Idaho SESTA's Classroom Management Behavior Series

Idaho SESTA is funded by the Special Education Department of the Idaho State Department of Education MusicMusic used with permission from MusicSesame.com, stock music beds Guitar Theme 1 https://musicsesame.com/styles/background-beds/ Today's ParticipantsKylie Atkinson, M.Ed., BCBA, LBA – kylieatkinson@boisestate.edu  LinksIdaho Training Clearinghouse:https://idahotc.com/Idaho SESTA Homepage:https://idahosesta.org/HomeIdaho SESTA Behavior Topic Page:https://idahotc.com/behavior ReferencesTrauma & Resilience: An Adolescent Provider Toolkit; 2013 The Adolescent Health Working Group (www.ahwg.net)Creating Trauma-Sensitive School Environments to Promote School Success for Children and Youth Who Have Experienced Complex Trauma, 2013; Joyce Dorado, Ph.D, Project Director, UCSF HEARTS (Healthy Environments and Response to Trauma in Schools)Phases of Acting-Out Behavior and De-Escalation Strategies; 2012, Su Y. Park, Psy.D  

Welcome to Idaho SESTA's podcasts, where we'll be focusing on classroom management this year. This is a place for general and special education teachers of all grade levels to hear about topics important to helping you develop effective classroom management practices to improve student performance, and maintain appropriate behavior in your classrooms. I'm Kylie Atkinson, Behavior Coordinator with Idaho SESTA, and I provide support in regions five and six of Idaho, so the Southeast part of Idaho. Today, we're going to do a deeper dive into challenging behaviors. Idaho SESTA's OTB Podcast Series: Episode 11: Deeper Dive into Challenging BehaviorsIdaho SESTA is funded by the Special Education Department of the Idaho State Department of EducationMusicMusic used with permission from MusicSesame.com, stock music beds Guitar Theme 1 https://musicsesame.com/styles/background-beds/Today's ParticipantsKylie Atkinson, M.Ed., BCBA, LBA – kylieatkinson@boisestate.edu LinksIdaho Training Clearinghouse:https://idahotc.com/Idaho SESTA Homepage:https://idahosesta.org/HomeIdaho SESTA Behavior Topic Page:https://idahotc.com/behaviorIdaho SESTA Crisis Plan document ReferencesColvin, Geoffrey, and Terrance M. Scott. Managing the Cycle of Acting-out Behavior in the Classroom. Corwin, a Sage Company, 2015. 

Idaho SESTA's OTB Podcast Series: Episode 10: Deeper Dive into Thinking Functionally: Preventative Strategies Idaho SESTA is funded by the Special Education Department of the Idaho State Department of Education MusicMusic used with permission from MusicSesame.com, stock music beds Guitar Theme 1 https://musicsesame.com/styles/background-beds/ Today's ParticipantsKylie Atkinson, M.Ed., BCBA, LBA – kylieatkinson@boisestate.edu  LinksIdaho Training Clearinghouse: https://idahotc.com/Idaho SESTA Homepage: https://idahosesta.org/HomeIdaho SESTA Behavior Topic Page: https://idahotc.com/behaviorThe Foundational 4 Resources on ITC: https://idahotc.com/Resources/View/ID/718Live Zoom Discussion – The Foundational 4: https://uidaho.zoom.us/j/91007829769 ReferencesLuke, Kimberlee A., "STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER" (2017). Electronic Theses, Projects, and Dissertations. 450.Winterling, V., Dunlap, G., & O'Neill, R. E. (1987). The influence of task variation on the aberrant behaviors of autistic students. Education and Treatment of Children, 10(2), 105-19.

Idaho SESTA's OTB Podcast Series: Episode 9: Deeper Dive into The Foundational Four Idaho SESTA is funded by the Special Education Department of the Idaho State Department of Education MusicMusic used with permission from MusicSesame.com, stock music beds Guitar Theme 1 https://musicsesame.com/styles/background-beds/ Today's ParticipantsKylie Atkinson, M.Ed., BCBA, LBA – kylieatkinson@boisestate.edu  LinksIdaho Training Clearinghouse: https://idahotc.com/Idaho SESTA Homepage: https://idahosesta.org/HomeIdaho SESTA Behavior Topic Page: https://idahotc.com/behaviorThe Foundational 4 Resources on ITC: https://idahotc.com/Resources/View/ID/718Live Zoom Discussion – The Foundational 4: https://uidaho.zoom.us/j/91007829769 ReferencesScott, T. M., & Landrum, T. J. (2020). Positive reinforcement in schools: Logic andApplication. Beyond Behavior, 29(2), 6768.https://doi.org/10.1177/1074295620934702 

