The Calgary Conference on Behavioural, Emotional & Developmental Challenges by jackhirose

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Child & Youth focused Topics WHO SHOULD ATTEND Education & Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.

Live In-Person • Complimentary tea, coffee

The Calgary Conference on

Behavioural, Developmental & Emotional Challenges with Children & Adolescents November 13–15, 2024

Calgary, AB

Wednesday to Friday 8:00am to 3:30pm

Best Western Premier Calgary Plaza Hotel 1316 33rd Street NE

Caroline Buzanko Ph.D., R.Psych

Eva de Gosztonyi M.A.

Varleisha D. (Gibbs) Lyons

Ph.D., OTD, OTR/L, ASDCS

Eboni Webb

Psy.D., HSP

Kathy Morris M.Ed.

and assorted pastries

• On-site exhibitors

Please note, in-person registration does not include access to the live stream or recorded footage.

Live Stream from Home This conference will be live streaming from Calgary, AB to online participants on November 13–15, 2024 from 8:00am – 3:30pm MT Recorded footage and all course content will be available until December 16, 2024. Please allow 3–5 business days after the conference has ended for recorded footage to become available. Live stream registration: www.webinars.jackhirose.com

üü Inclusive Education: Strategies for Engaging Neurodiverse Learners

üü Shielding the Vulnerable üü Optimizing our Understanding of ADHD & its Complex Nature

üü Managing Behaviour Without Rewards üü Over 20 Proven and Effective Brief Interventions for Children & Adolescents who are Oppositional, Disruptive and Defiant

üü Self-Regulation & Mindfulness for the Classroom

üü From Chaos to Calm: Navigating Dysregulated Students to Calmer Emotional Waters

üü After the Meltdown: Proven & Effective Self-Regulation and Executive Functions Strategies

üü Connection before Direction: The Art of Fostering Healthy Teacher-Student Attachment

JACKHI ROSE.COM | 1.800.456.5424

THE CALGARY CONFERENCE ON BEHAVIOURAL, EMOTIONAL & DEVELOPMENTAL CHALLENGES WITH CHILDREN & ADOLESCENTS Presented by Jack Hirose & Associates. Sponsored by Sunshine Coast Health Centre and Georgia Strait Women’s Clinic If you have any questions, please contact your on-site coordinator. PLEASE REMEMBER: • Wear your name badge every day. • Turn off your cell phone. • If you have pre-purchased lunch your tickets are in your name badge, please treat your tickets like cash. EVALUATION FORM: •

Complete your evaluation form each day using the QR code below.

SCHEDULE: This schedule may vary depending on the flow of the presentation and participant questions 7:00am – 8:00am 8:00am – 10:00am 10:00am – 10:15am 10:15am – 11:45pm 11:45pm – 12:45pm 12:45pm – 2:15pm 2:15pm – 2:30pm 2:45pm – 3:30pm 3:30pm

Sign-In Morning Workshops Begin Mid-Morning Break (Refreshments Provided) Workshop in Session Lunch Break Sign-In (CPA Members Only) Afternoon Sessions Begin Mid-Afternoon Break (Refreshments Provided) Workshop in Session Complete Evaluation Forms (Use QR Code Above) & Sign-Out (CPA Members Only)

CERTIFICATES: • Digital certificates are available for download on the final day for multi-day attendees at: http://registration.jackhirose.com/certificates CPA MEMBERS • A new policy requires you to request a form from your on-site coordinator, which must be submitted directly to the association. • Please sign in after lunch and sign out at the end of the day. Early departures result in the loss of CPA credits. • Certificates will be updated with CPA credits after form verification (allow 2-4 weeks).

