ESC-20
Behavior/Discipline Newsletter
ESC-20 is Here to Help!
We remain committed to you and your needs. Please go to our website at www.esc20.net/covid19-resources/ for resources related to digital learning and COVID-19.
Upcoming Training Sessions
Zoom: Behavior/Discipline Support Meeting
April 23, 2021
9:00 AM - 11:00 AM
$0
Connect20 Session ID #73110
April 24, 2021
9:00 AM - 2:00 PM
$75
Connect20 Session ID #73978
The Discipline Alternative Education Program-DAEP Administrator Network ...The D.A.N.
April 26, 2021
1:30 PM - 3:30 PM
$0
Connect20 Session ID #73197
CHAMPS: A Positive and Proactive Approach to Classroom Management
April 27, 2021 & April 28, 2021
8:30 AM - 3:30 PM
$100
Increase in Behavior and the "COVID slide"
Consider the ramifications of COVID-19 and the impact it may have on the mental health of youth. Please remember to take some time to embed some of the resources in this SMORE. Social and Emotional learning is not something we find in a textbook, it's having conversations, playing a game of Monopoly, Pictionary, or playing cards, etc. It is how we interact with each other, and maintaining a positive outlook during adverse situations; this is HOW we build resiliency.
What is Resiliency? It is our capacity to recover from difficult or adverse experiences. COVID-19 counts as an adverse experience. Each person is reacting differently based on their level of resiliency. In order for us to build resiliency, we must teach and practice the following:
- Get enough sleep and exercise - Taking care of our mind and body, we are better at coping with challenges we face everyday.
- Having strong relationships - Having strong relationships with individuals we have to work with at home, work or school is extremely important and crucial, especially now.
- Learn from our mistakes - making a mistake is okay as long as we can take something away from it so that we don't make the same mistakes over and over. Without failure, there is no success!
- Thought awareness - Try not to let those negative thoughts take over or derail your efforts. Practice positive thinking. When we find ourselves thinking negatively when something goes wrong, make yourself aware of this and change your thoughts to be more positive. For example, you are thinking to yourself, "I can't do this math problem....It's too hard!" Instead try thinking, "I can't do this math problem yet, what do I know about this problem and who can I call on to help?"
- Choose your response while maintaining perspective - We all have different experiences that we go through, however, we always have the opportunity to "choose" our response to what's going on in our lives. We can choose to overreact or we can choose to remain calm, look at all perspectives of the situation and then respond. As my partner, Cindi Bowling always says, "We all have choices to make!!!"
We can develop resilience in several ways. The more we practice resilience, the stronger we feel, physically and emotionally. Overcoming challenges becomes easier over time. I hope this SMORE helps parents and educators while school closures are in effect. Remember to take time for yourself so that you are strong and resilient for the young people you are having to educate at home. Please know that you are not alone....we are here to help.
Behavior and Discipline Team
Behaviors are so severe...What can I do?
According to Dr. Geoff Colvin, when a person experiences a behavior, there is a BEGINNING, MIDDLE, and END to what he calls the "cycle" of emotions that we all go through.
Everybody goes through the Cycle of Acting Out Behavior phases differently.
Phase 1: Calm
The intervention is to be proactive. What does that mean?
- Establish expectations so that the person is aware of what is expected during the time they are to be focused on distant learning
- Establish a motivation/acknowledgement system. What is going to happen when the person exhibits desired behavior?
- Establish a consequence system. What will happen when the person exhibits undesired behavior?
Phase 2: Trigger
First try to find out why they frustrated. Finding the why will help in finding a solution.
The intervention is prevention. Look at what's going right, reinforce that behavior and provide feedback positively. It's all about our delivery and approach.
Practicing empathic listening by doing the following: 1) listen carefully, 2) give your undivided attention, 3) be non-judgmental, 4) allow silence for reflection, 5) restate and paraphrase or ask clarifying questions.
