit, she would like a sandwich, she dis- Why uservaathood" is bad. The Other Side, pp. 38-41. sandwiches included, Alex asked if played a toothless grin and answered Plato°, A. (19681. The ion review. New he could bring along an old blanket of his yes. He handed her the sandwich and, York 'Praiser. to offer to one of the homeless people not knowing what else to say, ran back 29g 256 FAU.1992 A 23 Mayer, L. (1992, July). Moving to independence:A partnership helping at-risk youth. CEA News & Notes, p. 1, 10.

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Moving to At first it seemed like an unlikely academic and vocational skills while building match. Vinny has three fingers on student responsibility and self-esteem. each hand and is more the size of a toddler than Relevant field placements are encouraged as Independence a grade school boy. He is mentally and part of Work Experience F.ducation. El physically disabled and cannot walk or talk. Camino's program seemed the perfect vehicle He is sitting on the lap of a juvenile offender for this broad philosophy. Many Afflerbaugh twice his size who may have been arrested for students apply for the two seven man crews any number of violent offenses. and provide the manpower four times weekly A unique partnership between the Los so El Camino students whose families were A Partnership Angeles County Office of Education told they would never stand, learn to walk. In (LACOE), Divisions of Special Education and exchangefor this service, lasting a minimum Helping Juvenile Court and Community Schools of 8 weeks, JCCS students receive academic (JCCS) and The Los Angeles County Probationcredit and marketable job skills as an Department has resulted in a first-of-its-kind instructional assistant. At -Risk Youth and nationally recognized program. It brings In their applications and journals together two populations from extreme ends of Afflerbaugh students indicate their interest by Loney Mayer the spectnun of both at-risk groups: "One of my friends got shot in the spine and Teacher on Special Assignment Incarcerated wards of the juvenile court and the he's paralyzed from the waist down. I used to Afflerbaugh/Paige Camps most severely disabled students LACOE help him get dressed and groom him. I used educates. It aims to increase the independence to help him around in his wheel chair too. So and readiness of both for life in the larger you could say I have experience with world. handicapped people." "I use to wonder if Mary Higgins, principal of El Camino could do anything. Now I know I could be a School, conceived of this partnership after teacher." visiting MOVE (Mobility Opportunities Via El Camino parents, like Tania's mother, Education) run by the Kern County Office of know that too. "I never thought my daughter Education. There, special equipment and could move herself," she says holding back exercises helped physically challenged students tears. "I love her so much, but sometimes I sit, stand, and even walk for the first time in feel so helpless. I love Michael for this. their lives. But one-on-one assistance was Sometimes I just come to watch them essential. together. She knows who he is. I can see her Higgins approached Sue Thomsen, principal get excited when he comes in." of LACOE' s Afflerbaugh-Paige High School. Indications are that the El Camino students Juvenile Court and Community Schools have increased mobility by 141% while their educate all students in the Los Angeles County juvenile ward counterparts have a recidivism Juvenile Court system-55,000 annually. rate of only 16% after nine months at home, JCCS has developed a national model for far below the national average. In addition to educating at-risk youth which increases see peg* 10

. . M 1hts-Issue PRESIDEnrS.MESSAGE.E0ITOR'SNOTEP2 E XeCl itVE-GIRECTORS REPORT REGION NEWS CFA stANDAOvPDAT'E: GET nia TO (NOW YOUR,STOVENT NEEOS , E W nterigNtiAtAL TRAINING .P. .OFFIdEor OgliREOTIONAC EOU,CATIoly,.r! 8 . GITANT',5 ; IN Yes:NAT IONAL CORNEA" .P.' 9.. CAL ENOA R P. BALLOT .P i1 258 O

recidivism, school behavior referrals are finalist in application for a substantial grant Moving to reduced, and the Tennessee Self-Concept from the Ford Foundation in collaboration with Scale is beginning to provide indications of the John F. Kennedy School of Government at measurable improvement in self-integration Harvard. If successful, this money will be used Independenceand esteem for self and others. Camp Director to create community partnerships and incentive poyd Simpson has expressed that the entire programs which will increase the likelihood of from page 1 camp population has been positively affected continuing student success. It will also help by the wide-spread interest in participating. create training programs for replication. It is hoped that the benefits of this unique Moving to independence is a blueprint for interagency cooperation can be extended and effective interagency cooperation and replicated. The program is currently a semi- meaningful education for the 21st Century.

302 253 Jacobs, L. J., & Joseph, D. G. (1994, April). "Stop or I'llshoot": Managing aggressive behavior. Paper presented at the meeting of the Council for ExceptionalChildren, Denver, CO.

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260 COUNCIL FOR EXCEPTIONAL CHILDREN 1994 CONFERENCE Denver,Colorado

"Stop orI'llShoot"- Managing Aggressive Behavior Dr. Linda J. Jacobs Ms Delia G. Joseph

"It'sallin the name"

Language is key in defining and describing any behavior or situation. How language is used in the classroom can escalate or de-escalate aggressive behavior.

Things to DO: 1. Use calm language. 2. Treat students with dignity. 3. Describe the behavior, not your reaction to it. e.g. "You seem to be very angry about something."not "You are driving me crazy". 4. Control your own emotional, negative reactions. 5. Realize that the student's behavior is a reflection of his/her disability and has little to do with you. 6. Distance yourself emotionally from the behavior. 7. Encourage positive self-talk. 8. Observe the 5 to 1ratio.i.e. Five positive statements for every negative one. 9. Use good manners with students.Say "please", "thank-you", "excuse me" 10. Discuss the misbehavior after the student has calmed down.

Things NOT to do: 1. Use crisis oriented words. e.g. crisis, emergency, crazy, out-ofcontrol. 2. Use sarcasm. 3. Humiliate or embarrass a student. 4. Force an apology 5. Yell at or threaten a student or offer a punishment during the height of the behavior problem.

305 261 COUNCIL FOR EXCEPTIONAL CHILDREN 1994 CONFERENCE Denver,Colorado

"Stop orI'll Shoot"- Managing Aggressive Behavior Dr. Linda J. Jacobs Ms Delia G. Joseph

"Setting the Stage"

The classroom can be viewed at the "stage" onwhich the teacher and the students perform.The "stage" can be set to encourage appropriate behavior or it can be set to foster acting out behavior.

Things to Do: 1. Create a classroom atmosphei a in which students aresuccessful at something. 2. Allow students to participate in the governance ofthe classroom, to be part of the decision making process. 3. Respect the dignity of each child and require thatothers do so as well. 4. Correct students in private, praise in public. 5. Sincerely care about the students and let themknow it. 6. Show and describe positive feelings and emotions. 7. Use 1 messages" in describing why you are upset. 8. Make it okay to make a mistake. 9. Recognize achievement through applause, stickers,privileges. 10. Show affection and support when things are goingpoorly, offer hurdle help.

Things NOT to do: 1. Demand limits but offer no freedom. 2. Be the sole authority and power figure in the class. 3. Demand obedience. 4. Exhibit aggressive, vengeful behavior. 5. Expect students to behave because you are theteacher and you said so!

306 262 COUNCIL FOR EXCEPTIONAL CHILDREN 1994 CONFERENCE Denver,Colorado

"Stop orI'llShoot"- Managing Aggressive Behavior Dr. Linda J. Jacobs Ms Delia G. Joseph

"Playing by the Rules"

This approach proposes an alternative plan for establishing classroom control.Student behavior is guided by a system of rules, not unlike the laws of society, which must be obeyed as part of the classroom social contract.The rules govern behavioral requirements-not teacher directives.

Things to DO: 1. With student input establish a few, brief rules of acceptable behavioral standards. 2. Allow freedom within the limits of these standards. 3. Encourage self-discipline and self-monitoring for compliance. 4. Allow choices within a structure. 5. Practice mediation procedures to solve disputes. 6. Practice the 3 R's of consequences-Related, Reasonable, Respectful. 7. Allow students to save face. 3. View behavioral violations as poor choices by good children, not as the behavior of bad children. 9. Expect students to obey the rules, not the teacher. 10. Ask the "does it matter" question.

Things NOT to do: 1. Expect students to comply because you are the authority figure. 2. Make rules that do not relate to learning environment. 3. View the solution of a behavioral problem as a battle to be won or lost. 4. Distance yourself from the students and the classroom society. 5. Exclude students from the decision making management process.

307 263 Templeton, R A. (1994). Avoiding powerstruggles by helping students cope with stress. In J. Marr, G. Sugai, & G.Tindal (Eds.). The Oregon ConferenceMonograph 1994 (pp. 144 - 150). Eugene, OR Universityof Oregon.

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309 264 144III:I Avoiding PowerStruggles byHelping Students Copewith Stress

Rosalyn AnstineTempleton

Bradley University

when students are unable to gain statuswith attention- LIllinois, as in many other states,special education getting behaviors. Looking atthis type of unproduc and its role within oureducational system is being adopt an inclusiontive behavior from anotherperspective, Abraham carefully examined. Whether to Maslow (1968) views misbehavior as achild's reaction model, phasing out allself-contained special education is a topic ofto not having his or herbasic needs met within the placements, or maintain the status quo behavior is oc- have already incorpo-environment where the inappropriate heated debate. Some schools view plays for power as while the majority are takingcurring. Still other theorists rated an inclusion model, skill deficits. This social, cognitiveskill deficit model position. a "wait and see" suggests "that students need tobe taught social and Many regular educationteachers, seeing inclusion that they are taught their hearts and are search-work skills in the same manner for the future, have fear in &Jones, 1990, p. 35). A to help educate thosereading or math skills" (Jones ing for additional techniques above assumptions is that stu- "difficult" students. At a recentconference, one teachercommon theme in the dents are trying to cope with situationsthat cause them was asked for aclearer definition of a "difficult" stu- stress. If students becomediscouraged, they will expe- dent. She said, "You know,they're the angry kids that have not had their looking for fights, and they'lldo any-rience distress. When students come to school needs met they will feel anxiety. Ifstudents lack social thing to get them. Thesestudents hate teachers and they usually win andskills, they will feel stress whenothers react neo:atively school. Once they get you going, behavior. Psychoeduca,:onal leave you feeling like a helplessfool? In this paper, ato their inappropriate theorists also support this assumption.Seeing power closer look at why "difficult"students fight with adults struggles as a result of individuals experiencingstress will be presented. trying to interact with eachother, Wood and Long Why Do StudentsInitiate (1991) note: Power Struggles? One way of looking at crisis is to see it asthe product of a student's stress kept alive by reactionsof others, There. are many views on why students engage When a student's feelings are aroused by stress,the teachers in power struggles.Albert (1989), Dreikurs, student will behave in ways that buffer against the Nelsen (1987) and Froyen painful feelings. This behavior usually is viewed as Grunwald, and Pepper (1982), causing (1993) see mudents who seek power asindividuals who negatively by others (adults and peers), with life situations and use then to react negatively to the student. This reaction have become discouraged student in the classroom. For from others causes additional stress for the faulty logic to find recognition (p, 33). these theorists, r,wes-seekingbehaviors surface only

265 311 Avoiding Power Struggles 145

teachers and stu-talk are prolonged by attitudes orbeliefs of which a If power struggles result from but which influence the way dents feeling stress, then the first step inavoiding theseperson may not be aware , of whathe or she sees a situation. Generally,people are not battles would be to develop an understanding that create or prolong stress stress is and how it works. Onthe following pages, theaware of the attitudes into powerbecause they were acquired at an early age.Whitmore dynamics of stress, how stress can develop stress-provoking atti- struggles and the strategies forpreventingthem will be(1987) notes that the three most tudes in society are as follows: (a) I mustsucceed at examined. every thing I do; failure isunforgivable; (b) I must take care of everyone else's needsbefore I take care of my What Is Stress? own; and (c) there is nopoint in trying to change Long & Duffner (1980) define stress "as apersonalbecause I am worthless. and subjective reaction to a specific life event,causing In addition to influencing the bodyphysically and the individual to experience aphysiological and psy-psychologically, stress can affect people's behaviorin a Long and chological feeling of discomfort' (p. 218). variety of ways, most commonly avoidance.When a stress will Duffner explain that students experiencing person chooses to avoidstress-provoking circumstances try to create their negativefeelings and at times theiradditional problems surface. First, when astressful inappropriate behaviors in teachers. Inother words,situation is avoided an individual will betempted to students will set up situations to gettheir teachers to actavoid other similar situations. Second, once asituation out their feelings of angry orrejection. In working withor event has been avoided,it becomes harder for the what Carla Hannaford (1990) callsstressed-out, sur-person to face it the next time.Third, once a person vival oriented humans (SOSOH), a majorgoal for teach-avoids a situation, they feel guilty and like afailure. ers is to developclassroom environments that are sup-These feelings reduce one's self-esteem andconfidence. portive, understanding and teachesneeded skills toDepression is the fourth problem that surfaceswhen an overwhelmed individuals. Therefore,the best preven-individual chooses to use avoidance. Often the same tion to overreacting to stressed outstudents is to be-events that cause stress can also be a sourceof pleasure. come knowledgeableabout the dynamics of stress. By avoiding situations that once were a sourceof enjoy- ment, people run the risk of becomingdepressed. To How Stress Affects People illustrate more clearly the difficulties thatavoidance Bob Whitmore (1987) supports theassumption thatcreates, the following scenario ispresented: stress affects the body physically,psychologically and behaviorally. First, stress creates physical signssuch as Problem One. Mary avoids going to her heart racing, rapid breathing, muscletension, stomach (Avoid simaai situates')mother-in-law's house for churning, etc. The physical side of stressis part of a Sunday dinner. She discovers larger range of bodily functions calledthe stress re- that she is also stressed about sponse. In a simplifiedform, the stress response pre- going to her sister-in-law's pares the body for the"fight or flight syndrome" by house, so declines an invita- increasing body temperature, heart andbreathing rates, tion for coffee. muscle tension and the flow of blood tothe legs and arms. The stress response oncetriggered is automatic, Problem Two: The next Sunday, Mary be- immediate and very powerfuL Consequently,people (Event Harder to Faa) comes more anxious and re- under stress may react in extreme ways tonormal fuses another invitation to her situations. For. eeample, a teacher maycasually ask his mother-in-law's house fordin- class to open their history books, and onestudent may ner. throw the book moss the room, whilecalling the teacher a name. In this example, a simple request was Problem Three: Mary feels guilty about avoid- met with an extreme overreaction. (Decreased Selt-Esteem) ing relatives. She tells herself The second way stress affects people ispsychologi- she is a failure. cally. Individuals who are stressedhave feelings of panic, fear of losing control, irritabilityand nervous- Problem Four: Mary becomes depressed be- ness. These feelingslead the individual to think and/ (Depression) cause she misses not talking or say negative commentsto themselves such as, "I'm with her father-in-law. He so stupid." or "I can't copewith this stress." or "I'll end makes her feel like a valuable up in a mentalhospital, if this continues." These, often part of the family. unconscious, remarks serve to intensifythe stress a person is feeling. Finally,the negative feelings and self-

University of Oregon College of Education 312 266 146 Templeton Any look, gesture orcomment that causes hurt Not only do teachers have tounderstand how self-esteem creates psycho- physically, psychologically andfeelings or a blow to one's stress affects people logical stress. Psychologicalstress has become an in- behaviorally, they need to develop aknowledge of the home to school to work to dailygrained part of life from types of stress thatindividuals experience on a tell their children they are teachers will be able tocommunity. When parents basis. With this knowledge, stupid, clumsy, messy,silly, careless, or noisy, they will understand that when stressed-outstudents overreact, When relatives, siblings or their stresses and not towhatfeel psychological stress. they are reacting to peers name-call orgive each other dirty looks,they teachers say, do, or request.To put students' overreac- stress. Psychological damage oc- Brooks, a child care worker,cause psychological tions into perspective, Eris curs wheneducators degrade and/or blameco-work- suggests, "What helpsfor me is to not to takeanything I'veers, students,parents and administrators. a child says ordoes personally. I know it's not me. categorized into four life maybe three months or Although stress has been only been in this kid's groups, it shouldbe noted that one incident can cause maybe a year, so I knowtheir anger isn't directed at simultaneously. For example, an Ness & Powell (1990)several types of stress me." (Video tape by Brendtro, eighth-grader goes to his lockerand sees that his wallet Storm). entitled Walking Through the was stolen,he immediately feels thereality of the situatiEts call hint irresponsiblefor not locking his The Types of Stress locker, he will feel psychologicalstress. In addition to Long & Duffner (1980) organizes stressinto fourfeeling several stresses from oneincident, teachers and multiple stress-provoking is- categoriesdevelopmental, economic,psychologicalstudents can experience is the type of stresssues at one time.To understand how the negativecycle and reality. Developmental stress classroom as apower struggle, associated with any normaldevelopmental stage fromof stress can surface in the learning to walk, gettingLong (Long & Milner, 1980)developed the concept of birth to death. For example explains how a conflict married, having a baby, taking aimportant exam, get-the conflict cycle. This model interaction between teacher ting a divorce, mother dying, orturning thirty will mostdevelops as a reciprocal feel developmental stress.and student, where both parties areequally influenced likely cause individuals to behaviors of each other. Many students will experiencedevelopmental stress'by the attitudes, feelings and when they begin to read andwrite, take tests, try to master difficult concepts orlearn to play instruments The Conflict Cycle and sports. Long's model (1986) picturesconflict as a circular, Families living without anincome or from pay-interconnected interaction that iscomprised of four check to paycheck will feel economicstress. Typically,partsstudent's stressful incident,student's feelings, we may think thatthose on "assistance" are theonlystudent's behavior and teacher'sreaction. Another ones that will feelthis kind of stress. However, manyimportant aspect of the conflictcycle is the student's striving middle class families areliving beyond theirself-image. A student with a strongself-image will be financial resources and have extendedtheir credit linesable to cope with daily stressesand will see no value in to breaking points. Oneminor accident orillnesicouldfighting with teachers. A studentwith a damaged self- cause financial disasterfor such a family. Studentsimage may become overwhelmedwith daily stress, suffering from economic stress mayhave poor eatingdetermined to fight to prove thatteachers (adults) are adeqoate food, or because habits due to either lack of hostile or rejecting. If teachersfall into power traps, parents, who are consumedwith worry, do not carestudents will not only prove thatadults are hostile or what or when their children eat.Children may have torejecting, but they will gain status amongtheir peers. do without acceptable clothing,which causes difficul- Initially, the first round of the conflictcycle begins ties (real or imagined) with peers.For example, awhen a student with a lowself-image experiences a youngster who is accustomedto wearing designerstressful incident. Second, thestress-provoking cir- humiliated when forced jeans will feel embarrassed and cumstance colored by theindividual's self-image will to wear a pair that reflectslesser status and prestige. thoughts.Next, these privacy and space, ifevoke negative feelings and Another concern will be a lack of feelings and thoughts willinfluence the student to in with relatives. the student's family has to move behave in an inappropriate way tohide his stress or Reality stress surfaces whenunplanned events such something unbecom- appoint-pain. Usually, a student will do as a flat tire,misplaced checkbook or forgotten in an angry or repudi- children may experience realitying to get a teacher to feel or act ment occurs. In school, ating way. Finally, if the teacheroverreactsand mirrors stress with surprise tests,forgotten homework or mate- and behavior, the stolen, when clothing is tornthe child's inappropriate feelings rials, when belongings are student will feel additional stresswhich keeps the or when they areattacked verbally or physically.