TABLE OF CONTENTS 1

DAY ONE #1: Inclusive Education | Caroline Buzanko, Ph.D., R. Psych

pg. 4

#2: Shielding the Vulnerable | Eva de Gosztonyi, M.A.

pg. 104

#3: Optimizing our Understanding of ADHD | Caroline Buzanko, Ph.D., R. Psych pg. 140 #4: Managing Behaviour Without Rewards | Eva de Gosztonyi, M.A.

pg. 239

DAY TWO #5 & 7: Over 20 Proven and Effective Brief Interventions |

pg. 272

Caroline Buzanko, Ph.D., R. Psych #6 & 8: Self-Regulation & Mindfulness for the Classroom |

pg. 436

Varleisha D. Lyons, Ph.D, OTD, OTR/L

DAY THREE #9: From Chaos to Calm | Eboni Webb, Psy.D., HSP

pg. 488

#10 & 12: After the Meltdown | Presented by Kathy Morris, M.Ed.

pg. 511

#11: Connection before Direction | Eboni Webb, Psy.D., HSP

pg. 607

THE CALGARY CONFERENCE ON BEHAVIOURAL, EMOTIONAL & DEVELOPMENTAL CHALLENGES WITH CHILDREN & ADOLESCENTS

Inclusive Education

Strategies for Engaging Neurodiverse Learners Dr. Caroline Buzanko drcarolinebuzanko.com Korupsychology.ca info@korupsychology.ca

https://parentsoftheyear.buzzsprout.com/

https://bit.ly/overpoweringemotionspodcast

Sleep

Screen management

Important Considerations

Hydration!

Healthy diet

Collections

Appropriate leisure Physical recreation Creative pursuits activities Nature

drcarolinebuzanko.com

Laying the Foundation Autism • Social communication & interaction • Restricted and/or repetitive behaviours and interests • Symptoms present in early childhood

Hard to categorize individuals & diagnosis itself is unhelpful

Diagnostic criteria is deficit-based & not neauroaffirmative

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ADHD • Attention • Hyperactivity/ Impulsivity

Focus on strengths

Identify needs & shared mechanisms

Executive functioning Emotion regulation Sensory processing Physiological

Always take a neauroaffirmative, strengthsbased approach • Encourage curiosity, empathy, and inclusivity in supporting students

Low

Problematic! High

Diverse and uneven profiles • Doesn’t account for full range of diverse needs and experiences Inflexible: arbitrary categories • Pathologizing & harmful stereotypes • No space for strengths or unique perspectives False hierarchy of functioning • Misunderstand experiences • e.g., “high functioning” with severe impairments in certain parts of their life • “low functioning” misperceived as less capable • Oversimplify and misrepresent complexity of autism 7

Conceptualizations

Traditional Perspective: Medical Model (DSM)

Deficit-based

Focus on impairments

Doesn’t acknowledge strengths

Affects identity building

Disability as social construct Impairment vs. Disability

Conceptualizations Social Model

• Impairment: Physical difference • Disability: Unfair treatment experienced from social environment • Abilities affected by their environment and perceptions of others Differences vs. Medical symptoms

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What is Autism? • One form of neurodivergence • Unique processing style • Lots of ways to experience the world • Intense world syndrome • Hard navigating an NM world & being understood through a NM lens • Identity vs. pathology

ADHD + ASD Neurodevelopmental differences from some arbitrary neuromajority norm

We are all part of the neurodiversity spectrum Differences are a natural and valuable form of human diversity • Just like ethnicity, gender, sexual orientation

Neurodivergence (from neuromajority norms) • Contribute to the richness of human experience • Unique strengths & perspectives • Differences do not need to be fixed

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Strengths-based vs. deficit-based approaches • Accommodate a range of neurocognitive profiles vs. expecting conformity to neuromajority standards

In the Classroom

Traditional teaching methods may not work for all students

Supportive Environment

Flexible teaching practices

All students feel accepted, supported, and able to thrive

Multiple means of representation Various assessment methods

Focus on what students can do and how to build on their unique abilities vs. solely on what students struggle with

Helps to Understand:

Skill deficit?

Performance deficit?

Difference?

Caught in stress and lack and deficits

Disruptive

Talks excessively, disrupts the class.

Characterized by distractibility, impulsivity and restlessness or hyperactivity

Impulsive behaviours that cause suspensions and peer conflict.

Symptoms have far greater intensity than in the everyday person

Interfere with everyday functioning socially, academically, and at home

Aggressive

Rushing ahead and doing work incorrectly even when models provided.