NOTE TO EDUCATORS: During this time, we are expecting parents to be the teacher or the extension of, which is a BIG ASK of parents. If we want a behavior, we must teach it. Teachers, please be patient with parents. Provide specific instructions for them, as they may not know what we are thinking. Provide links, passwords, step by step instruction, use visuals, etc. And remember, busy work is not needed at this time. Engaging and meaningful lessons is what they are needing. Some parents are working and may not have the time we think they have. Teachers, please provide "accommodations" for parents to avoid frustration while they are instructing their children.
NOTE TO PARENTS: During this time, please know that teachers want to support you, however, they may not know what that looks like. Ask questions parents. Teachers will appreciate that. They will not know if you don't ask!
Phase 3: Agitation
The intervention is to be supportive. What does that look like?
Go back and ask, "Why is this behavior happening?" Is it because they are trying to avoid something or are they trying to get something? They could be trying to get or get away from your attention, the activity or task, an object or person, or it is something in the environment that is causing the child to experience a sensory overload or deficiency? Consider all questions so that a solution can found.
Other strategies:
- Be empathetic and non-judgmental
- Acknowledge and validate their feelings
- Provide an alternate task
- Offer choices
- Provide activities they can complete independently
- Allow time and space for them to process what is being asked of them.
- Take deep breaths
- Stretch or Yoga
- Relaxation Exercises
- Use positive self-talk
- Count to 10 (click on "view all" to see then entire article)
- Visualize something positive - Lesson plan on Guided Imagery
Phase 4: Acceleration
The intervention is verbal and directive. Verbal intervention that is direct and engaging while maintaining calmness, respect and detachment. It's not about you or the child...IT'S ABOUT THE BEHAVIOR! Pleas do not take things personally. Avoid saying things that escalate the situation, such as, "What's wrong with you?", "Come on, you know that answer.", "That's so easy, why can't you get it?", etc.
Setting limits and boundaries is a way of providing verbal and directive interventions. Words are supported by actions called "consequences." When setting limits, make sure they are reasonable and enforceable. You can set limits in the following ways:
- Provide information: Describe what you see using gentle reminders - A child is given information, he/she can take responsibility for following through with the appropriate (desired) action. For example, "I see that you don't have your books/materials out." (if student does not respond, provide more information) "Remember, in order for us to be able to do this assignment, we need to always have the appropriate material with us so that we can get started."
- Use "I" Statements: A 3 part sentence stating 1) how you feel, 2) about the child's behavior, and 3) and why - A child sees how their behavior affects others, he/she will more likely (willing) to change their behavior. Using "I" statements is the building block for teaching empathy. For example, "I feel sad when you tell me that you don't want to do your lesson because that means that you will just get further behind in math."
- Explain Contingencies: A second action is dependent on the first action - Children see that if they do what is expected of them, they will be able to have what they want. For example, "When you finish and turn in your assignment, you can play outside for 30 minutes."
- Offer Choices: A choice of two or three alternatives/options are provided. Either choice that is made is acceptable to the adult. - Young people feel more in control, power struggles are avoided. For example, "Would you rather complete your assignment with me at the kitchen table or up in your room with music on?" or "Would you rather complete your assignment with a pen, pencil or colored markers?"
- Natural or Logical Consequences: The direct result of the young person's behavior. - Youth see the cause and effect of their behaviors. For example, "You chose to sleep late this morning, so we will need to change our schedule so that we can fit all our subjects in today. Which subject would you like to start with first?"
Phase 5: PEAK
The intervention is to maintain safety. Allow them to vent as safely as possible. Remove all factors that may be triggering, competing with, and/or maintaining the challenging behavior. Continue to establish and set limits when it's appropriate.
Phase 6: Deescalation
The intervention is to remove excess attention. Allow time to regroup, and regain emotional/physical control. Some activities could be a reflection sheet, journal entry, apology letter, coloring or some type of artistic type activity. Following strategies in Phase 3 may also be applied.
Phase 7: Recovery
The intervention is to conduct an debriefing process. We allowed time to reflect to understand their behavior and to recognize how to prevent future occurrences. Review Phase 6: Deescalation reflection activity with child.
Consider the following questions: What happened? What was I thinking at the time? Did I consider that my actions would impact others and in what way? If this situation happens again, how could I handle it differently? Do I need to do anything to make things right? Do I need help making things right and from who? What steps do I need to take to make things right?