313 The Oregon Conference Monograph,Vol. 6,1994 267 Avoiding Power Struggles 147

Teacher's Reaction: Ms.Henderson notices that conflict going until a powerstruggle ensues. Tohigh- Mark is trying to prepare interaction, Long (1990)states: Bill is bothering Mark. loud voice light this dynamic himself fc: math. In frontof the class and in a Mark and get she says, "Bill, youneed to stop bothering mirrors the (st ident's)behav- Bill and begin As the adult (teacher) out.your book"Several students stare at ior, the confl::', escalatesand the student's feelings become more intense andhis behavior becomes to snicker. be- Round Three ofConflict more inappropriateand the adults reactions and it goes around andaround Bill is feeling increased psy- come more righteous Stressful Incident him a and around, until it gets tothe point-of crazins. chological stress becausehis teacher has called (Video And in which (case)there are no winners in front of the entireclass. Walking bother and has done so Tape by Brendtro, Ness& Powell entitled, Feelings: Bill feelsembarrassed and more angry. right to tell me Through the Storm). He thinks, "Whatgives the old bitch the The following st sryshows how a simplemisun-what to do?" and struggle, because the Behavior. Bill starescoldly at Ms. Henderson derstanding turned into a power problem?" He then turns toMark of the dynamics of stress. snarls, "What's your teacher was unaware in-and continues to talk. Background Information:Bill and Mark are Henderson loses her pa- Henderson is Teacher Reaction: Ms. separable in and outsideof school. Ms. Bill to shut up or to getout. they ask for permission tobe seatedtience and angrily tells not surprised when who has Round Four ofConflict next to one another.Although another teacher constersation Stressful Incident Billfeels increased psycho- both boys in classhas expressed her told him to behavior, Ms. Henderson,notlogical stress becauseMs. Henderson has about their outrageous because she influenced by hercolleague,shut up. He alsoexperiences reality stress wishing to be unduly they can be ultimatum to be quiet orto leave agrees to givethem a chance to prove has given him an The boyswhich means going tothe principal's office. responsible while seatedin adjoining desks. but he also feels her trust for severaldays, but then all Feelings: Bill feels intense anger, prove worthy of in that he has pushedMs. Henderson to heck breaks lose... some pleasure Bill sees himself as afail-lose her cool. Student's Self-Image: from the Behavior: Bill stands up athis desk, glaring bel- ure. His grades arelow, and he was cut He timeligerently at the teacherand storms across the room. football team. He moves alot and has a difficult while been able to please hisloudly deposits histextbook in the wastebasket making friends. He has never leave this damn class, ashe exits father who is a Captainin the United StatesAir Force.saying he's thrilled to Conflict through the back door. Round One of Wood and Long (1991)remind us that as educators told that morning understand that feelings of Stressful Incident Bill was we need tohelp students family would be moving.They part of daily livingand that that once again his onlyanxiety are a normal would move duringChristmas break which was of race, religion, gender oreco- everyone, regardless model two weeks away.Bill experiences anxiety. nomic status, experiencesstress. Our goal is to Feelings: Bill is angry.He feels that his parents feelings of stress is okaybut hisfor students that having to use don't care about him. Hedoesn't want to leave letting the stressoverwhelm and influence us buddy, Mark. inappropriate behavior is not Behavior: Noisily, he entersthe classroom, slams Mark. books on desk and slumpsin chair to wait for How to AvoidPower Struggles Teacher Reaction. Noticesthat Bill's in a foul mood. will end avoid a power struggle. She chooses to ignorehim, hoping his sulk Prevention is the best way to know in advance thatthis student is shortly. In other words, if I Round Two ofConflict going to try to influence meto become hostile,rejecting has then I have some choiceabout that. I can Stressful Incident: Billknows that teacher or hyperactive idea of teacher'schose to avoid a powerstruggle. Supporting the noticed him and haschosen to ignore him. The stress.choice, Allen N. Mendler(1992, p. 73) giveseducators behavior causes Bill toexperience psychological an eight stepplan for eluding powerstruggles: Feelings: Bill feels angry athis teacher because behav- don't give 1. Ignore"hooks." (Any comment, look or she has rejected hirn.He thinks, "Adults just angry response) kids. They can just ignore usand tell usior designed to initiate an a damn about 2. Actively listen towhat the student is saying what to do. Well, I'msick of it!" started, but Bill decidestowithout agreeing ordisagreeing. Behavior: Class has the student's feelingswithout Mark and ignores Ms.Henderson's 3. Actively listen to continue to talk to agreeing or disagreeing. request to get outmath books. University of Oregon Collegeof Education 314 263 148 Templeton 4. Tell the student that a power struggle is develop- the reasons for stopping or interfering with ing and defer to a private time. inappropriate behaviors.In addition, if 5.Remove the student from the class or give teachers are able to pair interventions with (student) more control. a value, students learn how people should 6.Invoke the insubordination clause.(Which work and live together in harmony. For means the student may not return tothe classroom example, "In this room all students have the until the consequence is accepted or an alternative right to learn without distraction. Please method to demonstrate responsible behavior is de- decrease the noise level." cided upon. Using behavior modification programs until trust 7. Remind the student of the consequences as the begins to develop. Stressed out survival ori- student leaves class if the power struggle ended be- ented humans (SOSOH) do not trust others tween Steps 1-4. readily. In their pasts, trusting people has 8. Seek out student later and try to resolve differ- caused them disappointment and additional ences if you reached Steps 4-5. pain.For the same reason, stressed-out Mendler assures us that by using the above plan, children and youth lack the ability to trust we can avoid discord' with students. However,he is teachers. Because of this !nobility, it is more quick to point out that if a teacher finds herself in the effective for teachers to set up reinforce- middle of an argument, then she has two alternatives. ment systems that are directly related to the First, she can try to negotiate a way out of the conflict desired behavior than to push teacher-stu- ("Let's take a few minutes to calm down. And then go dent relationships. Contracts and point/ somewhere private to solve our difficulty"), or she can token systems work well because they mini- refuse to escalate. In which case, the student will find mize the teacher's role in a student's pro- it difficult to continue a power struggle with someone gram. Since, the student has the choice to who refuses to fight. earn points or tokens or to follow his con- Looking at avoiding power struggles from a tract, the teacher is no longer viewed by the psychoeducational orientation, Long states, "Your chal- student as the roadblock to reaching his lenge is not to be baited or seduced into a power goal. Once trusts begins to develop and the struggle, but to make students responsible for their teacher-student relationship begins to form, behavior" (1986, p. 11). To escape the power struggle the reinforcement systems should be phased trap, he suggests using the following five skills: out. Interpreting consequences as poor decision making. When students choose not to earn their Sending "I" messages and not "you" messages. Teachers are encouraged to use "I" mes- points or tokens and are not able to purchase their rewards, they need to under- sages to prevent their intense feelings from stand that it was by their own volition. exploding into inappropriate teacher be- Often stressed individuals want to blame haviors. "I'm gettingupset," or "I'm feeling others for their own poor decision making, disappointed right now." Using the word and it is up to the adult to interpret the "you" ("You are ruining my lesson!") will situation accurately. "Those students who increase the student's anger and therefore made the choice not to earn enough points escalate the conflict will not be able to participate in today's Decoding student behavior into feelings. This movie." technique requires the teacher to interpret a student's words, actions and body language In addition to learning skills and techniques to into feelings. "You look upset. Did some- avoid power struggles, teachers need to learn coping thing happen at recess?" Since most stu- skills that will help them decrease their own stress and dents experiencing stress do not know how make dass time more productive for students experi- to express their feelings, it is important for encing stress. adults to model that it is okay to have negative feelings and to talk about them to help relieve stress. Strategies for Reducing Stress Pairing teacher intervention with values. Since Reducing Stress for Teachers stressed out students perceive adult inter- Bob Whitmore (1987) makes the following sugges- vention as adult hostility or rejection, it is tions for people who want to cope with stress and vital that teachers take the time to explain anxiety effectively:

The Oregon Conference Monovaph, Vol. 6,1994 269 31S Avoiding Power Struggles 149 interpreting nonverbalcommunica- People who are in shapedone by teachers communication and 1. Exercise regularly. tion, actively listeningto verbal physically can deal with stressmore effectivelythan feelings of students who not in good shape.Why?labeling and acknowledging those individuals who are over react tostressful situations. Exercise bums up thefatty acids that collectin the students run trigger 2. LoweringSchool Pressure. When blood stream. Thesefatty acids are believed to overwhelmed with stressand the blood the risk of becoming the stress response, sothe more fatty acids in temporarily postponeassignments likely an individualwill overreact toanxiety, teachers Call about stream, the more and tests. For example,when a student is anxious which will determine stress. techniques. Some formofan upcomingcourt hearing 2.Learn relaxation whether she liveswith her mother or herfather, the deep muscle relaxationtraining such as isometric exer- book report's due date aweek. tightened, held, and relaxedisteacher may ex:end the cises, where muscles are Negative Feelings intoAcceptable recommended. With deepmuscle relaxation, indi- 3. Redirecting is collect-Behavior. With thisstrategy, teachers allowstudents viduals will be able toidentify where tension acceptable neck, etc.) and be able toreduceto expr*.ss intense,explosive feelings in ing in the body (back, running laps, writing injournal, molding muscles. ways such as the tension in those listening to music or dancing.In 3. Identify andchange thoughts andattitudesclay, doing art work, Changing negative self-talk tension, the condonedactivities which intensify stress. addition to decreasing with will break the negativecycle ofteach students sociallyacceptable ways to cope into positive statements will not hurt stress. Tellingyourself, "These feelings stress. Disappointment relax" will reduce stressrather than 4. Teaching Studentsto Accept me. I just need to Acknowledging for studentsthat disap- increase it. Attitudes are moredifficult to change butand Failure. reducing thepointment and defeat arenormal in everyday lifewill recognizing them will bethe first step in result of help them realize thattheir setbacks were not a stress they cause. inadequacy. "It's okay tofeel disap- 4. Overcomeavoidance. Individuals l.an over-their badness or called graded prac- really hard to win thatspelling come avoidanceby using a method pointed. You worked accomplishedbee." In addition, teachers canmcdel that it is okay to tice. Simply explained,graded practice is For breaks down a stressfulincidentfeel disappointed whenthey are met with defeat. when an individual until into her room and says,"How into manageable partsand practices each step example, a teacher walks and For example, Marycoulddisappointing! I workedrealiy hard on this grant there is no stress involved. to buy newplayground learn to have Sundaydinner at her mother-in-lawsdidn't get it. I wanted money steps: have to figure out another way house by practicing andmastering the following equipment. Now, we'll equipment." to get money for our Time. of a friend, 5. Have StudentsComplete One Task at a With the support and presence to deal withoverbearing meet mother-in-lawfor coffee in a public When students are trying anxieties they find itimpossible to concentrateand place. unfinished. Once the workpiles up, Meet mother-in-lawfor coffee in apublic their work goes students feel like they'll nevercatch-up. With this place. the piles of unfinished Talk with mother-in-law onthe telephone. strategy, a teacher removes to house for coffee. work and encouragesthe students to complete one Have mother-in-law come has finished the : .acherpraises Go to mother-in-law'shouse for brief visit. thing. When the child house for Sunday heartily and directs thestudent to another task.With Go to mother-in-law's and praise, the studentbe- dinner. the additional attention comes motivated tocontinue to work. tech- Help Less FortunateStudents. For a detailed accountof the stress reduction 6. Let Students encouraged to their life situations ashopeless niques discussed ab90). 8. Help Students Seek Professional Help. When Walking through the storm: Working with aggressive stress becomes staggering and continuous for students, children and youth. Video Tape Series. Silver Spring, teachers should be storehouses of available mental MD: N. A. K. Production Associates. health and medical services. Armed with the organiza-Dreikurs, R., Grunwald, B., & Pepper; F. (1982). Main- tions' names and telephone numbers, teachers should taining sanity in the classroom (2nd ed.). New York: encourage older students or the parents of younger Harper & Row. children to seek professional help. Furthermore, teach- Froyen, L A. (1993). Classroom management: The reflec- ers can refer students to a school psychologist, counse- tive teacher-leader (2nd ed.). New York: Mamillian. lor, or nurse, if they are available. Hannaford, C. (1990). The brain gym option for hyperac- tivity, :4.1)D, E.H., Sp. Ed., L and FAS. Unpub- Summary fished, paper. Ventura, CA: Educational Kinesiol- With the reorganization of special education, our ogy Foundation, classrooms will contain "difficult" students or thoseJones, V. F., & Jones, L. S. (1990). Comprehensive class- stressed out survival oriented humans who come to room management (3rd ed.).Boston: Allyn and school struggling with their own painbil realities. Their Bacon. minds will be consumed with such problems as alco-Long, N. J. (1986). The nine psychoeducational stages holism, drugs, crime, parental neglect, abandonment, of helping emotionally disturbed students through brutality, and poverty.It is painfully obvious that the reeducation process. The Pointer, 30(3), 5-20. teachers need to learn coping strategies in order toLong, N. J., & Duffner, B. (1980). How can we manage survive in these stress-filled classrooms. Even more these children? In Long, N. J., Morse, W. C., & apparent is the need for teachers to help students learn Nei yman, R. G. (Eds.), Conflict in the classroom (4th techniques to cope with stress in productive ways. ed.) (pp. 233-241). Belmont, CA: Wadsworth. Three important concepts developed within thisMaslow, A. (1968). Toward a psychology of being. New paper need reiterating. First, since stress is prevalent in York D. Van Nostrand. today's classrooms, it is necessary for teachers to be-Mendler, A. N. (1992). What do I do when... ? How to come knowledgeable about stress and its affects physi- achieve discipline with dignity in the classroom.. cally, psychologically and behaviorally on students Bloomington, Indiana: National Educational Ser- and themselves. Second, teachers need to understand vice. the dynamics of stress. With this knowledge, they willNelsen, J. (1987). Positive discipline. New York:I3allantine have a choice to stay out of power struggles with Books. students feeling stressed. Finally, when teachers learnWhitmore, B. (1987).Living with stress and anxiety. ways to reduce their own stress, they will be better Manchester, England: St. Martin's Press. prepared to develop stress-free environments, whereWood, M. M., & Long, N. J. (1991). Life space interven- the focus is on understanding, supporting and teaching tion: Talking with children and youth in crisis. Austin, new skills to stressed out students. Texas: Pro-Ed.

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The Oregon Conference Monograph, Vol. 6, 1994

317 Myles, B, and Simpson, R. (1994, April). Aggressiveand violent children and youth: Prevention and management considerations. Paperpresented at the meeting of the Council for Exceptional Children, Denver, CO.

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272

319 SELF-CONTROL STAGE CsLudentsicisifinanshe What behaviors does the student typically exhibit during this stage? . Student Name sullenness Teacher Name withdraws into fantasy denies ENVIRONMENTAL/PERSONNEL CONSIDER) "typical" behavior for the student other (please describe) 1.Describe how you can obtain assistance when it is needed. other (please describe)

. What supportive techniques should be used during this stage?

2.A t which stage should outs.de assistance be sought?

Defensiveness St What punishment techniques, if any, should be used during this stage? Frustration Stage Aggression Stage Self-Control Stag

3.Which school personnel are available to provide assistanc

school psychologist social worker paraprofessional principal other (please specify) . What teacher interventions should be used at a later time to assist student in gaining more self-control? 4.Where is the nearest exit? (specify room or school)

5.When should it be used by others in the classroom?

Frustration Stage Defensiveness St Aggression Stage Self-Control Stag OTHER CONSIDERATIONS F.Are there any extenuating circumstances that others shoul student (i.e., medications, related medical conditions, home sii 1. How are parents to be notified of crisis9

2.Who else should be notified of crisis?

3.1 low should crisis be documented? 11111 273 DEFENSIVENESS STAGE FRUSTRATION STAGE 1. What behaviors does the student exhibit during the De 1.What environmental factors/activities or antecedents upset the student? student verbally lashes out at teacher transition unplanned change crowds student verbally lashes out at students ___ teacher criticism hard assignment classmate conflict student threatens to strike teacher other (please describe) student threatens to strike students other (please describe) student withdraws from teacher other (please describe) student attempts to leave classroom other (please describe) other (please describe) 2.How does the child behave when becoming upset? other (please describe)

bites nails stares bites lip argues refuses to work taunts others 2.What teacher interventions should be used during the swears raises voice lowers voice fidgets grimaces tenses muscles restating classroom rules other (please describe) restating contractual agreement other (please describe) reminding student about token economy other (please describe) redirecting student giving student a choice of consequences other (please describe) 3.Does the child complain of any of the following somatic symptoms? other (please describe)

headache stomachache not applicable other (please describe) AGGRESSION STAGE 1.What form(s) of aggression are likely to be displayed

3.Is there a time connection between complaints of illness and aggression? biting kid ;ng hitting peers ___.destructing property_ yes no not applicable hitting teacher running other (please describe) 4.Should the student be sent to the nurse? yes no other (please describe)

5.What interventions should be used at tbl., stage? 2.What inter"ention should be used at this stage?

hurdle help boosting ignoring antiseptic bouncing other (please describe) other (please describe) t'ise describe) 1121111111!

DEFENSIVENESS STAGE FRUSTRATION STAGE I.What behaviors does the student exhibit during the I . What environmental factors/activities or antecedents upset the student? student verbally lashes out at teacher transition unplanned change crowds _ studentverbally lashes out at students teacher criticism hard assignment classmate conflict student threatens to strike teacher other (please describe) student threatens to strike students other (please describe) _student withdraws from teacher _other (please describe) _ student attempts to leave classroom _ other (please describe) other (please describe) . How does the child behave when becoming upset? _other (please describe) bites nails stares bites lip argues refuses to work taunts others 2.What teacher interventions should be used during th swears raises voice lowers voice fidgets grimaces tenses muscles restating classroom rules other (please describe) restating contractual agreement other (please describe) reminding student about token economy other (please describe) _redirecting student _ giving student a choice of consequences other (please describe) . Does the child complain of any of the following somatic symptoms? other (please describe)

headache stomachache not applicable other (please describe) AGGRESSION STAGE 1.What form(s) of aggression are likely to be display

. Is there a time connection between complaints of illness and aggression? biting kicking bitting peers destructing property yes no _ not applicable hitting teacher running _ other (please describe) 4.Should the student be sent to the nurse? yes _ no other (please describe)

S.What interventions should be used at this stage? 2.What intervention should be used at this stage?

hurdle help interest boosting ignoring antiseptic bouncing other (please describe) other (please describe) (pltase describe)

277 Topper, K., Williams, W., Leo, K., Hamilton, R, & Fox,T. (1994). Student support plan for Malcolm. In K. Topper, W. Williams, K.Leo, R. Hamilton, and T. Fox. A positive approach to understanding and addressingchallenging behaviors (p.28). Burlington: University Affiliated Program of Vermont,Center for Developmental Disabilities.

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325 Figure 2.1 STUDENT SUPPORT PLAN FOR MALCOLM Student Strenzthin sense of humor intelligent Activity/Class: Algebra t excellent artist loves rock and roll Instructor(s): Ms. Latifi likes to cook seat math skills Mr. Alme bright wants to be with others

If individui structional are necess, develop th 9* materials? Ms. I

Who will s instructor the plan? Mr

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2U BEST COPYAVAILABLE Topper, K., Williams, W., Leo, K.,Hamilton, R., & Fox, T. (1994).Establish a team. In K. Topper, W. Williams, K. Leo, R.Hamilton, and T. Fox.A positive approach to understanding and addressing challengingbehaviors (pp.29 - 35). Burlington: University Affiliated Program of Vermont,Centerfor Developmental Disabilities.

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282 Chapter 3 111111MOSM1 MUSIII11111111111111111111111111111111111111111111 Establish a Team

II Introduction Genuine family-educator collaboration can be a powerful vehicle for success and coping. Working together during stressful times requires families lnd educators to disregard previous failed attempts to work as a team and :,zdopt a new way of thinking about collaboration. The following checklists ,lre provided for you, and other members of teams you participate on, to assess and reflect upon how you may help each other develop more trusting relationships, improve problem solving, and avoid conflicts. They are dapted from guidelines for establishing and maintaining partnerships genErated by the Federation of Families for Children's Mental Health"

III Collaboration Checklist II for Educators Do I really believe that families are my equal, and in fact, are experts on their children? O Do I speak plainly and avoid jargon? Do I actively involve families in all team tasks inchtding developing, reviewing, evaluating and revising support plans? Do I meet at times and places convenient for the family? Do I respect the values, choices and preferences of the family? Do I share information with other professionals to ensure that services are not duplicated and that families do not expend unnecessary energy accessing services? Do I show the same respect for the value of families' time as I do for my own time by becoming familiar with pertinent student information before team meetings? Do I recognize and enhance the variety of strengths and coping styles of the family? o Do I encourage the family to bring a friend or advocate? o Do I tell each family about other families in similar situations, recognizing parents as a major source of support and information?

