A hands on session demonstrating and discussing the most engaging strategies for addressing emotional and social concerns of students for Tier 2 and Tier 3 interventions. An overview of an effective student referral process, evidence based interventions like Positive Action & Second Step as well as tried and true tools such as Zones of Regulation, Social Thinking, Mindfulness and creative interventions

Harris, Rhonda

Petaccio, Kelly

English

Georgia Southern University: Digital Commons@Georgia Southern

Georgia Southern UniversityDigital Commons@Georgia SouthernGeorgia Association for Positive Behavior SupportConferenceFrom Chaos to CalmRhonda HarrisGriffin-Spalding County Schools, rhonda.harris@gscs.orgKelly PetaccioGriffin-Spalding County Schools, kelly.petaccio@gscs.orgFollow this and additional works at: https://digitalcommons.georgiasouthern.edu/gapbsThis event is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern. It has been accepted forinclusion in Georgia Association for Positive Behavior Support Conference by an authorized administrator of Digital Commons@Georgia Southern.For more information, please contact digitalcommons@georgiasouthern.edu.Recommended CitationHarris, Rhonda and Petaccio, Kelly, "From Chaos to Calm" (2017). Georgia Association for Positive Behavior Support Conference. 19.https://digitalcommons.georgiasouthern.edu/gapbs/2017/2017/19FROM CHAOS TO CALMKelly Petaccio, LPCRhonda Harris, LSWGriffin Spalding Project AwareRoadmap to Self-RegulationQUESTION:  WHO ARE YOU?1. Summarize relationship of how the brain effects behavior.2. Summarize the framework of lagging skills to understand problematic behavior.3. Summarize how an effective referral process of PBIS fits within the MTSS model.4. Demonstrate interventions for addressing emotional and social concerns at Tier II and Tier III that address lagging skills.Learning ObjectivesAt the conclusion of this presentation, participants will be able to:WHAT?MTSS Tier adaptationMENTAL HEALTH = SELMental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices.POSITIVE BEHAVIOR SUPPORTTargetedIntensiveDr. Terry Scott: Adapted from George Sugai, 1996© Terrance M. Scott, 2001UniversalSchool-Wide Data Collection and AnalysesSchool-Wide Prevention Systems (rules, routines, arrangements)AnalyzeStudent DataInterviews, Questionnaires, etc.Observations and ABC AnalysisMulti-Disciplinary  Assessment & AnalysisSimple Student Interventions GroupInterventionsComplex Individualized InterventionsTeam-Based Wraparound  InterventionsMulti-Tiered System of SupportBasic NeedsSMHSELPBISWholeChildRTIAcknowledgement:  Susan BarrettSEL              (mental         health)PBIS (behavior)RTi (academics)Basic NeedsRemember:  Behavior is a symptom of the problem. In teaching “You can’t do the Bloom stuff until you take care of the Maslow stuff.”Alan E BeckTier I Tier II Tier IIIRTI1. Academic Universal Screener given to all students2. Standardized Formative Assessments given to all students1. Diagnostic assessment to determine focus of the intervention2. Students who score NOT PROFICIENT on standardized testing1. Tier II results indicate a need for more intensive and/or more frequent interventions.2. Criteria to receive Tier III services should be stringent and exhaustive.  PBIS1. 0-1 Office Disciplinary Referrals2. Universal Screener given to all students1. 2-5 Office Disciplinary Referrals2. Elevated score on Universal Screening1. 6+ Office Disciplinary Referrals2. Criteria to receive Tier III services should be stringent and exhaustive.  SMH1. Universal Screener given to all students1. Elevated score on Universal Screening2. Teacher/Faculty/ Parent/Self Referral through counselor1. Elevated score on Universal Screening2. CrisisRti Academics/intervention sheetData CollectionRTII LevelGrade LevelK 1 2 3 4 5Assessments• DIBELS Next• Phonics Screener• DIBELS Next• Holistic• Phonics Screener• DIBELS Next• Holistic• Phonics Screener• DIBELS Next• PSSA• 4 Sight• Holistic• Phonics Screener• DIBELS Next• PSSA• 4 Sight• Holistic Phonics Screener• DIBELS Next• PSSA• 4 Sight• Holistic• Phonics ScreenerCORE• Harcourt• 7 Thinking Strategies • K Pals• Harcourt• 7 Thinking Strategies • Elements of Reading Vocabulary• 1st Grade Pals• Harcourt• 7 Thinking Strategies • Elements of Reading Vocabulary• Harcourt• 7 Thinking Strategies • Elements of Reading Vocabulary• Harcourt• 7 Thinking Strategies • Elements of Reading Vocabulary• Harcourt• 7 Thinking Strategies• Elements of Reading VocabularyArea of NeedIntervention NameArea of