This document summarizes a guest lecture on positive approaches to working with exceptional students in inclusive classrooms. The lecture discusses developing relationships and trust, understanding student needs from a systems perspective, and using proactive interventions. It emphasizes that all behavior is purposeful and focuses on building quality relationships from the student's perspective to understand their needs and frustrations. The lecture also presents models for crisis intervention, problem solving, and creating supportive networks and environments centered around the needs of individual students.

1. McGill EducationMcGill Education
EXCEPTIONAL STUDENTSEXCEPTIONAL STUDENTS
Professor Maria Di Stasio
Scott Waugh
Guest Lecturer

2. POSITIVE APPROACHES
WORKING IN INCLUSIVE
CLASSROOMS

3. Discussion issues will include:
proactive interventions,
relationship building and
support networks from a
systems perspective.

4. MYMY GOALGOAL
I won’t be telling you anything today
that you don’t already know
Like you to leave with things to
think about
Have You Positively Involved

5. INTRODUCTIONSINTRODUCTIONS
“Introductions”
 Discuss what brought you into
education (share)

6. Some of my HistorySome of my History
 Established Fall 1995
 3 year pilot
 McConnell Foundation
 Dr. Mounir Samy
 5 schools - 4 Elementary - 1 High School
 Early Intervention Research
 Dr. Richard Tremblay – Université de
Montréal
 Creating Therapeutic Environments

7. Global ObjectivesGlobal Objectives
 Professional Development for school
personnel in the area of socio-
emotional development of the child
 To provide Therapeutic Support to
students and their families both in the
school and in the home where
appropriate

8. CHILD/
FAMILY
CHILD/
FAMILY
CLASSROOM
TEACHER
SOCIAL
AIDE TECH
SOCIAL
AIDE TECH
Resource TeamResource Team
SCHOOL
SOCIAL
WORKER
SCHOOL
SOCIAL
WORKER
SCHOOL
PSYCHOLOGIS
TSSD
SCHOOL
PSYCHOLOGIS
TSSD
PRINCIPALPRINCIPAL
SCHOOL
RESOURCE
TEACHERS
SCHOOL
RESOURCE
TEACHERS
OTHER
PROFESSIONAL
S
OTHER
PROFESSIONAL
S
NURSE
CLSC
NURSE
CLSC
INTEGRATION
AIDE
INTEGRATION
AIDE
FSSTTFSSTT

9. Developing Trust
Developing Relationships
Developing Understanding
Developing Collaborative
Spirit / Partnership
Look at:
• School needs
• Family needs
• Student needs

10. MY BELIEFMY BELIEF
 “All Behaviour is Purposeful”
Strive for need fulfillment.
Acting out – externalizing
behaviour
 Frustration
Acting in – internalizing
Cannot do both at the
same time.

11. Internalizing ExternalizingInternalizing Externalizing
 We all fit on a continuum pattern.
 Focus on behaviour first, then
curriculum.
 Who has Quality Relationships? –
Child’s perception.

12. STAGES OF RELATIONSHIPSTAGES OF RELATIONSHIP
DEVELOPMENTDEVELOPMENT
 We Want
 INFLUENCE

13. STAGESSTAGES
 POSITIVE INVOLVEMENT
 AFFECTION
 INFLUENCE

14. RELATIONSHIPRELATIONSHIP
Every Intervention is only as meaningful
as the Relationship
Is there Real Attachment

15. TRANSFORMATION OF ANTRANSFORMATION OF AN
ORGANIZATION AROUND THEORGANIZATION AROUND THE
NEEDS OF AN INDIVIDUALNEEDS OF AN INDIVIDUAL

16. ““All Behaviour is Purposeful”All Behaviour is Purposeful”
Failure Identity Success Identity
FAILURE – SUCCESS –
WEAKNESS STRENGTH
LOVE
ACT OUT ROLE (BELONGING)
IDENTITY POWER
WITHDRAW (RECOGNITION)
FUN
(PLEASURE)
FREEDOM

17. PHILOSOPHICAL OVERVIEWPHILOSOPHICAL OVERVIEW
1. A person is basically good. “No one
sets out to be bad.”
2. All behaviour is purposeful. This
means that each person is “doing the
best he can” to meet his needs at this
time.
3. A person can learn a better way to
meet his needs.

18. 4. A person needs to be able to make
choices even in a setting which limits
freedom.
5. A person will not change if there is
nothing in it for him/her – no payoff.
6. By changing behaviour, we will
change thinking and attitudes.
7. An environment which reinforces
positive behaviour facilitates change
more than one which focuses on
negative behaviour.
William Glasser, M.D.

