Behavioral Strategies Training Script

Introduction & Overview (2 minutes)

(Teacher): "Good morning, everyone! Thank you for being here today. We're going to dive into some really important and practical strategies for supporting our students. Today's training is called 'Behavior Breakthroughs: Support Staff Training,' and it's all about empowering us with effective ways to help our students succeed."

(Teacher): "You know, every student in our care is unique, and sometimes a one-size-fits-all approach just doesn't cut it. That's why individualized behavioral strategies are so crucial. By tailoring our support, we can create a much more inclusive and productive learning environment, reduce disruptions, and ultimately, foster greater success for all our students. We're going to cover strategies for Richard, Asher, and Mikey today."

Student Spotlight: Richard (4 minutes)

(Teacher): "Let's start with Richard. Richard is a wonderful student, currently at the cause-and-effect stage of development. He really enjoys songs and movement, so those are great tools for us to use."

(Teacher): "For Richard, active engagement is absolutely key. Think peek-a-boo, incorporating songs into routines, or movement breaks. He thrives on interaction. When he completes a task, no matter how small, give him lots of positive praise and attention. This helps him connect his actions with positive outcomes."

(Teacher): "Now, for some practical management tips. Richard has a tendency to throw materials, so please make sure to keep all materials out of his reach when they're not in use. During instruction, if you need to be close, try to sit behind him. This can help prevent any hitting behavior. And when it comes to his peers, it's best to keep other students more than an arm's length away from Richard to ensure everyone's safety and comfort. These strategies will help Richard feel secure and engaged."

Student Spotlight: Asher (4 minutes)

(Teacher): "Moving on to Asher. Asher benefits greatly from clear expectations. He also seeks a lot of attention, and we need to guide him towards seeking it in appropriate ways."

(Teacher): "When giving Asher instructions, be as clear and concise as possible. Limit your attention for inappropriate behaviors. This can be challenging, but it's very effective. Instead of words, try using visuals or gestures. For example, if he's calling out, you might close your eyes momentarily, or simply not answer him when he calls your name inappropriately. The goal is to make sure he understands that these behaviors will not get him the attention he desires."

(Teacher): "We want to teach him a replacement behavior for seeking attention. So, when he's calling out, guide him to say, 'first sit, then I can listen.' This gives him a clear path to getting your attention appropriately. And, just as importantly, give him lots of attention when he is making good choices. Catch him doing something right! We've also found that pairing Asher with Jackson works much better than with Mikey. Lastly, we'll be utilizing the treasure box and his Self & Match chart to remind him to make good choices. These visuals are powerful tools for him."

Self & Match (with Visuals)

(Teacher): "I want to quickly review the 'Self & Match' process, as it's a fantastic tool for many of our students, including Asher and Mikey."

(Teacher): "The purpose of Self & Match is to teach students self-advocacy and how to take a break effectively. Here’s how it works:

1. Prompt: If you see Asher or Mikey becoming agitated, prompt them to say 'I need a break.' If they need help at first, you can model it for them.
2. Grant Immediately: As soon as they ask, immediately grant the break with a clear time limit, usually 1-2 minutes.
3. Reinforce: Reinforce this behavior across all settings – classroom, transitions, playground. Also, reinforce close approximations to the request, like 'I need space' or 'Not right now.' We want to make it easy for them to use this skill."

Student Spotlight: Mikey (4 minutes)

(Teacher): "Lastly, let's talk about Mikey. Mikey can have really great days, and then some really challenging days. Our strategies need to be consistent and responsive."

(Teacher): "On Mikey's good days, let's leverage that positive momentum! Give him lots of positive praise, high fives, and incorporate activities he loves, like pretend dress-up play. Make those good days even better by focusing on his strengths and interests."

(Teacher): "On difficult days, it's crucial to maintain expectations. Remind him of 'safe hands, calm body, listening ears, raising his hand, and staying with the class.' It's important for Mikey to understand that he is not the boss of the classroom. Letting him control situations is not helpful for his development or for the class as a whole."

(Teacher): "Just like with Asher, we need to ignore attention-seeking behaviors. This includes him yelling your name, pouting, saying 'no,' and refusing to participate. It's hard to ignore, but consistency is key. If Mikey becomes aggressive, use a stern, firm voice and say, 'NO THANK YOU.' Immediately follow that with telling him what he should do instead: 'Nice hands,' 'Hands to self,' 'Use your words,' or 'Ask for help.' We are teaching him appropriate alternatives."

(Teacher): "To help prevent difficult moments, frontload Mikey with high-interest choices for rewards. If possible, incorporate his current interests into these choices. This gives him something positive to work towards. And, as we just discussed with Asher, remember to utilize the Self & Match (with Visuals) strategy for Mikey when he needs to take a break."

Q&A and Wrap-up (1 minute)

(Teacher): "Thank you all for your incredibly valuable attention and commitment to our students. I've prepared a handout that summarizes all these strategies for Richard, Asher, and Mikey. You'll find it in both English and Spanish for your convenience."

(Teacher): "Does anyone have any questions or need clarification on any of the strategies we've discussed today?"

(Teacher): "Great! Please review the handouts, and let's continue to work together to create the best possible learning environment for our students. Thank you!"

Behavioral Strategies Quick Guide

This guide summarizes key behavioral strategies for supporting Richard, Asher, and Mikey. Consistent application is crucial for success.

