This is the power point is from a one day presentation that was given by Steven Vitto on October,2009 in Muskegon, Michigan. Evidenced based strategies for successful outcomes with challenging home-school partnerships were presented.
Steve Vitto Bringing Out the Best in Challenging Home School Partnerships Eas...Steve Vitto
A PRESENTATION AT EAST GRAND RAPIDS HIGH SCHOOL IN SERVICE DAY ON BRINGING OUT THE BEST IN CHALLENGING HOME SCHOOL PARTNERSHIPS. EVIDENCED BASED APPROACHES FOR CHALLENGING HOME SCHOOL PARTNERSHIPS.
Steve Vitto Bringing out the best in challenging hopme school partberships fo...Steve Vitto
Presentation at the 2013 MATCEI Conference
Strategies for effectively supporting school staff and families in challenging partnerships
Acknowledgments": Karen West
Breaking Down the Walls: Strategies for Defiance at Huron ISDSteve Vitto
This document provides an agenda and overview for a presentation on breaking down walls and managing challenging student behavior. The presentation covers topics like the crisis cycle, replacement strategies, praise and consequences. It discusses triggers for defiance and strategies to address it, including understanding setting events and a competing behavior model. Conditions like oppositional defiant disorder and attachment issues are explored as potential underlying causes of problematic behaviors.
Steve Vitto Breaking Down the Walls for Karen West MATCEI CONFERENCE 2013Steve Vitto
presentation at spring 2013 MATCEI Conference in Mount Pleasant Michigan
Strategies for treating Defiance, Social Maladjustment, ODD
presented by Steven Vitto
Positve parenting the case against spankingSteve Vitto
This document provides an overview of a presentation on positive parenting strategies. The presentation will cover techniques for responding to specific child behavior challenges without spanking. It will be presented by Steven Vitto, who has 38 years of experience as a behavior specialist. He is the author of two books on parenting. The presentation will discuss traditional behavior management approaches versus positive behavior support. Positive behavior support focuses on adjusting systems and environments, identifying replacement skills, and primarily using positive approaches. Consequences should be used as opportunities to teach rather than punish.
This document discusses alternatives to punishment for addressing problematic behaviors in children. It proposes focusing on teaching replacement skills and restoring relationships rather than simply reducing unwanted behaviors. Specific consequences are suggested that minimize reinforcement of the problem behavior while establishing conditions for learning new skills. These include having children take ownership, process events, problem-solve, and make amends. The document then provides examples of addressing specific behaviors like aggression, noncompliance, and bullying using consequences that teach replacement behaviors and restore relationships.
Sreve Vitto Maybury Detroit Breaking Down the Walls MayburySteve Vitto
A presentation by Steven Vitto in Detroit, Michigan on March 24th, 2010 for Maybury Elementary School, dedicated to Margaret Yamokowski on Strategies for Defiant Students. Thanks to Linda and Ellen!
Steve Vitto Bringing Out the Best in Challenging Home School Partnerships Eas...Steve Vitto
A PRESENTATION AT EAST GRAND RAPIDS HIGH SCHOOL IN SERVICE DAY ON BRINGING OUT THE BEST IN CHALLENGING HOME SCHOOL PARTNERSHIPS. EVIDENCED BASED APPROACHES FOR CHALLENGING HOME SCHOOL PARTNERSHIPS.
Steve Vitto Bringing out the best in challenging hopme school partberships fo...Steve Vitto
Presentation at the 2013 MATCEI Conference
Strategies for effectively supporting school staff and families in challenging partnerships
Acknowledgments": Karen West
Breaking Down the Walls: Strategies for Defiance at Huron ISDSteve Vitto
This document provides an agenda and overview for a presentation on breaking down walls and managing challenging student behavior. The presentation covers topics like the crisis cycle, replacement strategies, praise and consequences. It discusses triggers for defiance and strategies to address it, including understanding setting events and a competing behavior model. Conditions like oppositional defiant disorder and attachment issues are explored as potential underlying causes of problematic behaviors.
Steve Vitto Breaking Down the Walls for Karen West MATCEI CONFERENCE 2013Steve Vitto
presentation at spring 2013 MATCEI Conference in Mount Pleasant Michigan
Strategies for treating Defiance, Social Maladjustment, ODD
presented by Steven Vitto
Positve parenting the case against spankingSteve Vitto
This document provides an overview of a presentation on positive parenting strategies. The presentation will cover techniques for responding to specific child behavior challenges without spanking. It will be presented by Steven Vitto, who has 38 years of experience as a behavior specialist. He is the author of two books on parenting. The presentation will discuss traditional behavior management approaches versus positive behavior support. Positive behavior support focuses on adjusting systems and environments, identifying replacement skills, and primarily using positive approaches. Consequences should be used as opportunities to teach rather than punish.
This document discusses alternatives to punishment for addressing problematic behaviors in children. It proposes focusing on teaching replacement skills and restoring relationships rather than simply reducing unwanted behaviors. Specific consequences are suggested that minimize reinforcement of the problem behavior while establishing conditions for learning new skills. These include having children take ownership, process events, problem-solve, and make amends. The document then provides examples of addressing specific behaviors like aggression, noncompliance, and bullying using consequences that teach replacement behaviors and restore relationships.
Sreve Vitto Maybury Detroit Breaking Down the Walls MayburySteve Vitto
A presentation by Steven Vitto in Detroit, Michigan on March 24th, 2010 for Maybury Elementary School, dedicated to Margaret Yamokowski on Strategies for Defiant Students. Thanks to Linda and Ellen!
