When a student with a disability leaves high school, the responsibility of making sure that necessary accommodations are in place, finding training programs, and life skills, shifts from the school to the student and the student's family. In the public school setting, the school is responsible for providing assistive technology, ensuring accommodations, and providing specialized instruction. The school is responsible to seek out students with disabilities and determine what those students need. Once the students leave the public school setting, they no longer have the school staff providing these things and determining what is necessary The students and the student's family will be responsible for making employers, universities, and others with whom the student comes into contact, aware of the needs of the student and ensuring that accommodations are made.
It is important that while the student is still in the public schools, the IEP team prepare the student for the transition to adult life. Transition planning is a required part of the IEP process and must begin by the child's sixteenth birthday. The IEP team can, and should, begin sooner if it is appropriate. When drafting the student's individual education plan each year, the team should keep the end goal in mind.
Some Things To Consider When Transition Planning
Not every student will need everything that must be considered. The transition planning process is as individual as each student. The ideas should at least be considered, however, before the decision that the student does not need help in that area is made.
What are the student's post-high school goals?
Every transition plan should start with the student. What does the student want to do after high school? This could be going straight into a job, a job training program, college/university, or something else. This is going to be the focus of the plan. The team will need to examine what classes the student needs to take, what skills the student will need to have (this includes any social skills that need to be taught), and skills for filling out college/job applications as well as interviewing. If the student does not yet have any goals, the plan should include ways for the student to explore different options to help with the decision making.
In addition to career goals, keep in mind the student's plans for living arrangements. Is the student planning to live on his own, with parents, in a group home, with room mates? The team will need to consider whether or not the student needs instruction related to self care, social skills, and finances to meet the living arrangement goals.
Also consider the student's plans for transportation. Is the student planning on driving a car or taking public transportation? How will the student accomplish these things? Is the student already arranging her own transportation or is this something the team needs to teach?
Self Advocacy
It is important to keep in mind that the transition from school to post-school involves a shift in responsibility. The school will no longer be responsible for ensuring that the student's needs are met. The responsibility shifts to the student at high school graduation. The student will be responsible for making sure that the university, training program, or employer knows what accommodations are necessary and ensuring that the accommodations are in place. It is important that the team ensures that the student knows what the needs are and how to go about requesting the accommodations.
If the student will need assistance from outside agencies, such as vocational rehabilitation; medicaid; social security; job coaches; or other social service/disability service agency, the team will need to ensure that the student knows what services are available and how to access them.
For more information:
Work Ability Utah
Utah Parent Center
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e-mail
Tuesday, April 2, 2013
Sunday, March 17, 2013
Strategies To Help Students Who Need Some Extra Movement During The School Day
All students can benefit from added movement opportunities during the school day. Anyone who has sat through a long lecture or meeting can attest that the longer they sit, the harder it is to pay attention. Minds start to wander, the fidgeting starts, and before they know it, they have no clue what the speaker is saying.
Some students with disabilities such as Attention Deficit Disorder or Autism, and some other disabilities have an even more difficult time paying attention without having some kind of movement. To help all students, especially students with disabilities remain focused in the classroom, teachers can incorporate frequent movement breaks into the daily instruction.
Adaptive Seating
Different types of seating allow for movement and use of muscles while seated.
Therapy balls are a popular option in classrooms. They are available in different sizes to accommodate shorter or taller students. Sitting on a therapy ball allows the student to move but still remain seated and doing school work. Many students find that they are better able to focus when using this type of seating.
There are some other options available such as, different types of seat cushions, bean bags, or stools with one leg shorter than the others.
Altering the chair by tying therapy bands or bungee cords around the legs to allow the students to manipulate them with their feet while sitting has also been beneficial for some students. These tools can be used in many different ways at the desk. Students may prefer to stretch them with their hands and arms to move their upper bodies. Get creative and let your students figure out ways to use them.
Other students prefer sitting on the floor while they are working or listening to the teacher. As long as the student is learning and not disrupting other students, there is no reason not to let the student sit on the floor or even under the desk.
Movement Breaks
Plan movement breaks into your instruction. Movement can be breaks from the instruction, part of the instruction, or even part of a transition. Students who need to move more than others can be the paper passer, errand runner, or the board eraser. Get creative, there are a lot of things you an have the students do that will allow them to move.
It is also important to keep an eye on the level of alertness in the classroom. If many of the students appear to be losing focus, there is nothing wrong with taking thirty seconds or so to have the students stretch and move around a little. Of course, the expectations need to be taught to keep the chaos at bay. You will need to teach them that they have thirty seconds to stretch and move but they are to stay within the vicinity of their desks and when time is up, they are to sit back down. It will take some practice but the students will soon learn what is expected.
Some teachers have an area of the class designated for the students to pace back and forth. The students can get up and pace while they are thinking or listening. This, too needs to have clearly established rules. The teacher will need to set limits on when the area can be used and the number of students allowed in the area at any one time. The teacher also needs to establish that the area is not to be used as an escape from work and the assignments are still expected to be completed. The area is to allow the students to move and regain their focus.
Encourage Walking
When you are setting up your classroom, keep in mind that the students will probably need to get up and move. Make sure that you have enough room between desks to allow for students to easily move without tripping (also a good idea to allow for students in wheel chairs to easily move around).