Low frustration tolerance – explosive outbursts over minor incidents.

Poor social awareness. Limited conflict resolution skills.

Focusing on what is wrong can be very impairing for students.

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Behaviours Related to Identity • Identity and self-concept are cocreated! • Self-evaluation is based on their experiences and others’ appraisals • What are the consistent, repeated cues they receive over time?

Interpersonal Expectancy Effects

Positive teacher expectations can significantly enhance student performance and intellectual growth

Positive expectations beyond the classroom to promote resilience and positive outcomes for students Rosenthal & Jacobson, 1966

Yes, there are challenges to address ADHD Executive Functioning o Organizing, prioritizing, and completing tasks. o Social Interactions o Reading social cues, interrupting, impulsivity o Emotional Regulation o Academic Performance o

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ASC Social Skills and Relationships o Initiating and/or maintaining peer relationships. o Sensory o May be overwhelmed by busy or noisy environments o Rigid Thinking o Coping with changes in routine or unexpected transitions o Communication Barriers o Expressing thoughts in a way that others understand o

Expectations

Self-fulfilling prophecy

Interpersonal Expectancy Effects Perceive Students for Their FULL Potential

Crucial Roles in Society • Contributions missed through the lens of modern neuropsychological concepts • Societies traditionally more tightly knit with clearly defined roles that were vital for the community • Unique perspectives • Unique abilities • Tasks requiring attention to detail, repetitive focus • Hunter, tracker, artisan • Keepers of specialized knowledge (e.g., astronomy, agriculture etc.) • Preference for routine ideal for roles requiring consistency • Religious rites • Record-keeping

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Crucial Roles in Society Numerous Assets • Recognizing patterns, managing complex systems, bringing creativity to problemsolving processes • Detail-oriented and systematic thinking

Ignoring strengths will extinguish them. Not develop them.

• Significant innovations across different areas • Significant solutions too!

…Symptoms are considered traits • Not good or bad. Balanced. • Ignoring strengths will extinguish them. Not develop them. • Therefore, critical to think about the…

FLIPSIDE 23

• Independent thinking • Innovative • Notice patterns, details, connections others miss • Brainstorming • Problem solving • Creativity

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Motivated!

 Kids are motivated to learn and to do  They try their best and want to be successful.  They often give it their all  And when they still don’t meeting expectations, it’s easier just not to try at all

Lazy

Learning & Sharing! • Talking and asking lots of questions: important characteristic of learning

Talks Excessively

• The more we talk about a subject, the more we learn • The more we ask, the more we learn • The more we talk, the more connections and new ideas we make

Abnormal social approach and failure of back-and-forth conversation

Maximize time talking about things that are important to them

Deficits in nonverbal communication

Differences in nonverbal communication

Deficits in developing, maintaining, and understanding relationships

Only because of NT’s intolerance of differences

Insistence on sameness & inflexible adherence to routines

Security from the overwhelm and chaos of the ever-changing NT world

Highly restricted, fixated interests that are abnormal in intensity or focus

Hyperconnected brains so feel more deeply

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Flipping Deficits to Strengths

Self-identified themes of Strengths • Cognitive strengths in visual processing, attention to detail, deep focus, and musical perception • Memory • Creativity • Honesty • Empathy

Abides Law

Direct

Honest

Rigid

Rude

Offensive

Sensitive

Defending needs

Nonjudgmental listening

Moody

Aggressive

Unempathetic

Loyal

Assertive

Confident Narcissistic

Defiant

Difficulty making friends

And many more…

Untapped talent

Resilient

Visual

Resourceful

Hands-on/ Building

Good memory

Disciplined

Reliable

Vocabulary

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Curious

Untapped talent

Charming

Problem solver

Perceptive

Principled

Sincere

Generous

Funny

Focus on autistic experience • Strengths and experiences • How they succeed and cope in a world that is poorly adapted to their needs • Challenges that result from a lack of appropriate supports • Divergence from an assumed societal norm