Steve Vitto Breaking Down the Walls in Ocean CountySteve Vitto
A presentation for the Oceana Human Resources Council on Strategies for Defiant Students and Bringing out the Best in Challenging Home School Partnerships
in May, 2011 by Steven Vitto
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
Presentation by Carol Quirk, Co-Executive Director at Maryland Coalition for Inclusive Education, given in during her visit to Yekaterinburg, Russia sponsored by the US Consulate General in Yekaterinburg.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
- Chronic misbehavior problems that are unresponsive to typical classroom interventions may require assistance from outside experts like a multidisciplinary team.
- Students with persistent misbehaviors often have underlying vulnerabilities and experiences that make them resistant to normal classroom influences. Their behaviors are often reactions to failures outside the classroom environment.
- When problem behaviors continue despite hierarchical interventions or disrupt the learning process, outside consultation or referrals may be needed, involving counselors, administrators, and possibly psychologists or specialists. Careful planning is needed when involving and communicating with parents.
Phases of escalating behaviours melbourne 24 june 2011i4ppis
This document provides an overview of School Wide Positive Behaviour Support (SWPBS) and strategies for managing severe student behaviour. It discusses key objectives of SWPBS including understanding the "Phases of Escalating Behaviour" model and developing effective intervention strategies for students with severe behaviour. It outlines the three-tiered SWPBS framework including universal, targeted, and individual systems of support. Specific strategies described include developing clear school-wide rules and expectations, teaching the behavioural expectations, implementing reward systems, data collection, and functional behaviour assessments for students with high-risk behaviour.
Interventions for at risk students power pointDenise C Barnes
The document discusses interventions for at-risk students. It describes characteristics of at-risk students such as unaddressed learning problems, poor performance, and safety issues. It recommends collecting student data, maintaining confidentiality, using academic interventions like visual aids and rehearsal. Behavior interventions include staying calm, allowing movement, and developing incentives. Prevention interventions include respect, clear boundaries, and intervening early. The classroom environment should have clear expectations and teach social skills.
Restorative practices focus on building relationships and resolving conflict through respectful dialogue rather than punishment. It encourages students to express emotions and discuss misbehavior in circles to understand different perspectives and make amends. When used, it can result in less conflict between students and teachers and a stronger sense of community in the school.
This paper explores programs and strategies for helping at-risk students succeed academically and socially. It defines at-risk students as those facing challenges like poverty, abuse, mental health issues, pregnancy, or other obstacles. The paper outlines several programs available in Idaho and elsewhere, including ARISE which provides after-school life skills training, Englishton Park Academic Remediation and Training Center which uses wilderness activities to help students, and Success For All which provides tutoring and support. It also discusses the benefits of online schools, peer mentoring, and bringing in motivational speakers like Jeff Yalden who was once at-risk himself. The paper argues that various support programs can help prevent at-risk students from dropping
This document summarizes disciplinary policies and programs at Crescent Academy for the 2014-2015 school year. It includes data on suspensions over three years, descriptions of the Conscious Discipline program used to teach social-emotional skills, classroom management routines, and a student referral form outlining the process for addressing minor and major behavioral issues. The goal is to reduce suspensions by building positive relationships and teaching students skills to regulate their emotions and behavior.
This document summarizes the Eight Rs of Behavior framework for addressing misbehavior in educational settings. The eight Rs are: 1) Relationship, Respect, and Realization of Success, 2) React Respectfully, 3) Reason, 4) Relevance, 5) Replace Behavior or Restructure Beliefs, 6) Remind, 7) Recognize, and 8) Responsibility. The framework emphasizes building positive relationships with students, diagnosing the underlying causes of misbehavior, teaching replacement behaviors, and maintaining a respectful approach to changing behavior over relying solely on punishment.
interventions for students who are at riskmekimber2
The document discusses interventions that can help students who are at risk of dropping out of high school. It suggests attacking outside forces that influence students, providing more intensive instructional time and support, implementing early intervention strategies, increasing family involvement, and ensuring all those involved with a student work as a team. Specific early interventions discussed include identifying behaviors like peer rejection and partnering with community organizations.
This document provides guidance for parents on motivating their children. It discusses common myths about motivation and outlines eight key forces of motivation: gregariousness, autonomy, status, inquisitiveness, aggression, power, recognition, and affiliation. The document emphasizes that children are influenced by their parents' attitudes and behaviors. It recommends that parents find a balance when emphasizing learning, model lifelong learning, show interest in their child's education and work, and allow children to develop responsibility.
The document provides a summary of concepts from social psychology. It discusses how social perception and interaction can occur in classroom settings between students and lecturers based on seating positions. It also explains how social facilitation and social loafing can be seen in tutorial classes, and gives examples of how different perspectives in social psychology like socio-cultural and evolutionary can relate to student plagiarism. Self-serving bias and social comparison are also summarized briefly with examples. Types of learning like classical and operant conditioning are defined, and an example of each is provided. Confirmation bias and counterfactual thinking are explained at the end.
The document discusses various factors that can place students at risk of school failure, including low socioeconomic status, substance abuse, teenage pregnancy, abuse/neglect, eating disorders, and delinquency. It emphasizes the importance of early interventions, family involvement, reading/writing programs, mentoring/tutoring, and individualized instruction in helping at-risk students succeed. The document also stresses the role of teachers, schools, and communities in identifying and supporting at-risk students.
