Development

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Tier II Self-management Strategies for Students
at Risk of Problem Behavior
Presented By
Development
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(No Transcript)
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TASL 14 credit hours 1 additional credit
every 2 hours
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Pre-Test
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Materials

PD Catalogue
EdPro Brochure
People First Language
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Interview
Interview
A
B
1. Student A interviews Student B
2. Student B interviews Student A
A
B
3. Student A shares about Student B
B
A
4. Student B shares about Student A
A
B
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Activity
Take one minute and think of a student with whom
you work or a son/daughter you support. Write
his/her name down on your handouts and picture
the person in your mind. As we progress through
the session, try to bring the information back to
that person and how the content can benefit
him/her. How will you use what you learned to
support him/her?
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Activity
The use of a procedure that enables the student
to manage behaviors or environmental events
previously not under his or her control
(Litrownik,1982).
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Self Management is not Self Control
Self ControlCovert or private events that an
individual applies to situations which cause him
or her trouble.
Count to 10! Take deep breaths! What else can I
do to maintain control??
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Teaches or Improves
ACADEMIC SKILLS
SOCIAL SKILLS
SELF HELP SKILLS
VOCATIONAL SKILLS
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Again.

• Be thinking about the individual whos name you
  wrote down earlier. What are his/her struggles?
  Does he/she struggle with academic, social,
  self-help, or vocational skills, or a
  combination? Given the areas in which he/she
  needs help how will we use self-management to
  teach those skills?

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1. ANTECEDENT CUE REGULATION 2. SELF
MONITORING
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ANTECEDENT CUE REGULATION
One or more procedures that a student manipulates
(typically, physically), BEFORE and/or DURING
engaging in an activity or behavior, in order to
control or manage his/her behavior or
environmental events (e.g., distressful events,
unpredictability, order of events, selection of
activities, )
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ANTECEDENT CUE REGULATION
TYPES
PICTURE CHECKLISTS SYMBOL CHECKLISTS
TASK CHECKLISTS AUDIO-TAPED
LISTS OBJECT CHECKLISTS
APPOINTMENT BOOKS
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MY TO DO List
Done
Date due
Date due
Date due
Date due
Date due
Date due
Date due
Date due
Date due
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Predictability
What am I going to do now?
What am I going to do next?
How much work do I have to do?
How long will it take?
When do I get to take a break?
How long do I have to wait?
What do I get for working?
When do I get it?
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• Sarahs Schedule

• Daily Oral Language (800-815)
• Reading (815-930)
• Math (930-1030)
• Art (1030-1115)
• Bathroom and Wash Hands (1115-1125)
• Lunch (1125-1155)
• Recess (1155-1230)
• Read Aloud (1230-1245)
• Science (1245-145)
• Writing (145-200)
• Read My Book (200-230)
• Pack for Home (230-240)
• Bus (240)

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Jackies Schedule
morning
mid-day
DONE!
afternoon
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Sams Morning Routine Arrival and Self-Selected
Reading
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Jasons Schedule
Please help Jason check off each line of his
schedule as he completes it with his red marker.
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Hotel Room Checklist

• Check clothes rack for 5 pants hangars and 5
  shirt hangars. Replace as needed.
• Check all drawers for missing items (e.g. phone
  book, Bible, blanket).
• Empty all trash cans. Replace cans with new
  liners.
•  
• Remove all dirty linens.
•  
• Make bed with clean linens.
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• Dust all furniture in the room (e.g. tables,
  lamps, pictures, walls and mirrors).
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• Vacuum the entire room under tables and around
  bed.
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• Clean entire bathroom (sink, tub, toilet, and
  mirror).
• Call front desk to let them know the room is
  clean.
• Turn off all lights before leaving room.

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MY U.P.S. JOB
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Load boxes onto cart
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Take cart to truck
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Load boxes onto truck
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Tell supervisor
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Auditory Prompting System
Example Completing Sams Morning routine

• 1. Get off bus.
• 2. Walk with 5th grader to 2nd grade classroom.
• Take off backpack.
• Take off coat and hang it up.
• Unpack backpack.
• a. give note to teacher if I have one.
• b. put lunch in cubicle.
• c. put reading book in desk.
• 6. Choose a book from the book basket.
• Choose a place to read- (at desk, in reading
  corner, in the big chair).
• 8. Read with desk mate until teacher calls us.