Rather than having the students pass their assignments forward, have a basket set up in the back of the room where the students must place their assignments. As with any routine, you will need to spend some time teaching the expectations for handing in assignments. For example, no crowding, put the assignment in the basket and then sit down, talking should be kept to a minimum.
You might consider having the students change seats for different parts of the lesson. For example, the students may be sitting in one seating arrangement during the lecture portion of the lesson and then move into groups for the independent or group work.
Allowing students opportunities to move around during class does not need to be disruptive to your instruction. In fact, you might just find that you have fewer disruptions as students are having their need for movement met. You will likely find that rather than causing a distraction, allowing students to move during the lesson increases their focus.
For More Information
The Alert Program
Contact Me
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Some students with disabilities such as Attention Deficit Disorder or Autism, and some other disabilities have an even more difficult time paying attention without having some kind of movement. To help all students, especially students with disabilities remain focused in the classroom, teachers can incorporate frequent movement breaks into the daily instruction.
Adaptive Seating
Different types of seating allow for movement and use of muscles while seated.
Therapy balls are a popular option in classrooms. They are available in different sizes to accommodate shorter or taller students. Sitting on a therapy ball allows the student to move but still remain seated and doing school work. Many students find that they are better able to focus when using this type of seating.
There are some other options available such as, different types of seat cushions, bean bags, or stools with one leg shorter than the others.
Altering the chair by tying therapy bands or bungee cords around the legs to allow the students to manipulate them with their feet while sitting has also been beneficial for some students. These tools can be used in many different ways at the desk. Students may prefer to stretch them with their hands and arms to move their upper bodies. Get creative and let your students figure out ways to use them.
Other students prefer sitting on the floor while they are working or listening to the teacher. As long as the student is learning and not disrupting other students, there is no reason not to let the student sit on the floor or even under the desk.
Movement Breaks
Plan movement breaks into your instruction. Movement can be breaks from the instruction, part of the instruction, or even part of a transition. Students who need to move more than others can be the paper passer, errand runner, or the board eraser. Get creative, there are a lot of things you an have the students do that will allow them to move.
It is also important to keep an eye on the level of alertness in the classroom. If many of the students appear to be losing focus, there is nothing wrong with taking thirty seconds or so to have the students stretch and move around a little. Of course, the expectations need to be taught to keep the chaos at bay. You will need to teach them that they have thirty seconds to stretch and move but they are to stay within the vicinity of their desks and when time is up, they are to sit back down. It will take some practice but the students will soon learn what is expected.
Some teachers have an area of the class designated for the students to pace back and forth. The students can get up and pace while they are thinking or listening. This, too needs to have clearly established rules. The teacher will need to set limits on when the area can be used and the number of students allowed in the area at any one time. The teacher also needs to establish that the area is not to be used as an escape from work and the assignments are still expected to be completed. The area is to allow the students to move and regain their focus.
Encourage Walking
When you are setting up your classroom, keep in mind that the students will probably need to get up and move. Make sure that you have enough room between desks to allow for students to easily move without tripping (also a good idea to allow for students in wheel chairs to easily move around).
Rather than having the students pass their assignments forward, have a basket set up in the back of the room where the students must place their assignments. As with any routine, you will need to spend some time teaching the expectations for handing in assignments. For example, no crowding, put the assignment in the basket and then sit down, talking should be kept to a minimum.
You might consider having the students change seats for different parts of the lesson. For example, the students may be sitting in one seating arrangement during the lecture portion of the lesson and then move into groups for the independent or group work.
Allowing students opportunities to move around during class does not need to be disruptive to your instruction. In fact, you might just find that you have fewer disruptions as students are having their need for movement met. You will likely find that rather than causing a distraction, allowing students to move during the lesson increases their focus.
For More Information
The Alert Program
Contact Me
Saturday, March 2, 2013
Components of and Effective Behavior Plan
Behavior plans can be very effective tools for changing behavior that interferes with a student's ability to benefit from the instruction in the classroom. There are several components to a behavior plan that will increase the effectiveness of the plan.
Description Of The Behavior
Before you can design a plan to address a problem behavior, you have to describe the behavior in observable and measurable terms. Everyone on the team should agree on a definition of the behavior to be addressed. A behavior intervention plan should address only one behavior at a time. Select the most significant behavior first and then address the others one at a time. Too many behaviors being addressed at once becomes too complicated and difficult to manage. The plan will be less successful if more than one behavior is addressed at a time.
Someone who has never met the student should be able to pick up the plan and know exactly what behavior is being addressed. They should be able to identify the behavior by the description. Aggression is not an appropriate description. Aggression could mean name calling, threats, throwing objects, hitting, kicking, biting, and a number of other things. The team should define exactly what the student is doing. What does the behavior look like? What does the behavior sound like?
Function Of The Behavior
A successful behavior plan begins with a determination of the function of the behavior. The interventions selected will be different depending on the function of the behavior. Two students can exhibit the same behavior that serves a different function for each student. For example, talk-outs in class can serve the function of gaining teacher attention or it can serve the function of avoiding instruction/work. If the student is attempting to avoid class, sending the student out of the room for talking out reinforces the behavior and as a result, it is unlikely that the behavior will be reduced. However, if the student is seeking attention from the teacher, sending the student out of the room, after a warning, where the student will not receive attention, may help to decrease behavior. A functional behavior assessment can help to determine the function of the behavior. Nearly all behaviors serve the function of trying to gain something or trying to avoid something. The key is to figure out what that is.
