Check out the Behaviour Toolbox at www.conductmanagement.com
The password has been emailed to you but if you don't have it ask a colleague or send me a message.
The following link take you to an 8 page document that provides strategies on how to respond to students who challenge through misbehaviour.
The password has been emailed to you but if you don't have it ask a colleague or send me a message.
The following link take you to an 8 page document that provides strategies on how to respond to students who challenge through misbehaviour.
remain-calm-respond-right-when-a-student-challenges.pdf | |
File Size: | 560 kb |
File Type: |
Check out this Positive Behaviour Instructional Supports site. It provides Tier 1, 2 and 3 behaviour support strategies.
www.pbisworld.com
www.pbisworld.com
Managing Meltdowns
PHASE 1: Acting Out
Phase one of a meltdown is essentially an enormous child version of a panic attack. The child’s brain is stuck. The child has catapulted into a state of extreme hyperarousal, and his/her ability to make good judgments and engage in cause-and- effect thinking has shut down. Some children in Phase 1 cannot tell the difference between the past and the present. The survival brain has been activated, and the child is verbally and physically out of control. Usually, during this stage, the child will tolerate no touch or closeness whatsoever.
How to handle this: The child’s brain has become flooded with cortisol and adrenaline, deactivating the logic-bearing regions of the brain. Lecturing or scolding literally ‘goes in one ear and out the other’ when a child is operating in this type of survival mode. EMOTIONAL ATTUNEMENT may help shorten the meltdown and ready the child for reconnection more quickly. Due to the panicky state, the child cannot tolerate any physical closeness. Forcibly moving close to the child will cause further escalation. Help the child move into a space where there is less concern about harm to himself/property. It is important to give the child space, while avoiding triggering the child’s abandonment fears. Stay nearby and give messages such as ‘I’m here,’ ‘I’m not going anywhere’ or ‘We can talk when you are calm,’ ‘you’re safe,’ ‘It’s going to be ok.’ Use a calm tone of voice. Don’t threaten, use sarcasm or raise your voice during this stage.
PHASE 2: Acting In
During phase 2, the child’s brain is still stuck. The survival brain remains in hyperarousal, and the behavior is fueled by shame and fear of rejection or abandonment. Although the child is more grounded in the present, he or she may continue to push the parent away due to the flood of shame and fear, and may or may not tolerate touch.
How to handle this: Attune emotionally and reassure the child at this point and move closer if the child seems ready. The child may or may not be ready for physical touch. Reassuring messages of love and safety are extremely helpful for moving the child through Phase 2. Help the child feel more grounded in the present by gently asking questions such as “can you feel your feet on the floor?” or “what color is the room we are sitting in?”
PHASE 3: Repair and Reconnection
During Phase 3, the child’s brain is unstuck, and he or she has returned to present time. Flooded by feelings of shame and anxiety regarding the meltdown. Now the child yearns for reconnection.
How to handle this: The child needs reconnection and repair. At this point, it is vitally important for the child and parent/teacher to connect either physically or emotionally in order to repair the relationship. This phase gives parents/teachers a chance to strengthen the attachment relationship with even the most guarded child, because the extreme vulnerability encourages him/her to accept MELTDOWNS cannot be prevented by ‘teaching the child a lesson,’ because meltdowns are reflexive and automatic responses that a cognitive-style lesson cannot affect. Repairing and restoring the relationship will, in the end, help change the child’s negative perceptions of his or her world and calm the reflexive brain.
Dr. Russell Barkley
Internationally recognized expert on ADHD.
Because Dr. Barkley is retiring, he has spent the past year putting together a video lecture series on ADHD. There are two separate video lectures series – one for parents and one for professionals. Both series are free to view. Each of the two series includes several video lectures and the ones in the series for professionals are pretty long but contain a lot of valuable information. It is important to listen to them in order. You can also recommend the video series to parents.
Just click on the link http://www.ADHDLectures.com/
Below is a link to the Alberta Ed document on teaching students with ADHD
teaching_students_with_adhd_.pdf | |
File Size: | 1340 kb |
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what_students_with_adhd_wish_their_teachers_knew.pdf | |
File Size: | 294 kb |
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Students who have behaviours that are difficult to manage should have a behaviour plan. You can find many examples of behaviour plans on the web but this is the one I recommend you use. It has been created by Alberta Ed. and comes with an exemplar.
behaviour_plan_template.pdf | |
File Size: | 705 kb |
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Check out this link. It will take you to the Alberta Education document titled:
Supporting Positive Behaviour in Alberta School: An Intensive Individualize Approach
This document provides a lot of information, suggestions and templates that you can use to support students in your class and develop a behavior plan.
http://www.learnalberta.ca/content/inspb1/html/introduction.html
competing_behaviour_pathways_sample.docx | |
File Size: | 29 kb |
File Type: | docx |
positive_behavioual_support_plan_sample.docx | |
File Size: | 153 kb |
File Type: | docx |