283 33) Collaboration Checklist III for Families and do my share of O Do I believe I am anequal partner with educators problem solving and planning tohelp my child? family to educa- O Do I clearly express my ownneeds and the needs of my tors in an assertive manner? negative expe- Do I treat educators asindividuals and avoid letting past riences get in the way of agood working relationship? changes and Do I communicate quicklywith educators when significant events occur? myself, and my child? Do I maintain realisticexpectations for educators,

ICollaboration Checklist fez, All Team Members words, avoid blaming and O Do I express hopethrough my attitudes and stating absolutes like *always"and 'never"? Do I initially agree to meet once aweek? O Do I show up tomeetings on time and stayfor the whole meeting? 0 Do I help ensure thatmeetings are a safe placefor all team members to express their feelingsand thoughts (I avoidpassing judgment on others)? O Do I resolve and encourageother team members to resolvepersonal conflicts outside of team meetings? O Do I commit sufficienttime and energy to develop asupport plan (Set aside at least 12 hours)? O Do I avoid the temptationto develop a plan withoutunderstanding the communication of the student'sbehavior? 0 Do I distinguish betweenfact and opinion whendiscussing challenging behavior? Do I follow through andcomplete tasks in a timely fashion?

II What Is aCollaborative TeamT Collaborative student support teams areformed to provide support to ta- dents, their teachers and fanaes.Collaborative teams can be composed of as few as two people,with varying perspectivesand areas of knowledge and

A2QING CHALLENGING BEHAVIORS A POSITIVE APPROACH TOUNDERSTANDING AND 332 expertise. Team members worktowards shared goals, equally assume leadership roles and task responsibilities,adopt group norms, and establish a process for solvingproblems and resolving conflicts. Inother words, team members sink or swim together!The key is that members are supported and are not alone in addressingdifficult challenges.

Common likminiFunctions for StudentSupportibamss Provide support to the student'steachers. iii Enable student to havefriends. Provide support to the student andhis/her peers. Develop family support, communicationand involvement. II Problem solve specificlearning or behavior issues with thestudent. Incorporate a prosocial skills curriculuminto the classroom for all students. Identify and access necessary schooland community resources. NI Develop long range educationalplans for the student. MI Develop transition plans for movementto the next grade orschool or adult services. Identify staff and family informationand education needs. ill Re-assess classroom rules anddiscipline policies in regards to thestudent's strengths and needs. Develop, implement and evaluate specificinstructional programs.

Who Should Be on the Team? Should students and their peersbe members of support teams? Students need to be equal member; oftheir support team. We have had success with students as young as 8 yearsold participating in all components of the planning process.They, better than anyone else, know what strategies will help them cope withfrustrating situations. Empowering students as an equal team member canhelp them learn to solve problems, manage their negativeemotions, improve their self-concept andenable them to develop and attain individualgoals. In addition, students should beprovided the opportunity of inviting a peer to be a member oftheir team. (Confidentiality is maintainedbecause the student chooses who to sharethis experience with and the team emphasizes the importance of confidentiality).Peers can provide moral support during the meetings and generateunique solutions to problems.

ESTABUSH A TEAM 333 Should family members beincluded on support teams"'

Yes. Family members knowthe student best, arethere for the student of the on a daily basis,and are going to have tolive with the consequences action taken by the team. So whydo educators sometimesexperience difficulty working with families onteams? Part of the Issue mayrelate to differ- ing perspectives, values andpriorities, given their differentroles with respect to the student. ParentsoiLen have more holisticand long term goals, while teachers are frequentlyconcerned with current academicachieve- ments. This is exemplifiedby the comments of Diane(Joseph's teacher).

During a recent team meetingthere were rvo Math teachersexpressing interest in having Joseph jointheir class. But unfortunatelyAlicia (Joseph's mother), Josephand I were unable to agree onwhich Math teacher would best meet Joseph'sneeds. Alicia and I were looking atthe issue from entirely different perspectives.I was focusing on Joseph's academic performance andweighing how the decision wouldimpact on staff time whereasAlicia was more concernedwith how the decision would impact on Joseph's wholelife. I eventually realized thatit was more important to goalong with Alicia's choice ofteacher. In the long run it would be better tohave Joseph in a class thathis mother was behind 100% and was willing to support.That way the teacher and Alicia could work together.

Listening to different perspectives cangenerate a comprehensiveplan that is beneficial to everyone. Inaddition, when planning a support system for a student with challengingbehaviors, the family can be theschool's greatest resource. We recommendinvolving the family in all aspectsof planning right from the beginning.

Some benefits of familyparticipation

IN Knowledge of the full historyof the student and a total pictureof what is going on in the child's life. In-depth knowledge of the student'sstrengths, Interests and needs, and the skills the student needs tofunction outside of school settings. 1111 Knowledge/ongoing experienceof the most useful strategies fordealing with the student's behavioralchallenges. Knowledge of the key support/resourcepeople in the student's life. 111 Knowledge of recent or ongoingstressors that may impact onthe student's functioning at school. II Knowledge of ways to promoteprevention, teaching and response strategies across settings.

2 tr.' 6

A POSITIVE APPRO....H TO UNDERSTANDINGAND ADDRESSING CHALLENGING BEHAVIORS 334 itcample strategies for obtaining family input

Educators sometimes find that despite their requests, the family does not attend team meetings on a consistent basis,. Rather than labeling the family as 'uninterested" or "uncooperative, the members should consider possible barriers to the family's attendance. These may Include: lack of information about the nature of the school meetings, negative past experiences with the school (Le., use of education 'lingo", not feeling lis- tened to, previous experience of feeling judged or blamed, not feeling like an equal member in decision-making) and practical issues (i.e., lack of childcare, transportation problems, conflict with job schedule). Conse- quently schools should consider the following suggestions when attempting to enlist family involvement on school teams:

Visit with the family and discuss the need for developing a team to support the student Ill Encourage the family to participate in identifying who should be on the team. 111 Invite the family members to be full participating members of the team. ii Set an initial meeting date, time and location with the family to insure their ability to attend. Encourage the family to bring a friend or advocate. Offer assistance in finding child care for meetings. Offer transportation to the meeting.

Who 'Use Should Be on III the Student Support 'Ileum? Ideally, the team would be selected jointly by the family, the student and the teacher. Team members should be the people most Involved with the student on a day-to-day basis. Some students and families may be involved with ex in need of support services through community health. mental health, child protective services, advocacy organizations, self-help groups or through private service providers (e.g., medical doctor, counselor, psychologist, visiting nurse). These service providers should also be involved in the Student Support Team process.t a minimum, community service providers and school staff must be aware of what each is doing to minimize duplication of services and ensure that services provided In school and In the community are not counter-productive, in direct conflict with each other, or confusing to students and their families. Figure 3.1 illustrates potential team membership. The inner circle depicts the potential team members who meet on a weekly basis. The outer circle identifies other individuals who may be involved in the student's life but would not be needed for every team meeting.

ESTABLig-14 7EAM 335 Figure 3.1 STUDENT SUPPORT TEAM MEMBERSHIP

Neighbor

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283

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A POSITIVE APPROACH TO UNDERSTANDING AND ADDRESSINGCHALLENGING BEHAVIORS 336 11 How Do Collaborative Support III Teams Make Decisions? Collaborative teams make decisions by consensus. In this regard all team members must agree to all decisions. Coming to consensus on tough issues is not an easy task, but it is a necessary task. Knowing that consensus must be reached forces teams to become more creative and open to ideas when differences of opinion are voiced. Our experience is that coming toconsen- sus takes more time, but a dezIsion that everyone agrees to is a decision that will be implemented.

How Do Collaborative Support E Teams Solve Problems? There are many problem solving models from which teams can choose. However, common elements typically include the following steps: 1. recognize that there is a problem, 2. define the problem, 3. think of many solutions, 4. decide what to do, 5. try a solution, and 6. evaluate the results. In brainstorming solutions it is useful to generate as many responses as possible. By forcing yourself to think beyond the obvious and suspend- ing judgement, latter responses are often the most creative and can have the greatest potential for success.

How Do We II Brainstorm? In brainstorming, team members are given 2 or 3 minutes of individual think time. During think time each team member writes all their ideason a piece of scratch paper. Next each member provides one of their ideasper turn in a round robin format (e.g., moving clockwise around the table). The recorder writes the idea on a flip chart or blackboard soeveryone can see each idea as it is stated. The round robin continues untileveryone has all of their ideas written on the chart. During round robin team membersare encouraged to be creative and offer "far out" ideas. Other team membersare not allc wed to make comments or judgments about the ideas presented. There is no discussion or even rewording of ideas. Ideasare simply stated and written. Wnen all ideas are exhausted the team takes 2or 3 minutes of quiet wait time to see if any more ideas pop up. Typically during this time 289 ESTABLISH A TEAM 33? Abrams, B. J. (1992). Values clarification for students with emotionaldisabilities. Teaching Exceptional Children, 24 (3), 28 - 33. From "Values Clarification for Students with Emotional Disabilities," by B. J. Abrams, Teaching Exceptional Children, Spring, 1992, pp. 167 - 170. Copyright 1992 by the Council for Exceptional Children.

REPRIN7ED WITH PERMISSION 4,

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Article 25

Values Clarificationfor Students with EmotionalDisabilities

cial education teachers to meet the affec- way of life. The major focus of the theo- Brian J. Abrams tive needs of students with emotional ry is that children who are given help in disabilities. using the valuing process will behave in Brian J. Abrams (CEC Chapter #248)is a Special ways that are less apathetic, confused, Education Teacher,CareerDevelopment Center, Nassau and irrational and more positive, pur- County BOCES, Baldwin, New York Background poseful, and enthusiastic than those of their peers who do not receive this help ffective education programs seek to The classic work in values clarification is (Raths et al., 1966). promote students' emotional and Values and Teaching by Raths, Harmin, Proponents have written many social development by helping and Simon (1966,1978), which discusses books dealing with methods, strategies, them develop an awareness and un- the basic theory and methods of values and activities for using values clarifica- derstanding of their feelings, atti- clarification. In it, the authors express tion in the classroom (see Hawley & Hawley, 1975; Howe & Howe, 1975; 11tudes, beliefs, and values (Epanchin their belief that a number of student be- & Monson, 1982). Morse, Ardizzone, havior problems such as apathy, incon- Simon, Howe, & Kirschenbaum, 1972; Macdonald, and Pasick (1980) have sistency, uncertainty, flightiness, and Smith, 1977). These activities encourage identified three goals of affective educa- overdissension may be the result of con- students to examine their attitudes, be- tion: (1) to develop an adequate self- fusion and disturbance in their values. liefs, interests, and feelings (e.g., "List 10 concept combined with self-esteem; (2) Values are beliefs that have cognitive, things you love to do"; "Describe a per- to maximize the prosocial potential of affective, and behavioral components; sonal hero and the qualities you admire the student; and (3) to promote positive they are principles people use to choose in that person"). The activities can be used with individuals, small groups, or emotional expression. between alternatives, resolve conflicts, Students with emotional disabilities and make decisions (Rokeach, 1973). an entire class. A key element of many of these strategies is the clarifying re- may exl bit a variety of maladaptivebe- Values provide a stable frame of refer- sponse (Raths et al., 1966)a way of re- haviors and emotional problems, many ence, give meaning and order to our of which ins' :ate a need for affective lives, and are fundamental to our sense sponding to a student's comment or behavior that encourages the student to growth. Many writers believe that affec- of identity (Maker, 1982). Students suf- tive education is important for all chil- fering from value confusion lack goals reflect on his or her feelings, choices, be- dren with exceptionalities but that it is and direction; their behavior is often in- liefs, or values (e.g., "How does that idea essential for students with emotional consistent and aimless. affect your life?" "Is that important to disabilities (Epanchin & Monson, 1982; The assumptions behind the valuing you?" What alternatives have you con- Morse et al., 1980; Werth & Sindelar, theory of Raths and colleagues are that sidered?"). Values clarification can also be inte- 1987). Miller (1976) discussed 17 affec- (a) human beings can arrive at values by tive teaching models; one of the most an intelligent process of choosing, priz- grated into the curriculum, whether the widely researched of these is values ing, and behaving, and (b) values subject is social studies, science, reading, clarification. This article discusses how should relate to one's world and serve health, or something else. Several au- values clarification can be used by spe- as a guide to a satisfying and intelligent thors have discussed how subject mat-

From Teaching Exceptional Children, Vol. 24, No, 3,Spring 1992, pp.2g3alyrightU 1992 by The Council for Exceptional 341 Children. Reprinted by permission. 8. CHILDREN WITH EMOTIONAL ANDBEHAVIORAL PROBLEMS ter can be taught on three levels: facts Values clarification is concerned Kirschenbaum, 1977; Lockwood, 1978; (e.g., "Who wrote the Gettysburg more with the valuing process than Swisher, Mary & Nadenichek, 1983). Address in 1863?"); concepts (e.g., with spt:cific values. Table 1 shows the "What are the main ideas or themes of skills involved in the valuing process ac- the Gettysburg Address?"); and values cording to three different authors. Working with Students (e.g., "If you had been the mother of a Values clarification seeks to develop stu- with Emotional slain Union soldier or slain Confederate dent skills in all of these areas of devel- soldier, what would your reaction have opment, which should result in student Disabilities been to the speech?" or "The Gettysburg behavior that is more purposeful and There has been little research on the ef- Address was given at the dedication of satisfying. These areas of skill develop- fects of values clarification on students a cemetery. What words would you like ment are important to most students with emotional disabilities. One study spoken about you at your eulogy?") with emotional disabilities. of the values of students with emotional (Curvt in & Curwin, 1974; Harmin, Researchers have examined the ef- disabilities compared the value rankings Kirshenbaum, & Simon, 1973). fects of values clarification interventions and value stability (a measure of value on a wide range of dependent variables confusion) of two groups of adolescents including academic achievement, atti- with emotional disabilities (conduct dis- Benefits of Values tudes toward school, level of self-esteem, order and anxiety - withdrawal) and nor- Clarification value clarity, personal adjustment, and mal adolescents. The findings suggest others. They have studied student pop- that both types of adolescents with emo- The goal of values clarification is to have ulations ranging from elementary tional disabilities are similar to normal students explore their beliefs and values school through college. Although many adolescents in their stated values and and become more aware of how these of these studies have been criticized for the stability of those values (Abrams, beliefs and values influence their choic- lacking adequate control groups, a ma- 1988). es and behavior. The teacher does not jority of the research has shown that To benefit from values clarification, attempt to transmit the "right" values, values clarification is effective in im- students need to have reached a stage of but provides a safe, nonthreatening, proving student achievement on many readiness for the skills listed in Table 1. nonjudgmental environment. cognitive and affective measures (see In an attempt to determine which affective interventions are most effective for 4 specific students, McKinnon and Kiraly (1984) have developed the Affective Education Continuum Model. Th model matches specific affective edu tion strategies with the students' level of sodo-emotional development and management needs. At Level 1 (e.g., behavior modification and the engineered classroom), students need maximum structure for learning and strategies are teacher directed. At Level 2 (e.g., cognitive behavior modification and contracting), students show some self-control skills and strategies are mutually directed by teacher and student. At Level 3 (e.g., values clarification and peer tutoring), students exhibit appropriate self- management skills and strategies are more student directed, reflecting stu- 0',- dents' interests, goals, needs, and feelings). At this level, students can usually control their behavior and begin to focus on attitudes, feelings, and beliefs. . , ....,'.. McKinnon and Kiraly believe that At values clarification is most effective for ,...... ".=i6J.,3 students at Level 3 since the three goals of Level 3 are consistent with those of values clarification to increase self-esteem, develop a higher sense of self- z" awareness in relation to others, an -41161k.- improve interpersonal skills. Valu clarification is clearly appropriate fo One activity that encourages students to examine their own interests and feelings is to ask them to students at Level 3, and it may benefit "list 10 things you low to do." students at the later stages of Level 2.

