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Teaching Self-Regulation During Choice Time in Pre-K

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De-Escalation Spaces: Helping Students Manage Emotions

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Description. When students engage in disruptive behaviors in the classroom, they may be seeking to escape or avoid an academic task (Packenham, Shute, & Reid, 2004). With the Class Pass intervention, the student is able to use a limited number of passes to take brief (8-12 minute) work breaks to engage in preferred activities without disrupting instruction (Collins et al., 2015; Cook et al., 2014). To promote increased work tolerance, however, the student is also given an incentive to retain passes unused to redeem later for rewards.

This article lays out the procedures for using Class Passes (based on the work of Collins et al., 2015; Cook et al., 2014).

Preparation. In advance of the Class Pass intervention, the teacher:

1. decides how many Class Passes to issue. The teacher determines the number of Class Passes issued to the student each day. As a guide, research shows that 3 passes per day (elementary) or class period (middle or high school) have generally been sufficient to substantially increase academic engagement. Review these examples of Class Passes

2. determines the length of the work break. When the student uses a Class Pass, that learner receives a short break from academic work. The teacher chooses the length of these brief breaks. Research supports a 10-minute break period for elementary students and a 5-minute break for secondary-level students.

3. decides on the minimum wait-time between work breaks. Once a student has used a Class Pass to take a break, that student is expected to resume work for a minimum period before being allowed to request another break. The teacher chooses the minimum wait-time period between breaks. Research suggests that a minimum wait-time of between 7 and 15 minutes to be effective.

4. identifies allowed break activities. The teacher and student develop a list of activities that the student can engage in during work breaks. Acceptable activities should be reinforcing for the student, cause minimal distraction to peers, and be manageable within the time-limits of the break (e.g., 10 minutes). Examples of appropriate activities might include drawing at one's desk or using a computer math-skills program at the back of the classroom. If there are particular rules or exceptions associated with any of the activities, these expectations should be clearly defined. For the activity using a computer math-skills program, for example, teacher and student may agree that this activity is available throughout the day except when other students are using that program for math instruction. More detailed instructions for identifying break activities can be found in the organizer Class Pass: Selecting Break Activities.

5. creates a reward menu. The teacher and student identify several positive reinforcers ('rewards') that the student can access by redeeming unused Class Passes. These rewards are arranged in a menu format, with information about how many unused Class Passes are required to access each reward. Appropriate reward choices are those that are permissible in the classroom or school, viewed as reinforcing by the student, and available at little or no cost. Guidelines for assembling a reward menu can be found in the organizer Class Pass: Building a Reward Menu.

Student Training. When the Class Pass program is ready to start, the teacher trains the student. The training should follow the sequence of coach (the teacher describes the procedures), model (the teacher demonstrates for the student what the procedures look like), and practice (the teacher has the student practice the procedures with instructor feedback). While this training can most likely be completed in a single session, the teacher should be prepared to provide additional training sessions if the student needs them.

Most of the steps that the student is to be trained in are explained in the 'Procedures' section that follows. During this training, the teacher also:

helps the student to recognize signs that a work-break is needed. The teacher tells the student that a work-break might be needed when the learner feels confused, bored, frustrated, or tired during academic work. The student can then be prompted to come up with specific examples of when they might need to take a work-break.

identifies the sequence for requesting a work-break. The student is told that, to initiate a work-break, he or she raises a hand and waits patiently for teacher acknowledgement and approval before starting the break.

informs the student when work-breaks are not permitted. The student is informed that Class Pass breaks are off-limits (1) during exams, (2) if the student has already used up all available Class Passes for the session or day, or (3) if the student requests a work-break too soon after requesting a previous work-break.

Procedures. When the Class Pass is in effect, here are the daily steps that make up this intervention:

1. The teacher issues the allotted Class Passes. The instructor starts the day or period by issuing the student the agreed-upon number of Class Passes (e.g., 3).

2. The student requests Class Pass breaks when needed. During academic tasks, the student monitors his or her emotional response. If needed, the student signals the request for a Class Pass break by raising a hand and waiting for the teacher to acknowledge and approve the request. The student surrenders a Class Pass and begins the break.