This document summarizes key points from a presentation about helping traumatized children succeed in school. It discusses how trauma affects children's ability to learn due to problems with safety, trust and attention in a classroom setting. It then explains that conventional school approaches are often not effective for these children because they are not relationship-based. The presentation advocates for a trauma-informed approach centered around building trusting relationships to help children feel safe and regulated. Specific strategies are provided for teachers, such as individualizing instruction, focusing on emotional regulation, and negotiating definitions of school success based on each child's needs.
Teaching with poverty in mind by eric jensenrobinlstewart
This document discusses strategies for teaching students from poverty backgrounds. It explains that students from poverty often have a narrower range of appropriate emotional responses due to lack of teaching at home. Teachers are advised to understand rather than judge these behaviors. The document provides action steps for teachers, such as embodying respect for students, embedding social skills training, being inclusive, recognizing signs of chronic stress, empowering students, and adopting an enrichment mindset. High-poverty schools that achieve high performance share characteristics like academic press, caring staff, and collaborative decision-making.
This document discusses integrating Positive Behavior Supports (PBIS) and Restorative Practices to improve school climate and provide alternatives to exclusionary discipline. It notes that exclusionary discipline disproportionately impacts minority students and is linked to negative outcomes. PBIS uses positive behavioral interventions while Restorative Practices focus on restoring relationships and addressing underlying issues. The document explores how PBIS and Restorative Practices can work together to improve outcomes by teaching replacement behaviors and resolving issues in a respectful manner.
The document provides an overview of functional behavior assessment (FBA) and positive behavior support planning. It discusses the importance of understanding the underlying reasons or functions of problem behaviors before intervening. Key aspects of an FBA are described, including clear descriptions of behaviors, environmental influences, motivations, and intervention history. Case studies are presented to illustrate how FBAs were used to develop effective behavior support plans by understanding the specific functions of individuals' problem behaviors.
Getting to the root of difficult behaviorsWilliam Sharp
Talk for Wheelock College's Alumni Symposium March 2014. Talking about relationships, social media, and how to deal with difficult behaviors- from kids, partners, etc.
Unit 4: People to Inform about Challenging BehaviourMike Cummins
This document discusses addressing challenging workplace behaviors and problems. It recommends first going to your direct manager or boss, as they are responsible for your position and safety at work. It notes they can help resolve issues and reduce the risk of termination. Alternatively, it suggests speaking with employee support specialists at your company, who are trained to help employees and can inform management of any problems. The overall message is that there are people at your workplace who can help solve issues before they escalate.
This document discusses challenging behaviors that foster children may exhibit and strategies for managing those behaviors. It notes behaviors like withdrawing, being easily exhausted or excited, trying to control people, and being destructive or aggressive. It advises foster parents to listen, be consistent, use praise, set realistic expectations, and help children articulate goals rather than using physical punishment, threats, or humiliation. The document encourages discussion of strategies for responding when feeling pushed too far by a child's behavior.
Steve Vitto Breaking Down the Walls in Ocean CountySteve Vitto
A presentation for the Oceana Human Resources Council on Strategies for Defiant Students and Bringing out the Best in Challenging Home School Partnerships
in May, 2011 by Steven Vitto
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
Presentation by Carol Quirk, Co-Executive Director at Maryland Coalition for Inclusive Education, given in during her visit to Yekaterinburg, Russia sponsored by the US Consulate General in Yekaterinburg.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
- Chronic misbehavior problems that are unresponsive to typical classroom interventions may require assistance from outside experts like a multidisciplinary team.
- Students with persistent misbehaviors often have underlying vulnerabilities and experiences that make them resistant to normal classroom influences. Their behaviors are often reactions to failures outside the classroom environment.
- When problem behaviors continue despite hierarchical interventions or disrupt the learning process, outside consultation or referrals may be needed, involving counselors, administrators, and possibly psychologists or specialists. Careful planning is needed when involving and communicating with parents.
Phases of escalating behaviours melbourne 24 june 2011i4ppis
This document provides an overview of School Wide Positive Behaviour Support (SWPBS) and strategies for managing severe student behaviour. It discusses key objectives of SWPBS including understanding the "Phases of Escalating Behaviour" model and developing effective intervention strategies for students with severe behaviour. It outlines the three-tiered SWPBS framework including universal, targeted, and individual systems of support. Specific strategies described include developing clear school-wide rules and expectations, teaching the behavioural expectations, implementing reward systems, data collection, and functional behaviour assessments for students with high-risk behaviour.
Interventions for at risk students power pointDenise C Barnes
The document discusses interventions for at-risk students. It describes characteristics of at-risk students such as unaddressed learning problems, poor performance, and safety issues. It recommends collecting student data, maintaining confidentiality, using academic interventions like visual aids and rehearsal. Behavior interventions include staying calm, allowing movement, and developing incentives. Prevention interventions include respect, clear boundaries, and intervening early. The classroom environment should have clear expectations and teach social skills.
Restorative practices focus on building relationships and resolving conflict through respectful dialogue rather than punishment. It encourages students to express emotions and discuss misbehavior in circles to understand different perspectives and make amends. When used, it can result in less conflict between students and teachers and a stronger sense of community in the school.
This paper explores programs and strategies for helping at-risk students succeed academically and socially. It defines at-risk students as those facing challenges like poverty, abuse, mental health issues, pregnancy, or other obstacles. The paper outlines several programs available in Idaho and elsewhere, including ARISE which provides after-school life skills training, Englishton Park Academic Remediation and Training Center which uses wilderness activities to help students, and Success For All which provides tutoring and support. It also discusses the benefits of online schools, peer mentoring, and bringing in motivational speakers like Jeff Yalden who was once at-risk himself. The paper argues that various support programs can help prevent at-risk students from dropping
This document summarizes disciplinary policies and programs at Crescent Academy for the 2014-2015 school year. It includes data on suspensions over three years, descriptions of the Conscious Discipline program used to teach social-emotional skills, classroom management routines, and a student referral form outlining the process for addressing minor and major behavioral issues. The goal is to reduce suspensions by building positive relationships and teaching students skills to regulate their emotions and behavior.