242 2 9 2. BEST COPY AVAILABLE 25. Values Clarification Although only one book of values clarification activities has been written for students with emotional and learning disabilities (Simon & O'Rourke, 1977), most of the other publications on values clarification can be adapted for use with these students. Epanchin and Monson (1982) have offered the following guidelines: 1. Match the objectives and activities to the students' developmental needs and the level of trust and support in th- class. 2.Evaluate the appropriateness of each activity for each child. 3. Elicit feedback from students. 4. Use outside resources for assistance. Simon and Olds (1976) have identified -AA several rules for using values clarification: 1. Accept other points of view. 2. There are no right or wrong answers. As students feel more trusting and comfortable, they enjoy sharing parts of their inner self 3. Anyone can "pass" (each student has the right of privacy and is not pres- Table 1 sured to reveal information that he or she may feel uncomfortable Three Views of Values Clarification: about). Skills Involved in the Valuing Process A key element of any successful val- 1. The Valuing Process: Criteria for a Full Value 5. Employing fundamental ues clarification program is how effec- (Raths et al., 1966). cognitive skills. tive the teacher is at creating a classroom A. Choosing: 1. Freely. (a) Language use. climate of trust, openness, and cohe- 2. From alternatives. (b) Mathematical skills. siveness. For students to examine their 3. After thoughtful consioeration (c) Research skills. attitudes, beliefs, and values, they must of the consequences of each C. Communicating (vernally and nonverbally): feel that they are valued members of a aftemative. 1. Sending clear messages. group in a safe, nonthreatening, non- B. Prizing: 1. Cherishing, being happy with 2. Listening empathetically. judgmental environment. Establishing choice. such an environment is a difficult task 2. Willing to affirm choice publicly. 3. Drawing out. 4. Asking clarifying questions. for teachers working with students with C. Acting: 1. Acting upon the choice. emotional disabilities, who are often ex- 2. Acting repeatedly with a 5. Giving and receiving feedback. tremely critical of themselves and oth- pattern or consistency. 6. Engaging in conflict resolution. ers. Teaching students to respect otner 2. The Valuing Process (Kirschenbaum, 1973). D. Choosing:1. Generating and considering alternatives. points of view, listen to other students' A. Feeling: 1. Being open to ones inner experience. 2. Thaughttully considering feelings and beliefs, and communicate consequences, pros and rms. their own feelings and beliefs in front of (a) Awareness of one's inner experience. 3. Choosing strategically. peers and the teacher is a slow, gradual (b) Acceptance of one's inner (a) Setting goals. process, but im important one. experience. (b) Gathering data. To evaluate the effectiveness of val- B. Thinking: 1. Thinking on all seven levels (c) Solving problems. ues clarification some observable behav- (memory, translation, applica- ior must be measured. Teachers should tion. interpretation, analysis, (d) Planning. have a clear idea of their goals so that synthesis, and evaluation.) 4. Choosing freely. 2. Employing critical thinking E. Acting: 1. Acting with repetition. they can define the goals and specific skills. behavioral objectives operationally (e.g., 2. Acting with a pattern and (a) Distinguishing fact from consistency. "George will display an increased toler- opinion. 3. Acting skillfully, competently. ance for the ideas of others as evidenced (b) Distinguishing supported 3. Values Clarification at Development of Student by his listening to the ideas of others, from unsupported Interaction Skills (Cat1eel & Stahl, 1975). without any critical comments, 3 out of aJ flurnents. A. Communicating 5 days a week"). Some long-term effects (c) Analyzing propaganda, B. Empathizing of values clarification may take years to stereotypes, etc. become evident, but teachers can mea- 3. Employing logical thinking C. Problem Solving (logic). sure the short-term effects by writing D. Assenting and Dissenting 4. Employing creative thinking. objectives that refer to the specific skills E. Decision Making that their programs are aimed at. F. Personal Consistency 343 BEST COPY AVAILABLE 8. CHILDREN WITH EMOTIONAL ANDBEHAVIORAL PROBLEMS 4. Discuss your program activities and Blakey K. (1982). Values and the counselor. In B. Getting Started Hall, J. Kaivan, L Rosen, & B. Taylor (Eds.), objectives with your supervisors and Readings in value development (pp. 117-123). secure their approval. Ramsey, NJ: Paulist Press. When values clarification is first intro- 5. Introduce your program slowly (per- Casteel, J. D., Sc Stahl, R. J. (1975). Value clanficatio duced into a special education class- haps one 30-minute activity per in the classroom: A primer Pacific Palisades, CA: Goodyear room, some students are excited and see week); be patient with yourself and this as an opportunity to examine and your new program. Curwin, R., & Cursvin, G. (1974). Developing individ- 6. Evaluate each activity either formally ual values in the classroom. Palo Alto, CA: discuss issues that are relevant to their Learning Handbooks. lives and interests. Other students are (through a questionnaire or form) or Epanchin, B. C., & Monson, L. B. (1982). Affective suspicious and fearful of disclosing per- informally (by eliciting comments education. In J. L Paul & B. C. Epanchin (Eds.), sonal information; they will spend most from students and writing down Emotional disturbance in children (r s. 405-426). your observations): Did the topic Columbus, OH: Charles E. Merrill. of the initial classes observing and lis- Harmin, M., Kirschenbaum, H., & Simon, S. (1973). tening. As they feel more comfortable gain the interest of students? Did the Clarifying values through subject matter: and trusting, they will begin to enjoy activity require too much self-disclo- Applications for the classroom. Minneapolis: sharing parts of their inner selves with sure? Was the task too difficult for the Winston. the group. Teachers must be accepting class? Did the students understand Hawley, R., & Hawley, I. (1975). Human values in the the rules? Were they able to follow classroom: A handbook for teachers. New York: of each student's right to privacy and of Hart. student responses that are in opposition the rules? Howe, L, & Howe, M. M. (1975). Pers,!:-...::::--: tg edu- to their own. When a teacher models re- 7. Avoid moralizing and preaching; cation: Values clarification and beyond. New York: spect and acceptance for each student, practice acceptance. Listen carefully Hart. the students will begin to show respect to your comments about your stu- Kirschenbaum, H. (1973). Beyond values clarifim- and acceptance for each other. dents' ideas, beliefs, and feelings. Try hon. In H. Kirschenbaum Sc S. B. Simon (Eds.), Readings in values clarification (pp. 92-110). Initially, the value-clarifying activi- to practice acceptance during the values clarification class, and as you be- Minneapolis: Winston_ ties should be of high interest and low Kirschenbaum, H. (1977). Advanced value clarifica- risk, requiring little self-disclosure. As come more accepting, extend this tion. La Jolla, CA: University Associates. the group develops a level of trust and attitude throughout the school day. Lockwood, A. (1978). The effects of values clarifica- cohesiveness, the teacher can introduce o u are accepting of feelings and tion and moral development curricula on ideas, but not behavior. You still have school age subjects: A critical review of recent activities that seek more openness, ex- research. Review of Educational Research, 48(3), amination, and sharingof feelings, atti- cla ss rules and cannot allow students 325-364. tudes, beliefs, and values. to hurt themselves and others or pre- McKinnon, A. J., Sc Kiraly, J. (1984). Pupil behavior Following are several suggestions for vent other students from learning. self-control and social skills in the classroo 8. As you become more skillful and Springfield, IL: Charles C Thomas. special education teachers who wish to Miller J. (1976). Humanizing the classroom: Models implement values clarification pro- comfortable using this approach, be- teaching in affective education. New York: Praeger grams in their classes: gin to integrate values clarification Morse, W. C., Ardizzone, J., Macdonald. C., & into the curriculum. Begin by period- Pasick, 2 (1980). Affective education fcr special chil- 1. Increase your knowledge of the ically asking clarifying questions dren and youth. Reston, VA: The Council for theory and methods behind this ap- about characters from literature or Exceptional Cnildren. proach through readings, work- history, and then include clarifying Raths, L., Harmin, M., Simon, S. (1966). Values and shops, and classes. questions when you are teaching teaching. Columbus. OH: Charles E. Merrill. 2. Assess the developmental needs and otter subjects. Ridss, L., Hamlin, M., it Simon, S. (1978). Values and teaching (2nd ed.). Columbus, OH: Charles E.. interests of each student as part of Merrill. your planning. Before you begin Rokeach, M. (1973). The nature of human values. New your program, determine each stu- Conclusion York: Free Press. dent's level of self-control and profi- Special education teachers can use Simon, S., Howe, L., & Kirschenbaum, H. (1972). Values clarification: A handbook of practical strate- ciency at skills involved in the values clarification to help students in- gies for teachers and students. New York: Hart. valuing process (e.g., Do you need to crease their awareness of the relation- Simon, S., & Olds, S. W. (1976). Helping your child focus on developing listening skills? ships among their choices,. values, and learn right free: wrong: A guide to values clanfica- Does one student need extra assis- behavior. Increasing each student's lion. New York: McGraw-Hill Simon, S., & O'Rourke, R. (1977). Developing values tance in generating alternatives, or awareness and value clarity can result in with exceptional children. Englewood Cliffs, NJ: learning to accept his or her feel- more positive, purposeful, and proso- Prentice-Hall. ings?). Get to know each student and cial behavior. Remember, values Smith, M. (1977,. A practical guide to value clarifica- learn his or her value indicators clarification is a life-long process for tion. La Jolla, CA: University Associates. (goals, interests, feelings, needs, be- everyone. Swisher J. D., Vicary, J. R., Sc Nadenichek, E (1983). liefs, attitudes and worries). This will Humanistic education: A review of research. aid you in selecting activities that are Journal of Humanistic Education and Development, 22, 8-15. relevant to your students' lives. References Werth, L. H., Sc Sindelar, E '1 (1987). Affective edu- 3. Know where you want to go; be able Abrams, B. J. (1988). The values and value stability cation. In C. R. Reynolds & L. Mann (Eds.), to state clearly what your goals and of emotionally handicapped and normal ado- Encyclopedia of special education (Vol. 1, pp. 55- objectives are. lescents. Adolescence, 23, 721-739. New York: Wiley.

294 344 What If? chart.In G. Rhode, W. R. Jenson, H. K. & Reavis. (1994). Thetough kid tool box (p. 195). Longmont, CO: Sopris West.

REPRINTED WITH PERMISSION The Tough Kid Tool Box: Section 7 195

I What If? Chart WHAT IF YOU DO? WHAT IF YOU DON'T?

Serious Behavior Clause(s):

MYSTERY MOTIVATOR

296 347 Jenson, W. (1993, Fall). The "Yes" and "No" bag: A practical programfor classroom consequences, The Best Times, p. 3.

MATERIAL NOT COPYRIGHTED

349 alawstai Fall, 1993 tervention Corner The "Yee and "No's Bag: A PRACTICAL PROGRAM FOR CLASSROOM CONSEQUENCES William R. Amax, Debra Andrews, and len Reavis

Teachers often run out of ideas for practical consequences for behaviors in cards, and the cards should be thoroughly mixed up. &AT classrooms. Most consequences tend to be negative or effect only one If the picked card is a Yes, the whole class gets the or two students. The "Yes"-"No" Bag program is an easy to implement reward (i.e., Mystery Motivator or what was spun on system that can be used with the whole class. The system is also primarily the Reward Spinner). Good classroom rewards can positive, but it can also be used to reduce inappropriate behaviors. In be the teacher reads a story, pop corn party, students addition, this program is simple and does not take a lot of preparation time get to talk with friends for the last half hour, or see OE oil:ease. part of a movie video). The reward should be a surprise that adds suspense to the program. The The "Yes"-"No" is a variation of the "I Owe You a NO" program of Dr. Ray unknown or random aspects of Mystery Motivators Beck. Its current application was developed by Mr. Allen James, a school and reward Spinners are great for building suspense. psychologist/social worker in Granite School District With this program a series of Yes and No cards are made, approximately 50 each. The included If the student had picked a No card, the =dents sheet of Yes and No cards (also pictured below) can be copied, laminated, would continue to work on their academic subjects and then cut up for the cards. An opaque container or bag is also needed. for the last part of the day and no reward is given. It For the class reward, a reinforcement system is needed such as a Mystery does not take long for students to figure out that the Motivator (a sealed envelope with a reward written on a piece of paper) or a more Yes cards are in the bag means a higher reward spinner (a circle with rewards written on it with an arrow that can beprobability of a class reward. A lot of No cards in the to randomly select the reward). It also helps if the teacher has estab- bag means that they will probably miss the days classroom rules posted. reward and half to work the last part of the day.

The program works on basic probability. The teacher looks to catch students There are a couple of things that a teacher can do to following the classroom rules. For example, being on time, paying attention, make this program even more effective. When tle:. following a direction, program is started the first week, salt the bag by working independently, putting more Yes cards in the bag before class starts. YES YES or handing in an This helps to ensure a positive beginning. Second, assignment on time. Thelook for appropriate behaviors to add Yes cards to INC?NoT teacher describes the the bag. It is all too easy to add No cards for inap- Ni:51 I NO student's behavior and , propriate behaviors. Third, enhance student anticipa-

I puts a Yes card in the I'°) I tion by giving hints about what the reward might be. FTE-1S MES-1 YES YES bag. For example, Fourth, describe the behaviors and link them to the "Stevan you handed classroom rules. Don't say, putting a No in the IQ IQ CSI your assignment in on bag because you were inappropriate." Describe the NO NO NO time. I'm going to put a behaviors you want to increase and decrease. Fifth, if 1 Yes card in the bag for one or two students try to Wbotage the program by the class." Similarly, if intentionally getting a lot of No cards for the class, the teacher observes a make them a team by themselves. When they act student breaking a rule appropriately, they can rejoin the whole class team. or being inappropriate, NO NO .NO he describes the behav- A major advantage of the "Yes"-"No" program is (;Z 6r-) 41. ior an puts a No card in that it can be used each day. At the beginning of the the bag. For instance, day, dump the previous days cards from the bag and We and No Cards "Dan you were talking start all over again. Most important, make this without permission, I program positive and it will have a class wide impact fteto put a No card in the bag." For the last 30 to 45 minutes of the day, on appropriate behaviors. Who could say "No" to teacher picks a student to come to the front of the class who randomly such a great program? Thanks to Allen James for the picks a card from the bag. The student should not look into the container of grea idea!

298 351 Appendix B School interventions

299 Morgan, D. (1993, Winter). Quality practices in programs for students withbehavioral disorders.The Best Times,pp. 1, 5.

MATERIAL NOT COPYRIGHTED

353 300 A A ;?'- V.2(3, 2 Mr,r. -)3).7.' g:,0 APPir:'';

rah State Office of Education Winter 1993Vol. 2No. 2

-QUALITY PRACTICES IN PROGRAMSFOR STUDENTS WITH BEHAVIORAL DISORDERS by Dan Morgan

There is a growing body of knowledge and experience teachers constantly monitor their students by available that suggests there are programs, tedIrlques,collecting objective performance data and deciding interventions, and strategies that can be effectively whether to continue a specific intervention program;_ used in meeting the needs of students with behavioral modify it, or implement a new program basedon disorders. This rich and varied storehouse of practices analysis of the data. . has been developed and has been successfully utilized . _ in programs for these students. The Provide a Comprehensive Array of Services--. common element among these practices is that they have been carefully field-tested Since many factors within and especially beyond the. school affect a student's emotional and behavioral and evaluated to determine that they are, in .-.

growth, the responsibility for this probleth shifts. Comr.StracturediZt:eisi fact, effective. 2 from schools alone to many individuals and service,- ... Use Effective Instructional earner; Goiell providers: Addressing the needs of students with ,giehaviorPool Practices behavioral disorders often requires the active .5 participation of a variety of caregivers from diverse 'Excerpts The use of empirically validated strategies professional backgrounds -educators, psychologists, . N. 4' applies, perhaps first and foremost, to social workers, psychiatrists, vocational rehabilita-- iviaterials Review classroom instruction. The research on don counselors, juvenile justice workers-These ...... classroom teaching has focused on identi- indiViduals may be affiliated with a widespectrum of ,lies wztit liamil stair Pat.atts fying classroom management and instruc- service agencies and providers: education.*tree- " 'Crente tional strategies that promote student Lions, mental health, social service, health, 5 . voca- ...... 7 achievement. What do we know about tional rehabilitition: Utah's BEST Teachers effective teaching? We do know that -SjusronSmitir \: 8 teachers can and do make a differende. More often than not, however, the way things realty- There is also much that we do not yet work is that each individual agency and each .. know. professional assigned to a specific student works alone, without the benefit of coordinationor collaboration. Fragmentation and compartmentalization of Teaching is a complex act. No single factor 111 -tIMs services and a significant lack of coordinationseem or characteristic can entirely explain the THE BEST TIMES to be the rule insofar as services to students with qualities of effective teaching. hrh ff behavioral disorders is concerned. Debra Andrews, Editor In fact, what works in some situations may not work Involve Parents Contributors: in other school settings with different students, Many children who have significant behavioral Susan Fister different subjects, or different instructional goals. problems at school also display maladaptive behavior William R. Jenson There may be teachers who break all the rules and,yet ... Dan Morgan are very successful. in their homes. Thus, the importance of involving: Ken Reav is parents in the overall educational program provided.

Monitor Progress Systematically to students with behavioral disorders is clear. . I U:54541 13,6 an Gothard Common sense would seem to indicate that teachers In special education, monitoring studentperformance should make a concerted effort to involveparents of: : has been recognized for some time as essential to these students in their child'sprogram. 7 quality instruction. Effective special education , See 'Quality-Priletices"- page S. . IME . . , ality. practices -.0qm

Actively:Program for Generalization To facilitate regular education's commitmentandparticipate s special educaden's role needs to beone of a broader change The success of special educatiortprograms is often measured by agent as opposed to a direct service provider toa relatively small "`.the extent to which academic and behavioral improvements percentage of those students whoseemotional and behavioral `,generalize, or transferfroma special education setting to other problems are most severe. That is, special education places-and people (4., mainstream and special classrooms, regular educators need to do the following: (a)serve as a model of classroom teachers):--Achieving generalization and maintenanceappropriate and effective instruction`, practices . for students with is a key ingredient in the overallsuccess of a student's special behavioral disorders, (b)influence Pee expansion education program. of attention and commitment on the part of regular educationto embrace a - Focus on Prevention broader array of outcomes (Le., emotional,psychological, behavioral, and social health), and (c) facilitatethe school's -The school's response to students with significant leafwing and commitment and preparedness to plan and deliverpositively :!..behavior.problems is highly varied.Behavior management oriented curricula, instruction, and othersupport services. systems are often implemented where theconsequences for- Sustain the Intervention Effort misbehavior are often emphasized over the consequincesfor ;appropriate behavior.- In some instances; schools provide Given the complexity of the problemspresented by students with 2.. counseling in an effort to improVe behavior. Rules and regula- behavioral disorders; it is somewhat amazingto realize that there .lions governing student behaviorare clarified and emphasized are professionals and parents who expect,fi not demand, `. These respcinses often tend to be reactive and reductive in "instant cures ".. If there isone thing we know for sure about ..nature, however. They occuronly when the behavior problems working with-students with behavioral disorders,it is that there have reached the high intensity, chronic stage, and theirgoal is are no easy answers. Those involved in the development, to decrease or elithinate the problematic behavioral patterns as administration, and delivery of programs andservices to student ---"opliosed to teaching new and more adaptive ways of behaving. with behavioral disorders need to be preparedto provide appro- Control and containment seems to be the school's primary priate services over an extended period oftime. modus operandi in dealing with the students who haveemo- tional, psychological, social, and behavior problems. All the quality practices presented here havecertain features i common.- Active teacher and student involvement in teaching Positive learning t4eportunities for students with behavioral and learning, precise and functional assessment of instructional :disorders must be 'mplementedon a proactive, preventative needs, continuous progress monitoring, reprogramming the basis. ThiS Means that school personnel,parents, and commu- social environment, andmobilizing resources beyond the -rnitY agencies must adopt the notion that it isfar easier and classroom seem to fall out as basic ingredients of effective better to increase new adaptive behaviors throughpositive, iastructional programming. Perhaps the most salient character- educative approaches than it isto decrease maladaptive behaV- WIC permeating all the quality practices is the notion of POSI-

1 iors through reductive approaches. For example,research TIVE EXPECTANCY: the almost passionate, "can do" belief indicates how teachers manage claisroomsand student bebainorthat the priniary mission of the school student learningand is a key to how much productive learningoccurs. 'The teacher growthwill be accomplished regardless of howdifficult it may Wlio effectively manages classroomsacts much more thqu he or appear- _ . she reacts. How teachers prevent misbehavior isa more important determinant of classroom management skills than There are no quick and easy curesavailable for use with all However, a growing body of -.- how they deal with problems after theyoccur. Although it is students with behavioral disorders. that there are instructional important for teachers to know how to respond to misbehavior, knowledge is available that suggest positive changes predictably and recent research on teacher effectiveness suggests that establish- procedures that tend to produce consistently. We have termed theseinstructional procedures _ iiig and maintaining a productive and positive learning environ- be identified when :Anent can reduce the frequency and magnitude with which preferred practices. Preferred practices can the contributions of educationaland psychological research to disruptive student behavior occurs. practice are recognized and understood. We believethat the field 'involve Regular Ethkation of special education for these students is at the point where we can now state With reasonable confidence that certain educational Especialif critic ei in the effort to improve services tostudents practices ought to be preferred over others because they facilitate participation and commit- with hehavioriA disorders is the active .desired changes in the student behavior. goal of addressing the aca- -. mein of regular education to the behavioral needs of students on a demic, emotional, social, and This has been adapted from the first chapter of the second ecliti is a pressing need for special Wproactive basis. Specifically, there of D.P. Morgan's andW.R. R.enson's currently-in-preparation education and regular education tocooperate to develop strate- with behavioral disorders in Teaching Students with Behavioral Disorders: Preferred ,' , gies to accommodate students Practices. regular classrooms. .

.; 1/ Verre, J. M. (1994). Planning and assessing programs and servicesfor students with emotional and behavioral disabilities. In Critical issues in urban special education (pp. 1 -3). Boston: Harvard Graduate School of Education.

MATERIAL, NOT COPYRIGHTED

303

357 Planning and Assessing Programs and Services for Students with Emotional and Behavioral Disabilities

A framework for the development and evaluation of programs and services for students with emotional and behavioral disabilities.

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I. Program Purpose A. Mission: The mission of the program is clearly articulated and in concert with the needs of students and the requirements of generaleducation. B. Theoretical Model: Program administrators and staff identify and communicate appropriate theoretical models, based on contemporary standards supported by relevant research, on which services and service delivery are established. C. Goals and Objectives: Program goals and objectives are student- focused, concrete, measurable, reviewed and adjusted periodically, and communicated clearly. D. Population: The program serves high risk, multiple problem students with emotional and/or behavioral disabilities whose needs cannot be met in any less restrictive setting. E. Setting: The program provides services in the least restrictive, most integrated environment appropriate to meet the needs of the students, and with their non-disabled peers to the maximum extent feasible. Segregation from general education occurs when the nature and severity of student need is such that a general education placement with supplementary aids and services cannot be achieved in a manner satisfactory in providing some benefit to the student, after modifications to general education programs have proven unsuccessful in providing some benefit to thestudent, if the student is so disruptive that the education of other students in the general education setting is significantly impaired, or if the cost of a general education placement with appropriate modiPcations would be so great that it would have significant impact on the education of other students. F. Options: The program is one of an array of options available to students and parents, including supplemental aids and services in general education settings.

May 2, 1994 John Verre, Harvard University

359 304 Il. Program Quality

A. Services 1. Curriculum: The curriculum is student-centered, developmental, multicultural, experiential, diagnostic-prescriptive, multi- modal, individualized. The curriculum includes literacy, higher level academic skills, social development, and occupational awareness, exploration, and preparation. 2. Behavior Management: The program provides a well- developed approach to the teaching of social skills that is systematic, developmental, data-driven, fair, inclusive, and clearly communicated to students and parents. 3. Support Services: The on-site services include crisis intervention; outreach to families and communities; liaison with other child- serving agencies; individual, group and family counseling; psychiatric evaluation, treatment, and consultation; clinical consultation to staff; comprehensive social, psychological, and neuropsychological assessment. 4. Case Management The program utilizes a student-centered, interdisciplinary approach to the development, monitoring, and adjustment of individual education and treatment plans. S. Inclusion: There are carefully-planned, well-structured opportunities for students in this program to participate in learning activities, in the school setting and in the community, with their non-disabled peers. 6. Transition: The program provides structures and support for movement of students to less restrictive placements in general education, training programs, and work.

7. Record Keeping and Reporting: There are well-developed, data-oriented systems of record keeping and reporting which include in-depth qualitative and quantitative assessment of student progress, and formative program reports. 8. Parent Involvement The program includes a defin' d and comprehensive parent involvement system, providing parents opportunities to learn important skills, participate in the child's individual plan and program of services, and contribute to the planning and operation of the program. 305

May 2, 1994 John Verre, Harvard University 360 9. Entry and Exit Criteria: The program uses specific, individually applied criteria to determine a student's need for services, and readiness for transition to a different type or level of services. 10. Early Intervention and Prevention: The program provides services beginning at the pre-school level, and emphasizes prevention for both students and their families.