Replacement Behavior
Once you have determined the function of the behavior, it is time to determine a replacement behavior that serves the same function. The replacement behavior should be one that serves the same function but is more appropriate for the setting. You will need to decide who will teach the behavior and how you will keep data to determine if the plan is working. Be sure that the replacement behavior that you choose is appropriate for the setting and that it is within the child's ability to perform the behavior. Also, the teaching of the replacement behavior should be practical. If the plan is too complicated or difficult to implement, it will likely be abandoned before it starts to work.
Reinforcement
The child should be praised or otherwise reinforced for performing the replacement behavior and otherwise behaving appropriately. It is important that the child be told when they are behaving in an acceptable manner. This allows the child to further understand what behavior is expected and gives an incentive for continuing the behavior. Reinforcement of appropriate behaviors increases the likelihood that the appropriate behaviors will increase and inappropriate behaviors will decrease.
Plan For Managing Inappropriate Behaviors
The team needs to have a consistent, workable plan for when the inappropriate behaviors manifest. Begin with a reminder of what is to be expected and gently correct the behavior. Everyone involved should agree on a common language or phrase so that it is consistent across settings. There should also be consistent consequences such as a loss of privileged (with a plan for earning them back), a time out, or some other plan. This will vary depending on the inappropriate behavior and the child. If the child is trying to avoid something, a time out will reinforce the behavior. Natural consequences are often most effective. For example, if a child tantrums and throws things, requiring the child to then clean up the mess is effective.
Contingency Plan For Dangerous Behaviors
If the inappropriate behavior is one that could cause harm to the student or others, it is important to have a written plan for how these behaviors will be handled. Having a written, agreed upon, plan prior to the manifestation of the behavior is the best way to ensure that the behavior is managed appropriately and consistently. If no such plan is included, when the behavior manifests, there is a chance that emotion will take over and the behavior will be mishandled.
Clearly Defined Roles and Responsibilities
It is important that the team clearly define which team members have which responsibilities. Some things to consider are: Who will teach the replacement behavior and when, who will collect data on the behaviors (desired and undesired behaviors) and what will that look like, who will handle inappropriate behaviors, who will deliver the reinforcement?
Other Things To Consider
Everyone who may encounter the child and the behaviors being addressed needs to be aware of the plan and trained on how to implement the plan. Often times, school teams forget that the recess monitors, lunchroom workers, bus drivers,or "specialist teachers" (music, art, librarian...), will need to be aware of the plan.
You can expect that the inappropriate behavior will escalate before it reduces. The inappropriate behavior has served the function for the child in the past. It is logical that the child would escalate the behavior to serve the function. Do not give up and assume the plan is not working when the behavior escalates. Keep implementing the plan as written and give time for the plan to work. It is not an overnight cure. Changing behavior, especially long standing behaviors, takes time. Data should be collected over several weeks before determining whether or not the plan is effective.
For more information:
Utah Least Restrictive Behavior Interventions
Intervention Central
Contact Me:
Facebook
e-mail
Description Of The Behavior
Before you can design a plan to address a problem behavior, you have to describe the behavior in observable and measurable terms. Everyone on the team should agree on a definition of the behavior to be addressed. A behavior intervention plan should address only one behavior at a time. Select the most significant behavior first and then address the others one at a time. Too many behaviors being addressed at once becomes too complicated and difficult to manage. The plan will be less successful if more than one behavior is addressed at a time.
Someone who has never met the student should be able to pick up the plan and know exactly what behavior is being addressed. They should be able to identify the behavior by the description. Aggression is not an appropriate description. Aggression could mean name calling, threats, throwing objects, hitting, kicking, biting, and a number of other things. The team should define exactly what the student is doing. What does the behavior look like? What does the behavior sound like?
Function Of The Behavior
A successful behavior plan begins with a determination of the function of the behavior. The interventions selected will be different depending on the function of the behavior. Two students can exhibit the same behavior that serves a different function for each student. For example, talk-outs in class can serve the function of gaining teacher attention or it can serve the function of avoiding instruction/work. If the student is attempting to avoid class, sending the student out of the room for talking out reinforces the behavior and as a result, it is unlikely that the behavior will be reduced. However, if the student is seeking attention from the teacher, sending the student out of the room, after a warning, where the student will not receive attention, may help to decrease behavior. A functional behavior assessment can help to determine the function of the behavior. Nearly all behaviors serve the function of trying to gain something or trying to avoid something. The key is to figure out what that is.
Replacement Behavior
Once you have determined the function of the behavior, it is time to determine a replacement behavior that serves the same function. The replacement behavior should be one that serves the same function but is more appropriate for the setting. You will need to decide who will teach the behavior and how you will keep data to determine if the plan is working. Be sure that the replacement behavior that you choose is appropriate for the setting and that it is within the child's ability to perform the behavior. Also, the teaching of the replacement behavior should be practical. If the plan is too complicated or difficult to implement, it will likely be abandoned before it starts to work.
Reinforcement
The child should be praised or otherwise reinforced for performing the replacement behavior and otherwise behaving appropriately. It is important that the child be told when they are behaving in an acceptable manner. This allows the child to further understand what behavior is expected and gives an incentive for continuing the behavior. Reinforcement of appropriate behaviors increases the likelihood that the appropriate behaviors will increase and inappropriate behaviors will decrease.
