Safe Effective Professional Management of Crisis Behavior  

A 3 day (22 hour) course on  effective and safe management of physical aggressive behavior.     www.pcma.com 

(Melbourne to Jacksonville)          

 Practitioner 2 Level Training

Email me directly to set up your training. 

Watch this video to learn more about PCM

The goal of this page is to show you how to use all of the materials from my site from student  entrance to exit. It is based on my previous experience as a classroom teacher, behavior specialist  as well as documented research  referenced throughout this site.  The essential component that I am not able to put a link to or draw a diagram of  is this:  the child needs to  like  you and your classroom environment.   If they do not,  then most likely…. they are not going to work for you.  To make that happen I suggest be  organized, be energetic, have fun, and give the child a safe environment to learn and play in and amazing things will happen.                                  

 I hope this site gives you some ideas to make that happen for you and the students in your classroom.                             

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Before Students Enter

The first step in developing an effective  classroom is to survey the room that you are given and identify any potentially dangerous areas where a child can leave the room or possibly injure themselves by climbing or hiding. For example: rear classroom doors, outdoor exits, coffee makers, closets with materials or areas within the classroom where a student can climb on top or underneath touching dangerous items such as electrical outlets . 

I have checked my classroom for any dangers or items that may have been moved by maintenance the night before. I also look for areas that could be unintentionally reinforcing to a child. For examples: drawers, windows, cupboards or closets with materials in them. 

If the child can access/explore these areas freely and find something reinforcing such as a treat or a toy, then the child will be less likely to work for me  at work times.   

Our goal is to develop a classroom that is reinforcing to the students that will provide the highest probability for on task behavior and create the most  opportunities for language development.                                                    

I have created clear warning labels   and posted them clearly at students eye level.   Click here to make yours                                                                   

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This is an overhead diagram of the classroom. You can see it here in this video:

Location is important in deciding what activities get performed where. Low distraction area for individual work with me….more distraction in an area of free play as an example.                                                    When you finished  the physical structure of your room you want to be sure you check to see that you have:   Separate areas that are well defined for work and play/leisure activities they are as follows:                                                    

1·      1:1 work area with me:                                                  

2·      An independent work area :                                  

3·      Book area                                                    

4·      Computer area                                                    

 5·     Home/ Dress up play  area                                                   

6 ·     Circle area: our area for circle time/ story time                                                   

7 ·     Group Table area                                                    

 5 work areas set around the classroom utilizing the cupboards or shelves for storage of materials. A center table area for group activities and circle area for group time.  Areas in all visuallydefined with carpets, tape and a visual timer.                                                    

Each of the areas defined with a full page colorful visual sign  which matches the pictures that are on their individual schedules that are by the front door OR  in a centralized area of the classroom.

 You can download the complete collection of visuals here:    

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 My assistant is given a clipboard to carry each day in the morning  which contains the following information:                                                    

1.Her schedule and what the plan for the day is right here for  . Here is another example of a teacher schedule. daily-schedule                                                    

 2. 4 students data sheets that she will keep data on for the day on Click here for the IEP data collection  document                                                  

3. A copy of 7 ways to prompt is laminated and taped  to the back of the clipboard. For a copy click here                                                   

4.  An Antecedent Behavior Consequence (ABC) data form if any behavioral events occur.   For a copy click here                                          

On occasion I have also used a frequency data collection form like this                                             

The routine is important and communication amongst all team members is essential and everyone must know where to go and when.                                                       

Above you will see that the classroom is broken into 2 zones for staff coverage. She is responsible for 1  half and I am responsible for the other. What ever students enter her zone she is to assist and work with and whatever students are in my zone I am expected to work with.                                                   ————————————————————————————————–

8- 8:30 am Students Enter to Group Time:

The students enter the room and their schedule is by the door telling them where to go first. All students have the same first picture card and that is  “GROUP TABLE TIME”                                                    

          We are all starting together at the center table with a fun light activity that the children will want to do. Examples: puzzles, coloring, leggos, small manipulatives. The essential piece is that the children see me and the room as reinforcing and fun. We are starting the day off with a preferred activity using the concept of behavioral momentum. Read about that here          

All areas of the rotation will be the same for the students except for the 2 areas that are designated below because each student will start in a different center.

Now all students are going to rotate around the room on a timed 15 minute schedule going clockwise from area to area in the room.  The first transition of the day will be made  with a sound (timer bell) and my voice command of   ”check your schedules ” Each child will go to their schedule take the visual  and find the area of the classroom that the card matches.  

