How to Reach and Teach Children with Challenging Behavior (K-8) E-Book

Kaye Otten

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B Ed - Reach and Teach
• Sprache: Englisch

Seitenzahl: 396

Veröffentlichungsjahr: 2010

Beschreibung

Interventions for students who exhibit challenging behavior

Written by behavior specialists Kaye Otten and Jodie Tuttle--who together have 40 years of experience working with students with challenging behavior in classroom settings--this book offers educators a practical approach to managing problem behavior in schools. It is filled with down-to-earth advice, ready-to-use forms, troubleshooting tips, recommended resources, and teacher-tested strategies. Using this book, teachers are better able to intervene proactively, efficiently, and effectively with students exhibiting behavior problems. The book includes research-backed support for educators and offers:

• Instructions for creating and implementing an effective class-wide behavior management program
• Guidelines for developing engaging lessons and activities that teach and support positive behavior
• Advice for assisting students with the self-regulation and management their behavior and emotions

Leseprobe

Table of Contents

More Praise for How to Reach and Teach Children with Challenging Behavior

Titles in the Jossey-Bass Teacher Reach and Teach Series

Title Page

Copyright

Jossey-Bass Teacher

About This Book

About the Authors

Dedication

Acknowledgments

Foreword

Preface

Major Influences

Evidence Base

Overview of the Contents

Part One: A Positive, Proactive Approach to Behavior Management

Chapter 1: A Case for Change

What's Wrong with Kids Today?

What Happened to the Good Old Days?

I Didn't Sign Up for This!

Students with Behavior Problems Should Just Be Suspended!

Punishment Works for Me!

What Can We Do?

Key Points to Remember

Discussion Questions

Chapter 2: Positive Behavior Support and Functional Behavioral Assessment for Educators

What Exactly Is Positive Behavior Support?

A Three-Tiered Model

What Exactly Is Functional Behavioral Assessment?

Three Key Concepts of FBA

Common Functions of Problem Behavior

The Bottom Line on Functional Behavioral Assessment

Our Model of Intervention

Key Points to Remember

Discussion Questions

Part Two: Social Skills Instruction

Chapter 3: Teaching Social Skills: The Basics

Traditional Approaches to Social Skills Instruction

A Three-Tiered Approach to Social Skills Instruction

Types of Social Skills Deficits

Self-Management: The Ultimate Goal

Key Points to Remember

Discussion Questions and Activities

Chapter 4: Group Social Skills Instruction

Schoolwide and Classwide Social Skills Instruction

Small Group Social Skills Instruction

Choosing Curricula: A Case Study

Key Points to Remember

Discussion Questions and Activities

Chapter 5: Individualized Social Skills Instruction

What Behaviors Should Be Focused on During Individualized Instruction?

Who Should Provide Individualized Instruction?

When Should Individualized Instruction Take Place?

How Should Individualized Instruction Be Delivered?