This document summarizes the Eight Rs of Behavior framework for addressing misbehavior in educational settings. The eight Rs are: 1) Relationship, Respect, and Realization of Success, 2) React Respectfully, 3) Reason, 4) Relevance, 5) Replace Behavior or Restructure Beliefs, 6) Remind, 7) Recognize, and 8) Responsibility. The framework emphasizes building positive relationships with students, diagnosing the underlying causes of misbehavior, teaching replacement behaviors, and maintaining a respectful approach to changing behavior over relying solely on punishment.
interventions for students who are at riskmekimber2
The document discusses interventions that can help students who are at risk of dropping out of high school. It suggests attacking outside forces that influence students, providing more intensive instructional time and support, implementing early intervention strategies, increasing family involvement, and ensuring all those involved with a student work as a team. Specific early interventions discussed include identifying behaviors like peer rejection and partnering with community organizations.
This document provides guidance for parents on motivating their children. It discusses common myths about motivation and outlines eight key forces of motivation: gregariousness, autonomy, status, inquisitiveness, aggression, power, recognition, and affiliation. The document emphasizes that children are influenced by their parents' attitudes and behaviors. It recommends that parents find a balance when emphasizing learning, model lifelong learning, show interest in their child's education and work, and allow children to develop responsibility.
The document provides a summary of concepts from social psychology. It discusses how social perception and interaction can occur in classroom settings between students and lecturers based on seating positions. It also explains how social facilitation and social loafing can be seen in tutorial classes, and gives examples of how different perspectives in social psychology like socio-cultural and evolutionary can relate to student plagiarism. Self-serving bias and social comparison are also summarized briefly with examples. Types of learning like classical and operant conditioning are defined, and an example of each is provided. Confirmation bias and counterfactual thinking are explained at the end.
The document discusses various factors that can place students at risk of school failure, including low socioeconomic status, substance abuse, teenage pregnancy, abuse/neglect, eating disorders, and delinquency. It emphasizes the importance of early interventions, family involvement, reading/writing programs, mentoring/tutoring, and individualized instruction in helping at-risk students succeed. The document also stresses the role of teachers, schools, and communities in identifying and supporting at-risk students.
This document summarizes key points from a presentation about helping traumatized children succeed in school. It discusses how trauma affects children's ability to learn due to problems with safety, trust and attention in a classroom setting. It then explains that conventional school approaches are often not effective for these children because they are not relationship-based. The presentation advocates for a trauma-informed approach centered around building trusting relationships to help children feel safe and regulated. Specific strategies are provided for teachers, such as individualizing instruction, focusing on emotional regulation, and negotiating definitions of school success based on each child's needs.
Teaching with poverty in mind by eric jensenrobinlstewart
This document discusses strategies for teaching students from poverty backgrounds. It explains that students from poverty often have a narrower range of appropriate emotional responses due to lack of teaching at home. Teachers are advised to understand rather than judge these behaviors. The document provides action steps for teachers, such as embodying respect for students, embedding social skills training, being inclusive, recognizing signs of chronic stress, empowering students, and adopting an enrichment mindset. High-poverty schools that achieve high performance share characteristics like academic press, caring staff, and collaborative decision-making.
This document discusses integrating Positive Behavior Supports (PBIS) and Restorative Practices to improve school climate and provide alternatives to exclusionary discipline. It notes that exclusionary discipline disproportionately impacts minority students and is linked to negative outcomes. PBIS uses positive behavioral interventions while Restorative Practices focus on restoring relationships and addressing underlying issues. The document explores how PBIS and Restorative Practices can work together to improve outcomes by teaching replacement behaviors and resolving issues in a respectful manner.
The document provides an overview of functional behavior assessment (FBA) and positive behavior support planning. It discusses the importance of understanding the underlying reasons or functions of problem behaviors before intervening. Key aspects of an FBA are described, including clear descriptions of behaviors, environmental influences, motivations, and intervention history. Case studies are presented to illustrate how FBAs were used to develop effective behavior support plans by understanding the specific functions of individuals' problem behaviors.
Getting to the root of difficult behaviorsWilliam Sharp
Talk for Wheelock College's Alumni Symposium March 2014. Talking about relationships, social media, and how to deal with difficult behaviors- from kids, partners, etc.
Unit 4: People to Inform about Challenging BehaviourMike Cummins
This document discusses addressing challenging workplace behaviors and problems. It recommends first going to your direct manager or boss, as they are responsible for your position and safety at work. It notes they can help resolve issues and reduce the risk of termination. Alternatively, it suggests speaking with employee support specialists at your company, who are trained to help employees and can inform management of any problems. The overall message is that there are people at your workplace who can help solve issues before they escalate.
This document discusses challenging behaviors that foster children may exhibit and strategies for managing those behaviors. It notes behaviors like withdrawing, being easily exhausted or excited, trying to control people, and being destructive or aggressive. It advises foster parents to listen, be consistent, use praise, set realistic expectations, and help children articulate goals rather than using physical punishment, threats, or humiliation. The document encourages discussion of strategies for responding when feeling pushed too far by a child's behavior.