3. The student takes the timed work-break. When the student starts the work-break, the teacher or other supervising adult starts a timer set to the break length. At the end of the break, the student returns to the work setting and resumes the academic task.

4. The student is credited with unused Class Passes and selects rewards. At the conclusion of the instructional period or day, any Class Passes the student has not used are credited to that learner. Periodically and in a timely manner (e.g., daily, every other day), the student has an opportunity to review the reward menu and 'purchase' rewards for which the student has collected sufficient Class Pass credits.

Troubleshooting/Tips. Here are teacher tips to get the greatest benefit from using the Class Pass intervention:

Remind students to use the strategy. When the teacher observes the student being non-compliant, appearing frustrated, or otherwise displaying potential escape-and-avoid behaviors, the instructor can gently remind the student of the intervention: e.g., "You can follow instructions or you can take a Class Pass break. It's your choice."

Pair Class Passes with academic supports. If the student appears to habitually engage in behaviors to escape or avoid academic tasks, it is likely that the learner experiences real difficulty in completing the assigned work. In this common scenario, the Class Pass system can quickly reduce disruptive behaviors-but does not address the academic deficits that are the root cause of those behaviors. Students who fit this profile, therefore, should also be provided with appropriate academic supports to help them to successfully complete schoolwork and eventually eliminate the need for scheduled work-breaks.

Periodically update activities and rewards. To maintain the effectiveness of the Class Pass system, the teacher may want to re-meet with the student every several weeks or so to update the work-break activities and Class Pass reward menus. Refreshing these intervention elements occasionally can sustain student motivation.

Fade Class Passes over time. As the student shows the ability to tolerate longer work-periods and save unused Class Passes for rewards, the teacher should frequently reinforce the student by praising gains in academic engagement as well as increased work production and improved grades. Along with consistent use of praise, the instructor can gradually reduce the number of Class Passes assigned per day (e.g., dropping from 3 to 2, etc.) until the student is able to complete academic work without supports and the intervention can be discontinued.

Student Training. When the Class Pass program is ready to start, the teacher trains the student. The training should follow the sequence of coach (the teacher describes the procedures), model (the teacher demonstrates for the student what the procedures look like), and practice (the teacher has the student practice the procedures with instructor feedback). While this training can most likely be completed in a single session, the teacher should be prepared to provide additional training sessions if the student needs them.

Most of the steps that the student is to be trained in are explained in the 'Procedures' section that follows. During this training, the teacher also:

helps the student to recognize signs that a work-break is needed. The teacher tells the student that a work-break might be needed when the learner feels confused, bored, frustrated, or tired during academic work. The student can then be prompted to come up with specific examples of when they might need to take a work-break.

identifies the sequence for requesting a work-break. The student is told that, to initiate a work-break, he or she raises a hand and waits patiently for teacher acknowledgement and approval before starting the break.

informs the student when work-breaks are not permitted. The student is informed that Class Pass breaks are off-limits (1) during exams, (2) if the student has already used up all available Class Passes for the session or day, or (3) if the student requests a work-break too soon after requesting a previous work-break. Student Training. When the Class Pass program is ready to start, the teacher trains the student. The training should follow the sequence of coach (the teacher describes the procedures), model (the teacher demonstrates for the student what the procedures look like), and practice (the teacher has the student practice the procedures with instructor feedback). While this training can most likely be completed in a single session, the teacher should be prepared to provide additional training sessions if the student needs them.

Most of the steps that the student is to be trained in are explained in the 'Procedures' section that follows. During this training, the teacher also:

helps the student to recognize signs that a work-break is needed. The teacher tells the student that a work-break might be needed when the learner feels confused, bored, frustrated, or tired during academic work. The student can then be prompted to come up with specific examples of when they might need to take a work-break.

identifies the sequence for requesting a work-break. The student is told that, to initiate a work-break, he or she raises a hand and waits patiently for teacher acknowledgement and approval before starting the break.

informs the student when work-breaks are not permitted. The student is informed that Class Pass breaks are off-limits (1) during exams, (2) if the student has already used up all available Class Passes for the session or day, or (3) if the student requests a work-break too soon after requesting a previous work-break.