Commonly Overlooked Replacement Behaviors

Key Points to Remember

Discussion Questions and Activities

Part Three: Preventing Challenging Behavior

Chapter 6: Preventing Challenging Behavior: The Basics

Targeting Setting Events and Triggering Antecedents

Identifying Sources of Frustration

Developing a Positive Relationship

Key Points to Remember

Discussion Questions

Chapter 7: Assisting with Executive Functioning Tasks

Using Visual Supports

Assistance with Other Executive Functioning Skills

Key Points to Remember

Discussion Questions

Chapter 8: Providing Appropriate and Engaging Academic Instruction

Differentiated Instruction

Scheduling

Maintaining Academic Engagement

Key Points to Remember

Discussion Questions and Activities

Part Four: Reinforcing Desired Behavior

Chapter 9: Reinforcing Desired Behavior: The Basics

Reinforcement Versus Rewards

Reinforcement Versus Bribery

How to Determine What Is Reinforcing for Students

Reinforcement Menus

Reinforcement Schedules: Determining How Much and How Often

Other Issues Surrounding Reinforcement

Key Points to Remember

Discussion Questions and Activities

Chapter 10: Group Reinforcement Systems

Interdependent Group-Oriented Contingencies

Independent Group-Oriented Contingencies

The Importance of Tier 1 Reinforcement

Key Points to Remember

Discussion Questions and Activities

Chapter 11: Individual Reinforcement Systems

Target Behavior Sheets

Dependent Group-Oriented Contingency

Level Systems

Token Boards

Contracts

Key Points to Remember

Discussion Questions and Activities

Part Five: Using Undesirable Consequences

Chapter 12: Using Undesirable Consequences: The Basics

Problems with Punishment

Natural and Logical Undesirable Consequences

The Three R's of Logical Consequences

Punishment Versus Logical Consequences

Key Points to Remember

Discussion Questions and Activities

Chapter 13: Common Logical Undesirable Consequences

Common Undesirable Consequences Continuum

The Importance of Problem Solving

Consequence Maps

Alternatives to Out-of-School Suspension

Key Points to Remember

Discussion Questions and Activities

Part Six: Putting It All Together

Chapter 14: Conducting Effective and Efficient Functional Behavioral Assessments

Step One: Operationally Define the Problem and Replacement Behaviors

Step Two: Collect Information

Step Three: Develop Hypotheses About Why the Problem Behavior Is Occurring

Key Points to Remember

Discussion Questions and Activities

Chapter 15: Designing and Implementing Effective and Efficient Behavior Intervention Plans

Step 4: Design a Behavior Intervention Plan Based on the Functional Behavioral Assessment

Step Five: Monitor and Adjust the Behavior Intervention Plan as Needed

Key Points to Remember

Discussion Question

Chapter 16: Example Success Stories

Example 1: Joey

Example 2: Susan

Example 3: Taylor

Example 4: Malik

Part Seven: What About Dangerous Behavior? Managing Crises

Chapter 17: Intervening During the Escalation Cycle

Stage One

Stage Two

Stage Three

Stage Four

Stage Five

Stage Six

Key Points to Remember

Discussion Questions and Activities

Chapter 18: Physical Restraint and Seclusion

Definitions

Historical Overview

Roots of the Problem

What Can Educators Do?

Key Points to Remember

Discussion Questions and Activities

Part Eight: Reproducible Tools

1 Positive-to-Negative Ratio Data Sheet

2 Break Pass

3 Countdown Strips

4 Chart Moves Frame

5 Peer Comparison Direct Observation Form

6 Consequence Map Template

7 If-Then Chart Template

8 Notes Template for Functional Behavioral Assessment

9 Functional Behavioral Assessment Summary Worksheet

10 Behavior Intervention Plan Worksheet

Glossary

Notes

References

Index

More Praise for How to Reach and Teach Children with Challenging Behavior

“Finally, someone has cut through the jargon and told it like it is! Most teachers don't have time to read research-heavy guides for the classroom—they need real-world advice they can use on Monday morning. Otten and Tuttle take complicated ideas and make them practical for the everyday teacher to use with any student. This book is comprehensive enough to cover practically everything teachers need to know to decrease behavior challenges in the classroom. It should be required reading for every classroom teacher, new or experienced.”

—Matt McNiff, behavior specialist, Beatrice, Nebraska

“By sharing their own experience and expertise, Otten and Tuttle help educators use reflective practices to make data-driven decisions about behavior plans that work for their students. This book reads like a conversation between the authors and yourself about the students you teach!”

—Dr. Staci M. Mathes, director, student support services, Raytown, Missouri

“Accessible, usable, and engaging. Otten and Tuttle provide direct guidance for educators with examples and practical insights across a wide array of topics. They provide interventions that can be adapted to students with a wide variety of diagnoses, cognitive abilities, ages, and developmental levels. The information on the escalation cycle and using physical restraint and seclusion represent the latest thinking on these topics—topics which are often overlooked or underemphasized in other resources. This is the best summary of current programming and intervention ideas I have seen in some time!”

—Reece L. Peterson, professor, special education and communication disorders, University of Nebraska-Lincoln

“Teachers who work with behaviorally challenged children will benefit immensely from reading this book written by teachers who have been in classrooms just like ours with students who display some of the most challenging behaviors. The book is well organized, easy to read, full of resources, and covers everything you need to know to help you and your students successfully deal with behavior issues in a school setting.”