Flipside A B C’s of Neurodivergence Ability to find alternate paths to overcome obstacles Able to take on large situations Adaptive/collaborative Adventurous, courageous Always lives outside of boundaries Always finding alternate routes to any location. Always willing to help others Ambitious – you want to be everything when “you grow up” Artistic Attractive personality Being able to see the big picture Being able to see the patterns in the chaos. Being intuitive towards others’ difficulties Broad focus – can see more, notice things more

Can create order from chaos Can create amazing projects of interest Can make people feel they are heard Can see the big picture Can think on their feet Career variety Centre of attention Comfortable talking in front of groups Comfortable with change and chaos Compassion for others and for themselves Conceptualizes well Confidence Constantly evolving Courageous Creates connections easily Creative Creative writing Creative – musical, artistic, “dramatic” 32

Flipside A B C’s…

Dedicated Detail-oriented Determined to gain more control Energetic Eager to make friends Eager to try new things Empathetic, sensitive Entrepreneurial Excellent organizers using journals and reminders Flexible – changes as the situation requires Fun to be around Forgiving Good in a crisis Goal-oriented Good at conceptualizing Good at motivating self and others

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Good at problem solving Good delegator Good in emergency situations Good listener Good people skills Good self esteem, energetic Great brain-stormer Great multitasker Great self-company Great sense of humour Great storyteller Hands-on workers Hard worker Has friendly relations with their family Has the gift of gab Helpful Helps others who are also in trouble High energy – go, go, go Holistic thinking Humour, very healthy, quick picking up ideas Hyper focus !! 33 Hypersensitive – very empathetic

FlipsideA B C’s…

Magnetic Master idea generator Modesty Move on fast – never hold a grudge Never bored and rarely boring Never intimidated to try new things Non-linear, multi-dimensional/edge of chaos Not afraid to speak mind Not contained by boundaries. Jovial Optimistic Jester Outgoing Joyful and jubilant Passionate Joins in on fun Persistent Philosophical Love to learn new things Playful Less sleep is good (can get lot’s done!) Pragmatic Like to talk a lot Problem solver Look at multidimensional sides to a situation Profound Lots of interests Quick thinking Loves to cook and be creative Quick witted 34 Loyal Idea generator Imaginative Impulsive (in a good way) not afraid to act Initiator Intelligent Intuitive It’s ok to not finish everything

Flipside A B C’s…

Resourceful Resistant Relates to people easily

See details – recount them later Sees the big picture Socially adaptive and flexible Spontaneous Stabilizer during difficult situations Stable Successful Takes initiative with things love Tenacious Theoretical Think outside the box Thinks two meters ahead of the world Thinks big, dreams big Tolerant Trailblazer

Unlimited energy Unconventional Unorthodox Very creative, able to generate a lot of ideas Very hard working to compensate – workaholic Very intuitive Very resourceful Very successful Versatile Visionary Visual learner Willing to take risks Willingness to help others Witty Won’t tolerate boredom Works well under pressure Worldly Youthful Zany Zealuos Zippy Won’t tolerate boredom Works well under pressure Worldly 35

In the classroom: Leveraging Strengths

Hyperfocus (Ability to concentrate intensely on a specific task for extended periods) Project-Based Learning: Allow students to deep dive deeply into a topic of choice for extended projects.

Interest-Based Assignments: Connect lessons to the student's personal interests.

Scheduled Hyperfocus Sessions: Set aside time for students to work on "passion projects" related to the subject area. 36

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In the classroom: Leveraging Strengths Creative ProblemSolving (Coming up with unconventional solutions to problems)

Challenge: Hyperfocus can make it difficult to transition to a new task.

Solution: Use transition periods and strategies.

In the classroom: Leveraging Strengths

Detail-Oriented Thinking (Attending to small details others might overlook) Editing and Proofreading Tasks: Ask students to help edit a classmate's work or find grammatical errors.

STEM Applications: Encourage students to work on detailed projects, such as building a model or conducting an experiment with precise measurements.

Organizational Activities: Have students assist in organizing classroom materials or setting up displays. 38

In the classroom: Leveraging Strengths Detail-Oriented Thinking (Attending to small details others might overlook)

Challenge: Students may get stuck on details and miss the bigger picture.