Some will share an area some will not. Knowing my students and sending the right students to the right sections at the right time is an integral part of the class success.       The assistant and I will assist and guide students and get them started in each of the work areas.   The next visual cue will be IN the center and will send the student to the center to their right. 

8:30-9:30  Work Rotation Time

Every 15 minutes we will transition to our right. In each work area there is a picture that corresponds to the center on the students. They will take that picture and go to the next center and insert the card into an envelope at that center. If transitioning independently is a goal of the student then my assitant will look for the cards in the envelopes as she walks around to see who transitioned with their schedule and placed the cards in the right spots.    

1·        1:1 work area with me :   For a nice collection of  WORKTASK IDEAS  c

For some children I may use  a 1st then board to let them know that there is a reinforcer clearly available to them after our short bit of work is done . Click the picture and take a blank one.

2·   An independent work area:   Individualized activities in labeled bins that the child could do independently. Such as writing his name or tracing a letter. Click here                                                   

3·   Book area: Books of various levels/ hand writing  sheets can be practiced as well                                                 

4·  Computer area: Computer activities for website/activity ideas click here                                                

 5· Home/ Dress up play  area:  Buttoning clothese, trying on shirts, untying knots in shoes, lacing boards are all items that can be put in this area and data can be taken on.            

9:30 -10 Circle Time:

Each week I have a theme for the week and the activities in circle time are based on the theme.                                                   

Here is my Planning Page it looks like this

POSSIBLE ACTIVITIES CAN INCLUDE:

“HOW ARE YOU FEELING TODAY?” BOARD AS SEEN HERE

10-10:30 Outside Play          

We are heading outside and lining up can be difficult for some students. So I suggest using  these easy feet to label, laminate and tape to the floor for each student to stand on as they transition out to the playground.                                                         

10:30- 11:30 : Work Rotation 2

            Students enter the room and check their schedules which sends them to the second round of class activities that they didn’t get to complete in the first round.        Some students may be working on using sign language so I use this site to help me                           

11:30- 12 Lunch Time:

This is the time where the importance  of manding (requesting items) is at it’s peak foof the day. The students are going to be more verbal during the lunch/ snack time due to thee motivation of the students to want to eat.   We are in the natural environment and can teach many lessons in during the lunch time.               

12-12:15 Story Time  

       A simple activity like the feelings board can be used during story time by clicking right here  or we can use a social story like one of these    

 12:15- 12:45 Group/ Art Activity 

     ( As I continue to expand this page I will digitize my entire lesson plans/Planning Page when that is done all of my art activities wil be available until then there are many great books and resources available for this ) 

12:45- 1:30 Bathroom/ Cleanup Rest time  

Students get their mats and take a well deserved and earned  half hour rest. After all of the language development through the morning most students had no problem laying down and going right to sleep.    

 1:30- Pack up Closing Group

We always got together at the end of the day to review the vocabulary words of the day  any activites that we completed to assist the students  with sharing those words at home with parents.   

  Click the video below to see my interview with one of my favorite classroom teachers whose classroom closely rembles this description.   

.                        

Lentini, R., Vaughn, B. J., & Fox, L. (2005).  Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.                                                            

90 Suggestions for teacher working with children with ADHD. Easy to read and well written CLICK HERE: adhd-brochure

adhd_resource_pt2

A vast site with a nice collection of behavior charts. May take some digging around but there are some interesting charts.

Charts with sports teams are very nice just to name one that caught my eye

http://www.freeprintablebehaviorcharts.com/

Test Taking Strategies powerpoint a very good fun ppt. filled with useful information and fun….

click here:iep.goal.bank

CLICK ABOVE

Click here to read: 179

This is a brief overview of the challenges of giftedness and Asperger’s disorder: aspergersgiftedness

I like the possibilities of a preliminary assessment such as this one for Pervasive Developmental Disorder…the v site can be found here:  http://www.childbrain.com/pddassess.html It is easy to use and gives an early view  if further assessment should be conducted.

Further research in validity and reliability needs to be done in this area of online assessment but as a free preliminary tool to begin discussion, it is excellent.

Identifying feelings                                  

Click the faces below to get your copy:                              

Every student has a place on the board. Go around the circle and have the students pick how they feel today and place it under their name.  Then you  can assist in helping say the feeling, making a choice and even have them share  that feeling with a neighbor next to them.   Put a spinner on this wheel and see who can identify what feeling the spinner lands on : FileE FeelingWheel                                      

 Credit for this resource to : Lentini, R., Vaughn, B. J., & Fox, L. (2005).  