Richard

• Developmental Stage: Cause-and-Effect
• Enjoys: Songs, Movement

Strategies:

• Active Engagement: Use peek-a-boo, songs, and movement to keep him engaged.
• Positive Reinforcement: Provide lots of praise and attention immediately when he completes a task.
• Environmental Management: Keep all materials out of his reach to prevent throwing.
• Proximity Control: Sit directly behind him during instruction to prevent hitting.
• Peer Management: Ensure peers are kept more than an arm's length away from him.

Asher

• Key Need: Clear Expectations, Attention Management

Strategies:

• Clear Expectations: State expectations simply and directly.
• Limit Attention for Inappropriate Behaviors: Use visuals and gestures instead of words. Avoid verbal responses (e.g., close your eyes, don't answer if he calls your name inappropriately).
• Teach Replacement Behavior: Prompt him to say, "first sit, then I can listen" to gain appropriate attention.
• Positive Attention: Provide ample attention when he is making good choices.
• Peer Pairing: Pair him with Jackson (instead of Mikey).
• Reward Systems: Utilize the treasure box and his "Self & Match" chart.
• Self & Match Process:
  1. Prompt: Encourage him to say "I need a break" (model if needed).
  2. Grant Immediately: Provide a 1-2 minute break immediately.
  3. Reinforce: Praise him for asking for a break across all settings and for close approximations (e.g., "I need space").

Mikey

• Behavioral Profile: Can be highly engaged; may seek control or become aggressive.

Strategies:

• On Good Days: Leverage his positive momentum with praise, high fives, and preferred activities like pretend dress-up play.
• On Difficult Days: Maintain clear and consistent expectations: safe hands, calm body, listening ears, raising hand, staying with the class.
• Boundary Setting: Reinforce that he is not in charge; avoid letting him control the classroom.
• Ignore Attention-Seeking: Do not respond to yelling your name, pouting, saying no, or refusing to participate.
• De-escalation for Aggression: Use a stern, firm "NO THANK YOU," then immediately redirect to appropriate behaviors (e.g., "Nice hands," "Hands to self," "Use your words," "Ask for help").
• Motivation: Frontload high-interest choices for rewards, incorporating his current interests if possible.
• Self & Match Process: (Same as Asher) Teach him to say "I need a break," grant it immediately, and reinforce the behavior.

Guía Rápida de Estrategias de Comportamiento

Esta guía resume las estrategias de comportamiento clave para apoyar a Richard, Asher y Mikey. La aplicación consistente es crucial para el éxito.

Richard

• Etapa de Desarrollo: Causa y Efecto
• Disfruta: Canciones, Movimiento

Estrategias:

• Participación Activa: Usa peek-a-boo (esconderse y aparecer), canciones y movimiento para mantenerlo involucrado.
• Refuerzo Positivo: Ofrece muchos elogios y atención inmediatamente cuando completa una tarea.
• Manejo del Entorno: Mantén todos los materiales fuera de su alcance para evitar que los arroje.
• Control de Proximidad: Siéntate directamente detrás de él durante la instrucción para evitar que golpee.
• Manejo de Compañeros: Asegúrate de que los compañeros estén a más de un brazo de distancia de él.

Asher

• Necesidad Clave: Expectativas Claras, Manejo de Atención

Estrategias:

• Expectativas Claras: Establece las expectativas de forma sencilla y directa.
• Limitar la Atención para Comportamientos Inapropiados: Usa ayudas visuales y gestos en lugar de palabras. Evita respuestas verbales (por ejemplo, cierra los ojos, no le respondas si te llama de forma inapropiada).
• Enseñar Comportamiento de Reemplazo: Indícale que diga "primero me siento, luego te escucho" para obtener atención de forma apropiada.
• Atención Positiva: Ofrécele mucha atención cuando está tomando buenas decisiones.
• Emparejamiento con Compañeros: Emparejarlo con Jackson (en lugar de Mikey).
• Sistemas de Recompensa: Utiliza la caja del tesoro y su tabla "Self & Match" (Auto-evaluación y Coincidencia).
• Proceso Self & Match:
  1. Indicar: Anímale a decir "Necesito un descanso" (modela si es necesario).
  2. Conceder Inmediatamente: Ofrécele un descanso de 1-2 minutos inmediatamente.
  3. Reforzar: Elógiale por pedir un descanso en todos los entornos y por aproximaciones cercanas (por ejemplo, "Necesito espacio").

Mikey

• Perfil de Comportamiento: Puede estar muy involucrado; puede buscar control o volverse agresivo.

Estrategias:

• En Días Buenos: Aprovecha su impulso positivo con elogios, chocar los cinco y actividades preferidas como el juego de disfraces.
• En Días Difíciles: Mantén expectativas claras y consistentes: manos seguras, cuerpo tranquilo, oídos atentos, levantar la mano, permanecer con la clase.
• Establecimiento de Límites: Refuerza que él no está a cargo; evita dejarlo controlar el aula.
• Ignorar la Búsqueda de Atención: No respondas a gritos de tu nombre, pucheros, decir que no o negarse a participar.
• Desescalada para la Agresión: Usa un "NO GRACIAS" severo y firme, luego redirige inmediatamente a comportamientos apropiados (por ejemplo, "Manos bonitas," "Manos quietas," "Usa tus palabras," "Pide ayuda").
• Motivación: Ofrécele de antemano opciones de recompensas de alto interés, incorporando sus intereses actuales si es posible.
• Proceso Self & Match: (Igual que Asher) Enséñale a decir "Necesito un descanso," concédelo inmediatamente y refuerza el comportamiento.