Plan For Managing Inappropriate Behaviors
The team needs to have a consistent, workable plan for when the inappropriate behaviors manifest. Begin with a reminder of what is to be expected and gently correct the behavior. Everyone involved should agree on a common language or phrase so that it is consistent across settings. There should also be consistent consequences such as a loss of privileged (with a plan for earning them back), a time out, or some other plan. This will vary depending on the inappropriate behavior and the child. If the child is trying to avoid something, a time out will reinforce the behavior. Natural consequences are often most effective. For example, if a child tantrums and throws things, requiring the child to then clean up the mess is effective.
Contingency Plan For Dangerous Behaviors
If the inappropriate behavior is one that could cause harm to the student or others, it is important to have a written plan for how these behaviors will be handled. Having a written, agreed upon, plan prior to the manifestation of the behavior is the best way to ensure that the behavior is managed appropriately and consistently. If no such plan is included, when the behavior manifests, there is a chance that emotion will take over and the behavior will be mishandled.
Clearly Defined Roles and Responsibilities
It is important that the team clearly define which team members have which responsibilities. Some things to consider are: Who will teach the replacement behavior and when, who will collect data on the behaviors (desired and undesired behaviors) and what will that look like, who will handle inappropriate behaviors, who will deliver the reinforcement?
Other Things To Consider
Everyone who may encounter the child and the behaviors being addressed needs to be aware of the plan and trained on how to implement the plan. Often times, school teams forget that the recess monitors, lunchroom workers, bus drivers,or "specialist teachers" (music, art, librarian...), will need to be aware of the plan.
You can expect that the inappropriate behavior will escalate before it reduces. The inappropriate behavior has served the function for the child in the past. It is logical that the child would escalate the behavior to serve the function. Do not give up and assume the plan is not working when the behavior escalates. Keep implementing the plan as written and give time for the plan to work. It is not an overnight cure. Changing behavior, especially long standing behaviors, takes time. Data should be collected over several weeks before determining whether or not the plan is effective.
For more information:
Utah Least Restrictive Behavior Interventions
Intervention Central
Contact Me:
Thursday, February 21, 2013
Manifestation Determination: What is it and when do you need one?
When a school conducts a manifestation determination, it is usually because they want to determine whether or not a problem behavior, which would cause a student to be suspended or expelled, is a manifestation of his or her disability. School personnel may conduct a manifestation determination any time that they are concerned about a behavior. Typically, however, it is done when the school is required to conduct a manifestation determination by law.
The school is required to conduct a manifestation determination when a student's behavior has caused him or her to be removed from class, either by out of school suspension or by in school suspension for ten cumulative days. This is required regardless of whether it is the same behavior every time or different behaviors each time, or a combination. Once a student has been removed for ten days, the school is required to conduct a manifestation determination in order to determine whether or not the disability is a manifestation of the student's disability.
Parents should be notified of the manifestation determination and invited to a meeting to review the data that the school has collected. The parents should be a part of the team conducting the manifestation determination. The data that the team may collect includes: information about why the student was referred for special education, evaluation data from initial and triannual evaluations, behavior observations, teacher interviews, student interviews, parent interviews, any medical information that is available, or any other information that the team feels is necessary.
Once the team has collected the information, met, and made a determination, what happens next depends on what the team has determined. If the team determines that the behavior is a manifestation of the disability, Then the team must next conduct a FUBA (functional behavior assessment) and then a BIP (behavior intervention plan). A functional behavior assessment is conducted by gathering any necessary data to determine the function of the behavior. The results of the FUBA are used to write the behavior interention plan. The school should implement the BIP and keep data to determine if it is effective. If improvement in the behavior is not seen within a reasonable amount of time, the behavior intervention plan should be revised.
If the team determines that the behavior is not a manifiestation of the disability, the school may implement disciplinary procedures as they would with any other student . The school must provide special education services during the time that the student is suspended if the student has already been removed from class for 10 days. At any time, the IEP team can meet to discuss educational placement based on data. The team can decide that a different placement is necessary for the student to recieve FAPE (Free Appropriate Public Education). This can happen during a manifestation determination or while doing a FUBA or writing a BIP. A change of placement can also occur at any other time that the IEP team is meeting, if the team feels it is appropriate. It is important to remember that the parents are a part of the IEP team along with the school personnel.
Saturday, February 9, 2013
Simple Classroom Management Techniques for Teachers
Managing a classroom full of students can be a challenging thing to do. Beginning teachers struggle with classroom management but so do experienced teachers who sometimes need a refresher. There are some simple things that can help to keep a classroom functioning in an orderly fashion that helps promote learning. These strategies can also be used by parents at home with small modifications.
Clear Precise and Consistent RulesIt is important to have clear, consistent and precise rules in order to maintain an orderly classroom. If the classroom rules are vague, too numerous, or rarely referenced, they will soon be forgotten and ignored. If the rules are not consistently enforced, it becomes nearly impossible to enforce the rules.
Classroom rules should be explicitly taught at the beginning of the school year and clearly posted so that they are visible all year. This is only the first step. Throughout the school year, the teacher should often reference the class rules to keep them fresh in the minds of the students.
The key to having effective classroom rules is that there be no more than five rules and that the rules be clearly stated and explained so that all students know exactly what is expected. An example set of class rules might be: 1. Only one person talks at a time. (this covers no talking when the teacher is talking and also allows for orderly classroom discussions) 2. Be where you are assigned to be when you are scheduled to be there. (this covers being in class on time and remaining in the assigned seat or work station). 3. Follow directions the first time they are given 4. Speak and act with respect for all class members.