April 2014 talk to child care providers at MA's Park St. office of the Department Of Children and Families. Starting with the feelings someone has, we look at what behaviors can mean, and finally ways of creating the MOST effective discipline strategies.
Parent child conflict involves a struggle or opposition between a parent (s) and his/her offspring. The child wants his/her way and the parent is determined to have his/ her way. Indeed it can involve a single isolated incident or a series of situations. Oftentimes, the parent believes that what ever he/she says to their child, the child will be in direct
contrast. The power struggle can become exceedingly challenging especially when one has a child who is adolescent.
For a start let us look at your parental style of discipline to determine where conflict and tension may be coming from. Depending on your parental style and your own belief system, there are messages that
your child learns from the interactions.
What is your belief system and what is your child learning from you? How does this belief system influence your behaviour and interactions with your child? How does this belief system contribute to the parent child conflict?
Problem solving strategies between parent and child are important to develop.Sometimes the conflict is such that the communication between the parent and child is so strained that the two parties cannot communicate and problem solve together. Seeking professional help from a counselor can be beneficial to bridge this gap.
The role of the counselor in working in the area of parent/child conflict is not to be the decision-maker to settle the disputes. Refining parenting and communication skills is the focus of therapy.
How to manage when dealing with people's challenging behaviourDaniel Boyer
A more cohesive way to look at working with "difficult people". 'How to manage when dealing with people's challenging behaviour' provides a foundation to how to work with people with challenging behaviour.
The document discusses challenging behaviors in people with dementia and provides tips for caregivers. It explains that aggressive behaviors can be caused by feelings of fear, frustration, or loss of control. It advises caregivers not to take aggression personally and to remain calm. It also recommends identifying triggers for behaviors and addressing underlying needs or sources of discomfort, such as pain, thirst, or a disrupted routine. The document emphasizes the importance of caregiver self-care and seeking help from professionals if behaviors become difficult to manage.
The document discusses challenging behavior in individuals with learning disabilities. It explains that challenging behavior often stems from an inability to communicate wants and needs effectively. It may serve as a way for those with learning disabilities to exert control over their environment. While there is no single cure, medical causes should be ruled out and functional assessments conducted to understand the reasons for behavior. Caregivers should develop communication skills, provide choice, and get support from professionals to help reduce challenging incidents. Proper support involves meeting individual needs through flexible, personalized services and developing genuine partnerships between those receiving support and caregivers.
This document discusses factors that can lead to disruptive behaviors in the classroom and strategies for managing behaviors to maximize learning. It notes that preventing problems through clear expectations, rules created with student input, consistent consequences, and positive reinforcement can be effective behavior management tools. The document emphasizes the importance of addressing disruptive behaviors immediately and making lessons engaging. It also stresses avoiding showing anger and getting to know students individually.
Parent Involvement Module on Behavioral Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Accommodations for Aggressive Youth in School SettingsSamantha Klassen
The document discusses accommodations for aggressive youth in school settings. It outlines several tiers of intervention for students exhibiting angry and aggressive behaviors, from universal supports and social-emotional learning programs for all students, to more targeted interventions like behavior contracts, check-in/check-out programs, and behavior intervention plans for students with moderate issues. Students with the most severe and frequent problems may require intensive interventions and monitoring to address behaviors like physical and verbal aggression, bullying, and lack of empathy. The document provides examples of behaviors to watch for and interventions to try at each tier before considering more intensive options.
Allendale breaking down the walls pbis strategies for defianceSteve Vitto
An overview of evidenced based classroom management component to minimize power struggles and diffuse defiant behavior. In addition specific strategies for diffusion were identified and a comprehensive Cd tool box was provided
Steve Vitto Balanced Andrestorative Justice For Kids Steve Vitto
This document discusses balanced and restorative justice (BARJ) as an alternative to punitive approaches for addressing behavioral issues in schools. BARJ focuses on repairing harm, involving victims, offenders, and the community. Consequences under BARJ aim to teach and restore rather than solely punish. Specific restorative practices mentioned include victim impact circles, conferencing, and addressing the root causes of behaviors rather than just the behaviors themselves. The goal is to help students learn appropriate behaviors and repair relationships rather than simply control behavior through fear of punishment.
Evidence Based Practices to Reduce Challenging BehaviorTACSEI
Evidence Based Practices to Reduce Challenging Behavior
Lise Fox
Opening Minds Conference of the Chicago Metro AEYC
Presented January 28, 2010
Description: What are the essential characteristics and support structures that programs and practitioners need in place to be evidence based practitioners? How can you promote social development in preschool children with and without disabilities? Learn about best practices, where they come from, and the approaches you can take to change children's challenging behavior.
The document provides biographical information about Angela Searcy, who has over 20 years of experience in education and specialized training in neurosciences. She is the owner of Simple Solutions Educational Services and works as an educational consultant, professor, and speaker. The document discusses her expertise in developing behavior modification programs and professional development related to adult learning and neuroscience research.
The document provides guidance on classroom management strategies for teachers, including establishing clear behavioral expectations, teaching those expectations to students, prompting and monitoring student behavior, and evaluating the effectiveness of classroom management procedures. It emphasizes the importance of establishing structure, routines, and a continuum of strategies to acknowledge appropriate behavior and address inappropriate behavior.
Behavioral Challenges Related to Inclusion 2Stacia Jarvis
This document discusses challenges related to inclusion of students with emotional and behavioral disabilities. It notes that teachers are reporting increased behavior problems, especially at the elementary level. Common disabilities include ADHD, conduct disorders, anxiety/depression, autism, and Tourette syndrome. While inclusion is important, students with emotional/behavioral disorders often need individualized support. The document outlines strategies for supporting these students, such as reinforcing positive behaviors, understanding triggers, and using functional behavior assessments to design interventions.