NeedIntervention Name Area of NeedIntervention Name Area of NeedIntervention Name Area of NeedIntervention Name Area of NeedIntervention NameTier 1Phonics/Fluency EnrichmentFluency/ComprehensionEnrichmentFluency/ComprehensionEnrichment Comprehension Junior Great Books ComprehensionJunior Great Books ComprehensionJunior Great BooksTier 2 Phonics Words Their WayPhonicsPhonics for Reading  &Words Their WayPhonicsPhonics for Reading  &Words Their WayPhonicsPhonics for Reading  &Words Their WayPhonicsPhonics for Reading  &Words Their WayPhonicsPhonics for Reading  &Words Their WayFluency Read Naturally FluencyRead Naturally&Fluency FirstFluencyRead Naturally& Fast TracksFluencyRead Naturally&Fast TracksFluencyRead Naturally&Fast TracksComprehension N/AComprehension N/A Comprehension Fast Tracks Comprehension Fast Tracks Comprehension Fast TracksTier 3 PhonicsERI,Corrective Reading Decoding &FundationsPhonicsCorrective Reading Decoding,Fundations&ERIPhonicsCorrective Reading Decoding& ERIPhonicsCorrective Reading DecodingPhonicsCorrective Reading DecodingPhonicsCorrective Reading DecodingComprehensionCorrective Reading ComprehensionComprehensionCorrective Reading ComprehensionComprehensionCorrective Reading ComprehensionAll AreasMaking ConnectionsAll AreasMaking ConnectionsAll AreasLanguage &Making ConnectionsAll AreasLanguage &Making ConnectionsAll AreasLanguage &Making ConnectionsROSS GREENE         LO S T  I N  S C HO O L  &  LO S T  AND  F O UND…Challenging behavior is just a signal, the fever, the means by which the kid communicating that he or she is having difficulty meeting an expectation.All of us get escape, avoid, manipulation.The question isn't’ the function—why the student is behaving this way but ratherWhy is the student going about getting, escaping, avoiding in such a maladaptive way or manner?Challenging behavior is reflective of a developmental delay.In order for students to behave adaptively they need: motivation and skills.Many years we have focused on motivation.Research says focus on the SKILLS part.Frustration ToleranceFlexibility/ AdaptabilityProblems SolvingLagging Skills NOT escape, avoid, manipulation. ASSESSMENT OF LAGGING SKILLS & UNSOLVED PROBLEMS (Rev. 11-12-12) LAGGING SKILLS UNSOLVED PROBLEMSDifficulty handling transitions, shifting from one mindset or task to another Difficulty doing things in a logical sequence or prescribed order Difficulty persisting on challenging or tedious tasks Poor sense of time Difficulty maintaining focus Difficulty considering the likely outcomes or consequences of actions (impulsive) Difficulty considering a range of solutions to a problem Difficulty expressing concerns, needs, or thoughts in words Difficulty understanding what is being said Difficulty managing emotional response to frustration so as to think rationallyChronic irritability and/or anxiety significantly impede capacity for problem-solving or heighten frustration Difficulty seeing the “grays”/concrete, literal, black-and- white, thinking Difficulty deviating from rules, routine Difficulty handling unpredictability, ambiguity, uncertainty, noveltyDifficulty shifting from original idea, plan, or solution Difficulty taking into account situational factors that would suggest the need to adjust a plan of action Inflexible, inaccurate interpretations/cognitive distortions or biases (e.g., “Everyone’s out to get me,” “Nobody likes me,” “You always blame me, “It’s not fair,” “I’m stupid”) Difficulty attending to or accurately interpreting social cues/poor perception of social nuances Difficulty starting conversations, entering groups, connecting with people/lacking other basic social skills Difficulty seeking attention in appropriate ways Difficulty appreciating how his/her behavior is affecting other people Difficulty empathizing with others, appreciating another person’s perspective or point of view Difficulty appreciating how s/he is coming across or being perceived by others Sensory/motor difficultiesUNSOLVED PROBLEMS GUIDE: Unsolved problems are the specific expectations a child is having difficulty meeting. Unsolved problems should be free of maladaptive behavior; free of adult theories and explanations; “split” (not “clumped”); and specific. SCHOOL: Difficulty moving from choice time to math; Difficulty sitting next to Kyle during circle time; Difficulty raising hand during social studies discussions; Difficulty getting started on project on tectonic plates in geography; Difficulty standing in line for lunch; Difficulty getting along with Eduardo on the school bus; Difficulty when losing in basketball at recess ©Ross W. Greene, Ph.D., 2012 C O N N E C T I N G  R I G H T- B R A I N  TO  R I G H T  B R A I N  &I N T E G R AT I N G  T H E  U P S TA I R S  A N D  T H E  D OW N S TA I R S Tool BoxThey say “You can’t teach an old dog a new trick?  