—Sandy Smith, resource teacher, emotional and behavioral disorders, Gardner, Kansas

Titles in the Jossey-Bass Teacher Reach and Teach Series

HOWTOREACHANDTEACHCHILDRENWITHADD/ADHD:PRACTICALTECHNIQUES, STRATEGIES, ANDINTERVENTIONS, SECONDEDITION

Sandra F. Rief • ISBN 978-0-7879-7295-0

HOWTOREACHANDTEACHCHILDRENANDTEENSWITHDYSLEXIA

Cynthia M. Stowe • ISBN 978-0-13-032018-6

HOWTOREACHANDTEACHALLCHILDRENINTHEINCLUSIVECLASSROOM:PRACTICALSTRATEGIES,LESSONS,ANDACTIVITIES,SECONDEDITION

Sandra F. Rief and Julie A. Heimburge • ISBN 978-0-7879-8154-9

HOWTOREACHANDTEACHALLCHILDRENTHROUGHBALANCEDLITERACY:USER-FRIENDLYSTRATEGIES,TOOLS,ACTIVITIES,ANDREADY-TO-USEMATERIALS

Sandra F. Rief and Julie A. Heimburge • ISBN 978-0-7879-8805-0

Copyright © 2011 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

A Wiley Imprint

989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at www.wiley.com/go/permissions.

Permission is given for individual classroom teachers to reproduce the pages and illustrations for classroom use. Reproduction of these materials for an entire school system is strictly forbidden.

Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax [phone].

Jossey-Bass also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.

Library of Congress Cataloging-in-Publication Data

Otten, Kaye L., 1969-

 How to reach and teach children with challenging behavior: practical, ready-to-use interventions that work / Kaye L. Otten and Jodie L. Tuttle.

  p. cm.

 Includes bibliographical references and index.

 ISBN 978-0-470-50516-8 (pbk.)

 ISBN 978-0-470-87289-5 (ebk.)

 ISBN 978-0-470-87290-1 (ebk.)

 ISBN 978-0-470-87291-8 (ebk.)

 1. Problem children—Education—United States. 2. Problem children—Behavior modification—United States. 3. Children with mental disabilities—Education—United States. I. Tuttle, Jodie L., 1968- II. Title.

 LC4802.O88 2010

 371.93—dc22

           2010026642

Jossey-Bass Teacher

Jossey-Bass Teacher provides educators with practical knowledge and tools to create a positive and lifelong impact on student learning. We offer classroom-tested and research-based teaching resources for a variety of grade levels and subject areas. Whether you are an aspiring, new, or veteran teacher, we want to help you make every teaching day your best.

From ready-to-use classroom activities to the latest teaching framework, our value-packed books provide insightful, practical, and comprehensive materials on the topics that matter most to K–12 teachers. We hope to become your trusted source for the best ideas from the most experienced and respected experts in the field.

About This Book

How to Reach and Teach Students with Challenging Behavior was written by two special education teachers who together have nearly forty years of experience working with students with behavior challenges of all age, ability, and severity levels. They describe practical strategies for managing problem behavior using a three-tiered system of intervention rooted in the philosophies of positive behavior support and functional behavioral assessment. The interventions offered in this book are organized into four overall categories (instruction, prevention, reinforcement, and undesirable consequences) with a focus on teaching skills and lessons needed for success in life and on preventing problems from occurring rather than being reactive and punitive. Provided throughout are ample illustrations, examples, and case studies for clarification of concepts and how they can be applied in the classroom. In addition, issues surrounding the controversy over seclusion and restraint are examined from the viewpoint of experienced practitioners. This book provides educators faced with the overwhelming task of teaching our nation's students with the most challenging behaviors with the information they need to maximize their success and build their confidence.

About the Authors

Kaye L. Otten, M.Ed., Ph.D., has worked with children with behavioral challenges for nearly twenty years. She has teaching credentials in early childhood, elementary, and special education in several states and is a behavioral and autism specialist for the Lee's Summit School District in Missouri. In her current position, Otten consults with educators who support preschool- through high school–aged students with challenging behaviors. She presents throughout the United States on topics related to teaching students with challenging behaviors, autism, and related issues. Otten may be reached at [email protected].