19. Copyright (1997) Scott D. Miller, Ph.D
““What Works” in TherapyWhat Works” in Therapy
Making Sense of 40 Years of Outcome DataMaking Sense of 40 Years of Outcome Data
““The few noncontroversial research finds in psychotherapy seemThe few noncontroversial research finds in psychotherapy seem
simply to confirm common sense.”simply to confirm common sense.”
Jerome and Julia Frank (1993)Jerome and Julia Frank (1993)
Extratherapeutic Factors 40.0%
Relationship Factors 30.0%
Model and Technique 15.0%
Hope and Expectancy 15.0%

20. ““Appreciative Inquiry”Appreciative Inquiry”
DISCUSSIONDISCUSSION
“When am I at my very best?”
• most turned on?
• most tuned in?
“What am I doing?”
“How am I experiencing myself?”
“What do I need to do to be at my best?”
• most turned on?
(Share, thoughts – Group)
J. Scott Waugh, MA (2010)

21. William Glasser, M.D.
CONDITIONS OF QUALITYCONDITIONS OF QUALITY
These six conditions can be used as a gauge or indicator
to self-evaluate and talk about a quality experience, thing,
or activity. These conditions are all present, possibly in
varying degrees, when we’re getting close.
Warm, Caring Supportive Relationships
Useful
My Best
Continuous Improvement
Feels Good
Never Destructive

22. CRISIS INTERVENTIONCRISIS INTERVENTION
 I have learned (that has a greater
chance of working).
 Be pro-active (avoid going there).
 Be sensitive to the “triggers”.
 Recognize “behaviour change”.
 Intervene calmly (purposefully) in non-
threatening manner: verbally – body
language.
 Validate – “I see that you are not feeling
O.K.”

23. J. Scott Waugh, MA (2010)
 De-escalate – “At All Cost”
 Avoid “Power Struggles” – (Nobody
wins)
 “Go With The Energy” – Safely –
Somewhere else, example H.P.
 Deal with conflict resolution when all is
“calm” (not in the “heat of the moment”).
 Who has the “best relationship” with this
individual (child’s perspective). (They
need to be involved.)

24. EXPERIENTIAL PROBLEMEXPERIENTIAL PROBLEM
SOLVING MODELSOLVING MODEL
“Problem Solving Model – Behaviour
System”
Merging Models
Evi Lufthaus – Mapping – McGill
Porter Problem Solving

25. PROCESS – 1…2 hours
 History…family, school, etc.
 What we know
 What we would like to leave with as
individuals (Covey) Fantasy
 What works?
 What doesn’t?
 Challenges
 Strengths
 What I could do differently?
 What we could do differently?
 Plan of Action: Child / Family / Other
 Follow-up

26. WHAT THIS PROCESS DOES
Empowers in-school team (system
in the room) providing time –
space.
Enables teachers to plan.
Enables teachers to team.
Enables us to see whole child.
Enables self-evaluation of practice.

27. CHILD/
FAMILY
CHILD/
FAMILY
CLASSROOM
TEACHER
SOCIAL
AIDE TECH
SOCIAL
AIDE TECH
Typical Resource
TeamSCHOOL
SOCIAL
WORKER
SCHOOL
SOCIAL
WORKER
SCHOOL
PSYCHOLOGIS
TSSD
SCHOOL
PSYCHOLOGIS
TSSD
PRINCIPALPRINCIPAL
SCHOOL
RESOURCE
TEACHERS
SCHOOL
RESOURCE
TEACHERS
OTHER
PROFESSIONAL
S
OTHER
PROFESSIONAL
S
NURSE
CLSC
NURSE
CLSC
INTEGRATION
AIDE
INTEGRATION
AIDE
FSSTTFSSTT

28. PROCESSPROCESS
 Problem solving - use of
brainstorming; 30 minute problem
solving model (Porter)
 Follow-up:
– Review and assess action plans
– Revise if needed

29. CASE DISCUSSIONCASE DISCUSSION

30. AnnieAnnie
Annie is 17 years old and finishing her
last year of high school. She comes from
a family with three older sisters, all of
whom are attending CEGEP or university.
She has never done as well in school as
her sisters, but Annie believes her parents
have the same expectation that she will
go on to CEGEP and university like her
sisters.

31. Annie works hard in school but school is
becoming more of a challenge for her.
She is thinking a lot these days about
applying to CEGEP even though
applications are not due for several
months. She does not know where she
wants to go or what program she wants to
apply for.

32. Some days, she worries she may not
graduate from high school even though
her grades are not low. She stays up late
at night working on assignments. She
only gets about 5 hour of sleep each night
but drinks of a lot of caffeinated
beverages to stay alert during the day.
She has trouble concentrating, and lately
her teachers have been warning her to
pay closer attention in class.

33. Annie likes art and music, but she does
not think she has time to explore those
interests because she is so focused on
doing well in school. Her friends have
stopped asking her to do things on the
weekend because she always says no.
Annie would rather remain home than go
out. She used to work part time at a
coffee shop, but she quit that job because
she found it stressful to dealing with
demanding customers.