Solution: Use graphic organizers to help them see how details fit into the overall concept. 39

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In the classroom: Leveraging Strengths

Creative Problem-Solving (Coming up with unconventional solutions to problems) Open-Ended Projects: Provide opportunities for students to choose how they approach a project, such as designing a new invention.

Alternative Methods for Demonstrating Learning: Allow students to create a video, build a model, or compose a song instead of writing a traditional report.

Group Problem-Solving Activities: Use collaborative tasks to help students think creatively and learn from each other's approaches. 40

In the classroom: Leveraging Strengths Creative ProblemSolving (Coming up with unconventional solutions to problems)

Challenge: Students may struggle with following step-by-step instructions.

Solution: Provide flexible guidelines and encourage "out-of-thebox" thinking for assignments. 41

Why is understanding the neurodivergent brain important?

• Pay attention – What helps shift your perspective? Inform your class? • Promotes a strengths-based approach • Reduces misinterpretation of behaviours • Informs inclusive teaching strategies • Guide where to target • ADHD: Self-regulation & key EF skills • Impulsivity • Attention

• ASD: Depends

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• Skills • Assertiveness • Self-regulation • Rules?

Connectivity • Still learning! • Over-connectiveness in certain networks (close together) • E.g., supports hyperfocus

In the Classroom… Excel in areas they are interested in because they can engage deeply BUT trouble Shifting attention between tasks Adapting to changes in routines

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• Capitalize on their interests • Support successful transitions • Clear & predictable cues • Logical end point vs. time • Frameworks • Structured transition routines • Brain warm-up routines • Transition activity • Neutral +, movement • Visual schedules & predictable routines • Skill development • Emotion regulation • Flexibility

Connectivity • Under-connectiveness in other networks (father apart) • Hard to integrate information from different parts • Abstract concepts hard (require connecting different types of information)

Bridge Gaps in Understanding! • Concrete examples • Visual aids • Step-by-step instructions, dress rehearsal

Connectivity • Certain networks less active during social interactions • Picking up social cues • Interpreting others’ emotions • Engaging . in reciprocal social behaviours

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The skills Problem? Teaching Social

Get out of the “fixing” mindset & Stop

asking them to do things their brains cannot do!

• Addressing others’ needs not theirs • Deficit based and “less than” • Implicit assumptions • Autistic students can control other people’s feelings and behaviours • Manual for how to mask = anxiety • NO neuromajority manual anyway!

What’s Missing? Key skills to understand what they need in the moment to cope • Interoception & alexithymia • Sensory recognition • Action based on feelings • Consent • Acceptance • Anxiety

FYI Compared to NM’s Better at reading each other’s emotions and more successful social interactions with each other than NM’s

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The Neurodivergent Brain • Differences in the structure, function, and chemistry from NM • Pathways for controlling attention, social cognition, social communication, motor speed, executive functions, and sensory processing are affected in both

Overlapping Considerations

Hyperactivity • Repetitive behaviour • Social Pragmatic Communication

• • • • • • • • •

Sensory Processing

Behavioural

All modalities Visual Auditory Tactile Olfactory Taste Vestibular Proprioceptive Interoceptive

• Stimming • Hyper focusing • Emotion dysregulation • Impulsivity • Executive functioning • Eye contact differences • Social Challenges

Other Bowel issues Sleep Anxiety & Mood Anger & irritability Learning and/or language challenges • Interoceptive awareness • • • • •

Behavioural

Overlapping Considerations

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• Stimming • Hyper focusing • Emotion dysregulation • Impulsivity • Executive functioning • Eye contact differences • Social awkwardness & challenges • Inappropriate NM responses • Sensitivity to corrective feedback

Sights Sounds Smells Tastes Touch

Sensory Differences

Balance (Vestibular) Awareness of body position & movement (Proprioception) Awareness of internal body cues & sensations (Interoception )

• Constant sensory bombardment • Some senses can stop working as usual • Other senses may start working harder than usual • E.g., Lights might seem excessively bright, touch may become overwhelming. • Sympathetic Nervous System (SNS; gas pedal for fight/flight) works harder • In overdrive • Parasympathetic Nervous System (PNS; brakes to regulate systems to calm down) takes longer to kick in

