Working with Challenging Behaviour by Lynette Serjeant https://padlet.com/lynette_serjeant1/kmqo5pm03xj9 What to do when classroom-wide interventions aren't succeeding en-us 2019-08-20 03:09:25 UTC 2025-11-17 00:14:35 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f4a3.png A presentation by Frances Steinberg PhD lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375586818 info@solutionsunlimited.co.nz
www.solutionsunlimited.co.nz]]> 2019-08-20 03:13:24 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375586818 Identifying Serious Problems lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375587298
  • Number of problem behaviours
  • Developmental appropriateness
  • Impact on the individual
  • Impact on others
  • Frequency
  • Severity
    • ]]>     2019-08-20 03:16:41 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375587298     Is any damage actually being done? lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375618245 2019-08-20 06:51:51 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375618245 Philosophies lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375630702 You have to believe that YOU can make a difference]]> 2019-08-20 08:02:43 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375630702 The Struggle for Power lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375630735 Behaviour generally improves when adults exercise good power]]> 2019-08-20 08:02:57 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375630735 The Power of Once lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375630781 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?]]>     2019-08-20 08:03:09 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375630781     The relationship between frequency and severity lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375820874 Standards have changed to some extent!]]> 2019-08-20 19:26:35 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375820874 Broken Record lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375825423 Option 2:  If you HAVE to repeat an instruction or request..... do so without emotion 'You need to put that away"]]> 2019-08-20 19:41:54 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/375825423 How to adjust behaviour: lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/377642843 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]]>     2019-08-27 19:32:05 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/377642843     Richard Lavoie FAT (Experiencing Frustration, Anxiety and Tension) lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/377644182
  • 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!
    • ]]>     2019-08-27 19:36:51 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/377644182     Problem Analysis - Naughty is better than dumb! lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/377648881 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]]>     2019-08-27 19:52:03 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/377648881     Dig deeper.... lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/377653584 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?]]>     2019-08-27 20:07:57 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/377653584     What are they saying and why are they saying it. Five possibilities - Yes, No, Maybe, Yes But, No OK lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/381867497 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

    ]]>     2019-09-09 20:50:54 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/381867497     People who say YES are..... lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/381869401 Why do they say YES?
    • They value you
    • They need you
    • They fear you
    • They have that personality
    ]]>     2019-09-09 20:57:09 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/381869401     People who say NO! lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/381893212 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)
    ]]>     2019-09-09 22:59:50 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/381893212     Useful strategies when someone says NO! lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/381901221
  • 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
    • ]]>     2019-09-09 23:41:44 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/381901221     Unhelpful strategies when someone says NO! lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/381903644
  • 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
    • ]]>     2019-09-09 23:54:27 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/381903644     And finally... lynette_serjeant1 https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/382396556
  • 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
    • ]]>     2019-09-10 19:56:32 UTC https://padlet.com/lynette_serjeant1/kmqo5pm03xj9/wish/382396556