References

Collins, T. A., Cook, C. R., Dart, E. H., Socie, D. G., Renshaw, T. L., & Long, A. C. (2015). Improving classroom engagement among high school students with disruptive behavior. Evaluation of the class pass intervention. Psychology in the Schools, 53(2), 204-219.

Cook, C. R., Collins, T. A., Dart, E., Vance, M. J., McIntosh, K., Grady, E. A., & Decano, P. (2014). Evaluation of the class pass intervention for typically developing students with hypothesized escape-motivated disruptive classroom behavior. Psychology in the Schools, 51(2), 107-125.

Packenham, M., Shute, R., & Reid, R. (2004). A truncated functional behavioral assessment procedure for children with disruptive classroom behaviors. Education and Treatment of Children, 27(1), 9-25.

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How to Reduce Disruptive Behaviors Through a Brief Escape Break: Class Pass

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Description. When students engage in disruptive behaviors in the classroom, they may be seeking to escape or avoid an academic task (Packenham, Shute, & Reid, 2004). With the Class Pass intervention, the student is able to use a limited number of passes to take brief (8-12 minute) work breaks to engage in preferred activities without disrupting instruction (Collins et al., 2015; Cook et al., 2014).

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TEACHING ASSISTANT: 3 WAYS TO PREVENT CHALLENGING BEHAVIOUR

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Defuse-Deesc for Paras think tac toe 2024

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Video Discussion: What would YOU do?

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Video Discussion: What would YOU do?

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Module 3: Behaviour is Communication | Course 3: Instructional Strategies

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Video Discussion: What would YOU do?

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Five Tips for Managing Power Struggles in the Classroom - Simply Special Ed

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The dreaded power struggle. How can they be avoided in the classroom? Here are five tips for managing power struggles in the classroom.

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Fight, Flight, or Freeze in Schools: How to Recognize Stress Responses

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Some students, especially those who have experienced trauma, may have an overactive stress response. This means that they may enter into fight, flight, or freeze mode often.

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Social & Emotional Learning (SEL)

A simple technique that takes just a few minutes can help an agitated student regain the state of mind needed for learning.

So often we find students in a stressed or anxious state of mind. The most telltale signs are inappropriate behaviors or outbursts, negative comments, and anxiety-ridden movements such as fidgeting, leg shaking, and fist clenching. These signals should raise immediate concern and indicate to educators that a response may be needed. The goal is to guide the student to a self-regulated mindset, but how does a teacher do that?

First let's review what is going on with a student in the middle of an outburst. Cortisol, which is responsible for keeping people alive in the face of danger, is being released. Often referred to as the stress hormone, cortisol plays a crucial role in our ability to protect ourselves. When we experience stressful situations, the release of cortisol helps us respond rapidly, but it comes with a cost, as it negatively affects the brain's ability to function at an optimal level.

Think of it like this: You're in the ocean on a surfboard waiting for the perfect wave. A short distance away, you see a shark fin pop out of the water, heading your way. Immediately two chemicals- cortisol and adrenaline-are released and you enter the fight, flight, or freeze response: You can fight the shark, flee by paddling as fast as you can, or freeze and hope the shark loses interest in you. Whatever your response, you find yourself in a moment of stress, anxiety, uncertainty, and fear due to heightened cortisol levels.

Now let's consider how this might look in a learning environment. At the end of a class, two students learn that they have received a poor grade on a science test. This is not a life-or-death situation like the approaching shark, but the physiological response is the same. The students' cortisol levels are high and they are anxious, a state of mind that doesn't support clear, conscious thinking. Upon entering their English class, the two students are visibly upset. One heads straight for their seat and begins to cry, while the other throws their book bag on the floor and punches the desk. For the teacher, recognizing these signs before beginning class is important.

The Stress Response and the Brain

The young brain can be confusing, complex, and often misunderstood, not only from the perspective of adults but more importantly from that of the students themselves. In order for students to understand how their brain functions, it's important to teach them about a few parts of the brain and their functions. To keep it simple, teach them about the amygdala, prefrontal cortex, and hippocampus.