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Completing Sams Morning Routine(Auditory
Prompting Example)
Prompt Wait time
Good morning Sam! Are you ready to get off the bus and go to your class? Lets go. 15 seconds
Walk down aisle of the bus and down stairs. 30 seconds
Now, locate your 5th grade buddy and tell him good morning. 30 seconds
Walk with 5th grade buddy to your 2nd grade classroom. 120 seconds
Enter room and take off your backpack and lay it on the floor in front of your cubicle. 15 seconds
Now, take off your coat and hang it in your cubicle. 15 seconds
Unzip your backpack and unpack it. You may need to give a note to your teacher, a book to put in your desk and/or put your lunch in your cubicle. 90 seconds
Now, go to the book basket and choose a book you would like to read. 60 seconds
Choose as place to read- at your desk, in the reading corner or in the big chair. 15 seconds
Read with your desk mate until the teacher calls you. 5 minutes
Great job Sam! You are really learning your morning routine!
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Cleaning an office(Audio Prompting Example)
Prompt Wait time
Hi _________. Are you ready to work? Then get the trash bag and bring it to station 1. 45 seconds
Remove the chairs from the station. 30 seconds
Great, now remove garbage bag from first trash can. 60 seconds
Now, remove garbage bag from second trash can 60 seconds
Good, now get a new trash bag. 20 seconds
Open the trash bag. 30 seconds
Put bag in trashcan. 15 seconds
Great, now get another bag and open it. 30 seconds
Put bag on second trashcan. 15 seconds
Now, put the cans on top of the desk. 20 seconds
Ok, now get the vacuum from the office. 60 seconds
Uncoil the cord. 120 seconds
Plug the cord into an outlet. 30 seconds
Turn on the vacuum and you are ready to vacuum. 15 seconds
Vacuum under the table. 120 seconds
Be sure to vacuum all the way to the wall. 60 seconds
You are doing a great job. 60 seconds
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Coming to Class with Needed Materials Name____
_____________________________
Week of__________________


Do I have
Monday
Tuesday Wednesday
Thursday Friday my
pencil my notebook my
textbook paper to write on

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Bens Reading Helper
1. What would make sense? 2. Does ____ make
sense? 3. Would ____ fit here? 4. Look at
the picture? You said ______. Does that
make sense? 5. Think about what is happening
in the story. You said ______. Does that
make? 6. What do you think it could be?
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Planets

• Mercury My
• Venus Very
• Earth Excellent
• Mars Mother
• Jupiter Just
• Saturn Sent
• Uranus Us
• Neptune Nine
• Pluto Pizzas

My very excellent mother just sent us nine pizzas
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Math(Order of Operations)
2
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Division Helper
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The Writing Process
1. Form Your Intentions

• Choose a topic
• Determine your audience
• Find out about, select and order your
  information
• Appropriate forms

2. Composing and Drafting

• Get your thoughts down on paper
• Revise as you go

3. Correcting and Publishing

• Publish
• Proofread

4. Outcomes

• Share audience response

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PROBLEM???

(THINK)
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STAYING OUT OF FIGHTS
2.
1.
COUNT TO TEN
Decide What The Problem Is

4.
I Could...
3.
Act On
Your Best Choice
Think about Your Choices
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Responding to Teasing
1.
2.

• THINK ABOUT YOUR CHOICES
• Ignore It
• In a Friendly Way Say How You Feel
• Give The Person a Reason To Stop

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Count
Act on
3.
Your Best Choice
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2 THINK!!What just happened?
1STOP!Before you do anything.Take 2 deep
breaths.
3 How do you feel?
embarrassed angry frustrated relieved happy sad wo
rried alone confused confident disgusted frightene
d
enraged ashamed cautious smug depressed overwhelme
d lonely jealous bored surprised anxious shy

• What was going on?
• What was said?
• What was done?
• Who said it? Who did it?
• Were there any rules broken?
• Which one(s)?
• What were the expectations?

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4
5
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• Was what was said or done reasonable??
• Would I say/do the same thing if I were in ______
  s place?
• How would I feel if he/she said or did that to
  me???

• Why do you feel what you are feeling?
• Because .
• I failed
• I was left out
• I was accused of something I didnt do.
• Nobody likes me
• Someone teased me
• Im not needed
• Im not smart
• I was doing something I shouldnt have
• I looked stupid in front of my peers
• OTHER

• What could I do?
• What are all my choices or options?
• What are the pros and cons of each as it relates
  to how it affects peers, teachers, me
• How do the choices affect others ability to do
  what they are supposed to do?

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7
8

• What do I want to happen as a result of my
  choice?
• please the teacher?
• make the teacher mad?
• get my job done?
• be by myself?
• get someones attention?
• make a peer or friend mad?
• please a peer or friend?
• hurt someone?
• make someone laugh?
• tease someone?
• other?

Choose an Option!

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• Evaluate your Choice
• Was it successful?
• Did it get the results you
• wanted?

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Jessicas Mad/Angry Cards
2
3
1
..
THINK!!
..
How do you feel?
MAD
SCARED
2 deep breaths 1 2 3 4 5 6 7 8 9
HAPPY
SAD
5
6
4
Great Job Jessica!
What could I do?