These rules cover most classroom management situations and are few enough that they can be remembered. If a student breaks a rule, the teacher should immediately ask the student what the rule says. *Note that the rules state what we want to have the students do rather than what we do not want them to do.
Finally, the classroom rules need to be enforced consistently. If the rules are only enforced part of the time, the students will soon infer that they do not need to follow the rules all of the time. Always enforce the rules by treating the students with respect, remind them privately of the rule rather than in front of the whole class.
Whisper, Don't Shout
When a classroom gets loud, it is tempting for the teacher to speak louder to gain the attention of the students. Shouting over the noise of the students only serves to increase the noise in the classroom. A much better way to get the student's attention is to whisper. Start whispering as you walk around the room. As students start to hear you, they will start to quiet down. This creates a chain effect. As more students stop talking, others will follow. A good idea is to whisper things like "The first person to raise their hand gets five extra credit points on their next assignment" or "The first person to hold up a pencil gets an extra hall pass." You can do this randomly during class. As the students start to figure out that you will whisper chances for them to get things they want, they will start to be quiet so they can hear you.
Proximity Control
Being near the students can be enough to bring them back to the group. It is a good idea for the teacher to spend as much time as possible circulating the room, walking between desks and checking on students, for many reasons but classroom control is one of them. The teacher's proximity to the students makes them less likely to stop paying attention and do something else. If you notice a student who is not paying attention, simply keep teaching but make your way toward the student. Stop next to the student's desk and keep teaching. You don't have to say anything to the student. Chances are that your being there is enough to get the student back on track.
Precision Commands
Precision commands are very effective but there are a few cautions. First, be careful not to overuse precision commands. they lose their effectiveness if they are used too much. Save this technique for more difficult cases. Second, be sure to pre-plan your consequences. If you wait to determine the consequence in the moment you may offer a consequence that is ineffective or difficult to implement. Third, do not raise your voice or use disparaging remarks. Finally, be aware that some cultures do not allow for a child to make eye contact with an adult. If this is the case, do not make eye contact, skip that step.
The steps for precision commands are:
1. Position yourself so that you are within 2-3 feet of the student.
2. Make eye contact.
3. State a polite request (not a question) for example "Johnny, please take your seat."
4. Wait 3-5 seconds for a response.
If the student complies, praise compliance. If the student does not comply, move to step 5.
5. Restate the command using steps 1-4, using the words "you need to" for example, "Johnny, you need to take your seat."
If the student complies, praise compliance. If the student does not comply, move to step 6.
6. Restate the command in the same manner adding "or (pre-planned consequence). For example: "Johnny, you need to take your seat or you will need to stay for two minutes after class." If the student complies, praise the compliance. If the student does not comply, follow through with the consequence.
*It is important that you not raise your voice and that you are close to the student. If you correct a behavior in front of the other students, you run the risk of embarrassing the student and provoking a negative response that makes things worse.
More information about precision commands can be found here.
Planned Ignoring
Often times students will exhibit undesirable behaviors in an effort to get the teacher's attention. Minor behaviors designed to get the teacher's attention can be managed using planned ignoring.
When ignoring the behavior, do not acknowledge the behavior. Simply continue with what you are doing. Praise other students who are not exhibiting the behavior. Be sure that when the student is not exhibiting the behavior that the student is praised for behaving appropriately and that the student receives interaction with you.
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Clear Precise and Consistent RulesIt is important to have clear, consistent and precise rules in order to maintain an orderly classroom. If the classroom rules are vague, too numerous, or rarely referenced, they will soon be forgotten and ignored. If the rules are not consistently enforced, it becomes nearly impossible to enforce the rules.
Classroom rules should be explicitly taught at the beginning of the school year and clearly posted so that they are visible all year. This is only the first step. Throughout the school year, the teacher should often reference the class rules to keep them fresh in the minds of the students.
The key to having effective classroom rules is that there be no more than five rules and that the rules be clearly stated and explained so that all students know exactly what is expected. An example set of class rules might be: 1. Only one person talks at a time. (this covers no talking when the teacher is talking and also allows for orderly classroom discussions) 2. Be where you are assigned to be when you are scheduled to be there. (this covers being in class on time and remaining in the assigned seat or work station). 3. Follow directions the first time they are given 4. Speak and act with respect for all class members.
These rules cover most classroom management situations and are few enough that they can be remembered. If a student breaks a rule, the teacher should immediately ask the student what the rule says. *Note that the rules state what we want to have the students do rather than what we do not want them to do.
Finally, the classroom rules need to be enforced consistently. If the rules are only enforced part of the time, the students will soon infer that they do not need to follow the rules all of the time. Always enforce the rules by treating the students with respect, remind them privately of the rule rather than in front of the whole class.
Whisper, Don't Shout
When a classroom gets loud, it is tempting for the teacher to speak louder to gain the attention of the students. Shouting over the noise of the students only serves to increase the noise in the classroom. A much better way to get the student's attention is to whisper. Start whispering as you walk around the room. As students start to hear you, they will start to quiet down. This creates a chain effect. As more students stop talking, others will follow. A good idea is to whisper things like "The first person to raise their hand gets five extra credit points on their next assignment" or "The first person to hold up a pencil gets an extra hall pass." You can do this randomly during class. As the students start to figure out that you will whisper chances for them to get things they want, they will start to be quiet so they can hear you.