1.A schedule and what the plan for the day is.  Click  here for a copy of the schedule . Here is another example of a teacher schedule. daily-schedule                 

  2. A copy of 7 ways to prompt is laminated and taped  to the back of the clipboard. For a copy click here                

3.  An Antecedent Behavior Consequence (ABC) data form if any behavioral events occur.   For a copy click here       On occasion I have also used a frequency data collection form like this          

The routine is important and communication amongst all team members is essential and everyone must know where to go and when.

 click here: VISUAL SCHEDULE  from

Lentini, R., Vaughn, B. J., & Fox, L. (2005).  Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support

Right click and save: mark-sundberg-concurrent-importance-of-mands

Center for Autism and Related Disabilities: http://card-usf.fmhi.usf.edu/online_training.asp

Absolutely a must for the  elementary classroom or perfect to send home with parents as an example of what individual ABA work looks like and how they can do it easily at home. www.jacobslessons.com It is extremely easy to operate and should be in your classroom favorites. Perfect for a classroom aide to use with a student.

Jim Wright has taken them and converted them into a quick movie file you can open and show the entire class how much time is left on a taskSeveral to chose from  right here: www.interventioncentral.com/timers.php

 This is a free site for online games for self esteem building http://selfesteemgames.mcgill.ca/games/index.htm

 This is a nice collection of games for students who may be new to working with a computer. It provides a nice collection of games that are easy to operate and introduce the student to the mouse and getting interaction from the computer when you move the mouse. http://autismgames.googlepages.com/home

 http://avenscorner.com/Games.aspx

A wealth of powerpoints and other information for elementary school teachers check them out right here: http://www.pppst.com/

Check it out right here:http://www.dltk-cards.com/bingo/

http://freeology.com/worksheet_creator/math/ will create a work sheet that can be printed……….the student can also fill it out online…..and hit score….good for parents to practice at home without screaming or tears and good for teachers to show mastery….it avoids the paper and pencil portion that may be difficult for some students…..and if a teacher would like to print it as documentation they can do that too……

Behavior momentum works well for children with Autism. It can be an effective tool for transitioning to new areas or for introducing a difficult work task. I always think of it like this>…

“Two  you know and 1 you don’t”  I use to help  describe to people the  technique of behavioral momentum. I will present 2 activities that are short that the child should be able to do with 80% accuracy or better and then after they are successful with those 2 I will quickly ask the child to perform an activity that may be new or may be difficult for them…….but…..because they have done  so well with the first 2 tasks they will feel very confident to attempt this third.  thus….I have presented  ”2 you know and 1 you don’t”

here is an example I may ask a child to pick up a dropped item and praise…..then quickly give a high five….. then give the prompt to touch the table then praise again quickly ( I am building momentum) and then give the cue  line up for lunch…..(2 you know and one you don’t). You are creating a positive momentum for behavior…take a look athe handout from Utah LRBI….they have more like this if you are interested…. take a look here

Watch this easy to watch video presentation

by Jim Ball BCBA entitled; Teaching a Skill Thru Shaping and Chaining. 

 http://www.talkautism.com/Components/Video/Video.aspx?v=2.

Planning in Reverse
Planning in reverse is most useful when working with students who need the most unique supports. Planning in reverse means looking first at “what works” and building from there, instead of looking at typical school day and asking “How will he fit in to the day or schedule as it exists?” We should think of the student’s strengths, preferences, and abilities and build from there.

Upon beginning the process of planning backwards first ask yourself:
• In what contexts, school situations or setting is the student successful?
• When does the student perform well?
• What opportunities does the student have to present their knowledge or understanding of age appropriate curricular materials?
• When does the student successfully interact with peers in natural, meaningful ways?

Original source: http://www.paulakluth.com/articles/transitions.html

http://www.handwritingworksheets.com/index.htm

This is an excellent site for learning some basic signs: http://www.lifeprint.com/index.htm.

reinforcer-document1 from www.interventioncentral.com

Click here: 100 Rewards from 

20. Make yourself , your teaching areas reinforcing first and then begin to introduce the work. Take your time and build relationship and the child will be more likely to produce work down the road. This step may take time.

19.  Find the child’s motivators and utilize preferred reinforcement as soon as you can .

18. Determine communication message of behavior by collecting data today. The longer a teacher waits to start taking the data the harder the behavior will likely be to change

17. Understand children may not be able to do whatever else can do……so look for a part they can do…. (Example, may not be able to complete all hand movements of a song as fast as everyone else…..so have the student do the 1 hand motion that they CAN …..And have teacher and class reinforce.

