WEBVTT 00:00:04.516 --> 00:00:08.736 Lynette Geake, Principal: So I think, as a team, what we need to do is identify one 00:00:08.736 --> 00:00:14.866 or two major behaviors to get started on and target those for our area of change 00:00:14.866 --> 00:00:21.016 so that we can move forward and we can all bring our expertise on that behavioral change 00:00:21.016 --> 00:00:24.096 to the table so that we can move his academics forward. 00:00:24.516 --> 00:00:26.826 Right now, his academics are struggling simply 00:00:26.826 --> 00:00:28.876 because the behaviors are interfering with his learning. 00:00:29.616 --> 00:00:31.236 So, you've heard quite a bit. 00:00:31.236 --> 00:00:34.186 Is there other information that you need about this child in order 00:00:34.186 --> 00:00:36.296 to make a decision as to what we want to target? 00:00:36.296 --> 00:00:37.456 Jennifer Whitted, School Psychologist: Well, 00:00:37.456 --> 00:00:40.726 the two things that I'm hearing most significantly are the aggression 00:00:40.726 --> 00:00:42.186 and the disrespectful behavior. 00:00:42.316 --> 00:00:44.306 Donna Loughney, Behavior Support Specialist: Yeah, the disruption, largely, of the class, 00:00:44.306 --> 00:00:45.856 I think, is what the teacher would say. 00:00:46.116 --> 00:00:49.676 That she just cannot, he makes it so she cannot teach around him. 00:00:49.676 --> 00:00:50.616 Beverly Hall, Program Support Teacher: 00:00:50.616 --> 00:00:53.466 And she would define that as he is getting out of his seat. 00:00:53.466 --> 00:00:54.026 Loughney: He's loud. 00:00:54.136 --> 00:00:59.876 He's just blurting, and he won't do the work, but it's not kind of the defiance of the teacher 00:00:59.876 --> 00:01:04.176 where she says do it, he says no, but then sits there quietly. 00:01:04.176 --> 00:01:08.146 He says no, and then he bothers everybody, and he's throwing things, and he's on the floor, 00:01:08.146 --> 00:01:10.826 and he's rolling around and that kind of stuff. 00:01:10.876 --> 00:01:15.476 So, I think, in talking with the teacher, that's what she would say. 00:01:15.476 --> 00:01:19.066 Geake: The aggression and fighting are discipline issues that are coming up at lunch 00:01:19.356 --> 00:01:23.926 with peer relations, and a lot of the behaviors, I think, 00:01:23.926 --> 00:01:28.456 are from the older brothers in the home because they do treat him roughly, 00:01:28.456 --> 00:01:30.866 and I don't think he has any idea 00:01:30.866 --> 00:01:34.196 that those behaviors aren't typical behaviors that you would bring to school. 00:01:34.276 --> 00:01:40.246 The teacher is finding that his behaviors are actually accelerating when she gives him a minor, 00:01:40.246 --> 00:01:42.966 that it doesn't seem to impede his behavior at all. 00:01:43.266 --> 00:01:45.146 It actually accelerates his behavior. 00:01:45.506 --> 00:01:48.986 So, we're almost skipping the point where she's dealing with it in the classroom 00:01:49.246 --> 00:01:50.856 and bringing it to the office instead. 00:01:51.296 --> 00:01:53.266 It doesn't seem to act otherwise. 00:01:54.286 --> 00:01:56.456 Susan Benjamin, Assistant Director, Special Education: So, the consequence isn't working. 00:01:56.456 --> 00:01:59.406 Geake: And that's what we feel is he is not getting any attention 00:01:59.406 --> 00:02:01.256 at home, either negative or positive. 00:02:01.676 --> 00:02:04.286 So, we think maybe that would be one of the highlights that we want 00:02:04.286 --> 00:02:06.636 to make sure is built into the behavior plan. 00:02:06.636 --> 00:02:08.856 Off-screen speaker: Attention for positive... 00:02:08.856 --> 00:02:09.856 Linda Taylor, Program Support Teacher: 00:02:09.856 --> 00:02:11.686 And in order for me to address that, I need to come look at him. 00:02:11.686 --> 00:02:14.786 I need to come and watch and see, how does he get that attention? 00:02:14.966 --> 00:02:15.706 Is it immediate? 00:02:15.936 --> 00:02:16.696 Is it from his peers? 