Jodie L. Tuttle, M.Ed., worked as a teacher of students with severe behavior problems for thirteen years and at an alternative middle/high school for four years. She currently works as a behavior specialist for the Green Hills Area Education Agency in Iowa, consulting with educators on students with challenging behaviors at the preschool to high school levels. Tuttle holds teaching certificates in elementary education, special education, and behavior disorders and has presented numerous times at local, national, and international conferences. She has also served as a private behavior consultant for several school districts around the United States. Tuttle was the recipient of the 2005 Midwest Symposium for Leadership in Behavior Disorders Educator of the Year Award. She can be reached at [email protected].

To all the students we taught in our program at Ezra Elementary School in Millard, Nebraska, and their courageous and inspirational families. You taught us more than any book or any class ever could, changed our lives for the better, and gave us purpose. We think of you often.

Acknowledgments

We thank John Maag for supporting us over the years as a professor, advisor, and colleague. We could not have survived some of the tough situations we have faced in the classroom without his immense knowledge of complex ideas that he made so easily understandable in his unique and entertaining way. We also thank all of the professionals who supported us during our years of teaching together at Ezra Elementary School, especially Pat Rhodes, Paula Larson, Molly Foster, Patrice Feller, Nancy Marron, Evelyn Headen, and Carol Beaty, and all our wonderful paraprofessionals: Mary Perry, Karen Bates, Virginia Cook, Gail Gosnell, Rebecca Irwin, Joan Dobmeier, Janet Bolte, Marilyn Lord, and Beth Tapprich. The accepting, inclusive culture created by all of the speech pathologists, occupational therapists, special class teachers, and general educators who embraced our students and our program so enthusiastically was truly powerful. Thanks to Staci Mathes and Matt McNiff for reading and providing feedback on the early drafts of this book and always providing wise insight and much-needed comic relief that keeps us going in a field that is so prone to burnout.

Kaye: I thank Richard Simpson for his advice and support during my doctoral program and throughout the years since. I greatly admire your humble leadership in this challenging field of emotional and behavioral disorders. My friend and colleague, Sonja deBoer: your advice throughout this process was invaluable. Great appreciation also goes to my extremely talented colleagues in the Lee's Summit R-VII School District who were so willing to share their expertise and real-life examples and provide me with daily inspiration and encouragement, especially Stacey Martin, Kelly Lee, Stephanie Campbell, Chaelah Jenkins, Amy Kempfe, Leigh Wittmeyer, Shannon Check, Ryan Rostine, and Amy Ulrich. To my current supervisor, Jerry Keimig, thanks for always being willing to listen to and support my never-ending ideas, no matter how “out of the box” they may seem. To my family and friends, thank you for your constant support and encouragement, especially this last year of “the book.” Mom, I wish you could have celebrated this accomplishment with me but know you are here in spirit. And last but certainly not least, I thank my coauthor and good friend, Jodie Tuttle. The day I met you, I knew I had found a kindred spirit, and there is no way I would have made it even one day during our Ezra years without you. Thanks for always being up for the next adventure I drag you into.

Jodie: I thank, first and foremost, my friend, coauthor, teaching partner, copresenter, and colleague, Kaye Otten. You were the first to convince me that we had something to share with other educators. You inspired me to step beyond the classroom, and I have grown with every opportunity. I have greatly appreciated those I have worked with over the years. I especially note the Valenti family for working with me early in my career and teaching me so much. Thanks to Donna Moss, who led me in the world of special education for years and gave me my first opportunity as a consultant. Thanks also to Kathie DeTour, who helped me through my first experience in alternative education; to my Middle School Alternative Program colleagues Carmen Worick, Cheryl Heimes, Janet Pelster, and Jill Anderson who taught me everything about middle school; and to Becky Zorn, Terri Bush, and my behavior team colleagues in Area Education Agency 13 in Iowa who continue to teach me and have faith in me as I continue my journey in the world of challenging behavior. Finally, I thank my parents and the rest of my family, who have supported me throughout the years.