16. Structure: The environment should be set up and organized so the student understands and can see where different activities take place.  Establish clear boundaries(tape, carpets, mats, dividers)Minimize visual/auditory distractions(Avoid sensory overload) Unclutter your classroom today.

15. Consider teacher and student fit: Teacher should have the following: Ability to work and communicate with families. Tolerance for consultants, willingness to learn and take ideas from others, ability to integrate various techniques and strategies, willingness to change strategies when something is not working, have an mount of flexibility in understanding variations in student performance and the ability to handle stress

14. Proactively plan and change things in the environment that may cause stress

13. Maintain structure and consistent routines

12. Be aware of the various ways to prompt. 

11. Work as a team and ask questions like: Why is he/she doing this? Are the expectations clear? Are the demands realistic? Are the student’s sensory needs being met? Is the environment appropriately structured? Are strategies in place to increase predictability (especially for transitions)?

10. Change the environment that may cause stress (chairs, posters, speakers, peers)

9. Slow down pace of giving directions/activities

8. Simplify your language

7. Be sensitive to communication attempts and give the child time to respond

6. Keep facial expressions and gestures simple and clear

5. Give one instruction at a time not a sequence

4. Provide models of what to say

3. Be specific: clear beginning – middle – end to activities

2. If they can’t say what you want …let them point to what you want

1. What is needed is a combination of willingness to understand autism and good classroom practice. 

 Visual Impairments and Autism. http://www.tsbvi.edu/Education/vmi/index.htm  

This  pdf file aspergersgiftedness has a wealth of information regarding Asperger’s Syndrome and Giftedness. . 

 Credit to: Challenges for Gifted Children with Asperger’s Disorder NAGC 11/11/05 1Ed Amend, Psy.D. dramend@amendpsych.com Pat Schuler, Ph.D., NCC gpjs@berk.com 

Linda Albert surveyed dozens of teachers, asking them what methods have backfired for them. Here they are as she has presented them in her book A Teacher’s Guide to Cooperative Discipline, (American Guidance Service, 1989). After 27 years in elementary and middle school classrooms, I can honestly say I have tried most of these techniques. Linda is right. They may work a few times, but not over the long haul. Techniques that backfire include:        

·       raising my voice/yelling  

·      saying “I’m the boss here”  

·      insisting on having the last word  

·      using tense body language, such as rigid posture or clenched hands  

·      using degrading, insulting, humiliating, or embarrassing put-downs  

·      using sarcasm  

·      attacking the student’s character  

·      acting superior  

·      using physical force  

·      drawing unrelated persons into the conflict  

·      having a double standard — making students do what I say, not what I do  

·      insisting that I am right  

·      preaching·      making assumptions·      backing the student into a corner·      pleading or bribing·      bringing up unrelated events·      generalizing about students by making remarks such as “All you kids are the same”·      making unsubstantiated accusations·      holding a grudge·      nagging·      throwing a temper tantrum·      mimicking the student·      making comparisons with siblings or other students·      commanding, demanding, dominatin·      rewarding the student

I remember as a student having to complete worksheets….I realize their worth ……I really do………but it seems that too many teachers are relying on them as the heart and soul of their day and then ……..when they  have behavior problems in their class they fail to see the connection.between the 2.    I can tell you this …..some teachers like ….I mean really like their worksheets…….so we try and compromise…….this site below might be the compromise we have all been looking for…..

It will create a work sheet that can be printed……….but the student can also fill it out on line…..and hit score….good for parents to practice at home without screaming or tears and good for teachers to show mastery….it avoids the paper and pencil portion that may be difficult for some students…..and if a teacher would like to print it as documentation they can do that too……

.It has several different functions to chose from ….check it out……….http://freeology.com/worksheet_creator/math/

 This is a question I get often….every scenario and situation is different but here are some basic ideas….

1. Survey the situation first and decide if where they have flopped is safe. If it is not safe then physically assist that student to a safe area the best you can. Even if it is a just a few feet out of the way that is ok……but we want the student to be safe first.

2. Always have the look and tone of calmness as if you do this kind of thing every day. If you handle this situation well you most likely will not be doing this every day.  Providing any  more attention than is necessary and the behavior will be harder to break……… so  stay calm. Stand at an angle to the child but never directly over and looking down upon. This gives attention to the behavior that we are trying not to give attention to. This is a common mistake I encounter with teams of people all crowded around a flopped child. Avoid this at all costs, especially with several adults at once.