Easily upset and overwhelmed by things that normally wouldn’t be bothersome

Use up a lot of cognitive resources to manage sensory experiences: nothing left to process info Cannot focus

Overload Affects Learning

Hard to take in information Follow instructions Write Different functions shut off

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Auditory sensitivity

Sensory Processing Demands of Social Interactions

Visual overload Sensory Integration Processing Speed Social Anxiety & Unpredictability Social cue interpretation Emotional Sensitivity

Face is a hub of sensory activity Eye contact is a major demand • Sensory processing or overload • Lots happening in the face that can be intense, confusing, overstimulating • Effortful to process and listen • WANT to dedicate brain power to listen

Multisensory Integration Consideration • Combine information from different senses • NM understand speech by integrating what they see with what they hear • Autism - trouble processing the timing between what they see & hear (matching lip movements with speech sounds) – social challenges • ADHD – attention regulation

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What #? • Sometimes they just can’t see (it) or do (it) • Brain processes things differently • Spend a lot of effort trying • Emotional cost

Mismatch in demands and needs

School settings

Consider feedback loops If they aren’t experiencing success or getting their needs met, they become even more vulnerable

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Fail & Avoid Fail & Avoid

Fail & Avoid

Behaviour!

Reprimanded

and strengthens worries

Assigned task

Freeze, distracted, non-compliant, explosive

Challenged (perceived or real)

Anxiety, self-doubt & criticism

Environment to bring out their inner strengths Proactively support brain differences

Get on Offense! Spend time putting support strategies in place vs. waiting for problem behaviours to happen. Do anything you can to promote positive behaviour • Rapport building • Help them transition to/from various activities throughout their school day • Clear and simple expectations that are both reasonable and enforceable • Adults and kids take “practice breaks” before they really need them • Model appropriate tone, volume and cadence

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Sensory stimuli vs. emotion ASC: Stimuli overloads the system and the overwhelm stacks up until meltdown or shutdown ADHD: Emotional overwhelm that leads to behavioural meltdowns

Meltdown or Shutdown for some 68

Distractibility for others

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How do we know?

• Poor attention • Increased sensitivity to senses • Irritable • Increased stimming • Increased movement • Increased talking or silence • Mood swing • Tantrum • Anxiety/low mood • Increased rigidity • Lack of interest/desire • Covering ears or eyes • Not listening to their body • Mouthing things • More physical • Behaviour • Withdrawal • Act out

Sensory sensitivities is an exceptional need for students Should be accommodated for as any other person who is in pain.

E.g., What would you do if you had a migraine? • Get someone to cover • Take meds • Turn off lights • Have kids do a quiet activity

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E.g., What would you do if you had a migraine? • Get someone to cover • Take meds • Turn off lights • Have kids do a quiet activity

Not a preference NEED to do these things

Avoid overload • Still have skills to learn BUT try to predict and avoid unnecessary overload • When overloaded • Less able to handle information that can otherwise understand when calm • Lose behavioural control – more repetitive, anxious, impulsive, inattentive

In the class… 

 



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Create sensory-friendly classrooms  See ideas Ideas for Neurodivergent Friendly Classrooms Flexible seating and movement breaks Alternative ways of communicating  Allow students to show engagement their way Reduce the cognitive load of trying to process verbal information alone

What I need from you

Context Shifting • The ability to adjust behaviour, thinking, or communication style based on different settings or situations.

Using Context to Guide behaviour

Context Shifting: Using Context to Guide behaviour • ASC: High Cognitive Load • A lot of rules • A lot of work to think about how to shift way of being from one context to another • Brain values authenticity over context • Can result in inappropriate comments or behaviours • ADHD • Behavioural disinhibition • Point of performance deficit

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Rigidities, rock brain ADHD • Functional: Support executive functions • Remember what to do • Remember where they put things • More flexible with changes when needed (particularly minor changes)

ASC • Non-functional (to neuromajority) • Make sense of the world • Careful step-by-step plans • Inflexible with change – even positive changes can be extremely stressful • Sameness can be soothing • Build up of changes too hard

• Sameness can be depressing

In the Classroom…. ADHD examples

Autism examples

Target impulsivity

Explicit explanations

Support in the moment

Advanced warnings

• Cues & prompts • Meta!