We will listen with empathy, be non-judgmental, communicate effectively, acknowledge the effort, and ensure the relationship has been reestablished.
FREE APPs
Cooperative Interactive Games (offering a 30 – day free trial)
Supporting educators through COVID-19: “You can share materials with parents for free, plus discounts available throughout the shutdown and remote learning syllabi.
https://everydayspeech.com/social-skills-games/
Adding in a dash of fun can help students stay more engaged during lessons. That’s why it’s beneficial to include games in lesson plans, whether for special needs, kindergarten, middle school, or even high school students. When teaching or building social skills, games are an excellent tool.
Everyday Speech Online Learning (offering a 30 – day free trial)
Supporting educators through COVID-19: “You can share materials with parents for free, plus discounts available throughout the shutdown and remote learning syllabi.
https://everydayspeech.com/sel-curriculum/
Students of all ages can use the materials, however we recommend that students begin with a moderate understanding of language to be able to benefit from the dialogue used in the video lessons and printable materials.
Teach Town Social Skills: Exceptional Solutions for Exceptional Students (offering a 30 day free trial)
http://web.teachtown.com/clinicians/teachtown-social-skills/
Children often need extra support when it comes to mastering social skills. That’s why we created TeachTown Social Skills. This comprehensive, character- based video-modeling curriculum for students with special needs connects the treatment and progress made in the clinical setting to what children are learning in the school setting.
Teach Town Social Skills: Exceptional Solutions for Exceptional Students (offering a 30 day free trial)
http://web.teachtown.com/schools/
Teach Town focuses exclusively on children diagnosed with autism spectrum disorder (ASD), developmental and intellectual disabilities and emotional and behavioral disorders — providing them with the only educational treatment that has been scientifically validated. Applied Behavior Analysis (ABA). ABA is widely recognized as an effective treatment for these student populations, but it has also been costly and complicated to implement — until now.
Model Me Going Places 2 (Free)
https://apps.apple.com/us/app/model-me-going-places-2/id375669988?ign-mpt=uo%3D8
Model Me Going Places™ is a great visual teaching tool for helping your child learn to navigate challenging locations in the community. Each location contains a photo slideshow of children modeling appropriate behavior.
apps that cost less than $10.00
Touch and Learn Emotions (cost for app $1.99)
https://apps.apple.com/us/app/touch-and-learn-emotions/id451685022
Touch and Learn is a powerful new gaming platform that allows you to introduce new concepts in a fun and exciting new way. This app focused on helping kids read body language and understand emotions by looking at gorgeous pictures and figuring out which person is expressing a given emotion.
How Would You Feel If…Fun Deck (cost for app$2.99)
https://apps.apple.com/us/app/how-would-you-feel-if/id459752073?ign-mpt=uo%3D8
This App is simple to use — each student looks at an illustration, and either reads the prompt or touches the screen to listen to the prompt. The student then gives a verbal response. After each answer, tap the green (correct) or red (incorrect) button to score the student’s verbal response. Move to the next card by sliding the card currently on the display screen to the side. To move to the next player, tap the bar at the top of the screen and select a name. You can also advance cards and players automatically by selecting the Auto-Advance option in the Game Options menu. You can leave a game temporarily and return to it later by selecting Pause Game from the menu. To return to the game, select Continue Game from the main menu. When you finish, view the results in a graph, and print or email your data.
Let’s Be Social PRO: Social Skills Development (cost for app $9.99)
https://apps.apple.com/us/app/touch-and-learn-emotions/id451685022
Premium Features Include:
**Full lesson editing (edit after creation, edit our lessons to your needs)**
**Full Narration of Every Lesson**
**20 Additional Lessons**
**Voice Recording - Record Yourself reading your created lessons!***
**5 Video Lessons!**
With 40 premium written lessons and 5 video lessons developed by ASHA certified SLP's, and the ability to create customized lessons from scratch in minutes using your own pictures and text, Let's be Social is a powerful tool designed to help special needs professionals and parents teach social skills to those that struggle with social communication.
Bully Prevention
Cindi Bowling
Education Service Center, Region 20
Consultant, Behavior and Discipline