3. Take control of the area and cut off others from coming in an talking/coaxing/scolding the child. This also provides additional attention. Don’t be afraid to say, “thank you for your help but we have this under control right now.” If you have lookers on (staff or passing classes) and a crowd has formed….move them on in the nicest possible way…..but attention has to be minimized.

4. Short brief and to the point in a firm voice. Cut your words down and be brief with what you want the student to do. “Stand up and walk with me” as opposed to “this is not the behavior we are expecting from you …….this is very upsetting…….”. Less is more right now.

Keep emotions out and directions clear……for more on good directions click here

5. If you have other students with you…..reinforce them for any an all on task behavior….any behavior should be reinforced immediately so that other students don’t lose attention for being ON task. So happily reinforce verbally or pats on the back …..whatever you can do to let the others know that they are doing well……this will also turn your attention away from the child who has flopped.

6. When that student follows any part of any direction that you give them during this time……reinforce……what ever it is… find something to reinforce and build back up to compliance……don’t wait for full 100 percent compliance for reinforcement….as you may not get it……if they pick up a shoe to put on…….reinforce verbally “you are making a good choice” …..whatever behavior they display that is on task in some way reinforce that small step to compliance…..

 busbehaviorideas pdf. file

  7-ways-to-prompt based on verbal behavior training and is intended as a starting point for teachers to think about their prompting and use of other means besides verbal prompts.

Click here: Lining up feet

This is a free site for online games for self esteem building http://selfesteemgames.mcgill.ca/games/index.htm

3.

Point systems are intended to  give students immediate feedback on their behavior as they work to achieve their  goals.

Here are the steps thai use to create a program:

1. Pinpoint a specific behavior: Select one or 2 behaviors with a long term goal of behavior change. This goal should be agreed upon by the student and agreed upon by the child’s family as well.

 2. Select your point system: 

http://www.jimwrightonline.com/php/tbrc/tbrc.phpThis site gives you well written goals with perfectly set up point sheets.

 http://archived.freebehaviorcharts.com/charts/

http://www.freeprintablebehaviorcharts.com/

3. Select reinforcer : Talk with th child and work together to find reinforcers that will be motivating to the child. When possible, I like to use reinforcers that are already in the classroom that are available at little to no cost. Click here: Reinforcer Surveyreinforcer-document1 for reinforcer survey that I created from jimwrightonline.com for examples.

4. Set the  cost to gain the reinforcer :  Make the goal achievable at  first and build

5. Implement the program: Run it and review it..

Simple check list to evaluate your school’s point system: point-system-eval-tool

.but don’t give up if you don’t get immediate results…..

Finally read this pdf. On Token Economy it will give you easy to follow guidelines.

Ways to generalize your point program:

Fade physical tokens to points

Pair points with praise

Fade the system to certain times

Move to more natural reinforcers

This is a great site for full videos discussing autism fairly from all angles and sides. Check it out here: http://www.autismmedia.org/index.html

 A fantastic site by Cindy Golden. Cindy was formerly a school psychologist and is currently a special education administrator. Her site has wonderful ideas, pictures, and freebies! Worth taking the time to explore.http://omaccontact.blogspot.com/ 

www.tinsnips.org/index.html  

Building Blox – Task ideas and free materials from Building Blox (make sure you scroll all the way down to page to see all of the free materials).

File Folder Games for Students with Autism Free ABA Resources – Some free printable materials for ABA programs including data sheets, picture schedule templates, reinforcement systems, and sample activities. ABA: Christina Burk – Great free articles about ABA teaching methods.

Positively Autism  – An autism newsletter with free lesson plans, flash cards, games, data sheets, and more. Articles include ABA, lesson modifications, inclusion, field trips, college resources, and transition.

Polyxo – A great site with lots of articles and information about teaching children with Autism. Also includes some printable resources and data sheets. This is a great site for full videos discussing autism fairly from all angles and sides.

Picture Set Database -

Database of free pictures for PECS or schedules http://www.preschoolfun.com/pages/teacch%20work%20jobs.htm This website provides assistance in understanding how to help child with visual impairments and autism.

It is clearly written and provides brief strategies. http://www.tsbvi.edu/Education/vmi/index.htm

Do 2 Learn – A great websites for educational materials and activities. Some materials are free and include tracing sheets, fine motor activities, games, songs, and PECS.

 http://www.specialed.us/autism/index2.htm