Proximity Control
Being near the students can be enough to bring them back to the group. It is a good idea for the teacher to spend as much time as possible circulating the room, walking between desks and checking on students, for many reasons but classroom control is one of them. The teacher's proximity to the students makes them less likely to stop paying attention and do something else. If you notice a student who is not paying attention, simply keep teaching but make your way toward the student. Stop next to the student's desk and keep teaching. You don't have to say anything to the student. Chances are that your being there is enough to get the student back on track.
Precision Commands
Precision commands are very effective but there are a few cautions. First, be careful not to overuse precision commands. they lose their effectiveness if they are used too much. Save this technique for more difficult cases. Second, be sure to pre-plan your consequences. If you wait to determine the consequence in the moment you may offer a consequence that is ineffective or difficult to implement. Third, do not raise your voice or use disparaging remarks. Finally, be aware that some cultures do not allow for a child to make eye contact with an adult. If this is the case, do not make eye contact, skip that step.
The steps for precision commands are:
1. Position yourself so that you are within 2-3 feet of the student.
2. Make eye contact.
3. State a polite request (not a question) for example "Johnny, please take your seat."
4. Wait 3-5 seconds for a response.
If the student complies, praise compliance. If the student does not comply, move to step 5.
5. Restate the command using steps 1-4, using the words "you need to" for example, "Johnny, you need to take your seat."
If the student complies, praise compliance. If the student does not comply, move to step 6.
6. Restate the command in the same manner adding "or (pre-planned consequence). For example: "Johnny, you need to take your seat or you will need to stay for two minutes after class." If the student complies, praise the compliance. If the student does not comply, follow through with the consequence.
*It is important that you not raise your voice and that you are close to the student. If you correct a behavior in front of the other students, you run the risk of embarrassing the student and provoking a negative response that makes things worse.
More information about precision commands can be found here.
Planned Ignoring
Often times students will exhibit undesirable behaviors in an effort to get the teacher's attention. Minor behaviors designed to get the teacher's attention can be managed using planned ignoring.
When ignoring the behavior, do not acknowledge the behavior. Simply continue with what you are doing. Praise other students who are not exhibiting the behavior. Be sure that when the student is not exhibiting the behavior that the student is praised for behaving appropriately and that the student receives interaction with you.
Contact me:
Sunday, February 3, 2013
The Non-Compliant Child - Some Simple, Easy, and Free Steps
In order to effectively manage non-compliant behavior, we must first examine the reasons for the non-compliance. If a child is not complying with a request because he does not know how to do what he is being asked to do, offering rewards for completing the task will not be successful. Some issues of non-compliance are easy to fix. Behavior can be improved with small easy changes. The focus of this blog entry will be on the simple fixes. More challenging behaviors will require more intensive interventions.
Non-Specific Requests
If a child is not complying with your request, take a look at how it was phrased. Was it clear what you wanted the child to do? Did something in your request give the impression that there was an option? If you said "Don't you think it's time to..." , you never really made a request. The child could decide that no it is not time to do it and ignore the request. "I need you to get to work" is not specific enough. What is it exactly is it that you want the child to do. "You need to complete your math assignment now" is more specific and leaves no question about what it is that should be done. Additionally, people who have trouble with social cues, such as people on the Autism Spectrum, will not understand that "Why haven't you cleaned up this mess?" Is not really a request for an explanation but it is a request that the mess get cleaned up. The why statements may get you an answer to the question (such as "I don't want to") rather than getting the mess cleaned up.
To make your requests more specific, follow these steps:
1. Decide what it is that you want to be done.
2. Clearly state the request in a statement rather than a question. (This can be done with politeness and need not be blunt.) For example: It is time to work on your English assignment. Please take out your book and materials and follow the directions on the assignment sheet.
3. Do not engage in a negotiation or debate about the request. Simply repeat the instructions if the child begins to argue.
Requests That Are Too Difficult or Overwhelming
If the request you have made of the child is something that is too difficult for them to do, no amount of asking is going to help. The child simply cannot do what you ask. You should first teach the child step by step to do what you are asking of him. Another option is to modify your request to something that the child is able to do. For example, If a child is asked to rake the leaves, the child may not do it. With a closer look, we may discover that while the child is capable of raking the leaves, it may be difficult for the child to get the leaves into the bag alone. To improve the chances of compliance, the request could be stated as "Go rake the leaves into a pile and then I will come help you get them into bags."
Sometimes, a request made seems like a big job to tackle and the child does not know where to begin or is simply overwhelmed at the process and does not begin the process. In this instance, compliance may be increased by breaking the request down into a series of smaller steps. Rather than "Get started on your science project." You might start with "Select a topic from this list of possibilities." and then "Make a list of things you will need." and so on until the project is complete. When at home, "clean your room" may be an overwhelming task. Instead start with something small "Put your toys in the toy box." Once that is complete, move on to "Put your dirty clothes in the hamper." Then you might say "Please make your bed." Older children can be given a checklist to follow rather than a series of verbal commands. Also, compliance is likely to be increased if the child's efforts are acknowledged between each step. You can try things like "I can see you are making good progress" or "I appreciate how much work you are putting into this."