B. Staffing 1. Qualifications: Program staff are appropriately credentialed in general and specie! education, and experienced in programs for students with EBD. Trainees are supervised by credentialed staff. 2. Number: There are sufficient numbers of staff to deliver the services required in the Individual Education Plans of enrolled students. High quality programs and services for students with EBD are usually staff intensive. 3. Composition: The gender, racial, ethnic, and language composition of the staff closely approximates that of the student population. 4. Supervision: Professional supervision is provided to staff at all levels. 5. Working Conditions: Program staff work under conditions comparable to those of their colleagues in general education. Staff of these programs need higher levels of personal, administrative, and clerical support.

6. Organizational Structure: There are clear lines of authority and accountability among staff. 7. Professional Development: There is an on-going program of professional development opportunities available to all staff, related to staff needs and the needs of students, and compatible with the identified theoretical models.

May 2, 1994 John Verre, Harvard University

361 C. Operations 1. Policies and Procedures: The program has clearly defined, up- to-date administrative policies and procedures to govern program operation. They are collaboratively written, shared with all involved parties, reviewed periodically, and adjusted as necessary. 2. Administrative Support Administrators at the program, school, and district level understand the needs of students and staff, and make decisions and take actions that are appropriate for the maintenance and improvement of the program. 3. Budget The district provides a budget at least comparable to general education programs, and adequate for the maintenance and improvement of high quality, intensive services.

4. Facilities: The facilities used by the program are comparable to general education facilities in terms of appropriateness for the program purposes, adequacy of space, and quality of maintenance and repair. 5. Material, Supplies and Equipment The program has access to resources that are at least comparable to those in general education programs, and sufficient to support the services required to meet the needs of the opulation.

6. Systematic Program Planning: The program utilizes a structured approach to short and long-term planning that includes needs and resource assessment, strategic design, formative evaluation, and regular review and adjustment.

307 May 2, 1994 John Verre, Harvard University

362 Boys Town. (1994). Boys Town Educational Model,Kearney, NE: Boys Town.

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363 ow's Town Education Model

PROBLEM: School Discipline For the past 25 years, discipline has the Phi Delta Happen/Gallup poll of edu- been identified as one of the three cators. In 17 of those 25 years, educators biggest problems in American schools in considered it the number one problem. SOLUTION: Boys Town Education Model What does the Model do? with the teaching of an alternative appropriate social behavior. The Boys Town Education Model is a training program that: 3. Motivation SystemsA three-level token economy designed for special education programs Shows educators how to teach social skills to meets each student's individual needs while pro- students and to make the teaching of social viding a gradual transition from artificial conse- skills part of the regular school curriculum. quences to more naturally occurring fortis of Gives educators a systematic way to address feedback and internal controls. appropriate and inappropriate behavior. 4. Administrative InterventionAn estab- Provides teachers with a definition of when lished sequence of consequences coupled with students should be referred to the office and the teaching of alternative behaviors for office procedures for doing so. refer-qls promotes consistency and predictabili- Allows educators to focus on teaching rather ty v,..the goal being the student's successful than controlling behavior as students learn return to the classroom. how to better manage their own behavior. What Education Training programs How effective is the Model? are available? Research conducted on schools using the Model Pre-Service WorkshopsA set of three indicates: workshops provides educators with the specialized technology to begin implementing the 4 Students' time-on-task increases significantly. Model: Social Skills in the Schools (three days, 4 Office referrals decrease as much as 50-75% $250), Comprehensive Classroom Management during the first year of implementation. for Special-Needs Students (five days, $350), The amount of time teachers spend dealing and Administrative Intervention (three days, with disruptive behavior decreases. $250). Students report they get along better with These workshops are conducted monthly on the other students, teachers, and their parents. Boys Town campus and by contract on-site throughout the country. Parents report seeing a difference in their children's behavior. Consultation ServicesSchools that want more than just workshop training may also What does the Model consist of? contract for these services: classroom observation, treatment planning, and consultation doc- There are four program components in the Boys umentation. Town Education Model: Training of TrainersThis five-stage train- 1. Social Skills CurriculumThis is a set of 16 ing process teaches educators how to imple- basic social behaviors that encompass adult ment and supervise the Boys Town Education relations, peer relations, school rules, and Model within their own schools. classroom behaviors. 2. Teaching InteractionsThese techniques How do I get more information? combine efforts to manage student behavior Call the Boys Town Education Daining'program at (402) 498-1596. 309 369 SUCCESS STORIES

In the past four years alone, almost 5,000 indi- dren are sent to the office for fightingor other neg- viduals from 375 schools, districts, and agen- ative behavior) were down 75 percent... cies have received training in the Boys Town Huber said the program is humanistic and Education Model, impacting hundreds of individualized and concentrates on discipline thousands of young people. As reported by the rather than punishment... media, here are some of the results: "It's the best decision the District's made since I've been here...," he said. Every teacher in the "a model for life" school has come to him with "a Shazamstory when they use the intervention steps and itjust Lincoln Elementary teachers haven't had to works, it clicks." send many students to the principal's office this year, thanks to a discipline approach new to the Casper. WY Star - Tribune school. December 21. 1992 The week before school opened this fall, Lincoln Elementary staff attended a training "a chance to succeed" seminar to learn about the "Boys Town Model of Social Skills." Although training was in theory, A revamped focus at the Easter Seal Jolicoeur practice of the model has astonished some of the School to match nationally acclaimed Boys Town Lincoln faculty. Family Home techniques has producedsome "This is not a model for school, it's a model for remarkable results with students, accordingto life," says kindergarten teacher Laurie Morrison.... School Supervisor Jane Bergeron. Fourth-grade teacher Steve Grint looks back "We started last year with some kids who at his work a year ago and says he was frustrated were extremely physically aggressive," she said of because students weren't responsive to discipline. the school for emotionally and physicallydisabled He says implementation of the Boys Tbwn model students. "They were striking out at the faculty has improved the environment and resulted in and even the building. But we were able to curb more learning. all of that and see huge amounts ofAiccess in one year all without physical restraints or meaning- One of Grint's fourth graders says she's happi- less punishment." er in school this year than she was a year ago... "rm proud of myself because people compliment Several of the students were ready toreturn me," she says. to their old schools and to be mainstreamed again North Platte, NE, Telegraph because of their success in theprogram. October 31, 1993 Derry. NH Fall. 1987 "self-discipline strategy" "an opportunity to teach" Landis Principal Paula Conley said theprogram has been effective at both schools because Edison Elementary School Principal Larry "expectations are consi tent. The children know Miller says the program works. "It provides defi- what their behavior expectations are and theyare nite goals and procedures on how to work with .neeting them. It's a teaching program...." kids," he says. "The program is consistent. Kids She added, "Parents have been real apprecia- know what is expected of them. They know how tive and teachers have been perceiving that disci- unacceptable behavior will be handled." pline problems are on the decrease." Denise Greenberg, AEA school social worker. says this program downplays the typical teacher- Alief, 7X Independent School District Newsletter student power struggle. "It isa well-structured August, 1991 program and the teacher is always in charge. However, it maintains a humanistic approach. "a Shazam story" Even when a student is sent to the office, itis Verda James Elementary School Principal used as an opportunity to teach." Chuck Huber said that from September through AEA Today, Council Blu Ifs. IA mid-November playground referrals (when chil- Spring. 1988 REFERENCES

Janet Sparks/Lisa Franke Bill Nelson AB Coordinator Penny Kotterman Special Education Coordinator Program Facilitator Klein Klein, TX St. Cloud, MN (713 ) 376-4180 Tempe School District No. 3 (612) 251-8811 Tempe. AZ (602) 839.:7256 Dick Meyer Clarice Franke, Principal Middle School Principal West Houston Regional Catholic School Suzann Morin, Director Columbus, NE Houston, TX (402) 564-7284 Westside Alternative School (713) 496-1500 Omaha, NE Chuck Huber, Principal Paula Conley (402)390.8214 Verda James Elementary Associate Principal of Instruction Casper, WY Elsik North High School Dan Larson (307)577.6727 Alief 1.S.D., Alief, TX Fremont Public Schools (713) 498-8110 ext. 4200 Fremont, NE Charlotte Larson (402)7'7-3014 Special Education Director Dennis Heikkri, Social Worker Pearland, TX Wayne-Westland Schools 366 (713) 333-4418 Westland. MI (313; 595-2431 -3 / Champs. In Quality Education Initiatives. (1993). Harrisburg, PA: Bureau of Special Education, Pennsylvania Department of Education.

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367 Instructional Support System Quality Education Initiatives of Pennsylvania Bureau of Spatial Education Pennsylvania Department of Moeation

CHAMPS

Children are Making Progress in School (CHAMPS) is a model for intervening briefly (two grading periods), with elementary school students in grades two through five, who are exhibiting a mix of behavior problems, poor social skills, and attendance problems. CHAMPS serves as a temporary, intensive, behavioral remediation program designed to increase children's success with school adjustment. Up to eight students from a targeted grade level in a regular elementary school are selected from a list of students referred by school personnel. Regular class teacher input is essential in the referral and selection process.

Participants in the program attend a CHAMPS Skills Classroom, staffed by a fulltime CHAMPS teacher. Regular class teachers are scheduled to visit the CHAMPS class where they may observe, teach, and assess student progress. When visiting teachers are scheduled to the CHAMPS classroom, an itinerant replacement teacher teaches in the visiting teachers' mainstream classes. CHAMPS students are taught skills which encourage increased positive participation and academic success.

Initially, during the Remediation Phase, students attend all classes in the CHAMPS classroom; during the Extended Transition Phase students gradually re-enter their regularly scheduled classes by earning points on a period-by-period basis in the CHAMPS classroom. As students reintegrate, ratings earned in their regular classes are included in the overall reintegration process. Continuous iod teacher ratings of student classroom performance determine the rate of student return to mainstream classes. The CHAMPS teacher and subject teachers collaborate to determine grades as well as ratings, based on student attendance and performance in each setting.

The grade-appropriate standard academic curriculum is taught in each CHAMPS classroomto ensure the academic success oft ie students in the program. Close contact between academic teachers and the CHAM1)e :facilitates a smooth transition as students re-enter their regularly scheduled classes. The acade, teachers provide lesson plans to the CHAMPS teacher to maximize appropriate paciag of materials t.i.tibl,t in the CHAMPS class.

In addition to academic lessons, stunis re :eive instruction in social and organizational skills. Student responsibility for personal ice is emphasized consistently through ratings. discussions regarding outcomes, rules and cc ncies, and a token economy system with points earned for specific behaviors. Parental cone .ct occurs prior to admission to theprogram, and contacts are made two to three times weel-ly )y the CHAMPS teacher throughout theprogram. A positive statement is made at every contact, and parents are encouraged to participate 2 _lively in their child's school experience and to help the child develop positive coping strategiesat home. Responsibility for parent contact is shared with other school personnel to encourage the building ofa support system for the parents that continues after the conclusion of the program.

312 369 Quality Education Initiatives CHAMPS

Grants awarded to Lincoln-1U 12 717-845 -I408

Lancaster School District IU 13 215-291-6252

Developer Dr. Mary Margaret Kerr 412-622-3910

Directors Dr. Robert Staub 412-225-5380 Ms. Kim Merical 412-624-0727

313

270 This program description is a composite of information drawn from materials provided by the developer over the course of this grant Commonwealth Classroom. In Quality Education Initiatives.(1993). Harrisburg, PA: Bureau of Special Education, Pennsylvania Department of Education.

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371 314 Instructional Suppor, system Quality Education Initiatives of Pennsylvania Bureau of Special Education Penmylvania Department of Education

COMMONWEALTH CLASSROOM

The Commonwealth Classroom is a model for providing support within the general education setting for middle school students whose behavior or poor school adjustment places them at risk for referral to special education. These students may demonstrate disruptive or withdrawn classroom behavior; they may demonstrate problems with social skills or problems with attendance, on-task behavior, assignment completion, or class participation. Typically, thereare up to 15 students in a Commonwealth Classroom at one time.

Initially, participants in the program receive all of their instruction within the Commonwealth class. Set up much like a regular classroom, Commonwealth is staffed by a Base Teacher who remains with the students all day to provide the program with continuity. However, the Base Teacher is assisted in academic and non-academic instruction by members ofa team of volunteer Visiting Teachers from the regular education faculty of the school. /viembers of this team each devote one regular teaching period per day to teach their content subject to the students attending the Commonwealth class.

Expectations fOr Commonwealth students are based on target behaviors identified by the school faculty as important within the context of the middle school, and theyare comparable to expectations held for the entire student population. In addition to academic instruction from the regular education Visiting Teachers, participants receive instruction in school survival skills, social skills, classroom behaviors, and transition time behaviors. The student: practice these skillson an individual and group basis, using regular education materials, with guidance and feedback from the regular education teacher assigned to the Commonwealth class.

After 30 days in the program, students become eligibleto return to their regular education classes, one class at a time. Re-entry privileges are based largely on Visiting Teachers' ratings of the students' academic performance, the way in which they conduct themselves, and their participationin classroom activities. Re-entry conferences are held with each receiving teacher, the Base Teacher, and the student prior to the student's return. The receiving teacher obtainsmanagement ideas from the Base Teacher at this and at follow-up conferences.

After re-entry, teachers monitor student performance and students also monitor themselves (their own academic and social performance). As a result of successful ratings, attendance, and grades,a student can earn a second class, a third, and so on. An alternativere-entry component permits students to return to all regular classes at once.

315 373 Quality Education Initiatives Commonwealth Classroom

Grants awarded to Erie School DistrictIU 5 814871-6501

Williamsport Area School DistrictIU 17 717-323-4785

Greencastle-Antrim School DistrictIU 12 717-264-2186

Shamokin Area School DistrictrU 16 717-648-6812

Millcreek Township School DistrictIU 5 814835-5382

Developer Dr. Mary Margaret Kerr 412-622-3910

Directors Dr. Robert Staub 412-225-5380 Ms. Kim Merical 412-624-0727

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374 This program description is a composite of information drawn from materials provided by the developer over the course of this gram. COMP (1994). Classroom Organization and Management Program focusing checklists. Nashville, TN: COMP, Vanderbilt University.

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375 CLASSROOM ORGANIZATION AND MANAGEMENT PROGRAM FOCUSING CHECKLISTS

FOCUSING CHECKLIST 1 FOCUSING CHECKLIST 2 RE-EVALUATING YOUR ROOM ARRANGEMENT REVIEWING YOUR RULES AND PROCEDURES

. YES SOMETIMES NO YES SOMETIMES NO 1. Does congestion often occur 1. Have you stopped enf "cing tie in certain areas of the room? ormore of your rule.

2. Can you and students move around 2. Are major class procedures being easily through clear traffic lanes followed without prompting (e.g., not blocked by desks, etc.? student talk, equipment use, etc.)?

3. Do students in small groups or at 3. Are some student misbehaviors stations distract nearby students? occurring that are not covered by your current rules and procedures? 4. Can you see all students from anywhere in the room when you 4. Are you giving the same directions are instructing? repeatedly for common procedures

5. Can students see all instruc- 5. Do you spend as much time going tional displays without straining over directions later in the year or moving their chairs? as you did at the beginning?

6. Are students who need attention 6. Do you have some students who seated where they can be easily have an especially hard time reached? following rules and procedures?

7. Do some students frequently bother others near them? FOCUSING CHECKLIST 4 REVIEWING MANAGEMENT OF STUDENT BEHAVIOR

FOCUSING CHECKLIST 3 YES SOMETIMES NO 1. Do students ignore reprimands REVIEWING YOUR ACCOUNTABILITY PROCEDURES or corrections of behavior? YES SOMETIMES NO 1. Do many students fail to 2. Are you warning, threatening, complete assignments? and failing to follow through when misbehavior continues? 2. Do others have trouble getting started on assignments? 3. Do you reward good student behavior, including effort, 3. Is much student work messy and in a variety of ways? illegible? 4. When you use an extrinsic reward, 4. Are students completing work on do you pair it with praise that time, without your giving time focuses on the student's abilities extensions? and achievements?

5. Do students claim they did not 5. Have your rewards and penalties know an assignment was due or lost their value from overuse what the requirements were? 6. Does administering your reward and 6. After grades are given, do penalty system take too much time? students frequently complain that they do not know why they 7. Do you ever teach a student step by received a particular grade? step how to do a desired behavior?

8. Do you provide students with ways to monitor their own behavior?

9. Are you able to stop emerging misbehavior without taking time from tha lesson Carolyn M. Evertson, Program Director Alene H. Harris, National Trainer 10. Are you able to stop emerging Box 541 Peabody College misbehavior and still keep a giaCOMP Vanderbilt University positive classroom climate? Nashville, TN 37203 (815) 322-8050 11. Do you investigate possible causes p copyright 1993 of misbehavior (e.g., ignorance, physical/emotional factors, etc.)? An NDN Developer/ Demonstrator Project 318 A resource guide for Oregon educators on developing studentresponsibility. (1989). Salem: Oregon Department of Education.

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379 A Resource Guide for Oregon Educators on Developing Student Responsibility

1989

Division of Special Student Services Jerry Fuller Associate Superintendent Judy Miller, Director Student Services Bill Leah, Specialist Guidance and Counseling

Oregon Department of Education Salem, Oregon 97320.0290

320 A Continuum of Services for Managing Student BehaviorInterventions

One of the most important components for en- with their learning or the learning ofothers, couraging student responsibility is aprocess Step 1 procedures, involving classroomadjust- providing increasing educational interventions ments designed primarily by the teacher,are if students continue to demonstrate irrespon- made. If students continue irresponsiblebehav- sible behavior. Puilt into the process should be ior, they move to Step 2 which results inbuilding the essential and unrelenting question: "What resources being utilized for educational inter- additional skills do students need in order to ventions. Such a process continues withStep 3 develop responsibility, and what level of educa- utilizing district resources, Step 4 witheligibil- tional interventions are necessary to facilitate ity for and provision of special educationserv- such learning?" Such a process offersa much ices, and ends with Step 5 which includesmaxi- greater chance of success than merely allowing mum utilization of resources: special education, a student to face negative consequences over district resources and communityresources in a and over again for irresponsible behavior. student's educational plan. A Continuum of Services is a systematic framework. It encourages student responsibility and Benefits of the Process the management of student behavior througha preventive, problem-solving process that allows The overall benefits of havinga full continuum for appropriate provision of services for allstu- of services available is that it: dents°. Such a continuum is shownon the chart Ocs on page 5. This continuum both prescribes the Provides a clear process for educators touse level of services needed toencourage students to in identifying student needs andrespon- behave in a responsible manner and describes sive school services in a timely and effective where students are in terms of their educational way. placement in an environment where theycan reach their maximum potential. The placement Facilitates the development ofa behavior should take into account educational, social, management plan that 'matches and incor- cultural and handicapping conditions. Move- porates the unique characteristics of both ment of students on the continuum beginning at students and school services'''. Step 1 and culminating with Step 5, reflects their progressive need for increased interven- Allows educators toserve the maximum tions. student population witha minimum number of services and toserve a minimum number of students witha maximum level How the Continuum Functions of resources.