CHOOSE
WHY?
Say Please
Talk
Walk Away
Wait
Share
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Coping Strategies
1.

(wait cool off)
2.
(go to another game)
(share take turns)
3.
4.
(talk it out)
5.
(make a deal)
6.
(walk away)
.
7.
to
(tell them to stop)
...sorry
8.
(apologize)
9.
(ignore it)
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Before I Say it...
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Raise Your Hand to Speak
Hand Up Mouth Closed Wait Until
Teacher Acknowledges Speak
Yes?
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Yes?
Yes?
Yes?
Yes?
Yes?
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Activity

• Thinking of the student/person you identified
  earlier, think of a behavior he/she needs to
  learn (academic, social, vocational, self-help).
  What are the steps you or a typical person go
  through to do the same skill?
• Based on the info I just shared with you, design
  an ACR Antecedent Cue Regulation Strategy for the
  student to teach him/her the skill. Refer back
  to examples if needed. What will it look like
  (format, design)
• Pair up and share with a partner.
• Whole group share.

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A PROCEDURE THAT HELPS A STUDENT IDENTIFY A
SPECIFIC RESPONSE, DETECT WHETHER THE RESPONSE IN
QUESTION HAS OCCURRED AND MAKE SOME RECORD OF THE
RESPONSE.
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ANTECEDENT CUE REGULATION
TYPES
Marking a card or a chart upon completing a
task. Hitting a counter
Recording the time it takes to complete a
task(s) Combination
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Take Home Checklist
Date______
Do I need
Math
Social Studies
25 X 80 2000
notebook
notebook
textbook
textbook
protractor
handout(s)
compass
workbook
ruler
handout(s)
P.E.
Spelling
study guide
spelling list
Other stuff I might need
Language Arts
Assignment sheet
textbook
Crayons
workbook
Colored pencils
handout(s)
Science
Loose leaf paper
textbook
EBS book
workbook
Note for Mom or Dad
vocabulary book
Permission slip
notebook
Report card
handout(s)
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SELF MONITORING - SUBTRACTION BILLY 1. I
copied the problem correctly 2. I regrouped when
I needed to (top number is bigger than
bottom). 3. I borrowed correctly (number crossed
out is one bigger) 4. I subtracted all the
numbers 5. I subtracted
correctly
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Casey 1. I underlined all the top numbers
that were smaller than the bottom. 2. I crossed
out only the number next to the underlined
number and made it one less. 3. I put a
1 beside the underlined number. 4. All
the numbers on the top are bigger
than the numbers on the bottom.
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Writing a Paragraph

• 1. Did I indent at the beginning?
• 2. Did I write at least three sentences?
• 3. Do the subject and the verb agree in each of
  my sentences?
• 4. Does my paragraph have a main idea?
• 5. Do the other sentences support the main idea?
• 6. Did I capitalize at the beginning of each new
  sentence?
• 7. Did I use correct punctuation?

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Keep it up
Doing good
Halfway there
Almost there
Good start
Start here
Great job!
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How Do I Feel Today?
(check one)
Happy
Worried
Focused
Disappointed
Confused
Sad
Frustrated
Angry
Scared
Date ________________
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Lunch Box Reminder
Monday Tuesday Wednesday Thursday Friday
Did I bring my lunch box to Ms. Johnsons class? Total of times I remembered my lunch.____
Did I bring my lunch box to Ms. Johnsons class? Total of times I remembered my lunch.____
Did I bring my lunch box to Ms. Johnsons class? Total of times I remembered my lunch.____
Did I bring my lunch box to Ms. Johnsons class? Total of times I remembered my lunch.____
Did I bring my lunch box to Ms. Johnsons class? Total of times I remembered my lunch.____
Ms Johnsons and JRs agreement about him
bringing lunch __________________________________
__________________________________________________
_____ ____________________________________________
_____________________________________________
Ms Johnsons and JRs agreement about him
bringing lunch __________________________________
__________________________________________________
_____ ____________________________________________
_____________________________________________
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• Pair up with someone with whom you have not
  paired up with before.
• Between the two of you, identify a skill/behavior
  you need to teach someone with whom you
  work/support.
• Again, think about the steps or process you or a
  some other person (age similar) go through to so
  the skill you want to teach.
• Based on that, in your pairs, design a
  self-monitoring strategy for the person to teach
  him or her to engage in a behavior OR decrease a
  behavior.
• Pairs share with another pair.
• Whole group share.

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One more thing before you go..

• Questions, Thoughts, or Concerns
• Feedback
• On an a piece of paper write down 2 things you
  liked and 1 thing we could do to improve the
  session and 1 thing you will implement when you
  go back to school this week.