The Unmotivated Child
Like many adults, sometimes children are just not motivated to do what they are being asked to do. Motivation can be increased by giving the child something to work for. Sometimes having a clean room is not motivating enough for the child to clean the room. Sometimes getting a good grade is not itself, something the child is interested in and therefore not worth the effort. Getting the child involved in an activity that has a requirement for the child to maintain a certain grade point average can provide the needed motivation. Other things can also provide the necessary motivation. Offer a sleepover with friends for maintaining a clean room for a set amount of time. Smaller intermittent rewards can also be effective and need not take a lot of time or money. "Complete 10 homework problems and then you can take a break and watch your favorite TV show before you finish the rest."
If tangible rewards are something you would like to stay away from, praise for the effort can be an effective motivator. When you see your child putting in effort to accomplish a task, acknowledge the effort. "I am glad to see how hard you are working on keeping your room clean." or "I can see how hard you worked on this English paper. Keep up the good work." If the child is aware that their efforts are noticed and appreciated, the child is more likely to continue putting in the effort.
Another motivating activity might be tracking progress. This can be particularly effective when the child is learning a new skill that she is not particularly motivated to learn. If a child is learning to do math facts and does not want to do it, it can be helpful to time the child for two minutes each day and chart how many problems the child can do in that time. The child will have a visual image of her improvement and be motivated to continue to improve.
For More Information:
Intervention Central
Utah's Least Restrictive Behavior Interventions
Contact me: e-mail
Facebook
Non-Specific Requests
If a child is not complying with your request, take a look at how it was phrased. Was it clear what you wanted the child to do? Did something in your request give the impression that there was an option? If you said "Don't you think it's time to..." , you never really made a request. The child could decide that no it is not time to do it and ignore the request. "I need you to get to work" is not specific enough. What is it exactly is it that you want the child to do. "You need to complete your math assignment now" is more specific and leaves no question about what it is that should be done. Additionally, people who have trouble with social cues, such as people on the Autism Spectrum, will not understand that "Why haven't you cleaned up this mess?" Is not really a request for an explanation but it is a request that the mess get cleaned up. The why statements may get you an answer to the question (such as "I don't want to") rather than getting the mess cleaned up.
To make your requests more specific, follow these steps:
1. Decide what it is that you want to be done.
2. Clearly state the request in a statement rather than a question. (This can be done with politeness and need not be blunt.) For example: It is time to work on your English assignment. Please take out your book and materials and follow the directions on the assignment sheet.
3. Do not engage in a negotiation or debate about the request. Simply repeat the instructions if the child begins to argue.
Requests That Are Too Difficult or Overwhelming
If the request you have made of the child is something that is too difficult for them to do, no amount of asking is going to help. The child simply cannot do what you ask. You should first teach the child step by step to do what you are asking of him. Another option is to modify your request to something that the child is able to do. For example, If a child is asked to rake the leaves, the child may not do it. With a closer look, we may discover that while the child is capable of raking the leaves, it may be difficult for the child to get the leaves into the bag alone. To improve the chances of compliance, the request could be stated as "Go rake the leaves into a pile and then I will come help you get them into bags."
Sometimes, a request made seems like a big job to tackle and the child does not know where to begin or is simply overwhelmed at the process and does not begin the process. In this instance, compliance may be increased by breaking the request down into a series of smaller steps. Rather than "Get started on your science project." You might start with "Select a topic from this list of possibilities." and then "Make a list of things you will need." and so on until the project is complete. When at home, "clean your room" may be an overwhelming task. Instead start with something small "Put your toys in the toy box." Once that is complete, move on to "Put your dirty clothes in the hamper." Then you might say "Please make your bed." Older children can be given a checklist to follow rather than a series of verbal commands. Also, compliance is likely to be increased if the child's efforts are acknowledged between each step. You can try things like "I can see you are making good progress" or "I appreciate how much work you are putting into this."
The Unmotivated Child
Like many adults, sometimes children are just not motivated to do what they are being asked to do. Motivation can be increased by giving the child something to work for. Sometimes having a clean room is not motivating enough for the child to clean the room. Sometimes getting a good grade is not itself, something the child is interested in and therefore not worth the effort. Getting the child involved in an activity that has a requirement for the child to maintain a certain grade point average can provide the needed motivation. Other things can also provide the necessary motivation. Offer a sleepover with friends for maintaining a clean room for a set amount of time. Smaller intermittent rewards can also be effective and need not take a lot of time or money. "Complete 10 homework problems and then you can take a break and watch your favorite TV show before you finish the rest."
If tangible rewards are something you would like to stay away from, praise for the effort can be an effective motivator. When you see your child putting in effort to accomplish a task, acknowledge the effort. "I am glad to see how hard you are working on keeping your room clean." or "I can see how hard you worked on this English paper. Keep up the good work." If the child is aware that their efforts are noticed and appreciated, the child is more likely to continue putting in the effort.
Another motivating activity might be tracking progress. This can be particularly effective when the child is learning a new skill that she is not particularly motivated to learn. If a child is learning to do math facts and does not want to do it, it can be helpful to time the child for two minutes each day and chart how many problems the child can do in that time. The child will have a visual image of her improvement and be motivated to continue to improve.
For More Information:
Intervention Central
Utah's Least Restrictive Behavior Interventions
Contact me: e-mail
Saturday, January 26, 2013
Options For The Struggling Student
The reasons that students struggle in school and the things with which they struggle are as varied as the students themselves. Many parents of struggling students immediately ask for a special education evaluation. Parents contact special education because they are aware of the existence of special education and they are hoping that they can get some help for their child.