Detailed plans

Visual schedules

Time for processing

Movement breaks Structured supports

Predictability

Be Explicit!!!!!!!!!!!! (Don’t assume anything)

Provide: • 3-5 expectations • Rationales • Immediate successes • Explicitly Teach • Examples and non-examples of expected behaviours • Models

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Buried Chained Questions

Unhelpful Instructions

Repeated Vague Let’s Yelled

Direct Specific Positively stated (DO vs. don’t) Concrete & explicit

Better Instructions

Simplified language One step at a time Visual Moment of silence Within their capacity Attending and available to listen

MUST have Clear & Consistent Expectations & Limits

• Establishing predictable consequences for behaviour • Clear expectations and consequences for both desired and undesired behaviours. • Ideally, same expectations across settings

• Consistency helps them understand what is expected of them and reinforces positive behaviours.

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• Predictability and Control

Do best with one predictable detail at a time

• Fixed routines • Preview new situations • Structure nonroutine or chaotic situations with a specific plan, job, or rules • Predict potential problems • Regular brain breaks and downtimes + as needed • Teach new skills in small groups

Warning!

AVOI D TOO MUCH EMPHASIS ON THE INDIVIDUAL STUDENT

Numerous factors influence our ability to cope

Child • Coping & Self-regulation • Self-confidence • Social Skills

Numerous factors Community influence our ability to cope Society Family

• Parenting • Relationships • Connections

Public policies

Neighbourhood School Mass media

Communication Peers

Social values

Services

Tech

Models Child

Sibling

Attachment

SES Factors

• Connections with peers • Educational settings • Healthy risk-taking opportunities

• Policies • Values • Legislation

Infra-structures Community Cohesion

Cultural norms & values

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They need help! If stress is too overwhelming, students can’t self-regulate on their own. Reserve and replenish their resources as much as possible!

Common Triggers Not enough sleep Itchy clothes Too many people talking at once Loud noises Bright lights Being misunderstood/unable to communicate Too many events in one day Not enough alone time Not enough time for special interests

Self-Regulation Involves a Range of Skills Prioritize

Compare

Evaluate

Decide

Sense Time

Pace

Sequence

Execute

Hold

Manipulate

Store

Retrieve

Balance

Monitor

Correct

Gauge

Anticipate

Est Time

Analyze

Generate

Associate

Plan

Organize

Analyze

Compare

Choose

Perceive

Focus

Sustain

Energize

Initiate

Inhibit

Stop

Interrupt

Flexible

Shift

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Modulate

Self-Regulation Capacity is Limited

Working memory Self & Emotion Regulation 10/24/2024

Get dressed Eat Be nice Backpack Bumped into

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Caregiver Co-Regulation

Co-Regulation

Caregiver Co-Regulation

Regulation

Childhood

Adolescence

Young Adult

Caregiver Co-Regulation

Co-Regulation

Infant/Toddler

Self- Regulation

Preschool

If not filled, affects emotional, cognitive, and behavioural outcomes

Infant/Toddler

Preschool

Childhood

Adolescence

Young Adult

Remember! • Emotions guide behaviours that seem most helpful in the moment • To hit someone we feel threatened by • To avoid something that could make us vulnerable

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Connection Essential for Regulation

To tolerate and regulate emotional responses & cope with stress

10/24/2024

The only real behaviour management you need…. Strong Relationship

Relationship: How do you show up? One small change in your interactions can be a gamechanger.

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Greet Every Day! •Stand just inside or outside the door or go around the room •Greet each student by name •Have a short positive interaction •Follow student’s lead Handshake, fist bump, high five, pinkie shake • Direct them to the first activity

Effective Communication:

Become a Master Listener

• Students need to feel liked and respected • What can you DO to strengthen your relationship with your students every day?