The process begins at Step 1 with theuse of basic And ensures that students school resources to serve the entire student are consistently educated in the least restrictiveenviron- population. With appropriate classroomproc- ment, thus preventing over-identification esses in place at Step 1, fewer students will need of students as Seriously EmotionallyDis- Step 2 services and interventions. Forthose turbed. students who engage in behaviors that interfere

382 321 Student Behavior Management Process Based on Continuum of Services

Step 1 Routine management of all students

Inappropriate student behavior

Teacher follows classroom management program and Student's behavior is manageable intervenes as needed s Inappropriateate continues

Step 2 Teacher consults with other teachers, counselors, and Student's behavior is manageable implements advise at classroom level

Inappropriate behavior continues

Teacherreferttobuilding level behavior managment plan 4-Student's behavior is manageable which is implemented

Inappropriate behavior continues

Principal arranges for district-level consultation, and a plan is developed through a team process

Team develops PEP for 4-6 weeks ih-Team develops an AlternativeEducation Program (AEP)

Inappropriate behavijcontinues Student's behavior is manageable 4 Referral for special education evaluation .- Evaluation conducted 1,7 .MDT to determine eligibility a for special education Student determined ineligible -"----..i...Student qualifies for for special education special education

IEP developed and placement made Student's behavior within building program ancuor regular is manageable classroom

Inappropriate behavior continues

RevisetEP Student's behavior is manageable Inappropriate behavior continues

IEP developed and placement made within district or communityresources with referral for community services 322 3g3 A Continuum of Services for Managing Student Behavior

StepResponsibility Placement/Procedure Primary Processes

1 Classroom Regular classroom a) Examination of instructional, teacher placement curriculum and teaching methods b) Examination of social/cultural factors c) Classroom management process d) Teacher intervention and modification of above, as needed e) Consultation with parents

2 Classroom Regular classroom a) Team problem-solving process teacher and placement and focused on casual factors and school staff referral to school services needed resources/school b) Schoolwide Student Management discipline system process c) Review of Step 1 processes

3 Classroom Regular classroom a) District/building team process for teacher, placement or alter- developing written behavior plan school and native educational with student district staff program and request b) Coordination of behavior plan by for district resources specified staff member c) Review of Step 2 processes

4 Classroom Request for special a) Team process to determine teacher, school education evaluation. eligibility for special education and district Placement in a special b) If eligible, IEP team process to staff building program and/ determine placement and program or regular classroom c) If ineligible, return to Step 3 processes

5 School staff Placement within a) MDT process to evaluate continuing including district resources need for special education special and referral to b) IEP process to plan services and review education community resources continued need for restrictive educational placement

384 323 The effectiveness of each decision made along tial for development of positive student behav- the continuum is vital to the overall benefits of ior. For evaluating effectiveness of Step 4 and the process. Each step within this continuum Step 5 processes, the reader is encouraged to will be further examined in terms of entry crite- review Technical Assistance Paper #5 on "A ria, staff responsibility, procedures and exit Suggested Procedure for the Identifica- criteria. As Steps 1, 2 and 3 contain components tion of and Provision of Services to Seri- and processes critical to a school's prevention ously Emotionally Disturbed Students' and efforts, information about evaluating the effec- "Pathways to Responsible Behavior Man- tiveness of the primary processes in these steps agement: Developing Effective IEP's For will also be addressed. Ayes" answer to the Students RequiringBehavior Management questions presented indicates optimum poten- Goals".

Step 1: Classroom Adjustments

Process and Procedures Exit Criteria: If the teacher's planned intervention results in student progress, no further Entry Criteria: When student behavior interaction is taken. If, however, the student's be- feres with their learning or the learning of havior continues to be a problem, Step 2 proc- others, Step 1 procedures are initiated. esses and procedures are implemented. Primary Responsibility: The classroom Encouraging student responsibility and pre- teacher is primarily responsible for implement- venting student behavior problems begins in ing procedures at this step. the classroom. A myriad of research studieson effective classroom management have linked Procedures:Initial procedures include the effective classroom management with effective development of an intervention plan or making teaching. Such studies provide evidence that classroom adjustments to encourage positive teacher behavior is the key factor affecting stu- and responsible student behavior.Interven- dent behavior and that classroom structures tions or modifications usually begin by: which enable students to experience academic and social success are effective in enhancing Examining instructional and teaching motivation, preventing discipline problems and methods, facilitating development of student responsibility". Examining organizational factors, A fairly in-depth discussion of classroom proc- Examining social and cultural factors, esses at Step 1 will be given because such processes utilized for all students can dramatically Examining the classroom student manage- prevent behavior problems from ever occurring. ment system, In addition, paying attention to such processes for students who do exhibit behavior problems Teaching the skills necessary for respon- offers the greatest chance of success in encour- sible student behavior, and aging more responsible behavior. Consulting with parents. Evaluating Effectiveness of Primary Outside assistance, unless on an informal basis Processes at Step 1 with other teachers, is usually not sought at this step. The teacher manages the student's behav- Examining Teaching and Instructional ior within the classroom. Methods: In order to facilitate learning and promote positive student behavior, teachers con- 324 tinually strive to utilize teaching and instruc- 9. 2, -.e the student's needs for security, tional methods that address student's personal safety, belonging, affection and self-re- and academic needs, promote student involve- spect being met within the classroom ment in a variety of learning activities, facilitate environment? on-task behavior and enhance student motivation. For students who are experiencing frus- 10. Are there outside environmental factors tration and failure, or who are exhibiting behav- which may be interfering with the ior problems in the classroom, it is important student's fulfillment of personal needs that the curriculum and instructional strate- for which a referral for help is necessary? gies be closely examined and modified as needed. Examining Organizational Factors: The In evaluating the curriculum and instr anal following questions serve as a guide to exam- approaches, the following questionmay be ining some key organizational factors: helpful. This list reflects important cor,Idera- bons which may have a major impact on promot- 1. Is instructional time used effectively? ing or discouraging student responsibility and which frequently get overlooked in working with 2. Are students placed in instructional students who demonstrate inappropriate be- groups which fit their instructional havior.12 This list is not meant, however, to be needs? comprehensive in terms of all instructional considerations. 3. Do the transitions between instructional activities promote positive student be- 1. Is instruction matched with the student's havior? learning style and cognitive abilities? 4. Is the classroom designed to facilitate 2. Is the student given realistic and imme- on-task behavior? diate feedback on academic work and being retaught information the student 5. Is seatwork time used effectively? has not yet mastered? 6. Is pacing effectively used to balance in- 3. Is the student involved in academic goal- formation and student involvement? setting so that success is experienced? 7. Is student feedback and evaluation ef- 4. Does the time required for individual fectively utilized to maximize student seatwork take into account the student's success and responsible behavior? ability to complete the assigned work? Examining Social Factors: The social 5. Is there relevance of the subject matter atmosphere or climate of the classroom can to the student's personal life and does promote positive student behavior and self- the student understand this connection? responsibility. A classroom climate most conducive to encouraging positive student be- 6. Are necessary teaching modifications havior is one which: being provided to meet the student's individual needs (i.e., changing the way Allows students to feel safe and accepted as the student gets the information, alter- persons of worth and dignity, ing assignments, altering lessons, changing the way student feedback is given or Is based on mutual respect and coopera- adjusting the evaluation procedures)? tion,

7. Does the grading system motivate the Promotes understanding of self and others, student to make an effort in school work? Provides respect for individual uniqueness, 8. Is the student receiving more positive and most importantly, than negative feedback?

38'6 325 Allows all students the opportunity to have referred for psychological services, positive interactions with others. referred for special education", and Research findings on disruptive student behavior indicate that such students demonstrate more likely to be suspended from school's. negative behavior in situations where they are neither valued nor made a part of the classroom Significant cultural and language differences process'2. are sometimes perceived by teachers as deficits. Such perceptions can result in lowered teacher The following list of questions may facilitate an expectations and can ultimately lead to various examination of social factors in the classroom: student academic and social problems.

1. Is the primary focus of teacher interac- Student difficulties in the educationalprocess tion with students who have behavior sometimes result from misunderstandings and problems on appropriate or inappropri- value conflicts between teachers and students ate student behavioral responses? who are each responding to different culturally based rules of communication." Student disci- 2. Is respect for student individual unique- pline problems can occur because ofa student's ness demonstrated through teacher and failure to understand, accept or abide by school peer interactions? rules which may be different or incompatible with cultural or communication norms'' 3. Are effective communication skills utilized with all students to encourage de- Halverson's suggests that there are cultural,as velopment of self-responsibility? well as individual differences that impacton the teaching-learning process.She developed a 4. Are all students provided with frequent "Cultural Learning Styles" chart to assist edu- interaction and feedback which commu- cators in identifying cultural pb items relevant nicate to them that they are valuable, to learning styles and then matching those learn- able and responsible's? ing styles 'with teacher instructional strategies.

5. Are opportunities provided for students While it may be an unrealistic expectation for to get to know each other, develop friend- teachers to thoroughly understand the various ships and practice cooperating in groups? cultural patterns of all students in their classrooms, examining the cultural differences of a 6. Is the degree to which each student feels student who is experiencing behavioralor aca- valued and accepted as a group member demic difficulties may open up ideas for effective assessed? intervention strategies.

7. Are additional educational interventions The following questions may assist in exploring and group strategies provided whenany cultural factors: student in the classroom is experiencing minimal positive interaction from peers? 1. Are academic and behavioral standards for culturally diverse and minority stu- 8. Is a supportive and collaborative rela- dents the same as for all students? tionship with parents encouraged topromote student responsibility? 2. Are the classroom and school rulessen- sitive to the cultural values andnorms of Examining Cultural Factors: In facilitating the total school population? the (levelopment of responsible student behavior in the school setting, it is important toexam- 3. Are cross-cultural communication topics ine cultural factors. Research indicates thata and materials integrated into thecur- disproportionately higher number of culturally riculum and does the curriculumrecog- diverse and minority students peersare: nize the contributions of Liverse cultures and minority populations?

326 387 4. Do culturally diverse students have suf- The emphasis is on positive student behav- ficient linguistic proficiency to engage in iors and preventive measures. and benefit from adult and peer interactions? Problem-solving is focused on causes of behavior problems rather than symptoms. 5. Do the instructional and teaching strategies take into account each student's Students are involved in resolving behav- preferred learning modes, including: ior problems through a problem-solving process. a. a language preference, b. a preferred way of relating to others, Expected student behaviors are taught and c. an incentive preference, and clearly articulated. d. a preference for thinking, perceiving, remembering, and problem-solving' 9? Teachers model desired student behaviors22.

Establishing a curriculum that accommo- The process of examining the classroom student dates the unique learning style of all stu- management system requires a focus on (1) dents, including those who are culturally classroom rules and (2) consequences for meet- different is essential. Howard", summed up ing or failing to meet such rules.Both are "multicultural education" by stating: essential components of a student management system. It is not simply a recognition of holidays, goods, histories, and role models. It is an Classroom Rules: Research has revealed that appreciation of diversity in cultural val- student behavior is more constructive, consis- ues, nonverbal behavior and meanings, tent and reflective of what the teacher expects in and cognitive styles. Our goal, as educa- the classroom when students understand ex- tcrs, should not be to help everyone suc- actly what is expected of them." In examining ceed in the same way, but to help everyone effectiveness of classroom rules, the following succeed in ways that best reflect their own questions may provide assistance: unique, individual and cultural styles and values. 1. Are the rules developed with student input and participation? Examining the Classroom Management System: Research studies on teacher effective- 2. Are they stated positively in terms of ness and classroom management support the what students are expected to do rather need for the development of a proactive class- than what they are not supposed to do? room management process aimed towards self- discipline and student responsibility.=The 3. Are they clear, easy to understand and in traditional methods of improving student be- fact, understood by all students? havior relies on telling students how they should act, how they should feel, what is right from 4. Are they written and posted in a visible wrong and methods used to "control" student place in the classroom? behavior. A proactive approach moves towards providing students with the opportunity to ac- 5. Are they consistent with the building's tively explon. their attitudes, thoughts, emo- code of conduct or student management tions, behavior:. and concerns for themselves plan? and others so that they learn to make appropriate and responsible behavioral decisions. 6. Are they related to responsible behavior to self and others and to maintaining a The following factors have been present in class- classroom environment conducive to rooms with effective student management sys- learning? tem s: Classroom Consequences: It is imperative for students to understand and be able to predict 388 327 the likely consequences or results of theirac- models of responsible behavior, tions prior to making their behavioral choices. This is a prerequisite skill for assumingrespon- practice in utilizing the skill of assuming sibility for oneself. In classroom environments responsibility, and where teachers make arbitrary decisions in response to student behavior problems, there is reinforcement for assuming responsibility. a greater likelihood that the student will feel victimized by the teacher, will continue to per- It is appropriate to assume that students"be- ceive others as responsible for their emotional have ^ manner they believe, for whatever difficulties, and will fail to develop the skills personal reasons, is in their best interests*".It necessary for self-responsibility. In examining is important for schools to takean active role in consequences, the following questions may pro- teaching students alternative and appropriate vide assistance: methods of meeting their needs. 1. Are consequences for meetingor failing The development of responsibility is learned to meet class rules understood by all through instruction and experience. students? For all students, to some extent, and especiallyfor those students who need to learn how tomake 2. Are consequences consistently enforced? effective decisions regarding th eir behavior,both instruction and experience arenecessary. 3. Is the emphasis on using positiveconse- quences to encourage student responsi- There are a number of instructionalprograms bility rather than on negativeconse- available to teach the process and skillsneces- quences or punishment for rule viola- sary for assuming responsibility. A common tions? component in most instructionalprograms is problem-solving. In providing instructionre- 4. Is there maximum use of natural and lated to problem solving, the teacher's rolemay logical consequences toencourage stu- include assisting students in the following dent responsibility? ways: clarifying a current problem which requires 5. Are teacher responses in relation to rule a decision, violations handled quickly and within the classroom setting where possible, clarifying the student's thoughts and feel- rather than students being removed from ings regarding the events, the classroom for someone else torespond to? clarifying the limits that exist in theenvi- ronment regarding behavior, 6. Are consequences applied ina non-threatening and as objective manner as pos- identifying alternative choices availableto sible, given the circumstances? solve the problem,

7. Do consequences emphasize helping selecting one of the choices by evaluating students understand the impact their the likely consequences and anticipatefu- behavior has on others and developing ture difficulties which may occur, and 'alternate ways to meet their needs? evaluating the effectiveness of their deci- Teaching Responsible Student Behavior: sions through feedback and discussions.25 As with the acquisition ofany new skills or competencies, students require: In examining the steps in sucha process, there are a number of skills that students may require specific information on how to berespon- systematic instruction in order to be ableto sible, effectively make decisions andassume responsibility for their behavior. Examples ofa taw such skills include:

328 3g9 critical thinking, behavior that falls outside the limits of what is expected? problem solving, 4. When students exhibit behavior prob- decision making, lems in the classroom, are efforts made to clarify the underlying problems which communication skills, and led to the behaviors and then teaching alternative and appropriate ways of deal- various other social skills. ing with such difficulties?

The following questions address key factors in Students often exhibit disruptive behavior "as a teaching student responsibility. way to reduce feelings of frustration, tension or anxiety"96. They must be provided with instruc- 1. Is teaching directed towards helping tion designed to assist them in understanding students understand their individual their own behavior and then learn appropriate rights and responsibilities to others? ways to get their needs met. Punishing students for inappropriate behavior will not teach them 2. Is training provided in cooperative prob- alternative and more appropriate ways to lem solving and decision making? manage their emotions. 3. Are students retaught what is responsible behavior when they .demonstrate

Step 2: Referral Activities with Building Resources

Process and Procedures 2. The team plans intervention efforts and those responsible for managing the stu- Entry Criteria: If a student continues behav- dent direct the intervention. iors that interfere with ability to make educational progress following implemented inter- 3. A referral into a schoolwide student ventions at Step 1 or if a student exhibits inap- management system is made if the stu- propriate behaviors which results in automatic dent exhibits behaviors identified as referral into a school's management and disci- unacceptable for which consequences are pline system, Stip 2 procedures are imple- specified. mented. 4. Referrals to community agencies are Primary Responsibility: The regular class- made, as needed. room teacher and building staff share responsibility at this step. The student maintains place- Often Step 2 students are involved with other ment in the regular classroom. community agencies, i.e., Children's Services,' Mental Health, Juvenile Department, local law Procedures: enforcement agencies, etc.Some schools are engaged in a Youth Services Team Model in 1. The classroom teacher addresses the which school and agency staff collaborate in student's problem behavior with other team problem solving to plan effective interven-. school staff within the building who may tions for students. While school and agency be able to provide assistance; i.e., other collaboration often begins at Step 2, it can occur classroom teachers, consulting teachers, at any step within the continuum. counselors, school social workers, child development specialists or principal. Exit Criteria: If the Step 2 interventionsare effective in assisting the student in making 390 329 educational progress and choosing responsible 6. Is the team process focused on positive behavior, a decision is made as to the most intervention strategies rather than nega- appropriate alternative; tive consequences?

continuing Step 2 interventions, 7. Is the intervention plan developed by the team designed in such a way that consis- returning to Step 1 interventions, or tency across settings and among staff are maximized with regard to defining discontinuing all special intervention proc- student expectations and following esses. through with consequences?

If the student continues to choose behaviors 8. Does the team include refocusing on Step that interfere with educational progress, a deci- 1 interventions and modifications so that sion is made by the team as to whether to seek the student is able to experience success other Step 2 intervention strategies or move to in the classroom? Step 3. Schoolwide Student Management Policy Evaluating Effectiveness of Primary Processes at Step 2 Students who exhibit behavior problems at school and haven't developed self-responsibility find Team Problem Solving: In order to provide a themselves rather quickly at Step 2 and very coordinated effort towards the development and likely become involved with the school's Student implementation of a plan to assist a student in Management Policy and resulting disciplinary making appropriate behavioral choices, it is action for rule violations.Such contact can important that all building staff who have in- either encourage the development of self-disci- volvement with the student meet and share pline and responsibility or can discourage its information. Disjointed efforts and lack of con- development through: sistency by school staff can aggravate student behavior problems.Questions to address in reinforcing the student's feeling of victimi- relationship to team problem solving are: zation,

1. Is time available for all staff involved reinforcing the notion that "schools are in with a particular student within the control, or building to meet and plan? by failing to follow through with enforcing 2. Are parents asked for input in this plan- policy guidelines which allows the student ning process? to continue irresponsible behavior.

3. Does the team process include looking at The overall design of a schoolwide management causal factors which may underlie the policy can have a major impact on all students behavior problems, such as the existence and especially students who exhibit behavior of depression, situational crisis, abuse, problems in school. There will besome brief substance abuse, truancy, etc.? discussion of an effective Schoolwide management policy as it relates to encouraging respon- 4. When appropriate, are referrals to com- sible student behavior, however it is beyond the munity agencies generated through this scope of this document to clarify all of the neces- process? sary factors, processes and components of such a policy. 5. Does the planning focus on providing assistance to the student in terms of A Schoolwide Student Management Policy isa acquiring appropriate social skills? working document that provides guidelines for the choices and decisions of students and all school staff. The overall purpose is to:

330 391 Encourage students to assume responsibil- 1. Is the policy developed by involving ity for their academic and behavioral choices educational and support staff, students, by clarifying their rights and responsibili- parents and community members? ties, expectations or rules for responsible behavior, and consequences for meeting or 2. Does the policy respond to the unique violating the rules, and behavior management needs of the building and local community? provide a consistent school staff response to students requiring behavioral intervention. 3. Is the policy understood by educational and support staff, students and parents Minimum components found in such policies through training efforts? include the following: 4. Is the policy reviewed at least on an student rights and responsibilities, annual basis by participants in order for it to reflect current building needs, com- rules of conduct or behavioral expectations, munity attitudes and changing laws?

disciplinary responses for rule violation of 5. Do each of the rules within the policy specified behaviors, and have a legitimate and rational relationship to the school's stated educational regulations for procedural due process in- purpose? volving suspensions and expulsions. 6. Are disciplinary actions for rule viola- One of the components consistently found in tions educationally sound, commensu- schools with effective management processes is rate with the student's inappropriate a Schoolwide Student Management Policy that behavior and compatible with the includes a proactive educational approach to en- student's needs729 courage responsible behavior and prevent discipline problems. In such schools, student learn- 7. Are disciplinary actions coupled with ing considerations are the major criteria used in educational interventions and problem- decision making''. Educational interventions solving processes to encourage respon- are provided when problems develop. Such an sible behavior? approach is based on the recognition that more is required than merely attempting to deal with 8. Is there a distinct discipline policy for student misbehavior or reducing discipline handicapped students which insures problems through punishment procedures". legal protections such as prevention of exclusionary discipline for behaviors The following key questions are provided to related to a student's handicapping con- assist educators in reviewing their policy in dition? terms of its educational approach and focus on encouraging responsible student behavior.

