Tools for Managing Problem Behaviors

Tools for Managing Problem Behaviors
Houston Independent School District
Office of Special Education Services
(July 2015)
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Prepared By:
Shuk Wa Wong, Ph.D., LSSP
Manager, School Psychology
With the dedication and hard work from the following LSSP Team members:
Amparo Barajas, M.S.
Earnestine Gardner, Ph.D.
Jennifer Montgomery, Ph.D.
Maher Muhtaseb, M.A
Norma Perez, M.S.
Rafat Jilani, M.A., M.Ed.
Taieka Derrick, M.A.
Tazneem Maredia, M.A., Ed.M.
Tonishea Coleman, M.Ed.
Trista Huckleberry, Ph.D.
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Table of Contents
Social/Emotional Behavioral Interventions ……………………………………………………………………………………….. 5
Examples of Problem Behaviors among Children and Youths …………………………………………………………. 6
Problem Behavior: Bullying/Harassment/Verbal and Physical Aggression ……………………………………. 7
Problem Behavior: Chronic Failure to Respond to Reasonable Requests ………………………………….. 10
Problem Behavior: Derogatory/Abusive Language or Gestures ………………………………………………….. 12
Problem Behavior: Inattentive/Off Task ………………………………………………………………………………………. 14
Problem Behavior: Out of Seat/Area/Elopement …………………………………………………………………………. 16
Problem Behavior: Outburst/Tantrum …………………………………………………………………………………………. 18
Problem Behavior: Refusal to Participate/ Work …………………………………………………………………………. 20
Problem Behavior: Non-suicidal Self Injury (NSSI) ……………………………………………………………………… 22
Problem Behavior: Stealing (non-criminal) ………………………………………………………………………………….. 24
Examples of Behavioral Interventions …………………………………………………………………………………………….. 26
Behavioral Intervention: Active Listening …………………………………………………………………………………….. 26
Behavioral Intervention: Alternate between Preferred and Non-Preferred Tasks ………………………… 29
Behavioral Intervention: Alternative Methods for Getting Help ……………………………………………………. 30
Behavioral Intervention: Antecedent Manipulation ………………………………………………………………………. 31
Behavioral Intervention: Behavioral Contract………………………………………………………………………………. 32
Behavioral Intervention: Check-in/Check-out (CICO) ………………………………………………………………….. 33
Behavioral Intervention: Clear and Concise Directions ……………………………………………………………….. 34
Behavioral Intervention: Cooling Off Periods ………………………………………………………………………………. 35
Behavioral Intervention: Corrective Feedback …………………………………………………………………………….. 37
Behavioral Intervention: Count to 10 …………………………………………………………………………………………… 38
Behavioral Intervention: Logical Consequences …………………………………………………………………………. 39
Behavioral Intervention: Opportunities for Movement …………………………………………………………………. 40
Behavioral Intervention: Reminder of Rules/Expectations …………………………………………………………… 41
Behavioral Intervention: Self-Monitoring ……………………………………………………………………………………… 42
Behavioral Intervention: Social Skills Training …………………………………………………………………………….. 43
Behavioral Intervention: Structured Mentoring ……………………………………………………………………………. 44
Behavioral Intervention: Teaching Appropriate Ways to Express Feelings …………………………………. 45
Behavioral Intervention: Teaching Confliction Resolution Skills ………………………………………………….. 46
Behavioral Intervention: Teaching Coping Skills …………………………………………………………………………. 47
Behavioral Intervention: Visual Schedules ………………………………………………………………………………….. 48
Examples of Alternatives to Suspension ………………………………………………………………………………………… 50
Alternative to Suspension: Appropriate ISS ………………………………………………………………………………… 51
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Alternative to Suspension: Community Services …………………………………………………………………………. 52
Alternative to Suspension: Counseling ……………………………………………………………………………………….. 53
Alternative to Suspension: Detention ………………………………………………………………………………………….. 54
Alternative to Suspension: Escort between Classes …………………………………………………………………… 55
Alternative to Suspension: Loss of Privileges ……………………………………………………………………………… 56
Alternative to Suspension: Mini Courses/Skill Modules ………………………………………………………………. 57
Alternative to Suspension: Programming Alternatives ………………………………………………………………… 58
Alternative to Suspension: Restitution ………………………………………………………………………………………… 59
Alternative to Suspension: Social Skills Instruction …………………………………………………………………….. 60
Examples of Progress Monitoring Tools …………………………………………………………………………………………. 61