But you can!Neuroplasticity!!RE-WIRINGWe need to practice when there’s littleemotions so it works when there are big emotionsPractice ALWAYS!!! In the car, at bed time, during commercials, Have big kids teach little kids, Have your kid re-teach you. MAKE IT FUN!!!!!!!!!!!!!!!!!!EMOTIONS IN KIDSBig Emotions in kids look different than they do in adults.Anxiety: Losing Focus Anger Perfectionism Correlation with ADHDDepression: “lazy” & ”boring”   Physical Ailments Agitation Focus problems Negative Feelings(sad, overwhelmed, tired, over excited)Downstairs BrainLoss of Emotional Control(impulse control, flexibility, working memory, initiation, organization, self-monitoring )DOWNSTAIRSStaircase blockedRight Brain to Right Brain(empathy, emotional talk, NOT LOGIC)Upstairs BrainGETTING BACK UPTHE TOOLBOXFlexibility/AdaptabilityFrustration Tolerance           (Acting Out)Problem SolvingSKILLS AND INTERVENTIONS FRUSTRATION TOLERANCEFrustration ToleranceFlexibility/ AdaptabilityProblems SolvingLagging Skills NOT escape, avoid, manipulation. EMOTIONAL NEEDSEmotion Regulation & Distres Tolerance“Raise and Lower the Temperature”Coping cardBody ScanId feelingsIceFeeling ThermometerPower thinking-AfirmationsQUIZ TIMESENSORY NEEDSo Zebra Walk (animal walks)o Go Noodle Wiggle Videos/ Mind Yetio Crosslobal Stimulation (cross midline)o Vestibular/proprioceptive (good exercises for each)o Sensory Breaks “brain breaks” Brain gym the brain gym101 course refers to a course that teaches 26 movements and how to apply them using specific brain gym process and techniques VIDEOS ON YOUTUBE!*DO IT WITH US!*o Figure 8o Elbows & KneesFrustration ToleranceFlexibility/ AdaptabilityProblems SolvingLagging Skills NOT escape, avoid, manipulation. HOLISTIC APPROACHESo Breathingo Progressive muscle relaxationo Mindfulness (focus based solution)/meditationHOLISTICBreathing Video Snake Breaths Belly breaths Bunny breaths Bubbles Balloons Breathing buddies Mind Yeti*DO IT WITH US!*  Balloons Snake BreathsSquare BreathingSKILLS AND INTERVENTIONS FLEXIBLITY/ADAPTABILITYEMOTIONAL NEEDSArt Therapy Altered books Black out poetry Affirmation jars Collage/ vision board Boxes / masksHOLISTICProgressive Muscle Relaxation Scrunch & Stretch Noodles Guided for Kids Guided for Adults You Tube*DO IT WITH US*Scrunch & StretchNoodlesSKILLS AND INTERVENTIONS PROBLEMSOLVINGMaking a PlanTaking Responsibility for Your ActionsDealing with Peer PressureSeeking HelpDealing with GossipDealing with Peer PressureSkills and ProgramsSecond Step; Positive Action; Strong Start; Mindup; Skill StreamingSOCIAL NEEDSo Social Stories  Mario!o Books Social Emotional Learning Themes A chair for my mother Wilma Jean the Worry Machine The Giving Tree The Invisible String Owl Babies I just don’t like the sound of no! Hands are not for hittingMINDFULNESS / MEDITATIONMindfulness Thoughts / Feelings / Sensations  (noticing all senses) Radical Acceptance Candy Books Go Noodle “What does it mean to be present?” Imagery -Riding the wave Stretching Yoga  Cosmic kidsNOW WHAT?THE ONE THING I’M GOING TO DO DIFFERENTLY NOW IS_________.What questions do you have?“Kids will do well if they can... kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated, but they lack the skills to behave adaptively.” Greene, R. (2008). lost at school: Why our kids with behavioral challenges are falling though the cracks and how we can help them. NY, NY: Scribner. “I hope that someday we will learn the terrible cost we all pay when we ignore or mismanage those people in society who most need our help.” The Hon. Judge Sandra Hamilton, Provincial Court of Alberta, CanadaKELLY.PETACCIO@GSCS.ORG&RHONDA.HARRIS@GSCS.ORGGriffin Spalding County Schools&Project AWAREUnderstood.org– Trauma & ADHDMomentousInstitute.orgDr. Dan Siegel, Tina Payne Bryon, The Whole Brain Child; No-Drama Discipline; Upstairs/Downstairs BrainKidsinthehouse.com—sign up for free/many videos Dr. Ross Greene—livesinthebalance.orgALSUP; Assessment of Lagging Skills & Unsolved ProblemsLost in School; Lost at School; The Explosive Child

From Chaos to Calm

https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1324&amp;context=gapbs

From Chaos to Calm

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