The amygdala directs rapid responses when necessary-the fight, flight, or freeze response. When the amygdala detects a threat, it responds faster than the prefrontal cortex, which directs the ability to make decisions and problem-solve, and the hippocampus, which is responsible for remembering details and storing memories. The two areas of the brain most needed for academic work are thus bypassed. As a result, an anxious, stressed, or fearful state of mind can lead to poor decision-making, inability to think with clarity, and impulsive behaviors.

Learning how to calm ourselves is imperative for our well-being, and the following technique, which is designed to decrease negative impulses and emotions, can be shared with students. The goal is to lead them to more regulated thinking and learning.

A De-escalation Technique

Let's go back to the two upset students in their English class. They aren't ready to work, but the teacher can help by taking a few minutes to guide them back to a state of calm.

This process should take anywhere from four to six minutes and be centered on the student. I've provided a sample of what a teacher might say at each stage, but you should modify those statements so they feel natural to you.

If you have a paraprofessional or in-class support teacher, you can ask a student who seems upset to step out into the hallway or into an area of the classroom set aside for de-escalation. Or you can do this as a whole-class starter activity for anyone who might have something worrisome on their minds. Students can either choose this de-escalation technique-thinking over their answers instead of sharing them out loud-or engage in a warm-up activity connected to the class such as completing a journal entry or worksheet.

Give the student time to regain their calm: Say, "I notice you're really upset. Let's work together on breathing slowly for one minute in order to manage your impulses."

Direct the student to be aware of their thoughts and feelings: Say, "What's going on in your brain and body right now? Tell me how you feel and what you're thinking, and if you're ready to focus on moving forward with getting calm."

Have the student redirect their thoughts: Say, "Take a minute, close your eyes, breathe slowly, and think about something that makes you happy. I know you told me how much you love your grandma's fresh-baked cookies. Think about walking into grandma's house in a calm state of mind as you smell the cookies, taste the cookies, and feel the warmth of them right out of the oven."

Give the student positive feedback on becoming calm: Say, "Now open your eyes. How are you feeling? If you need more time to settle down, let me know. You should feel happy and excited about your work in getting to this point."

Give the student a little more time to refocus: Say, "Take a minute and do something for you. Go for a walk and get some air, or tell me about your baseball game the other night."

Have the student reflect for the future: Say, "The next time you're feeling this way and I'm not with you, what can you tell yourself in order to take charge of your thinking and behavior, and get yourself to a regulated place?"

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A De-escalation Exercise for Upset Students

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A simple technique that takes just a few minutes can help an agitated student regain the state of mind needed for learning.

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Demonstrating Self-Regulation With Tone of Voice

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link to a separate padlet of resources for supporting individuals using AAC

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by Dr. Kelly Gfroerer and Dr. Jane Nelsen Image from the Positive Discipline Teacher Tool Cards One of the most difficult classroom management challenges is avoiding power struggles. Remember, it takes two to engage in a power struggle. The Mistaken Goal Chart shows us that your feelings are…

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De-Escalation Techniques in the Classroom

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As an educator or parent, getting into a power struggle can be an awful thing. We waste so much of our energy trying to get we we want that we sometimes forget what our goal was in the first place. Power struggles can be especially difficult with kids with ADHD, autism, oppositional-defiant disorder, and other social-emotional challenges. After teaching middle school special education in a behavioral classroom for ten years, I've picked up a few strategies on how to avoid (and get out of) power struggles.

If you find yourself needing more support with de-escalation strategies for kids and young adults, consider this De-escalation Strategies Guide with a detailed educator guide, sample scenarios, proactive strategies, and de-escalation techniques.
Here are some strategies for avoiding power struggles that you can use right away:
1. Develop a relationship early on. This is by far the most important element to reducing power struggles with kids and young adults. Talk to kids about what they're interested in and spend time learning about those topics. That often means talking about non-school related topics, and that's okay. Time spend on relationship building is never time wasted. It's a prerequisite for learning.