Appendix I: Mental Health and Suicide Prevention Resources ……………………………………………………….. 61
Early Mental Health Intervention …………………………………………………………………………………………………. 62
Mental Health Promotion and Positive Youth Development ………………………………………………………… 63
Substance Abuse Prevention ……………………………………………………………………………………………………… 63
Substance Abuse Intervention ……………………………………………………………………………………………………. 64
Suicide Prevention ……………………………………………………………………………………………………………………… 64
Educator Preparation Programs (EPP) Resources ……………………………………………………………………… 65
Appendix II: Managing Challenging Behaviors on Campus Flowchart …………………………………………… 66
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Social/Emotional Behavioral Interventions TIERS FOCUS INTERVENTIONS PROGRAM SERVICE DELIVERY ASSESSMENT PROGRESS MONITORING TIER 1 UNIVERSAL (80%)
Across grade levels
 School-wide(SW) behavior expectations /Code of Student Conduct
 School/classroom rules aligned to expectations
 SW implementation/reinforcement
 Common discipline language
 Common social-emotional curriculum
 Health education and wellness
 Anti-bullying/-drugs/-gangs initiatives
 Articulated office referral procedures
 PBIS related programs (e.g. Teach Like A Champion, CHAMPS, The Leader in ME)
 Parent engagement/involvement initiatives
 Token economy
At all times by all staff –
Branding (e.g. posters, banners)
Social/Emotional classroom instruction
All students should receive Universal Interventions for 6-9 weeks prior to increasing the level of interventions to Targeted
Academic/Behavioral Data:
 Office referrals
 Parent/student Conferences
 Detentions
 Suspensions
 Attendance rate
 Grades
 Rate of office referrals
 >90% attendance
 >90% passing grades
TIER 2 TARGETED (15%)
Students at risk of failing and who have not responded to Tier 1 supports
 Self-management programs
 Intensive social skills teaching
 Group contingency management techniques
 Small-group social skills instruction
 Check-in/check-out
 Home visits (parent involvement)
 Counseling (1:1) and group counseling
 + Tier 1 supports
General education teacher, interventionist, problem-solving team, administrator, counselor
Supplemental instruction is delivered for approximately 30 minutes 3-4 times per week for a minimum of 6-9 weeks
Academic/Behavioral Data:
 Office referrals
 Parent/student Conferences
 Detentions
 Suspensions
 Attendance rate
 Grades
 <2 office referrals in 6 weeks period
 >90% attendance
 >90% passing grades TIER 3 INTENSIVE (5%)
Students who have not responded to Tier 2 supports
 Wraparound services (interagency collaboration)
 Individualized crisis plan
 Specialized instruction
 Mental health providers
 High-intensity, specially designed, and individualized behavior interventions (e.g., contracting, , self-management, positive reinforcement)
 Direct instruction of appropriate behavior/social rules
 Functional behavior assessment (FBA) strategies
 Parent training and collaboration
 Reintegration/transitional services for students returning from agencies, DAEP, and/or JJAEP
+Tier 1 & Tier 2 supports
General education teacher, interventionist, LSSP, problem –solving team, administrator, counselor
Intensive instruction is designed by the problem-solving team and delivered in two 30-minute sessions per day for a minimum of 6-9 weeks
Academic/Behavioral Data:
 Office referrals
 Parent/student Conferences
 Detentions
 Suspensions
 Attendance rate
 Grades
 <2 office referrals in 6 weeks period
 >90% attendance
 >90% passing grades
 Resistance to all supports & interventions – referral to Discipline Alternative Education Programs (DAEP)
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Examples of Problem Behaviors among Children and Youths
Chronic Failure to Respond to Reasonable Requests
Bullying/ Harassment/Verbal and Physical Aggression
Derogatory/Abusive Language or Gestures
Outburst/ Tantrum
Out of Seat/Area/ Elopement
Refusal to Participate/Work
Non-Suicidal Self Injury
Inattentive/ Off Task
Stealing (Non-Criminal)
7
Problem Behavior: Bullying/Harassment/Verbal and Physical Aggression
I. Behavioral Definition and Examples
 Bullying/harassment: Intentional, repeated use

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