Step 3: Documented Plan with District Resources

Piocess and Procedures cational Programs'. (AEP) will automatically occur, as required by ORS 339.250(6) and OAR Entry Criteria: If a student continues behav- 581-21-071, in the following circumstances: iors that interfere with their ability to make educational progress following Step 2 interven- Upon the occurrence of a second or any tions, movement to Step 3 may be decided upon subsequent occurrence of a severe discipli- by the educational and building team members. nary problem within a three-year period; Step 3 procedures related to "Alternative Edu- 331 When the district finds a student's atten- signed to alleviate the problems which dance pattern so erratic that the student is interfere with the student's ability to not benefittingfrom the education program; make educational progress. AE utilizes building resources, district re- When the district is considering expulsion sources and/or district contracted re- as a disciplinary alternative; sources. When a student is expelled pursuant to 3. Parental input and approval is sought Section 3 of ORS 339.250; and for the development of either plan listed above. When the student or the student's parents or legal guardian notifies the district of 4. A person from the team is assigned as intent to withdraw from the program as coordinator to oversee either of the plans provided under ORS 339.250(7). listed above. Primary Responsibility: The regular class- If the team decides on the development of room teacher, building staff and district re- a personal educational plan (PEP): source staff share responsibility for procedures at Step 3. 1. The plan is implemented for at least four to six weeks, with reviews and modifica- Procedures: Step 3 processes serve a dual tions made as needed. (See pp. 33 for function, a) they provide more intensive inter- sample PEP.) ventions and services and b)they provide a mechanism for organized data collection in case 2. Data is collected during this interven- an eligibility decision for special education is tion period and is organized for presen- necessary at Step 4. Because of the data collec- tation to the multi-disciplinary team tion function, all procedures listed below re- (MDT) if eligibility for special education quire documentation, including the rationale is sought at Step 4. for the team's decision to begin Step 3 procedures and the data on which the team based its 3. Exit criteria: At the end of the implem- decision. entation of the PEP, if the student is able to benefit from the regular education 1. A referral is made to district resources program, a team decision is made for behavior management consultation whether to continue Step 3 interven- and assistance.Such consultation is tions or return to lower level interven- usually provided by a special educator, tions. If the behavior continues to inter- behavior specialist, social worker or fere with the student's ability to benefit school psychologist. from the educational process, the team may decide to try alternative Step 3 2. An intervention team consisting ofteach- interventions or decide to move to Step 4. ers, building staff and district staff who are involved with the student meet to If the team decides on developing an alter- develop one of the two options listed native educational program (AE): below: 1. The team assesses student's learning a. A personal educational plan (PEP) needs. designed to change the behaviors that are interfering with the student's 2. The team develops at least two AE pro- ability to make education progress gram options which match the student's through the utilization of building learning needs and documents to the and district services, or parents a preference as to which one will most likely provide the best opportuni- b. A proposal for at least two alternative ties for educational benefit. education programs (AE), also de- 332 3. The student is then placed in an AE for the student to practice problem solv- program. ing? (For further information on the develop- 4. Is the plan utilized as a process to en- ment of AE programs, the reader is encour- courage responsible student behavior by aged to review Oregon Department of periodic reviews between student, staff, Education's Technical Assistance Manual and parents in order to make modifica- on Alternative Educational Programs.)% tions in the plan as needed? 4. Exit criteria: At the end of the semes- 5. Is documentation being maintained ter, contract period with an AE program, during this intervention phase to show or at the end of an expulsion period, the student behavior response to the plan? team must assess whether the behavior problems have improved to allow the 6. Are building and district support serv- student to make educational progress. If ices being utilized to maximize potential the student's behavior has improved, the student progress? team decides whether to continue the AE program (with parental approval) or Development of an Alternative Educational recommend the student return to the Program (AE): regular education program with appropriate level interventions. If the behav- 1. Are the proposed alternative programs iors continue to interfere with the based on the student's learning styles student's educational progress, the team and needs? determines whether to try alternative Step 3 procedures or move to Step 4. 2. Are the proposed alternative programs consistent with the student's educational and vocational goals? (i.e., do the pro- Evaluating Effectiveness of Primary grams offer credits leading to high school Processes at Step 3 graduation if the student wants to pur- Development of a Personal Educational sr e, graduation?) Plan (PEP): 3. Is an assessment process followingplace- ment in an alternative program built in 1. Are the student, staff responsible for to address whether the program is suc- managing the student, and parents in- cessful in allowing the student to make cluded in the development of the plan? educational progress?

2. Are expectations for responsible student 4. Ar- ,:he proposed alternative programs behavior, consequences for responsible discreetly different from the student's behavior, and con -equences for irrespon- regular education program? sible behavior clearly stated in the plan, understood by all and consistently en- 5. Are the proposed alternative programs forced? available and accessible to the student? 3. Are the teaching ofnecessary social skills included in the plan with opportunities (SAMPLE) Personal Educational Plan to Increase Student Responsibility

Student Name: Jerry Jones Date: September 15. 1988 School: Middle School Grade: Seventh PEP Monitor: Mrs. Smith

Reason for PEP:

Student has difficulty managing anger in class which results in frequent disciplinary referrals to the office. Student also completed academic work approximately 50% of the time.

School Staff Responsibility: PEP Monitor agrees to review the intervention plan with the student at least every two weeks, reinforce student for responsible behavior and communicate weekly with parents.

Teachers agree to consistently follow intervention plan and apply stated consequences.

Counselor agrees to meet with student weekly to go over problem- solving forms and provide social skills training.

Parents agree to review assignment sheet daily and consistently apply stated consequences.

Student Expectations to Increase Student Responsibility:

1. When angry, Jerry is expected to remain in control by making responsible choices to manage his anger.

2. Jerry is expected to remain on-task during class time, complete and turn in assignments on time.

Expectation 1: Managing Anger Responsible Choices (ways to meet expectations)

When frustrated or angry with peers, I can do the following: Try to work it out while remaining calm Ignore the situation Remove myself from the situation Ask a staff member for help Use relaxation techniques learned in group

When frustrated with class or school rules, I can choose the following: Think through the consequences of my actions before doing anything Discuss the situation with a staff member in a calm manner Write down my thinking about the situation and then share with staff

395 331 Consequences for Responsible Behavior Acquiring friends Enjoy recess and lunch time Stay in class with friends Feeling positive about yourself Getting off this PEP if followed for four weeks

Irresponsible Choices (choosing negative consequences) Start yelling Fighting, shoving, biting, kicking, spiting, pushing or hurting kids Cussing, verbalizing obscenities Break class and school rules that I don't agree with or because Pm upset Consequences for Irresponsible Behavior Teacher will give one warning to student to make a different choice. If inappropriate behavior continues, student is expected to go to the office to fill out aProblem- Solving Form and then meet with the vice-principal before returning to class. Regular classroom and student management procedures for all students will be followed in addition to above.

Expectation 2: Complete Academic Work Responsible Choices Listen and participate by showing eye contact, responding to questions, and following class activities. Begin work immediately by listening to directions, getting out necessary materials, and beginning assignment. If work is difficult, keep trying or ask a teacher for help. If bothered by others, move to a quiet place in the room. Write all assignments on assignment sheet and take home for parent review. Have teachers initial assignment sheet for completed work. Consequences for Responsible Behavior Finish work on time and get better grades. Stay in class with friends. Have more free time in evenings and weekends. Irresponsible Choices Continual talking to others or just gazing around. Trying to get others attention by making noises or gestures. Playing with things in the desk. Giving up when the work is difficult. Forgetting to keep assignment sheet current or forgetting to being it home. Consequences for Irresponsible Behavior Teacher will give one warning for off-task behavior. If behavior continues, student will move to back of room to work If work is left incomplete, student will use next recess time to complete work. If work still incomplete at end of recess, it will become homework. Parents will check assignment sheet daily and student will get free time at home following work completion.

335 396 PEP Termination Criteria:

Each expectation and resulting special procedurewill be dropped from the PEP when the expectations consistently for student meets a four-week period without a disciplinary referralto the office.

Student

PEP Monitor

Parent

Additional sample Personal Education Plansincluded in the appendix.

336 Step 4: Referral for Special Education Services

Process and Procedure; tions are continued during the MDT's determination of eligibility. Entry Criteria: If Step 3 interventions have been unsuccessful and the behaviors continue to 2. The MDT process includes conducting interfere with the student's ability to make an evaluation upon parental approval, educational progress, the team may decide to determining student needs and deter- move to Step 4 for determination of special mining a student's eligibility as handi- education eligibility. capped (Seriously Emotionally Disturbed [SED]) according to established federal Primary Responsibility: The regular class- and state regulations. room teacher, building staff and district resource staff are all utilized at this step. The 3. Following an eligibility determination, MDT determines eligibility, the Individualized the IEP team develops an appropriate Educational Program (IEP) team determines educational program.The student's the programming and placement and the spe- placement is within building resources cial education staff provides the coordination of determined by least restrictive environ- services. ment* regulations. Exit Criteria: If the IEP team determines that Procedures: an educational program requires a student's placement in district resources combined with 1. Procedures begin with a referral to spe- the provision of community resource servicesas cial education. Ongoing Step 3 interven- well, movement to Step 5 is indicated.

Step 5: District Placement with Community Resources

Process and Procedures 3. Implementation of the IEP is managed by the coordinator named by the team. Entry Criteria: This is the same as exit criteria for Step 4. 4. Direct and indirect regular or special Primary Responsibility: School staff, special education services as specified in the education and other district staff and commu- plan are provided to the student in the nity resource staff all share responsibility at least restrictive educational environment feasible. this step.Responsibility for oversight of the student's educational plan rests with the IEP team. Exit Criteria:If the interventions applied have been effective in assisting the student in Procedures: making educational progress, the IEP team determines whether to continue the Step 5 inter- 1. The IEP team determines an appropri- vention or return to a lower level of intervention ate placement within district resources with placement in the least restrictive environ- or community resources through a con- ment expected to maintain a student's educa- tractual arrangement with the district. tional progress. If the intervention has not been State resources such as private educa- effective, the MDT may be called upon to de- tion programs from the "Christie List* velop a new assessment plan to collect data for may also be utilized at this step. the IEP team's development of an alternative IEP. 2. A referral for community resource involvement is made, unless already arranged at a previous Step. 337 asig Implementation Considerations

Development and Implementation Developing or Enhancing District PolicyRec- ommendations for policy development or revi- There is a wide variation among school districts, sion follow logically when a thorough assess- buildings and classrooms in terms of development of current processes and practices regard- ment and implementation of effective processes ing student behavior management in the dis- to encourage student responsibility. What all trict are first identified.Further exploration schools do have in common is an existing process about what is currently going on can be facili- for managing student behavior. Such a proce- tated by involving district personnel, building dure may or may not be written; developed and administrators, school staff and parents in this understood by all staff, students and parents; process. focus on teaching self-responsibility; and proactive. Some districts have policy guidelines which Providing clear expectations in district policy address student needs through offering a full regarding district, building and classroom proc- continuum of services for managing student esses and procedures can ensure that a full behavior and which provide an educational continuum of services is provided and that an approach to improve student behavior. Some educational approach to managing student school buildings have written student manage- behavior is maximized. For example: ment processes and procedures in place without district policy guidelines. Regardless of where 1. School buildings develop and maintain a each district, building, or classroom is, it is documented student management pol- important to engage in activities to improve icy and plan consistent with educational student behavior. goals and teaching positive student behavior and which is developed with school While there is no "one right way" to develop or staff, student and parent participation. enhance processes to encourage student responsibility, the following general implementation 2. The buildings have a clearly defined steps are suggested as a guide. Many of the systematic process for providing increas- initial steps occur simultaneously and are not ing educational interventions for stu- mutually exclusive. If policy guidelines are un- dents who demonstrate irresponsible available, an ideal place to start is a process behavior. leading to the development of district and building student management policies. 3. The classrooms have a documented student management plan which is posted Considerations: Training AdministratorsIn in the rooms and developed with student order to implement district and building proc- participation. esses to provide a full continuum of services for managing student behavior, administrators Administrative Leadership and Support: must have the knowledge, skills and under- Administrators clearly have the greatest oppor- standing of research-based strategies that en- tunity to shape the culture of the educational courage student responsibility and promote environment, whether it be the superintendent productive student behavior. Inservice training of a school district or the principal of a school. for them on the processes and components of a Their leadership and support significantly ef- continuum of services is an essential beginning fects the development, implementation and step. To facilitate the effectiveness of the policy maintenance of any school effort towards im- development process, the training should in- proving student behavior. School administra- clude the opportunity for administrators to tors provide direction through facilitating the complete a district/building self-evaluation on entire improvement process. Short" summed existing student management processes in their up the principal's role in this process by stating... school system. The principal makes it happen by beinga gathered from the assessmentprocess at the visible force in promoting school expecta- previous step, staff can work towards reaching tions for good behavior, facilitating stu- consensus on the goal(s). dent-teacher problem-solving activities, emphasizing a student-centered approach Shared goals and activities among staffincrease to the curriculum and instruction, and by their interest and commitment and the effec- intervention activities that utilize there- tiveness of improvements'.The entire im- inforcement power inherent in the posi- provement process, including goal-setting should tion. take place with involvement from all staff.

Training Staff: Active involvement of staffin Developing an Action Plan: Once the goalis all of the implementation steps increases their selected, an action plan is developed to reach the ownership for, commitment to, and responsibil- goal. Action plans include: ity toward improving student behavior.It is therefore essential for all staff to receive train- Necessary activities ing on the processes and components of provid- Resources needed, (e.g. materials, staff ing a continuum of services and to gaina work- training, schedule adjustments) ing knowledge in the application of research- Person or persons responsible for carrying based effective practices toencourage student out the activities responsibility. Targeted timelines for completion of the activities Assessing Current Building-Student Man- agement Processes and Practices: To maxi- Documenting and distributing this plan ofac- mize improvement efforts, it isnecessary to tion to all staff will maximize enthusiasm and understand what is actually taking place in the participation in this effort. school so that strengths andareas needing improvement can be clarified.Staff, student Implementing and Monitoring Plan of and parent input is recommended andcan be Action:Identifying one person to coordinate and obtained through a variety of methods.The manage the implementation of the plan of questions related to effectiveness which ac- are tion increases the effectiveness of theprocess. addressed throughout this documentcan be In addition to monitoring completion of utilized as a guide in this assessment activi- process. ties specified in the plan, it is importantto Such questions explore schoolwidepractices monitor student performance based including but not limited to: on implementation of the activities. Adjustmentsto the original plan may be necessary. Instructional practices and curriculum Policy guidelines and discipline practices Evaluating for Effectiveness: Once theplan Expectations for positive student behavior of action has been carried out, evaluationof Parent and community involvement inthe progress towards meeting the goal is completed. :pool A decision is made either to continue with I School climate the original goal by identifyingnew activities or to begin working on a new goal. In addition, exploring the current levelsof student performance, academic achievement, atti- Regular and ongoing evaluation ofstudent tude towards school, and behavior,can be valu- behavior management policies and able in identifying areas needing procedures improvement. insures that they are kept current ratherthan Exploring the underlyingcauses of identified becoming out- dated, inconsistently followed student behavior problems in the schoolcan also and thus ineffective. Regular andongoing clarify school responses whichmay facilitate evaluation of effective schoolprocesses to student improvement. improve student behavior isa common characteristic among responsibleschool Goal-setting: Improvement effortsare most systems. effective when there isa focus placed on one or two high-priority goals. Through information 339 ADO, Building Assessment Process Leading 7. A teacher evaluation process which to Implementation of Continuum of stresses that teachers use techniques Services and display attitudes which promote the success of all students The Process:First, review lists containing 8. Referral to and coordination with other samples of interventions and service delivery community agencies options for students with behavior problems at 9. Social skills/problem-solving training each step of the continuum of services. 10. Individual/group counseling 11. Disciplinary actions are coupled with Second, fill out the worksheets for each step educational interventions both individually and with staff input by first 12. Self-monitoring programs (i.e., "Aca- identifying what your building already has demic Responsibility") available at each step followed by identifying 13. Attendance Club current building needs (i.e., improving current 14. Prevocational/vocational/job placement processes, developing new processes or improv- 15. Student recognition programs ing coordination between processes). 16. Peer tutoring 17. Mentor program Step 1: Classroom-Based Interventions and 18. Substance abuse counseling Service Options: 19. Study skills training 20. Self Manager Program 1. Classroom student management system 21. Positive Action Curriculum 2. Student involvement in developing class 22. Problem-solving/time-out room within rules and consequences building 3. Teaching responsibility as curriculum 4. Problem-solving methods aimed at al- Step 3: District-Based Interventions and tering student's behavior Service Options: 5. Individual student goal-setting 6. Training in cooperative problem-solving 1. District student management policy 7. Behavioral consultation (including a clearly defined sequence for 8. Parent participation responding to irresponsible student 9. Instructional modification to facilitate behavior) student academic success 2. Inservice and staff development train- 10. Classroom/schedule adjustment ing (instruction and behaviormanage- 11. Individual contracting ment) 12. Time-out area in classroom 3. Allocation of appropriate and available 13. Using problem-solving sheets resources 14. Substitute teacher guidelines 4. Youth services teams and interagency collaboration and cooperation Step 2: Building-Based Interventions and 5. Team staffing process to develop formal Service Options: behavior contracting process 6. Continuation of all resources from previ- 1. Schoolwide Student Management Plan ous steps 2. School philosophy which encolrages a 7. Alternative education programs school climate which is inviting to all 8. Co'inselor monitoring system students 9. Case monitor system to oversee implem- 3. Student, parent and all staff involve- entation and documentation of individ- ment in developing building rules/conse- ual plan quences 10. Behavioral consultation 4. Team problem-solving process (i.e., TATs, 11. Regular and ongoing process to evaluate Care Team, At-Risk, staffings) effectiveness of student management 5. Consistent school staff response to stu- policy/processes dents requiring behavioral interventions 6. Behavioral consultation

340 401 ;t\ Step 4: Special Education-Based Inter- Step 5: Community-Based Interventions ventions and Service Options: and Service Options:

1. Mainstream classroom 1. Coordination and collaboration between 2. Part-time mainstream/resource place- school and community resources ment 2. A procedure for reintegrating students 3. Behavioral counseling approach for SED into the regular school program students 3. Continuation of all resources and inter- 4. An individualized behavior management ventions from previous steps program for each student 4. Self-contained classroom 5. Behavioral consultation 5. Special day treatment school 6. Alternative educational programs 6. Residential placement 7. Continuation of all resources and interventions from previous steps 8. Parent/family training

341 Fecser, F. A. (1993, Winter). A model Re-ED dassroom for troubled students. Journal of Emotional and Behavioral Problems, pp. 15- 20.

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342 A Model Re-ED Classroom for Troubled Students

Frank A. Fecser Positive Education Prograin

What are the key ingredients for designing a successful learning environment for troubled and troubling children?

Those of us who work with troubled and troubling students are fortunate that a wealth of great thinkers share our profession. These clinicians and researchers have shaped new ways of thinking about emotional and behavioral problems and their remediation. Now, as our field matures, we are moving from "one true light" presumptions, acknowledging the need to blend the best of divergent approaches in meeting the complex challenges presented by these children and youth.

The Re-ED model represents a system for integrating practices known to facilitate positive behavioral change in students with emotional disturbances. This article describes a Re-ED classroom model developed at the Positive Education Program (PEP) in Cleveland, Ohio. Tnis model is conceptualized as a series of four concentric systems, beginning with the foundation of values and focusing inward to the personal needs of the student. A successful program must attend to critical variables on each of these four levels.

The Values System A clearly stated values system is the foundation of any community, be it an entire school or a single classroom. Our values system establishes the ethics of good practice and provides a standard against which our decisions can be measured. The values system also provides a common language for communication and consultation among colleagues.

