# data[].attributes.body
info@solutionsunlimited.co.nz
www.solutionsunlimited.co.nz

# data[].attributes.body
Number of problem behaviours

Developmental appropriateness

Impact on the individual

Impact on others

Frequency

Severity

# data[].attributes.headline
The relationship between frequency and severity

# data[].attributes.subject
The relationship between frequency and severity

# data[].attributes.body
Standards have changed to some extent!

# data[].attributes.body
You have to believe that YOU can make a difference

# data[].attributes.body
Behaviour generally improves when adults exercise good power

# data[].attributes.body
Option 1:  Never repeat an instruction or a request
But remember compliance-based consequences depend on the student doing it!
And ask yourself are non-compliance-based consequences under your power?

# data[].attributes.body
Option 2:  If you HAVE to repeat an instruction or request..... do so without emotion 'You need to put that away"

# data[].attributes.body
Begin with a statement of the behaviour then investigate the presenting problem with observations
Stipulate the sequence - circular, linear, tranformational
Our strategy is to break the sequence

# data[].attributes.headline
 Richard Lavoie FAT (Experiencing Frustration, Anxiety and Tension)

# data[].attributes.subject
 Richard Lavoie FAT (Experiencing Frustration, Anxiety and Tension)

# data[].attributes.body
Look within the student themselves - I can't fix abuse but I can fix work that is too hard.

Look within the system - what function is the behaviour serving?  I can differentiate for processing problems and attentional difficulties.

Pressure creates dobbing and embarrassment then you can embarrass others.  Students give up because no-one likes to be tortured by work!

# data[].attributes.attachment_link.description
"Hurrying The Learning Process" – The devastating effect of speed on the learning process - This is a clip from a popular video titled, F.A.T. City with F.A.T. standing for "Frustration, Anxiety, and Tension. The presenter, Richard Lavoie, is showing a group of adults the near impossibility of learning or reciting what you know when we are rushed. He talks about L.D. students, but I want to emphasize that I'm convinced we are all "prey" to people who rush us including ourselves if we rush ourselves. All teachers should understand the effects of hurrying and we should understand that this hurrying is also very stressful.

# data[].attributes.headline
Problem Analysis - Naughty is better than dumb!

# data[].attributes.subject
Problem Analysis - Naughty is better than dumb!

# data[].attributes.body
Everyday at school we are asking students to ride to Whangarei on a trike.  Students begin to give up.  Our job is to give them motorised assistance or something else that they can achieve.
Negative behaviours mean one doesn't have to deal with your learning disability

# data[].attributes.body
What is the student saying and why - determine themes.  Find one theme then lots of behaviours reduce. "I hate authority......"  'I like to be in control'........ 'I like attention'.........
Investigate metaphors - What does being late to classrepresent?  "I hate school"
Why are they saying it?

# data[].attributes.headline
What are they saying and why are they saying it.  Five possibilities - Yes, No, Maybe, Yes But, No OK

# data[].attributes.subject
What are they saying and why are they saying it.  Five possibilities - Yes, No, Maybe, Yes But, No OK

# data[].attributes.body
These traits are not necessarily a permanent part of their personality.
What a student says varies with:

What you are asking them to do

Context

Who else is present

# data[].attributes.body
Why do they say YES?

They value you

They need you

They fear you

They have that personality

# data[].attributes.body
Why do they say no?

Developmental (toddlers)

Feel they are right (I'm right and I know)

Oppositional (think of the government and the opposition)

Coerced (if I'm stuck here I'm going to make your life miserable)

Need control (family has raised the 'king of the universe ', or abuse /neglect where they  need to assert their control in a safe environment)

# data[].attributes.body
Stop telling them what to do!  They are not going to listen to you anyway so save your energy or....

Give them control over small things " We are doing these 3 things in the next hour, which one will you choose?"

Discuss something in common or non-inflammatory

Choose your battleground

Find a hook

Incite rebellion (change the sequence - Don't tell them to stop - tell the student to do the behaviour but do it in a different place and  way and when)

Look for direction NOT perfection

# data[].attributes.headline
Unhelpful strategies when someone says NO!

# data[].attributes.subject
Unhelpful strategies when someone says NO!

# data[].attributes.body
Inflammatory statements

Do not be authoritative, direct or reason with them. "I've already made up my mind, stop bothering me with the facts"

Do not be unnecessarily challenging - you wouldn't poke a rabid dog with a stick so don't make things worse by winding them up

# data[].attributes.body
Assess the severity of the behaviour

Identify basic facts and sequences (look at the component parts and unpick them)

Uncover causes

Adopt flexibility - different strategies for different students