Behavior Support Section

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Science 101(What, you thought you were here to
learn about behavior?)

• Behavior Support Section
• Summer Institute 2005
• Kathi Wilhite wilhitek_at_mail.ecu.edu
• Jessica Swencki jswencki_at_uncfsu.edu

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The Science of Human Behavior(Yours-not
theirs)
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Your kids leave wet towels on the floor.
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Yesterday was the last straw. Sarah came to class
tardy for the third time this week. Why?
Because she was at her locker trying to find her
homework.
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Someone cuts you off in traffic.
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Every time (at least it seems like every time!)
Todd does something he shouldnt, he always has
an excuse or blames someone else.
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Your husband leaves the toilet seat upagain!
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Your wife wants to talk about the toilet bowl
seat during the Superbowl.
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On Friday afternoon your principal tells you to
expect a new student Monday.
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I cant do this seems to be the only words
Jamie can say when we are learning a new skill.
I know he can do the work, but I cant sit beside
him all day to keep him going.
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New kitten deposits hairball on new carpet, just
as in-laws are arriving for dinner.
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Dinner burns.
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Know Thyself
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HUMAN NATURE

• Is stubborn and inflexible. We do more of the
  same even when it doesnt work.
• American culture encourages us to look for the
  quick fix.

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If the only tool you have is a hammer,
everything looks like a nail.
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• The Science of
• Human Anatomy
• (rated g)

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THE BRAIN

• Brainstem
• Sustains life functions (blood pressure, heart
  rate)
• Midbrain
• Appetite Sleep
• Limbic Brain
• Seat of emotions and impulse-action oriented if
  aroused
• Cortex
• Logic, planning, cognition, executive functions

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Spotlight The Limbic System

• Hippocampus
• The librarian of the brain. Records sensory
  input (smell, taste, touch, sight, hearing)
  during emotional events.
• Amygdala
• The pharmacist of the brain. Releases chemicals
  for crisis response programs the exact
  configuration for quicker release in the face of
  a similar threat in the future.

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Spotlight The Amygdala

• Oxytocin (good)
• Triggered by nurturance, sexual arousal,
  physical touch, melodic sounds.
• Plays critical role in bonding relationships.
• When elevated in body-reduces stress, calms.
• Cortisol (bad if sustained)
• Triggered in crisis. Elicits fearfulness,
  depression, stress. Impairs physical development
  and declarative memory.

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What is perceived by the brain determines the
chemical response.
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Spotlight The Amygdala

• IN CRISIS
• Key function-Survival!
• 1. High Threat Perceived
• 2. Information from Cortex is Cut Off
• 3. Rely Solely on Limbic Data

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How one interprets reality when under stress is
most reflective of ones significant life
experiences.
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• The Science of
• Structure

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Children must have at least one person who
believes in them. It could be a counselor, a
teacher, a preacher, a friend. It could be you.
You never know when a little love, a little
support, will plant a small seed of
hope. Marian Wright Edelman
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Everyone must feelWantedSuccessfulSafe
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Creating a Climate for Learning

• Clear, Positive Expectations
• Clear Rules
• Positive Role Modeling
• Acceptance of Shaping
• Respect for Each Student

• Limit Setting
• Praise
• Procedures Routines
• Positive Reinforcement
• Structured Academic Success

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Learning is a POWERFUL Reinforcer

• The student who is learning, and knows he or she
  is learning, is receiving a powerful
  reinforcement to continue that behavior nothing
  succeeds like success!
• Kitto

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In order to begin the teaching/learning
processyou must first get the students
attention!!!

• IN THE BRAIN ATTENTION IS TRIGGERED BY EMOTION!!!
  
• ALERT STUDENTS SENSES
• TRIGGER SIGNIFICANT MEMORIES
• NOVELTY

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NEW INFORMATION???The Brains Subconscious
AssessmentImmediate Memory

• Do I WANT to learn this?
• How does this relate to what I already know?
• Does this make sense?
• What do I get from learning this?
• Do people that matter to me know or desire to
  know this?