00:02:16.696 --> 00:02:17.496 Is it from his teacher? 00:02:17.806 --> 00:02:21.956 But I need to see it from myself and just document, "when he does this, 00:02:22.196 --> 00:02:23.396 what happens immediately afterward?" 00:02:23.576 --> 00:02:25.886 That'll help me to determine the function of his behavior. 00:02:25.886 --> 00:02:28.376 What happened right before; what happened immediately afterward? 00:02:28.896 --> 00:02:31.096 Geake: And I think that would be helpful to the teacher, too, 00:02:31.096 --> 00:02:33.206 to see if maybe there's peers sitting beside him 00:02:33.206 --> 00:02:35.166 that are setting him off or that he wants to impress. 00:02:35.546 --> 00:02:39.226 Maybe when it's the aid coming and going with the inclusion student 00:02:39.226 --> 00:02:41.506 that he needs her attention immediately. 00:02:41.506 --> 00:02:42.426 So, I think that would be good. 00:02:42.746 --> 00:02:46.356 What kind of format do you use for that assessment? 00:02:46.856 --> 00:02:49.316 Taylor: Actually, believe or not, it starts with the plain old notepad, 00:02:49.516 --> 00:02:54.056 and I just write down times and everything I see, words verbatim that the teacher says, 00:02:54.206 --> 00:02:59.766 his exact response to her, what's going on around him, any environmental things that stand out. 00:03:00.256 --> 00:03:03.906 And afterwards, when I step out of that situation, I read through it, 00:03:03.906 --> 00:03:06.226 and you'ld be amazed at the things that you notice. 00:03:06.756 --> 00:03:07.826 Yeah, they just pop out. 00:03:07.826 --> 00:03:10.896 And then based on that, I'll take it back to the teacher, and, 00:03:10.896 --> 00:03:14.646 "Do you realize that every time you say this, he does this?" 00:03:14.936 --> 00:03:16.226 And it's not rocket science. 00:03:16.406 --> 00:03:18.366 It's pretty amazing what pops out of it. 00:03:18.366 --> 00:03:18.636 Beverly Hall, Program Support Teacher: 00:03:18.636 --> 00:03:22.806 Another thing we could do in order to get a global picture over time would be 00:03:22.806 --> 00:03:23.896 to have the teacher take some data. 00:03:24.436 --> 00:03:28.066 And I've got some forms that make it pretty simple for the teacher to record the time, 00:03:28.066 --> 00:03:33.066 record what happened in her schedule right before the incident, and if we can target two 00:03:33.066 --> 00:03:38.666 or three behaviors, then she can record just with a letter what happened right afterwards, 00:03:38.666 --> 00:03:41.466 how did she handle it, and what was the response of the student. 00:03:41.766 --> 00:03:45.336 Benjamin: And I always like that because it gives the teacher buy-in, 00:03:45.396 --> 00:03:51.526 and then when you're talking about it, they own that. 00:03:51.526 --> 00:03:53.496 Plus, it gives them something to do right away. 00:03:53.496 --> 00:03:55.936 It's kind of like you're not just waiting for something to happen. 00:03:55.936 --> 00:03:58.676 They actually are involved with that data collection. 00:03:58.676 --> 00:04:00.236 And sometimes they'll see the patterns, 00:04:00.566 --> 00:04:04.606 and then your job is pretty easy because they had the "aha." 00:04:05.536 --> 00:04:09.026 Whitted: And the nice thing about that kind of data collection, too, is it's all day long. 00:04:09.026 --> 00:04:14.516 They document whenever the event happens rather then only when you are able to be in the class. 00:04:14.746 --> 00:04:17.446 Geake: So, I think our school team then can meet with the teacher 00:04:17.505 --> 00:04:20.106 and just let her know the outcome of today's meeting. 00:04:20.815 --> 00:04:23.786 If you don't mind staying just a minute after school, 00:04:23.786 --> 00:04:27.016 I'll introduce you to the teacher so that she knows who you are when you come 00:04:27.016 --> 00:04:31.616 into the classroom, and maybe you can explain to her the tally sheet and how that'll incorporate 00:04:31.616 --> 00:04:34.886 in changing Justin's behaviors for the positive.