Level I of the PEP model reflects the 12 principles of Project Re-ED (w-Education of Emo- tionally Disturbed Children and Youth), developed by the late Dr. Nicholas Hobbs in the early Sixties. These principles are the operating beliefs of our model Re-ED classroom:

1.Life is to be lived now, not in the past, and lived in the future only as a present challenge. 2. Trust between child and adult is essential, the foundation on which all other principles rest, the glue that holds teachingandlearning together, the beginning point for re= education. 3. Competence makes a difference; and children and adolescents should be helped to be good at something, especially at schoolwork. 4. Time is an ally, working on the side of growthin aperiod of development when life has a tremendous forward thrust. 5.Self-control can be taught, and children and adolescents can be helped to manage their behavior without the development of psychodynarnic insight. Symptoms can and should be controlled by direct address,not necessarily by an uncovering therapy. 343 lilrArrcp IAA] 6.The cognitive competence of children and adolescents can be considerably include completing assignments on time enhanced; they can be taught generic skills in the management of their lives, completing assignments to accuracy, a as well as strategies for coping with the complex array of demands placed completing homework. on them by family, school, community, or job. In other words, intelligence can be taught. Some of the many ways to collect data include awarding points on a timed cycle 7.Feelings should be nurtured, shared spontaneously, controlled whennecessary, expressed when too long repressed, and explored with trusted others. (e.g., every hour), subtracting points for violating standards, or periodically assessing 8.The group is very important to young people, and itcan be a major source of behavicrs on a rating scale. Students receive instruction in growing up. feedback on their ratings or counts and a.Ceremony and ritual give order, stability, and confidence to troubled children thereby come to understand behavioral ex- and adolescents, whose lives are often in considerable disarray. pectations and how they measure up to them. Of course, these expectations are rea- 10.The body is the armature of the se'f, the physical self around which the sonable, attainable, and held constant and psychological self is constructed. are, therefore, predictable. 11. Communities are important for children and youth, but the uses and benefits of Feedback hour by hour and day by day is community must be experienced to be learned. helpful, but the impact of data collection can 12.In growing up, a child should know some joy in each day and look forwardto be made stronger by tracking behavior over some joyous event for the morrow. many days and helping students see their own patterns of conduct. Charts and graphs give a good deal of information in an The Re-ED values reflect an integration of disciplines andpromote the creative blending of the best practices of different theoretical models. uncomplicated form. An accompanying level system can help motivate behavior Not only must teachers and administrators work froma values base, but the classroom it-gains by linking them to status or privileges self should have a system of operating values that the studentsunderstand and accept. Ourin the classroom. classroom values might include the following: Level systems can be simple or quite co Everyone has the right to feel safe and will be protected fromphysical andplex, depending on the ages of the studen psychological abuse. and the design of the classroom. Simply, the system acknowledges student progress Everyone has the right to personal space, and this right will be protected. by according increasing privileges and in- The personal property of each class member will be respectedand protected. creasing independence and trust as students move to higher levels. Increasing responsi- Learning and classroom activities are important and will be protecteddespitebilities also are incorporated for both con- interruptions. duct and academics. For example, an entry-level student may have homework Each member of the class is important and will be treated withrespect. once a week, but a student on an advanced level has homework three times weekly. Our belief system sets forth the fundamental values by which the classroom operates. AnyEntry-level students must have a teacher correction of behavior or disciplinary actior can be traced back to a violation of the class-escort in the halls at all times, but higher- room values. The adults actively model and mediate these valuesso students can come tolevel students may use a pass and walk understand how they are interpreted through behavior. through the halls unescorted. This may seem a privilege to students but, in effect. it Classroom Structure is practice in building responsibility. The Many troubled students find change confusing and distressing. They do not adapt well tostudent is learning to act responsibly with- shifts in routine or situations in which expectations are unclear. These students perform bestout adult supervision. when the environment is predictable and the behavior ofadults is consistent. Level II of the PEP model identifies four structuralcomponents that interact to create a psychologicallyThe level system adds continuity to the en- safe and predictable learning environment: (1) levelsystem and data collection; (2) rules,vironment, is a mechanism for feedback, rituals, and routines; (3) schedule; and (4) organization of the environment. and provides a stable measure of progress. Data Collection and Systems For more on this subject, see Bauer and Shea (1988) and Beuchert-Klotz (1987). The first step in collecting data is to decide whatinformation will be useful in tracking progress. Most teachers will want data in at least two broadareas: student conduct andRules, Rituals, and Routines academic behavior. Student conduct behaviors might includefollowing directions, keep-Another systems-based feature of the class- ing hands and feet to self, and appropriate verbalinteractions. Academic behaviors mightroom is the concept of rules, rituals, and rou- 406 A JEB-P 3 4 .1 tines. In a predictable environment, the you'll finish in time for group meeting in rules are concrete and definite. For example, Rules,rituals,androutinesfifteen minutes." If the student doesn't fin- when we enter an art museum, there are carefully followed in the classroomish, participation in group meetinr k still signs everywhere stating that we are not to reduce anxiety by making the envi-required: but his math assignment must be touch the exhibits. In addition, there are done berore he goes to recess. uniformed guards posted throughout. Occa- ronment safe and predictable. sionally, a guard can be heard cautioning a Maintaining the daily schedule eliminates too-curious visitor. There is absolutely no before everyone is settled and ready forany confusion about the planned events of question about the rules of conduct at the math. T. e teacher might introduce a ritual tothe day and relieves the teacher of making museum. On the other hand. a person visit- solve the problem. First, the group lines up arbitrary decisions. For example, sometimes ing a Japanese restaurant for the first time is in the gym before going out into the hall-one of our groups will have a difficult day. faced with unfamiliar menu items, unfamil- way. Next, they review the rules for appro-There's been lots of arguing, task avoid- iar seating styles, and unfamiliar utensils. priate behavior in the hall, then walkance, and oppositional behavior. Finally, The "rules!' are somewhat uncertain and, halfway to the room and stop at a pre-deter- during gym, the group is cooperating for the therefore, so is behavior. mined point. (Naturally, the teacher enthu-first time all day in a game of kickball. The siastically affirms individuals and the groupteacher looks at the clock with dismay, not- Effective classroom rules are unambiguous, for their performance.) Everyone enters the.ing that it's time to return to the classroom. posted clearly, and reviewed at least daily. classroom without getting a drink. Once allWhat is the better decision: let a good thing There are only as many rules as students can are seated in their areas, the group takes acontinue a little longer, or take on the formi- remember (five, plus or minus two), and ten-second quiet time. Students are calleddable task of ending the game at a high point they are stated positively. Stating rules posi- individually or in small groups to go to theof excitement? The teacher might be wise to tively enables us to praise students for ad- water fountain and are publicly appreciatedtake a lesson from the producers of televi- hering to them. It is effective to say, for their courtesy. sion mini-series: end the game now so it will "Thanks for raising your hand, Joe," but retain attractiveness as a contingency later ineffective to say, "I'm glad you are not Rules, rituals, and routines carefully fol-on. If the teacher violates the schedule this talking out." The rules are drawn directly lowed in the classroom reduce anxiety bytime, the students get the message that the from the classroom values. making the environment safe and predict-schedule is not really important and is nego-. able. There are no surprises concerningtiable or subject to the teacher's fancy. Does Routines are, essentially, good habits. Many what is expected of the student, and thethis mean them is to be no spontaneity in the students live in environments where life is adult's behavior is consistent. classroom? Of course not. Spontaneity is turbulent and good habits are not easily exciting and novel by definition. As long as formed. There may be no established house- The Schedule it happens on occasion and is not "standard hold routines, family dinner hour. or bed- A good daily schedule is the heart of class-operating procedure," it is a wonderful time convention. The absence of regular room structure. The schedule establishes themotivator for learning. patterns of expected behavior raises anxiety events of the day and helps motivate stu- because uncertainty prevails. Regular rou- dents through difficult tasks. Using theOrganization of the Environment tines in the classroom bring a sense of order Premack principle, the day is divided intoIn keeping with the objective of predictabil- and stability, and they help create a feeling manageable units of time, so that somethingity and order, we can do much to further the of security. Typical routines include estab- generally considered "difficult" is followedcause by organizing the environment. Orga- lishing when one can take a water break, by something generally considered less dif-nization of the environment fits hand in how to let the teacher know that work isficult. For example, math is followed byglove with the three R's: rules, rituals, and completed, and how to fill time acceptably group meeting, which is followed by read-routines. A well-organized classroom has a when work is finished before the period ing, which is followed by recess. In order toplace for almost everything. Each student is up. When consistently followed, routines get to recess, the group must get throughhas a desk and a prescribed area for it. There can eliminate a good deal of confusion math, group meeting, and reading within theis a place to hang coats, store boots, and and conflict allotted time. Group meeting is not as attrac-place lunch bags. Students know where to tive as recess, but it may be more attractiveput folders, where books are shelved, and Rituals are first cousins to routines and are than math. Therefore, the student is moti-how and when to access "free time" materi- especially helpful in bringing structure to a vated to complete math and move on toals. The classroom is divided into individual troublesome situation. For example, imag- group meeting with the objective of recess and group work areas, with attention to stra- ine that a group of intermediate students has in mind. tegic location. There may be special areas difficulty settling in after gym. The walk for play and others for projects. Such a set- from the gym to the classroom is a noisyThe teacher follows the schedule veryting adds to a student's sense of well-being race to the water fountain. Once in the class- closely and uses it to cue students to com-and "ownership" of the classroom by clari- room, there is milling about and loud talk- plete tasks: "You've completed six of yourfying expectations aad projecting a sense of ing. It takes ten minutes for transitions ten math problems. If you keep working,order and predictability. 345 407 WINTER 1993 . It is equally important to create a classroom environment that "belongs" to the group. The teacher should post student-created a/- work, therapeutic pictures and sayings, and Effective Behavior Management (Kounin) personal artifacts, just as we would decorate our own work spaces with symbols of our With-it-ness and overlapping. Effective teacheri have eyes in the backs of their personalities and experiences. heads. They are attuned to the behavioral. "tone" of the group. Kounin called this phenomenon "with-it-ness." Overlapping refers to the teacher's Classroom Climate ability to deal simultaneously with multiple competing responsibilities. and Group Process For example, an effective teacher can be working with a strait group and The conditions for growth are established keep then) going while she assists an indiVidual student who has ap-. by the values system and by the elements proached her for help. that bring structure and predictability to the environment. The four components Smoothness and momentum. Effective teachers manage transitions well, keep included in Level III are: things moving along in the classroom, and have little "down time." instructional style, Group alerting and accountability. Effective teachers maintain group focus management style, during recitations in contrast to becoming immersed in a single child. group meetings, and They hold students accountable by making sure assigned tasks have been completed and following up on conditions set forth in the classroom. responses to feelings and emotional well-being. Valence and challenge arousal. Effective teachers enhance the attractiveness of classroom activities. They arouse motivation to net the challenge.. These components create the emotional climate of the classroom and embody the "an" Seatwork variety and challenge. Effective teachers program independent learn- of effective teaching. We know from the work of Morgan (1979) and Brophy & ing activities with variety and intellectual challenge, especially in seatwork settings. The work is just challenging enough to give the student a sense Evertson k1974) that students who experience academic difficulties, are struggling, or of accomplishment. are anxious or alienated, perform best in classrooms where there is a positive, personal. non-competitive approach. The components discussed here combine to create such an environment. Kounin concluded that these management techniques apply to normal students, to boys as Instructional Style well as to girls. to the group as well as to the individual, and across all grade levels. He The Re-ED values system highlights the emphasized that effective application depends on an awareness of ecological variables and importance of competence in schoolworkteacher sensitivity to student needs. and suggests the significance of effective instruction. There has been much writtenManagement Style about what makes for "good teaching," yet Three concepts highlighted in the Re-ED principles offer guidance in the development of research on effective teaching of students a management style: self-control can be taught, symptoms should be addressed directly and with behavior disorders is rather limited. trust between the child and adult is essential. The keys to effective management are: (1) Early work by Kounin (1970) has had aaffective sensitivity and (2) knowledge of behavior management principles as applied to strong impact on the field. Using sophisti-the classroom (Fecser, 1989). cated videotaping apparatus, he collected extensive samples of teacher and studentAffectively sensitive teachers know students well. They know their ecologies, histories, behavior from more than 80 classrooms. vulnerabilities, strengths,weaknesses, fears, and aspirations. They know when they're los- Observations included non-handicappeding involvement and how to gain it. Based on their knowledge of the student, they can students as well as a subsample ofdesign behavioral strategies and motivating techniques. They know when to "come on mainstreamed students. In analyzing thestrong" and when to "back off" to maximize impact on the student. They can follow through tapes for student work involvement and pre- on contingencies and enforce consequences, yet maintain a relationship with the student. vention of misbehavior, Kounin discovered They are sensitive to the needs of the student and make arrangements for those needs to be dimensions of teacher style that correlatedmet at the antecedent level in socially appropriate ways. In short, the teacher applies be- significantly with students' behavior and havior management principles in a "personalized" fashion (Morgan, 1979). Management work involvement: style is largely based on trust between the child and the adult.

4°g .1 EB-P 346 Group Meetings "The group is very important to young people, and it can be a major source of instructionIt is equally important to create a in growing up." (Hobbs. 1982, p. 22) Within the structured environment of the classroom,classroom environment that under conditions of trust, students can be helped to share self-evaluations with classmates. Sharing of vulnerable moments, when this risk-taking is supported and accepted, can have"belongs" to the group. The a strong effect on the development of group cohesion. Students can begin to take the riskteacher should post student- to trust others. We can establish the conditions under which such connections can begin and grow in the classroom through guided group meetings. created artwork, therapeutic pictures and sayings, and All meetings begin with a review of the group meeting rules, which include being recognized to speak and respecting the contributions of others. At first, meetings are run by the personal artifacts, just as we adults to model the process. As students become proficient at participation, leadership iswould decorate our own work passed to the group. Three types of group meetings can be conducted in the classroom: spaces with symbols of our Business meetings. These low-threat meetings might be used to facilitate thepersonalities and experiences. acceptance of the "meeting" concept. Business meetings are held to discuss such class projects as fund raisers or special events and follow a structured agenda. Morgan (1976) attempted to study empathy Positives meetings. Positives meetings are held daily, usually at the close of the in the classroom and concluded: day. In a group format, each person says something positive about himself or herself It does not appear to be practical or judi- and something positive about at least one other member of the group. The comments cious for educators to merely adopt or are focused affirmations and relate to an observation made during that day. Because adapt the assessment devices used in they receive affirmations so infrequently, many students find it as difficult to accept psychotherapy. Teaching necessitates affirming feedback as they do corrective feedback. Positives meetings offer a more active and directive type of inter- practice at becoming comfortable with praise. action than that which occurs in the classic therapy situation. Indications are that Evaluation or goal meetings. The most challenging of the three meetings to empathy in teaching is different, in that conduct are daily goal meetings. At the beginning of the week, each student selects more is required than verbal communi- a goal and makes a commitment to achieve it. The goal is usually a social one and cation of understanding. (p. 167) addresses a behavior that may affect the group in some way. For example, "keeping area clean and organized" represents a low-threat goal. A skillful teacher canIn an attempt to define empathy in the class- facilitate meetings so that the group has input into the selection of the goal for eachroom, Morgan (1979) developed a question- member and the development of a "plan" for attaining the goal. Often, the plannaire and administered it to children in involves support from the group. special education settings for emotionally disturbed students and to a control group of It may take several sessions to establish goals for all students. Once that is done, thenon-handicapped students. The results of group meets daily to review goals and plans. The teacher and group members givethe interviews indicated a qualitative differ- individual feedback on the prior day's goal attainment. Ideally, each student will giveaence between responses of the handicapped self-evaluation, identifying specifically what he or site did to meet the goal or identifyingand non-handicapped students. Non-handi- the roadblocks that prevented him/or her from doing so. Plans are amended to provideacapped students related almost entirely to greater opportunity for success. At the end of the week, those students who have attained the teacher in terms of the teacher's ability their goals are rewarded with a pre-determined bonus. New goals are selectedas studentsto make academic work understandable, master current goals. However, if a student is struggling with a goal for two or more weeks, whereas handicapped students attended pre- it is appropriate to put it aside and select a goal with which a student can be successful. dominantly to the affective sensitivity of the teacher. The responses of students to the in- Social skills training also is conducted in a group setting in which students give and receive terview questions focused on what the feedback. Although the content is instructional, these sessions, when conducted ina warm teacher said and did that gave them a sense and positive environment. can build esteem and carry considerable emotionalcontent. So- of security and comfort about personal as cial skills training as discussed in Goldstein's Prepare Curriculum (1988) isan essential well as academic difficulties. The majority feature in preparing students for successful reintegration. of responses by handicapped students referred to action-oriented teacher behaviors Responses to Feelings and Enwtional Well-Being that, when codified, fell into four clusters. This is certainly the most intangible of the components of an effective classroom and,per- From these, Morgan derived the following haps, the most important "Trust between the child and adult is essential, the foundationon delineation of modalities and behaviors by which all other principles rest, the glue that holds teaching and learning together, the be-which teachers of emotionally disturbed ginning point for reeducation." (Hobbs, 1982, p. 22) students express empathy:

347 WINTER 1993 A 409 Frank A. Fecser is the Quality Improvement Teaching with Empathy (Morgan) Coordinator at the Positive Education Pro- Management of Instruction gram (PEP) in Cleveland, Ohio. PEP serves Devises legitimate reasons to change an activity when the child is frustrated. 1,200 troubled children and youth in Day Treatment, Early Intervention, and Begins with a guaranteed success. Case Management Programs throughout Personalizes lesson to teach concepts. the Greater Cleveland area. Further information is available by writing to Organization of the Environment the Positive Education Program, 1827 F. Gives the child a time and place to be alone and quiet. 101st Street, Cleveland, Ohio 44106 or Does not send the child to someone else for punishment. calling (216)231-040a Room itself (space and furnishings) is organized and uncluttered. Responses to Feelings and Emotional Well-Being Senses when the child is on the verge of trouble and offers help before it's REFERENCES ." requested or a blow-up occurs. Bauer, A. M, & Shea T. M. (1988). Struc- Identifies for students feelings they are unable to verbalize. turing classrooms through levels systems. Stays physically close and lavishes assurances. Focus on Exceptional Childrca, 3,1 -12. Beuchert-Klotz.M.E.(1987),Deyelopment Interpersonal Qualities of a behavior management level system: A Has a sense of humor. comprehensive school-wide behavior management program for emotionally dis- Is warm and can openly show affection for the child. turbed adolescents. The Pointer, 31,5-11.

Appears cairn and relaxed, speaks softly and smiles frequently. Brophy,J., &Everison, C.(1974). P4171CtSS- product correlations in the Texas Teacher EffectivenessStudy:Finallteport(Research Report 74-4). Austin: University of Texas, Long (1986) discusses the importance of the teacher's seIf-awarenessof feelings in rela- R & A Center for Teacher Education. Conflict Cycle and (ERIC Document. Reproduction Service tion to the high emotional intensity of the student. He introduces the No. ED 09'094141.. examines how adults can unintentionally get caught up in a power strugglewith students and Long, in Life Space Fecser, F. A. (1989). Teacher affective sen- if they are not trained to detect the emergence of the cycle. Wood sitivity and knowledge of managemer Intervention: Talking with Children and Youth in Crisis (1991), considerthe importance principles as factors in effective teaching of learning to decode children's behavior to discover the underlyingfeelings that drive it. of students with behavior disorders. Un- opportunity for insight dur- published doctoral dissertation, Kent State The book details a therapeutic technique that maximizes the University, Kent, Ohio. ing crisis. Life Space Interviewing, originated by Fritz Redl and DavidWineman and developed by Nicholas Long, offers teachers and other practitioners avaluable tool to unlock Goldstein. A. (1988). The prepare maricu- tun:. Champaign, Illinois: Research Press. hidden or disguised sources of irrational behavior. Hobbs. N. (1982). The troubled and trou- Troubled students benefit from teachers who are affectively sensitive andkeenly aware of bling child. New York: lossey-Bass. require training in the emotional impact they make on their students. Effective teachers Kounin. J. S. (1970). Discipline and group techniques to help students understand and express feelings. management m classrooms. New York: Holt,

. Reinhart & Winston. Individual Planning Long, N.J.(1986).Thenine The ideal classroom setting is governed by a clear values system in whichthe events of psychoeducational stages of helping emo- the day and the behavior of the adults are predictable and safe, and wherefeelings are tionally disturbed students through the re- freely expressed, accepted, and brought under self control. Such a settingaffords oppor- education process. The Pointer, 30, 5-20. tunities to address specific, individual needs of each student. Assessmentof academic, Morgan, S. R. (1976). Assessing the ecological, behavioral, and social-emotional needs and development ofobjectives and empathic potential of student teachers of facilitates the emotionally disturbed. American remediation strategies can optimally occur only in an environment that Journal of Orthopsychiatry, 46,163 -167. social-emotional growth. Morgan. S. R. (1979): A model of the Summary empathic process. for teachers of emotion- "whole ally disturbed children. American Journal The Re-ED model highlights the interaction of systems to create a harmonious of Orthopsychiany, 49, 446-453. environment" that considers the "whole child." Too often, educators and therapists start attention to the back- Wood, M. & Long. N. J. (1991). Life space with IEP/ISP objectives in their planning and fail to give adequate Intervention: Talking with clu7dren and youth ground against which those goals are set. This model enlarges the scope of theclassroom in crisis. New York: Pro-Ed. and acknowledges the tremendously important roles of caring adults in the livesof troubled and troubling children and youth.

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