Foreword

One of the most perplexing and vexing issues facing teachers today is managing students with challenging behaviors. What should teachers do when a student misbehaves and has been kept in for recess, eats lunch alone, is sent to the hall or principal's office, and has been given both in-school and out-of-school suspensions—yet continues to misbehave. Clearly something else should be tried. But what? Kaye Otten and Jodie Tuttle have written this book, How to Reach and Teach Students with Challenging Behavior, for this very purpose: to provide different strategies from those associated with traditional disciplinary measures that have also accumulated a healthy evidence base.

In order to understand the need for and importance of this book, we first must understand exactly who students with challenging behaviors are. Put simply, they are students for whom traditional techniques have failed. If they didn't fail, we would not consider these students to be a challenge. Consequently, these students are defined not so much through their behavior but more as the failure of our behavior—our techniques that did not work. This is not to say that the teacher is a failure. Rather it simply means that the techniques were ineffective, and a different approach is required. Kaye and Jodie provide the tools and techniques for different, effective, and evidence-based approaches.

I have been a professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln for over twenty years, where I specialize in the education and treatment of children with emotional and behavioral disorders. I have published numerous journal articles and textbooks that deal extensively with issues surrounding these students. I also teach classes in behavior management. It was in that last capacity that I met Jodie Tuttle and Kaye Otten in the spring of 1998 when they were graduate students taking a seminar I taught on issues related to students with emotional and behavioral disorders. Kaye and Jodie also taught together in the same school district. I have been in contact with them since then in the capacity of teacher, advisor, mentor, and colleague. What impressed me most was their curiosity in terms of what was out there that may work better for students with challenging behaviors. They were not afraid to try and fail, and consequently they experienced many successes. Kaye and Jodie have worked collaboratively to develop programs in their district, and they have presented the results at national conferences. They are a rare blend of scholars who are grounded in practice. If anyone could take established behavioral principles and techniques and make them user friendly, accessible, and valued for teachers, I knew it was Kaye and Jodie.

My admiration of Kaye and Jodie was not disappointed when I read this book. It is practitioner friendly and relevant. I am honored that they have cited so much of my work. However, it is their ability to take various techniques, put their unique spin on them, and provide a relevant context for their use that is so noteworthy. One example is their description of setting events and antecedents for challenging behavior. Most professionals in the field often consider these to be synonymous. However, Kaye and Jodie have elucidated the difference and explore how each can be used to identify triggers for misbehavior and remove them to prevent future outbursts. Another example is their conceptualization of teachers who set limits for students. Everyone would agree that setting limits is as necessary as establishing classroom rules. However, teachers sometimes give up too quickly when students with challenging behaviors are either slow to respond or in fact get worse. Jodie and Kaye creatively and correctly point out that students' worsening behavior—what they describe as “behavioral bursts”—in fact indicates that the limit setting is working. These are just a few of the many ways this book is unique and helpful to teachers.

The integrative approach Kaye and Jodie take will make this book a “must-have” desk reference for teachers who encounter students with challenging behaviors. These students have always existed in schools, and they always will; it's just a fact of normal human variation in behavior, personality, and temperament. Kaye and Jodie have added to the literature a guide for reaching and teaching students with challenging behavior by using positive, evidence-based, and user-friendly techniques.

John W. Maag, Ph.D.

University of Nebraska-Lincoln

Preface

If you are reading this book, you are most likely working with one or more students who exhibit behavior that frequently poses problems in your classroom. Welcome to our world! How to Reach and Teach Children with Challenging Behavior is the product of nearly forty years of our combined experiences as both general and special educators working with students of all age and ability levels with a wide range of challenging behavior. We developed many of the philosophies and interventions set out in this book while we were teaching partners in an elementary program for students with severe emotional and behavioral challenges. This program served students from kindergarten through fifth grade of all ability levels. We worked with students with severe autism, those with below-average cognitive abilities, academically gifted students with attention and hyperactivity challenges, students with Asperger's syndrome, conduct disorders, oppositional defiant disorders, and many others. The common denominator was that these students' behavior interfered so much with their daily school functioning that they needed intensive intervention. We experienced a great deal of success during that time together and remain in touch with many of the families whose children were in our program.