2. Hide your frustrations. We all get frustrated with students sometimes! When that happens, take a breath and walk away. Kids really need more positivity in their lives. By showing our frustrations, we are just making kids feel poorly about themselves instead of helping them reach their individual potentials.

3. Be kind. A kind tone and "please" really can go a long way. Sometimes this can be all the child or young adult wants. Other times, kids are so shocked that someone would ask them so politely, they just end up following through right away. Be reflective with yourself frequently about how you might be coming off to another individual.

4. Give the expectation and run. That means what it says! Literally tell the child your expectation or direction privately and then get out of there. Don't give the child a chance to talk back to you or tell you they aren't going to do it. Get out of there!

5. Ignore what you can ignore. If a behavior isn't interfering with the learning of others, try to ignore it. Even if it bothers you personally (like pen clicking or tapping), let it go. Most likely, another student will end up politely correcting the child. This is really the best thing when this happens because kids listen to each other much more than they listen to adults! Additionally, sometimes our reactions are actually the reinforcement that kids are looking for. By ignoring many behaviors, we are helping to extinguish them. When you want to correct a behavior, consider if you can ignore it or not first.

6. Let the child or young adult get the last word. This seems counter-intuitive in the education world. Adults always feel the need to get the last word with kids, but so often it really does not get us anywhere except further argument! My favorite strategy is just to pretend I didn't hear it when a student talks back or says something negative under their breath. Things like, "I'm not doing it," and "This is a stupid project," can just be completely ignored! It will make your life easier in the end.

7. Listen and validate. If a student is having a problem or starts to argue, listen to them without interrupting. Validate them by saying, "I see your point," and "So what you're saying is...?". Spending that extra time just listening to a student and letting them have a voice can defuse power struggles before they start.

8. Explain your reasoning. Let students know, "I really need all eyes on me right now so I can explain the directions to the lab and then you can go off with your groups." Kids need to know why they should be paying attention and following rules. So often, a simple explanation can make a big difference.

9. Give choice. It's healthy for kids and young adults to have choices. On a math homework page, let kids choose any ten to finish. For a presentation, allow students to select whether to do an oral report, a multimedia presentation, or write a report. Even really small choices can make a big difference. For example, if you have a student who struggles working with group work, ask them to choose between two groups.

10. Be flexible. Kids and young adults need structure, of course, but adults need to show they are flexible and compassionate, too. Don't get stuck on having one right way to do things. My favorite example is letting students use gel pens to complete their work. I have never in my life seen middle schoolers so excited to complete homework. If students are working and growing, it's okay to be a bit flexible in how they do it.

11. Know how to back out of power struggles. Finally, if you do happen to get in a power struggle, here is a winning phrase that can stop the battle right away: "Let's talk about that later". It defuses the situation, lets the child or young adult know you will follow up, but puts the disagreement on hold. This is a great way for teachers to address the behavior without making a huge deal of it in the moment. It tells your other students that you are handling the behavior, just not at the moment. Get this list of over 50 free de-escalation strategies you can use right away.

12. Compromise with a goal in mind. Consider what your goal is for the child. Do you want them to finish an assignment? Work in a group? Finish their test? Stay quiet during a lesson? Be willing to make accommodations and compromise with the student in order to have them meet your expectation for them. Let's consider an example. Let's say a student is outright refusing to start their math homework. They tell you it's too long and they don't do homework. If your goal is to help that student work on some math problems, ask them how many they think they could finish before the end of class. Compromise on a number and assign only those ones. While it's not where you want the student to be, it's a stepping stone to get there.

13. Embrace the behaviors you can. If a student has their phone out in class when they shouldn't, direct them to look up a question about your curriculum and then give them time to share the answer with the class. When a student makes a joke, make a joke right on back! This has to be done thoughtfully, but it's healthy to embrace the challenges when you can.

If you are interesting in this topic, be sure to read my article on 50+ de-escalation strategies with a free printable list!

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As an educator or parent, getting into a power struggle can be an awful thing. We waste so much of our energy trying to get we we want that we sometimes forget what our goal was in the first place.