What many of these parents are really looking for is just someone to help their child be successful in school. While special education is appropriate for some students, it is not appropriate for all students. Special education is a program that provides specially designed instruction designed to meet the unique needs of a child with a disability. In order to qualify for special education there must be first, a qualifying disability. The student must also require specialized instruction in order to access the curriculum. Specialized instruction could be a lot of different things. What qualifies as specialized instruction is too much to list in a blog post but it could be Braille, Sign Language, Specialized Academic Instruction, Social Skills or Speech and Language Therapy, among other things.
What if a child has a disability that interferes with a major life function and needs accommodations but not specialized instruction? Section 504 of the Americans with Disabilities Act (ADA) applies to schools. Most schools refer to a 504 plan. The 504 plan is a listing of accommodations that the student will need in order to access the curriculum and an education. The accommodations that the student will need will depend on the type of disability the child has. If your child is in special education, a 504 plan is not necessary because the accommodations will already be in the IEP (Individualized Education Plan). Some examples of accommodations may be: use of the elevator, preferential seating, frequent breaks, a copy of notes provides, or any other necessary and reasonable accommodation.
Nearly all schools have programs available for students who are struggling but do not have a disability. These programs are commonly referred to as RTI or Response to Intervention. The model of RTI varies from school to school but the spirit remains the same. Students who are having difficulty are identified and referred to a team made up of teachers and/or specialists who determine what the student is struggling with and implement interventions designed to help the student be successful. The interventions may be behavioral or academic. Most interventions are delivered in the regular classroom. If the interventions in the classroom are not successful, the student may be pulled out for more intensive interventions. Once the student has achieved a level of mastery that he/she can be returned to the regular classroom, the intensive interventions are ended and the student is returned to the regular class but may continue to receive classroom interventions if they are necessary. If the pull out intervention is not successful, the student may be referred for an evaluation for special education or a 504 plan to determine whether or not the student may have a disability. Most students who enter RTI do not have disabilities and are successful in the regular classroom after interventions without a referral being made. For most struggling students, RTI should be the first step as it is typically successful. As the parent of a child in RTI, you should be kept informed of the progress your child is making.
If you have concerns about your child's performance in school, the best thing to do is to make an appointment with the teacher to discuss the concerns. This meeting should be a problem solving meeting where the concerns are discussed and ideas are shared. This should be a meeting free of blame or anger, everyone involved is trying to help the student be successful. It is important to be on the same team and open to hearing what the other has to say. You will likely find that the teacher has the same concerns and has already taken steps to help. Many people working together to find the right solution is the best way for a child to find success whatever success looks like for that child.
More Information:
ED.gov IDEA Website
Office of Civil Rights
National Center on Response to Intervention
Contact me
What many of these parents are really looking for is just someone to help their child be successful in school. While special education is appropriate for some students, it is not appropriate for all students. Special education is a program that provides specially designed instruction designed to meet the unique needs of a child with a disability. In order to qualify for special education there must be first, a qualifying disability. The student must also require specialized instruction in order to access the curriculum. Specialized instruction could be a lot of different things. What qualifies as specialized instruction is too much to list in a blog post but it could be Braille, Sign Language, Specialized Academic Instruction, Social Skills or Speech and Language Therapy, among other things.
What if a child has a disability that interferes with a major life function and needs accommodations but not specialized instruction? Section 504 of the Americans with Disabilities Act (ADA) applies to schools. Most schools refer to a 504 plan. The 504 plan is a listing of accommodations that the student will need in order to access the curriculum and an education. The accommodations that the student will need will depend on the type of disability the child has. If your child is in special education, a 504 plan is not necessary because the accommodations will already be in the IEP (Individualized Education Plan). Some examples of accommodations may be: use of the elevator, preferential seating, frequent breaks, a copy of notes provides, or any other necessary and reasonable accommodation.
Nearly all schools have programs available for students who are struggling but do not have a disability. These programs are commonly referred to as RTI or Response to Intervention. The model of RTI varies from school to school but the spirit remains the same. Students who are having difficulty are identified and referred to a team made up of teachers and/or specialists who determine what the student is struggling with and implement interventions designed to help the student be successful. The interventions may be behavioral or academic. Most interventions are delivered in the regular classroom. If the interventions in the classroom are not successful, the student may be pulled out for more intensive interventions. Once the student has achieved a level of mastery that he/she can be returned to the regular classroom, the intensive interventions are ended and the student is returned to the regular class but may continue to receive classroom interventions if they are necessary. If the pull out intervention is not successful, the student may be referred for an evaluation for special education or a 504 plan to determine whether or not the student may have a disability. Most students who enter RTI do not have disabilities and are successful in the regular classroom after interventions without a referral being made. For most struggling students, RTI should be the first step as it is typically successful. As the parent of a child in RTI, you should be kept informed of the progress your child is making.
If you have concerns about your child's performance in school, the best thing to do is to make an appointment with the teacher to discuss the concerns. This meeting should be a problem solving meeting where the concerns are discussed and ideas are shared. This should be a meeting free of blame or anger, everyone involved is trying to help the student be successful. It is important to be on the same team and open to hearing what the other has to say. You will likely find that the teacher has the same concerns and has already taken steps to help. Many people working together to find the right solution is the best way for a child to find success whatever success looks like for that child.
More Information:
ED.gov IDEA Website
Office of Civil Rights
National Center on Response to Intervention
Contact me
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