7. Understanding Your Childs Behavior.pptShree Shree
This document discusses understanding children's behavior and supporting their success in school. It defines behavior, outlines typical developmental stages from ages 6-18, and potential problem areas. It also identifies "normal" difficult behaviors and "cries for help" for different age groups. The document discusses influences on behavior, causes of behavior, and key concepts for changing behavior. It then covers attendance, academics, and behavior in school, providing factors that impact each and practical tips for parents to help their child succeed. The document emphasizes that parent involvement is the most accurate predictor of a child's achievement in school.
This document discusses the science and evidence-based practices of Positive Behavior Support (PBS) in classrooms. PBS uses functional assessment of behavior and positive, proactive interventions to create an environment where students' dignity and rights are respected. The document outlines three levels of PBS support and recommends five key practices including maximizing structure, actively engaging students, acknowledging appropriate behavior, and responding to inappropriate behavior. Specific strategies are provided for implementing these practices in the classroom.
Emotional/behavioral disorders (EBD) refer to children with severe behavioral problems stemming from underlying emotional causes. Common behaviors of students with EBD include disruptiveness, emotional immaturity, and aggression. The root causes of EBD may include learning difficulties, inconsistent discipline, medical conditions, and traumatic life experiences. Teachers should address EBD by monitoring student seating, encouraging peer interaction, using positive reinforcement, and providing a timeout area to help disruptions. Schools can help by providing counseling, identifying at-risk students, making teacher contact information available to parents, and outlining expected behaviors and consequences.
S Vitto Breaking Down The Walls MIBLSI State Conference 09Steve Vitto
This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..
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The document discusses strategies for addressing noncompliance in children with behavioral disorders. It identifies noncompliance as the "kingpin behavior" that drives other problem behaviors. Positive parenting approaches that are proactive, responsive and involve inductive control are more effective than negative-coercive styles in reducing externalizing behaviors. The document provides examples of proactive strategies teachers and parents can use to prevent noncompliance, including establishing clear rules, increasing engagement in learning, structuring the environment, and using positive reinforcement and selective attention to shape compliant behaviors.
Beginning Functional Assessments and Behavior Intervention PlansSteve Vitto
The document outlines components of user friendly functional assessments and behavioral intervention plans. It discusses conducting functional assessments to identify the function or cause of problematic behaviors. Key steps include defining the behavior, collecting and analyzing data on antecedents and consequences. Functional assessments are then used to develop positive behavioral intervention plans that teach alternative behaviors and reinforce appropriate behavior through environmental modifications.
This document provides an overview of Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs). It discusses what an IEP is, who is involved in developing an IEP, the required components of an IEP, and principles from legal rulings about IEPs. It also covers identifying behavioral needs, when a BIP is needed, developing a BIP based on a functional behavioral assessment, components of effective BIPs, and incorporating BIPs into IEPs.
The document provides information and guidance for parents on addressing bullying of students with special needs. It defines bullying and harassment, outlines steps parents can take if their child is being bullied, and suggests ways the IEP team can support the student, such as social skills training and monitoring high-risk areas of the school. If the problem persists, parents are advised to request meetings with teachers, the principal, and if needed, the superintendent to document the issue and discuss solutions.
Similar to Steve Vitto Bringing Out the Best in Challenging Home school Partnerships (19)
The document discusses alternatives to punishment for addressing problematic behaviors in children. It advocates teaching replacement skills and using consequences that minimize unwanted behaviors while establishing conditions for learning new skills. Specific strategies include having children process events, solve problems, make amends through restoration, and commit to behavioral changes. Examples are given for addressing aggression, bullying, disrespect and other issues by meeting with victims and offenders to find resolutions and plans for preventing future incidents. The focus is on understanding motivations and teaching alternative behaviors rather than punitive responses.
An open house retirement party will be held on Friday, June 1st from 3:00pm to 5:00pm at the Muskegon Area Intermediate School District located at 630 Harvey St. in Muskegon, MI to honor Steve Vitto. Guests are asked to RSVP by calling (231) 767-7277 or emailing ljohnson@muskegonisd.org by the date of the event.
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
STEVE VITTO NSU DIFFUSION, DE-ESCALATION AND APPROVE RESTRAINTSteve Vitto
The document discusses strategies for working with defiant and aggressive students, including nonviolent crisis intervention training. It provides examples of students who died due to restraints and reviews research on the dangers of restraints. It also outlines a training framework for promoting positive behavior supports, de-escalation techniques, and using restraint only as a last resort in emergencies.
Steve Vitto diffusion, de esclation, & restraining at NSUSteve Vitto
The document discusses strategies for working with defiant and aggressive students, including nonviolent crisis intervention training. It provides examples of students who died due to restraints and reviews research on the dangers of restraints. It also outlines a training framework for promoting positive behavior supports, de-escalation techniques, and using restraint only as a last resort in emergencies. The training covers understanding triggers for aggression, conditions affecting behavior, and proper staff responses during anxiety, defensive, and acting out stages of a crisis.
Steve Vitto Challeng of the Children Breaking Down the WallsSteve Vitto
Steve Vitto's presentation at the 2011 Challenge of the Children Conference at Hope College in Holland Michigan
Strategies for Defiant Students
svitto@muskegonisd.org
This is a tribute to my life long friend, David Jones, David died at the age of 44. He spent his life making others smile while he battled the demons of schizophrenia. May he rest in peace!
