Serving school districts in Ashland, Crawford, Huron, Knox, Marion,
Medina, Morrow, Richland, Seneca, and Wyandot Counties in Ohio
1495 W. Longview Ave., Suite 200
Mansfield, Ohio 44906
Toll Free: 800-424-7372
TIPS FOR PARENTS & TEACHERS
This is more successful if planned before the behavior occurs. It is most effective when a student is trying to get attention or to provoke staff members, as long as other students are not involved. Not calling on the student to run an errand or ignoring the student while telling several other students what a good job they are doing are examples. It is important to provide a positive re-enforcer as soon as a correct behavior is exhibited.
Caution: Be ready fo reinforce the correct behavior the moment it appears Do not use for sever behavior problems when a maladaptive behavior has begun. (Source: Parent Mentor Website)
When a student's behavior begins to be disruptive or distracting, the staff member moves close to the student while carrying on the activity with the whole group. No punishmnet or undue attention needs to be given to the student at the time. Generally, the adult's presence at close range is enough to subdue mild inappropriate behaviors. (Source: Parent Mentor Website)
Routine has a stabilizing effect on everyone. It is important to have a clear understanding of all that we are expected to do and to feel secure that our schedule or routine will allow it. Young people depend on a routine so they can plan their day in their own minds. However, sometimes it becomes clear that the students tire of the routine. Adjusting to energy level provides an opportunity for the student to be refreshed. This should be an occassional shift in routine so as not to disrupt the orderlines of a planned, sequenced routine. For example, rescheduling TV time to allow students to watch a special program after the group has done chores.
Caution: Many children with severe behavior problems require visual reminders of routines, such as personal schedules of their activities on their desks. Changes should be explained and integrated to any visual tracking system the child is using. (Source: Parent Mentor Website)
The Antiseptic Bounce
When a student's behavior indicates a buildup of stress or restlessness, it is a good idea to remove the student in such a way that attention is not focused on the negative behavior. A pass to the office to run an errand is often enough to defuse a potentioal problem and allow the student to return fresh to the activity. This allows a few minutes away from the problem area without confrontation about behavior and provides enough of a release and a distrcation to enable the student to return to the program in a new frame of mind. (Source: Parent Mentor Website)
When a student is having trouble within the group, it is often advantageous to move him or her to another group or space (e.g., classroom, living unit, or subgroup within the unit) to avoid continuing problems. This is not a punishing "kick out" but an attempt to offer the student an environment that will help the student maintain control of his or her own behavior. For example, "I think this new location will be better for you and allow you to be in control of yourself better. I can see you're trying." (Source: Parent Mentor Website)
Some students, especially severely handicapped students, lose the ability to use language when protesting an activity choice. Shifting the student to "break time" and asking the student to rejoin the instructional activity when ready can diffuse escalating behaviors. Giving the student an object that signifies break time to that individual and asking for the object (e.g., a felt heart, puppet, small stuffed animal, magazine) to be returned when the student is ready can be useful to de-escalate behavior and provide for choice making. (Source: Parent Mentor Website)
Sometimes severe behaviors can be avoided by training the individual to choose another behavior to express the same purpose as the maladptive behaivor (e.g., stating "I need to lie down" rather than screaming in protest). At first, the student may need modeling, prompting, or guidance to select the alternate relaxing activity. The student should return to the regular routine when he or she determines readiness. Examples include: music, rhythmic movement in a rocking chair, covering up with a blanket, and flipping through a magazine. (Source: Parent Mentor Website)