Instructional Consequences vs. Punitive Consequences Give Me Practical Strategies for That Student! Kathy Morris, Stetson & Associates, Inc.

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1 Instructional Consequences vs. Punitive Consequences Give Me Practical Strategies for That Student! Kathy Morris, Stetson & Associates, Inc.

Discriminate between instructional consequences and punitive consequences 2.

effective in changing behavior than a punitive consequence ü ü ü ü ü ü

2 Give Me Practical Strategies for that Student! Kathy Morris Stetson & Associates, Inc. Objectives 1. Discriminate between instructional consequences and punitive consequences 2. List at least 3 strategies that can be considered instructional consequences 3. Share with a colleague why an instructional consequence is far more effective in changing behavior than a punitive consequence ü ü ü ü ü ü Objectives/Schedule Video of Meltdown Stages of a Meltdown Prevention, Intervention and Post-vention (Instructional Consequences) More Instructional Consequences Adios! 2016, Stetson & Associates, Inc. Page 1

Using an agenda of the day s lesson makes learning more

Postvention Strategies Intervention Strategies Prevention

practiced during the calm 85-90% of the time meltdowns can

3 Using an agenda of the day s lesson makes learning more relevant to students and takes the mystery out of what is going to happen that day. NOTE: This research applies to neuro-typical individuals. Postvention Strategies Intervention Strategies Prevention Strategies Become prevention strategies May work if practiced during the calm 85-90% of the time meltdowns can be prevented Prevention Strategies Intervention Strategies Postvention Strategies 2016, Stetson & Associates, Inc. Page 2

4 1 2 3 5 6 7 1. Pacing back and forth in circles 2.

Perseverating on one topic 4. Repeating words over and over 5.

Stuttering or showing pressured speech or mute 7.

4 Pacing back and forth in circles 2. Increasing self-stimulatory behaviors (flapping hands, self-talking) 3. Perseverating on one topic 4. Repeating words over and over 5. Difficulty answering questions (cognitive breakdowns) 6. Stuttering or showing pressured speech or mute 7. Extreme resistance to disengaging from a ritual or routine (Excerpted from Managing Meltdowns: Using the S.C.A.R.E.D. Calming Technique with Children and Adults with Autism, Lipsky & Richards, 2009) Involuntary reaction to overwhelming stressors, be they a sensory response or a cognitive response to overload Willful manipulation of behavior to get a desired result Requires cognitive functioning 2016, Stetson & Associates, Inc. Page 3

The Brain Pruning Examinations revealed the cell minicolumns of

processing units and increased complexity.

They portray abnormal behaviors to diminish the arousal.

5 The Brain Pruning Examinations revealed the cell minicolumns of individuals with autism are significantly smaller, but there are many more of them. larger brains resulting in more columns per brain and thus more processing units and increased complexity. ü ü ü Autistic individuals suffer a chronic state of overarousal. They portray abnormal behaviors to diminish the arousal. The lack of lateral inhibitors, contained in the cortex, would affect an individual's ability to discriminate between competing sensory information. 2016, Stetson & Associates, Inc. Page 4

6 Surprise! There are changes or surprises in my day. And that is OK! When someone gives me this card 2016, Stetson & Associates, Inc. Page 5

7 There are those who would admonish their pupils to behave rather than teach them how to relate positively to each other. Seldom would we admonish a pupil to read in place of teaching the necessary skills. Morse, Teaching Exceptional Children (1982) 1. Physical Structure 5. Visual Strategies 2. Security Items 4.Routines & Schedules 3. Addressing Sensory Needs Instructional Consequences INSTEAD OF Time-out Sending student home Corporal punishment Sending student to principal s office TEACH HOW TO Social Story, Power Card or Video Model of expected behavior Breathe 2016, Stetson & Associates, Inc. Page 6

~Rudolf Dreikurs 1. Physical Structure 5. Visual Strategies 2.