We love you David!!!
Steve
Steve Vitto In Support of PBIS Targeted InterventionsSteve Vitto
A PRESENTATION REVIEWING THE INFLUENCES AND CORRELATES THAT CAN PLACE A CHILD AT RISK, AND INTRODUCING SOME EVIDENCED BASED STRATEGIES
FOR SUPPORTING THESE STUDENTS. FOR FURTHER QUESTIONS CONTACT SVITTO@MUSKEGONISD.ORG
Steve Vitto :A Case for Tarheted Imterventions and PBISSteve Vitto
The document discusses factors that place children at risk of academic failure and identifies targeted interventions that can help support at-risk students. It notes that children from low-income families or who experience issues like poverty, lack of early literacy exposure, family instability, or behavioral/emotional problems are particularly vulnerable. The document advocates for early and individualized interventions in school, including strengthening student engagement, self-esteem, organizational skills, and relationships, to improve outcomes for at-risk children.
Steve Vitto Functional assessment and meeting mechanics presentationSteve Vitto
A presentation on performing functional assessments and writing behavior intervention plans using the Meeting Mechanics Process for Reeths Puffer Schools- McMillan Elementary
Steve Vitto MAISD MIBLSI PBIS 2010 Spring NewsletterSteve Vitto
The document provides an overview of PBIS initiatives at several schools in Michigan. It summarizes PBIS efforts at Wesley School, which serves students with developmental disabilities, and the You-Turn program for expelled youth. It also highlights PBIS work at Central Elementary and Churchill Elementary, two schools in the MiBLSi Cohort 6 program. The newsletter aims to share strategies and successes around implementing positive behavior supports in schools.
Steve Vitto Positive Parenting Part TwoSteve Vitto
Steve Vitto's presentation for Parent Nights at Reeths Puffer Elementary School, Shelby Association for Retarded Children-Shelby Town Hall, & Muskegon, Michigan ARC
2010
Available in English and Spanish
svitto@muskegonisd.org
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
Steve Vitto Targeted Interventions Overview 2009Steve Vitto
The following presentation by Steve Vitto is a brief overview of targeted behavior intervention strategies presented in December 2009 for MIBLSI participating schools in Michigan.
Steve can be reached at svitto@muskegonisd.org
Steve Vitto Bringing out the Best in Challenging Home School PartnershipsSteve Vitto
This one-day workshop provided by the Muskegon Area Intermediate School District aims to teach strategies for establishing positive home-school partnerships and effectively responding to challenges. The workshop covers obstacles to partnerships, responding to angry or troubled parents, building strong relationships, conducting effective meetings, communication strategies, and addressing accusations. Presenters include experts from the school district and Department of Human Services. The event is open to administrators, teachers, and support staff and will provide lunch and opportunities for continuing education credits.
P R E V E N T I N G T H E U S E O F E X C L U S I O N A N D R E S T R A...Steve Vitto
The document discusses seclusion and restraint in schools, providing definitions and examples of incidents that resulted in student deaths. It notes that over 85% of restraints are in response to noncompliance, and that forced compliance is not an effective behavior strategy. The state board of education adopted standards restricting seclusion and restraint to emergencies only, and requiring positive behavior support systems to prevent their use when possible. Districts must provide training to ensure emergency incidents are properly handled.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
14. Competing Behavior Model for Johnny Escape Avoidance Function Setting Event Trigger Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Reinforcing Consequence Academic engagement Anger Control Self Management Request to leave class/school Verbal & Physical Aggression Profanity Limited group of friends Lack of sleep Peer negative comments about size/physique or character Adult directions/ comments provided in officious, chiding, or condescending fashion Suspension Loss of Privileges Personal satisfaction Passing grades Enlistment in military
15. Competing Behavior Model for Challenging Parents Something Better than we have right now Successful Conflict Resolution Challenging Home School Partnership (Conflict) Triggers that precipitate a challenge What the players bring with them to the table Anger, frustration Continued Conflict More Long Meetings Lawyers Child is doing well in school Parent and School are Happy Relationship Improves Escape Avoid Power and Control Sensory Attention Setting Events Slow Triggers Antecedents/Fast Triggers Desired Behavior Problem Behavior Replacement Behavior Maintaining Consequence Reinforcing Consequence
16. Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Conflict that occurs on bus to school or at home before school Large-group setting with peers, classmate tries to share materials Tattles, pushes, whines, cries Gains attention from Teacher The Competing Pathways chart for Vera Function Attention This is what we’d like to have happen eventually This is what what is happening now This is what we’d be happy with in the meantime Should support appropriate behavior of most- However, these students need much more Desired Alternative Typical Consequence Attention from peers, Share materials appropriately, works cooperatively with classmates Acceptable Alternative Request teacher help to solve peer conflict without push, whine, cry Schoolwiderewards Schoolwide expectations Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Parent had a difficult school experience Johnny has gotten suspended for several years The school responded to Johnny is a way that was upsetting to the parent Johnny told parent A different story of what happened The parent came into the school angry and challenging the schools' decision The school refused to change their decision Johnny’s mom left in anger Johnny Continues to have problems in school Desired Alternative Typical Consequence Johnny is doing well in school Parent and School are on the same page Acceptable Alternative The parent and school came to a compromise through a learning conversation The Competing Pathways chart for Challenging Families Function Escape Avoid Power and Control
18. An Initial Line of Inquiry Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
19. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. An ongoing challenging relationship with a family or parent in which a great deal of time is spent and no real positive change takes place Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
20. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
21. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. An ongoing challenging relationship with a family or parent in which a great deal of time is spent and no real positive change takes place Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., parent accuses the school of misrepresenting the facts, a school staff gets angry and defensive, someone doesn’t show up to the meeting, etc) Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed meds, academic failure, conflicts at home, lack of sleep, missed meals, poor interactions with peers/teacher(s), school/classroom behavioral expectations unclear… Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
22. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) . An ongoing challenging relationship with a family or parent in which a great deal of time is spent and no real positive change takes place Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., parent accuses the school of misrepresenting the facts, a school staff gets angry and defensive, someone doesn’t show up to the meeting, etc) Events that may occur before and/or during the conflict that causes the parent or school to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? ( history of academic failure, history of problem behavior, distrust frustration, lack of a relationship, a reactive rather than preventative orientation) ) Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
23. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Those events that occur after the conflict (e.g., the conflict is not resolved, the relationship deteriorates, the student’s behavior worsens, the parents leave frustrated and angry, the school leave frustrated and angry . An ongoing challenging relationship with a family or parent in which a great deal of time is spent and no real positive change takes place Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., parent accuses the school of misrepresenting the facts, a school staff gets angry and defensive, someone doesn’t show up to the meeting, etc) Events that may occur before and/or during the conflict that causes the parent or school to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? ( history of academic failure, history of problem behavior, distrust frustration, lack of a relationship, a reactive rather than preventative orientation) ) Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
24. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. The need or function of the parent sand the school Anger frustration Control Attention Escape or Avoid Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) An observable and measurable description of the behavior(s) of concern. Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) Events that may occur before and/or during the conflict that causes the parent or school to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? ( history of academic failure, history of problem behavior, distrust frustration, lack of a relationship, a reactive rather than preventative orientation) ) Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
25. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Anger frustration Control Escape or Avoid Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) An observable and measurable description of the behavior(s) of concern. Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) Events that may occur before and/or during the conflict that causes the parent or school to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? ( history of academic failure, history of problem behavior, distrust frustration, lack of a relationship, a reactive rather than preventative orientation) ) Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
72. Behavior Mantra: “ It is easier to prevent a behavior from occurring than to deal with it after it has happened.”
73. If you’ve told a child a thousand times and she/he still doesn’t understand, then it is not the CHILD who is the slow learner! Anonymous
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87. Develop a Culture of Prevention through Debriefing, Data Driven Decision Making, and a Focus on using Educational Approaches as the major treatment for Challenging Students and Families
94. -more willingness to commit to goals Where trust is present, there is: -less stress -no feeling of manipulation -easier to anticipate behavior
95. “ To build trusting relationships, we need to communicate with the intent to learn from others, not control them. Trust is the glue that makes effective collaboration and teamwork possible. Without trust, people become competitive or defensive, and communication is distorted and unreliable.” Lessons Learned
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101. What do you require from each other in order to feel safe and comfortable to fully participate in this meeting?
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105. Process for Solving Problems MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster& Prioritize Implementation Variables Assign Responsibilities
112. WHAT CAN I DO TO GET THAT KIND OF REACTION AGAIN? Antecedent Strategies
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119. “ The essence of principled negotiation is to separate the person from the problem, to focus on interests and not on positions, to invent options for mutual gain, and to insist on objective criteria – some external standard or principle that both parties can buy into.” Stephen Covey, author of The 7 Habits of Highly Effective People .
120. All behavior (including positional behavior) is ultimately positively intended, and directed at fulfilling some need. The Basic Assumption Replacement Skills
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142. Be aware of your ego and how it may cloud your ability to listen and respond professionally “ If you want to reach a state of bliss, then go beyond your ego and the internal dialogue. Make a decision to relinquish the need to control, the need to be approved, and the need to judge. Those are the three things the ego is doing all the time. It's very important to be aware of them every time they come up.” Deepak Chopra quotes ( Indian Physician ) “ Protecting our Ego is an unconscious drive. When our ego is threatened, we may become defensive, and go on the attack mode. We need to be conscious of our ego and how it is identified.”
159. What is an “Interest”? An interest is usually related to the core of an individual’s personal well-being or an organization’s purpose. Interests, may fall in the following categories: Values Fears Beliefs Priorities Aspirations Expectations Hopes Concerns
222. PTA Study: Barriers Barriers Percent Parents do not have enough time 89 percent Parents feel they have nothing to contribute 32 percent Parents don't understand; don't know the system; they don't know how to be involved 32 percent Lack of child care 28 percent Parents feel intimidated 25 percent Parents are not available during the time school functions are scheduled 18 percent Language and cultural differences 15 percent Lack of transportation 11 percent Parents don't feel welcome at school 9 percent Other barriers 21 percent
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Editor's Notes
Ice breaker – each table creates two “burning questions” Round Robin
Problem behaviors are irrelevant when Child doesn’t need to escape anymore Child has access to positive events more commonly Problem behaviors are inefficient when Alternative behavior is available Alternative behavior is taught Problem behaviors are ineffective when Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Steve Leave them with three powerful concepts: Prevention, Teaching and Guidance, And Data Driven Decision Making
Sue/steve
Sort out the three parts to a conversation Decoding the structure of difficult conversations There’s more here than meets the ear Each difficult conversation is really three conversations The “What happened?” conversation The feelings conversation The identity conversation What we can’t change, and what we can The “What happened?” conversation: What’s the story here? The truth assumptions The intention invention The blame frame The feelings conversation: What should we do with our emotions? An opera without music The identity Conversation: What does this say about me? Keeping your balance Moving toward a learning conversation
Steve Parents involvement should be acknowledged, recognized and celebrated