34. Last year, Annie started suffering from
intense headaches. Lately, when Annie
goes to do her homework, she gets dizzy
and feels like a headache is coming on.
Last week, she had to leave class
suddenly during a test because she
thought she was going to throw up. The
guidance counselor at school wants to
talk to her about what is going on, but
Annie has avoided making an
appointment with him.

35. QUESTIONSQUESTIONS
 What behaviors and emotions are
concerning to you?
 What do you think is going on with
Annie?
 Do her problems warrant attention?
 What can Annie do?
 Who do you think would be the
persons most likely to help Annie?
 How could you help Annie?

36. DavidDavid
David is 12 years old and is in grade 6.
He lives with his father and his older
brother, Marcus, who is 16 and his older
sister, Maria, who is 19. When David was
10, his mother died suddenly in a car
accident.

37. Since then, Marcus and Maria have
helped take care of David because their
father works long hours as a truck driver
and he is not home very much. Davidmuch. David
says that everyone is expected to “pullsays that everyone is expected to “pull
their weight” around the house and betheir weight” around the house and be
happy all of the time, even though life athappy all of the time, even though life at
home has not been easy since hishome has not been easy since his
mother died.mother died.

38. David used to play soccer and baseball
but now says that those sports are
“boring”, so he quit the teams. At school,
his teachers have noticed that David has
gone from being a quiet and helpful
student to someone who gets in a lot of
fights at recess with his classmates.

39. David feels like people are always
“hassling him” for no reason. Last week,
he was suspended from school for
punching a friend who teased him about
his new haircut. He felt sorry about the
incident afterward but he confessed to the
principal that is having trouble controlling
his temper.

40. Other times, David reports that when he
get home from school, he will go into his
room, shut the door, and cry for long
periods of time. He does not know why he
gets so sad or so mad but he feels very
lonely. He misses his mom but does not
want to upset his dad or siblings by
talking about her. David is not sure the
situation is going to get better, and he
does not know where to go for help.

41. QUESTIONSQUESTIONS
 What behaviors and emotions are
concerning to you?
 What do you think is going on with
David?
 Do hes problems warrant attention?
 What can David do?
 Who do you think would be the
persons most likely to help David?
 How could you help David?

42. SAMIC PLANS
Simple
Attainable
Measurable
Immediate
Commitment

43. MOVING TOWARDMOVING TOWARD
EMPOWERMENTEMPOWERMENT
We can be continuous learners!
There is always a better way!
It is OK not to know!
We cannot do it alone!
We need to create our own support
networks!

44. How do we empower our
colleagues/friends/family?!
We can only grow from our strengths!
Getting past the blame!
All behaviour is purposeful!
Our best attempt at the time!

45. J. Scott Waugh, MA (2010)
Not always the most effective!
How do we solicit feedback?!
Readiness – How do we create the
conditions?!
Safe environments (home/school)!
POWER OF CAN’T
I know I can’t but if I could what would I
do!!

46. STUFF TO THINK ABOUTSTUFF TO THINK ABOUT
 “Begin with an END in mind.” (Covey)
 All behaviour is purposeful. (Glasser)
We all behave to try and satisfy needs
(sometimes we don’t articulate well).

47.  5% SAMIC Plans
S = Simple
A = Attainable
M = Measurable
I = Immediate
C = Commitment
 “Running in the butter” – “Stuck in
the sand” – “Step on the gas”

48.  Strategic intervention as
opposed to intervention.
 Automatic behaviours.
 Unconditional love – non-
judgmental – “Listen to the
story”.

49. J. Scott Waugh, MA (2010)
BE (Show-up, listen, try to laugh)
Go with the energy – power
struggles.
Think “out of the box”.

50. RELATIONSHIP THOUGHTSRELATIONSHIP THOUGHTS
 Non-judgemental.
 No assumptions.
 Self as Instrument.
 Our perceptions of the world are our
own.
 Eliminate fear.
 Silence is OK.
 It’s OK not to know.

51. ““Be the change youBe the change you
are trying to create.”are trying to create.”
- Ghandi

52. The StarfishThe Starfish
There was a young man walking down a deserted beach just before
dawn. In the distance he saw a frail old man. As he approached
the old man, he saw him picking up stranded starfish and throwing
them back into the sea. The young man gazed in wonder as the old
man again and again threw the small starfish from the sand to the
water. He asked, “Old man, why do you spend so much energy
doing what seems to be a waste of time?”
The old man explained that the stranded starfish would die if left in
the morning sun.
“But there must be thousands of beaches and millions of starfish!”
exclaimed the young man. “How can you make a difference?”
The old man looked down at the small starfish in his hand, and as
he threw it to the safety of the sea, he said, “I make a difference to
this one.”
Anonymous

53. J. Scott Waugh, MA (2010)
CLOSINGCLOSING
Partner sharing
What will you take away with you
today?
What will you do with this?
Thank you.