Idaho SESTA's CMB Podcast Series - Episode 8: Educator Spotlight Idaho SESTA is funded by the Special Education Department of the Idaho State Department of EducationTranscript Link:https://tinyurl.com/24k2mf6e MusicMusic used with permission from MusicSesame.com, stock music beds Guitar Theme 1 https://musicsesame.com/styles/background-beds/ Today's ParticipantsDiana Morgan, BCBA – Idaho SESTA Behavior Coordinator dmorgan@uidaho.edu Jen Jones, BCBA – Idaho SESTA Behavior Coordinator jenniferf@uidaho.edu Trisha Miles – Idaho SESTA Instructional Coordinator LinksIdaho Training Clearinghouse: https://idahotc.com/Idaho SESTA Homepage: https://idahosesta.org/HomeIdaho SESTA Behavior Topic Page: https://idahotc.com/behaviorCMB Series Page: https://idahotc.com/Topics/A-M/Behavior/Classroom-Management-Behavior-Series?page13728=1&size13728=6Subscribe to CMB Series: https://www.surveygizmo.com/s3/5834968/CMB-Contact-List  CMB Series Part 4 – Building Supportive Classrooms: https://idahotc.com/Resources/View/ID/858   Spotlight Educators Recommended ResourcesInclusive Schooling: https://www.inclusiveschooling.com/Disability is Natural: https://www.disabilityisnatural.com/ Taylor Mali: https://taylormali.com/Center for Applied Special Technology (CAST): https://www.cast.org/impact/universal-design-for-learning-udl  CAST UDL Exchange: http://udlexchange.cast.org/home   TranscriptDiana Morgan: [00:00:00] Welcome to episode 8 of Idaho SESTA's Classroom Management Behavior Series Podcast. This is a place for general and special educators of all grade levels to hear about topics important to helping you develop effective classroom management practices to improve student performance and maintain appropriate behavior in the classroom.Today from our Behavioral Coordinator team is myself, Diana Morgan and Jen Jones. This is an Educator Spotlight episode. We are so excited to feature one of our Idaho SESTA Instructional Coordinators, Trisha Miles.

Today, we wanted to talk about our classroom management behavior systems and our foundational four, but we also wanted to talk a little bit about some initiatives, buzzwords, and some hot topics that are out there right now. The field of education often feels as if it has these ever shifting initiatives. One of the more prevalent conversations in the realm of professional development, a hot topic lately is trauma informed practices we hear about all the time. It's one of those buzzwords right now. For very good reasons. 

We are excited to be featuring one of our Idaho educators that has not only been recognized by her director, but also from us here at SESTA for her exceptional abilities to think functionally and support students and teachers.Today we have Sabrina Bramlett with us. We are so excited to be hosting this podcast today because one fun fact about Sabrina is that she participated in our Albi project last year. For those of you that don't know, Albi stands for Advanced Learner Behavior Institute. This project allowed for the SESTA coordinators to work really closely with some of the individuals throughout the state. Functional thinking was a huge component of Albi and I'm proud to say that Sabrina has become very skilled at thinking functionally. 

We're now in part three of our classroom management behavior series and the topic for the quarter is challenging behavior. We started with our foundational four, which discussed how to set your classroom up for success. And then part two focused on functional thinking. Now we're going to dive a little bit deeper into challenging behavior. 

Today we have with us John Burk.  We are so excited to be hosting this podcast today because one fun fact about John  is he participated in our ALBI project last year. For those of you that don't know what ALBI stands for, it's the Advanced Learners Behavior Institute. This project was something we did last year that allowed our SESTA coordinators to work really closely with some individuals all throughout the state.Functional thinking was a huge component of Albi. And I am proud to say that JB has become very skilled at thinking functionally. 

Oftentimes a team may try one thing after another, or try a bunch of tools all at once, hoping that something's gonna stick.  But then nothing seems to work. The behavior doesn't change or maybe things even get worse. This can be referred to as the kitchen sink approach.  We're just going to try and throw everything at the behavior and hope that something sticks. Unfortunately this is usually pretty ineffective. It's important that interventions and behavior plans are tailored to the specific needs of the student, the context, and the function of the behavior. This doesn't mean that the tool you tried isn't effective or that the student is just bad. It just means that you haven't found the right match. The tool is effective in the right context, and the student will respond or the behavior will change when we find the tool that matches the needs of the student and the function of the behavior. So this is why thinking functionally is so critical, prior to responding to a student's behavior, selecting interventions, or developing a behavior intervention plan. One of our favorite quotes, comes from Edward J Flanagan, who is the founder of Boys Town in Nebraska. And that is, "There are no bad boys. There's only bad environment, bad training, bad example, bad thinking." So as an educator, you have the power to change behavior. You just have to choose the right tool. 

This is our very first educator spotlight. We're so excited to be featuring three Idaho educators that have been recognized by their directors for their exceptional skills and abilities in classroom management practices. Today we have with us Sam Watters from Kuna school district, Mariella Rosales from Gem Prep Pocatello, and John Killmaster from Vallivue school district. Thank you for allowing us to share your efforts in the classroom with other educators.

Four main practices that help you to achieve getting the best behavior happening out of your students. 1.  Establish and teach classroom routines, procedures, and behavior expectations.2.  Plan for positive interactions and reinforcement of appropriate behavior. 3. Develop a process for correction and consequences. 4. Set up opportunities for active student responding. So these are the four things that we think are going to get you guys the most bang for your buck in terms of good behavior and classroom management practices. When  implemented with fidelity, these foundational practices have significant impacts on increasing academic growth, increasing student engagement and participation, and reducing problem behavior in the classroom.