8 It s too late to teach swimming when you re drowning! Meet the need and the behavior extinguishes itself. ~Rudolf Dreikurs 1. Physical Structure 5. Visual Strategies 2. Security Items 4.Routines & Schedules 3. Addressing Sensory Needs 2016, Stetson & Associates, Inc. Page 7

9 Look at me, look at me!! Sketch to describe how the hero solves the problem. Recap how the student can use the same strategy to solve a similar problem. 2016, Stetson & Associates, Inc. Page 8

Kid is looking at me from across room Matt During science

Call him a (name) and tell him to stop looking at me Making

He may stop Might make a friend Might make a friend Might

10 Kid is looking at me from across room Matt During science class Ignore him Tell him hello Whassup? Call him a (name) and tell him to stop looking at me Making fun of me He doesn t like me; he thinks I m stupid. He may stop Might make a friend Might make a friend Might start a fight x Whassup? Role play Video tape My Friend Mario 2016, Stetson & Associates, Inc. Page 9

It is ok if someone else gives a wrong answer.

11 Teachers can call on other students even if you know the answer. In fact, it is her job to call on a variety of students. It is ok if someone else gives a wrong answer. I will not correct other students answers. That is the teacher s job. 2016, Stetson & Associates, Inc. Page 10

12 INSTRUCTIONAL CONSEQUENCES VS. PUNITIVE CONSEQUENCES Give Me Practical Strategies for that Student! Kathy Morris, Stetson and Associates, Inc. Access tools online:

Instructional Consequences vs. Punitive Consequences: Give Me Practical Strategies for that Student! Kathy Morris, Stetson & Associates, Inc. TCASE July 2016 Objectives 1.

Share with a colleague why an instructional consequence is far more effective in changing behavior than a punitive consequence Written/Picture Schedule: What does research say?

Studies have documented that schedules and routines influence children's emotional, cognitive, and social development.

13 Instructional Consequences vs. Punitive Consequences: Give Me Practical Strategies for that Student! Kathy Morris, Stetson & Associates, Inc. TCASE July 2016 Objectives 1. Discriminate between instructional consequences and punitive consequences 2. List at least 3 strategies that can be considered instructional consequences 3. Share with a colleague why an instructional consequence is far more effective in changing behavior than a punitive consequence Written/Picture Schedule: What does research say? Using an agenda of the day s lesson makes learning more relevant to students and takes the mystery out of what is going to happen that day. NOTE: This research applies to neuro- typical individuals. Studies have documented that schedules and routines influence children's emotional, cognitive, and social development. Predictable and consistent schedules in classrooms help children/adolescents feel secure and comfortable. Schedules and routines help students understand the expectations of the environment and reduce the frequency of behavior problems, such as tantrums and acts of aggression. AU Supplement (2) Daily schedules that reflect minimal unstructured time and active engagement in learning activities (4) Positive behavior support strategies based on relevant information (5) Future planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post- secondary environments The FULL MELTDOWN: What to do! Postvention Strategies: Intervention Strategies: Prevention Strategies: Postvention Strategies then become Prevention Strategies Strategies may work if practiced during the calm 85-95% of the time meltdowns CAN be prevented The Meltdown Cycle , Stetson and Associates, Inc. Page 1 Downloads:

Difficulty answering questions (cognitive breakdowns) 6. Stuttering or showing pressured speech or mute 7.

Calming Technique with Children and Adults with Autism, Lipsky & Richards, 2009) Differentiating Between Meltdown and Tantrum Meltdown Tantrum Research: The Brain Pruning Findings Examinations

14 Instructional Consequences vs. Punitive Consequences: Give Me Practical Strategies for that Student! Kathy Morris, Stetson & Associates, Inc. TCASE July 2016 Warnings of an Eruption 1. Pacing back and forth in circles 2. Increasing self- stimulatory behaviors (flapping hands, self- talking) 3. Perseverating on one topic 4. Repeating words over and over 5. Difficulty answering questions (cognitive breakdowns) 6. Stuttering or showing pressured speech or mute 7. Extreme resistance to disengaging from a ritual or routine (Excerpted from Managing Meltdowns: Using the S.C.A.R.E.D. Calming Technique with Children and Adults with Autism, Lipsky & Richards, 2009) Differentiating Between Meltdown and Tantrum Meltdown Tantrum Research: The Brain Pruning Findings Examinations revealed that the cell mini- columns of individuals with autism are significantly smaller, but there are many more of them. Examination also revealed larger brains resulting in more columns per brain and thus more processing units and increased complexity. Implications This would be consistent with an existing theory that autistic individuals suffer a chronic state of over- arousal, and portray abnormal behaviors to diminish the arousal. The lack of lateral inhibitors, contained in the cortex, would affect an individual's ability to discriminate between competing sensory information Anticipating Change: It helps to respond to change! ~Lisa Rogers Change = Stress Chronic state of over-arousal + change = Key: Minimizing the effects of change through structure Instructional Consequences: Putting It All Together! Response Inhibition Emotional Control Adaptability 2016, Stetson and Associates, Inc. Page 2 Downloads:

expected behavior Use last sheet Use last sheet TEACH! All visual strategies must be taught during the calm so they are effective during the storms.

15 Instructional Consequences vs. Punitive Consequences: Give Me Practical Strategies for that Student! Kathy Morris, Stetson & Associates, Inc. TCASE July 2016 Instead of Punitive Time-out Sending him home Corporal punishment Sending him to principal s office Teach how to Instructional Breathe Social Story, Power Card or Video Model of expected behavior Use last sheet Use last sheet TEACH! All visual strategies must be taught during the calm so they are effective during the storms. Video Modeling A procedure in which a learner is shown a videotape of a model performing a target behavior or completing a desired task. (Sigafoos, O Reilly, & de la Cruz, 2007) Most Effective Models Include Individuals: Close to the observer s age Who have similar characteristics (gender, personality, race and mood) Are functioning only slightly above the observer Live vs. Video Modeling: Video modeling more effective than live modeling Video modeling led to better generalization of skills Why it Works in Autism: Preference for visual stimuli (Kinney et al., 2003) Offers a way to learn through social models without initial face- to face interactions Benefit from visually cued instruction Show strengths in processing visual rather than verbal information From Video Modeling: Why does it work for children with autism? by Corbett & Abdullah, 2005 Power Cards 1. A brief scenario or character sketch describing how the hero solves the problem. 2. Recaps how the student can use the same strategy to solve a similar problem. Examples: 2016, Stetson and Associates, Inc. Page 3 Downloads:

16 Instructional Consequences vs. Punitive Consequences: Give Me Practical Strategies for that Student! Kathy Morris, Stetson & Associates, Inc. TCASE July 2016 Addressing Sensory Needs May be the strongest link between neurotypical brains and brains with autism. When I am overwhelmed I: When I get anxious I: 2016, Stetson and Associates, Inc. Page 4 Downloads:

17 Instructional Consequences vs. Punitive Consequences: Give Me Practical Strategies for that Student! Kathy Morris, Stetson & Associates, Inc. TCASE July 2016 SOCCSS WORKSHEET Situation Options Consequences Choices Strategies Simulation Situation: Who: When: What: Why: Options Consequences Choice Strategy: Simulation Type: Simulation Objective: Follow Up: Adapted from the work of Roosa, J.B. (1995). Men on the move: Competence and cooperation Conflict Resolution and Beyond. Kansas City, MO: Author. 2016, Stetson and Associates, Inc. Page 5 Downloads:

18 Instructional Consequences vs. Punitive Consequences: Give Me Practical Strategies for that Student! Kathy Morris, Stetson & Associates, Inc. TCASE July , Stetson and Associates, Inc. Page 6 Downloads:

19 Instructional Consequences vs. Punitive Consequences: Give Me Practical Strategies for that Student! Kathy Morris, Stetson & Associates, Inc. TCASE July 2016 T-CHARTS My T-Chart to Help me Learn Appropriate Inappropriate Yes, Yes, Yes no, no, no Keychain Rules Rule #7 Rule #9 Teachers can call on other students even if you know the answer. In fact, it is her job to call on a variety of students. It is ok if someone else gives a wrong answer. I will not correct other students answers. That is the teacher s job. 2016, Stetson and Associates, Inc. Page 7 Downloads:

2 form. Written in first person, it is a brief account describing how the student s hero, who is associated with his special interest, solves a proble

2 form. Written in first person, it is a brief account describing how the student s hero, who is associated with his special interest, solves a proble 1 Simple Strategies that Work: Tools for Success Brenda Smith Myles, Ph.D. Ziggurat Group Several strategies have been found effective in addressing the behavior problems of students with autism spectrum