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Information must enter short-term memory in order
to transition into long-term memory the more
meaningful from the beginning...the better the
chances of it sticking around!
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Brain-Based Tips to Improve Learning

• Catch phrases
• Repetition
• Music Triggers
• Physical Movement
• Visual Cues

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CATCH PHRASES

• Nike?
• Trix?
• US Army?
• 9105551212
• 910-555-1212
• Key Points in your lessons should be reduced to
  catch phrases.
• Rules/Procedures should be reduced to catch
  phrases.

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REPETITION

• Natural way for the brain to determine
  importance.
• Ensures information will be available when it is
  ready to be processed.
• Can/should be done through catch-phrase review.
• Can also be done through symbolic attachment.

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MUSIC

• The brain has neurons specifically designated for
  processing music.
• Specifically helpful in spatial reasoning and
  math.
• Music impacts and helps regulate mood.
• Use to aide student transition.
• Consistent uses of selected music can be calming
  to students with anxiety(diagnosed and
  situational).

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PHYSICAL MOVEMENT

• Physical movement associated to language
  development and problem solving.
• Repetitive physical movement increase learning by
  improving recall.
• Incorporate physical movement in all parts of
  memorization skills.
• Establish a physical gesture that means, this is
  importantso pay attention!

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VISUAL CUEING

• Visuals are the strongest aide in quick learning.
• Vision also had dedicated neurons in the brain.
• Children need gestures to make language clearer.
• Stress makes the brain more dependent on visuals
  not only to hear and process, but also to
  establish perceptions.
• Use visual cues to get students attention, to
  clarify language, as a behavioral intervention,
  and to signal the brain as to what is important.

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SURFACE MANAGEMENT TECHNIQUES

• Proximity Control
• Interest Boosting
• Support From Routine
• Support Through Humor
• Signal Interference
• Planned Ignoring
• Antiseptic Bouncing

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• The Science of
• Interpretation
• (AKA Faulty Science)

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Common Behavior Problems Faced by Teachers In the
Classroom

• Acting-out, aggressive, hyperactivity
• Withdrawn
• Poor social relationships
• Defiance of authority
• Immaturity

• Poor academic achievement
• Poor attention span
• Perceptual deficiencies
• Inadequate self-concept
• Use of drugs

Bullock, L.M. Brown, R.K. (1972)
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How does the typical school respond to
perceived problem behaviors?
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Why have things not changed?
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• The Science of
• Application

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Students with Chronic/Intense Problem
Behavior Students At-Risk for Problem
Behavior Students without Serious Problem
Behaviors
1 to 7 Specialized Individual Interventions 5
to 15 Targeted Group Interventions 80 to 90
Universal School-wide Interventions
All Students in School
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• The Science of
• Human Needs

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SURVIVALBELONGINGPOWER/SELF-WORTHFREEDOMFUN
OUR FIVE BASIC NEEDS
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(No Transcript)
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What do you do with a student who throws a book
across the room and uses inappropriate language
to inform the teacher that he/she does not intend
to complete his work?
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• The Science of
• Developing an FBA

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Step 1 Identify the problem behavior.
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CAUTION TRIGGER WORDS

• Trish is hyper.
• Carlos is disruptive.
• Jan is aggressive.

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Step 2 Gather the data.
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Step 3 Analyze the data.
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Step 4 Design/Implement the BIP
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Step 5 Review and Evaluate the planif not
working...go back to step 3.
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• The Science of
• Developing a BIP

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When designing BIPs, consider

• Skill deficits-
• the teacher will need to teach replacement
  behaviors that serve the same function as the
  inappropriate behaviors
• Performance deficits-
• the teacher will need to manipulate the
  antecedents or consequences may need to make
  changes in instruction/curriculum
• Environmental issues-
• the teacher will need to modify the physical
  environment may need to make changes to
  instructional methods.

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Grant me the serenity to accept the people I
cannot change, the courage to change the person
I can, and the wisdom to know its me.
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RESOURCES

• Behavioral Objective Sequence
• Sheldon Braaten
• www.researchpress.com
• The Teachers Encyclopedia of Behavior
  Management 100 Problems/500 Plans
• Randall S. Sprick/Lisa M. Howard
• www.sopriswest.com
• www.air.org/cecp/fba/problembehavior/funcanal.pdf
• www.specialconnections.ku.edu