• Talk less listen more

Give space for regulation

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When we have a strong relationship & know how to respond effectively WE CAN C O - R E G U L AT E

Still need support!!

Self-Regulation Battery Example Signs for Billy’s energy level Optimal participation  Communicates needs  Easily transitions  Engaging  Smiles  Follows requests easily  Follows rules

Self-regulation Plan/supports for Billy Self-regulation support • Adults monitoring his energy levels & providing support as needed • Workstation with preferred activity at the end • Regular breaks to do energy restoring activities

2024-10-24

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Still need support!!

Signs for Billy’s energy level

Self-regulation Plan/supports for Billy

OK Participation  Seeks attention/connection  Can choose and engage in tasks with frequent check-ins  Responds to strategies offered  OK with following rules  Transitions with support  Negotiates-can come to agreement

Self-regulation support  First-then  Visual schedule  Choices  Hands-on activities out and available to use  Social acknowledgment when requested  Frequent breaks with energy restoring activities  Regularly monitoring signs of stress

2024-10-24

Signs for Billy’s energy level

Still need support!!

2024-10-24

Still need support!!

Struggling to participate  Echolalia  Grabs  Less agreeable Little patience/hard to wait  Impulsive  Says he is “bored”  Stomps feet  Moves away from group  May not eat when needed/hungry  Self-Initiating breaks  1:1 support to do activities  1:1 support to transition  Rigid negotiations  Anxiety

Self-regulation Plan/supports for Billy Co-regulation support

 First-then  Modify expectations  Following his lead about calming activities  Physical activities  1:1 quiet time  Self-regulation supports Into routines  Connect before direct  Reduce stressors draining energy  Energy boosting activity

Signs for Billy’s energy level

Self-regulation Plan/supports for Billy

Struggling to participate  Unresponsive  Does not following prompts connected to routines  Pinching self  Runs away from group  Hyper, giggly, silly, highpitched squeal  Arguing  Noncompliant  Rigid  Trying to get control of the situation  Throwing things  Anxious

Calming co-regulation support:  Calm tone of voice  Listen vs. talk  Focus on connection  Reduce stressors draining energy  Acknowledge emotions  Say there for support  Provide low energy options for expectations

2024-10-24

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Signs for Billy’s energy level Very Challenging Behaviours  Physical aggression  Verbal aggression  Running away  Screaming  Hitting  Face turning red  Crying

Self-regulation Plan/supports for Billy Emphasizing cues of safety  Position body lower  Minimal talking  Let them know you are there with him/there to help if needed  Give time and space  Keep everyone safe

2024-10-24

Case example • Understand • Collaborate • Goals • How to achieve goals • Teach • Practice

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His choice! Use his cue card, prompt to use cue card or not

How can we support his success?

His choice! Complete work now or at an unfortunate time.

His choice! Can earn points to buy computer time or not. 2024-10-24

Keep brain on during schoolwork

Acknowledge FM when it shows up and do the opposite of what it wants

My Goals

Finish all tasks – even boring or hard ones - in class

When Frustration McGee shows up:  Acknowledge it ( I knew you were going to show up now!)

 Identify what it wants me to do ( I know you want me to throw my pencil and give up)

 Do the opposite

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Say: Even though… (this is frustrating), I am going to … (use my cortex grounding strategy). When I use CG, I keep my problem-solving brain online to manage McGee and finish my work

Cortex Grounding Strategy 1

Dizzy Racing Tension Achy Sore Hot Cold Tingly Numb Sharp Breathless Shivering Sweating Trouble swallowing Tired

Shivers Increased heart rate Weak legs Ringing ears

Acknowledge: • I knew you’d show up now FM! Ask: • Where do I feel this in my body? • What does it feel like? • Is it more on the left or right?

Ask:

Blurred vision Muscle tension Shaking Trembling Chest pain Headaches Sweating

Ground: • What do my feet feel like? • Feel my feet firm on the floor • Pendulate

Blushing Cramping Nausea

116

Relaxed

I can say: • I am in control! • My brain is on.

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Ask: What do I need to do next? •Got it. •Not sure. I will ask for help

I knew you’d show up and want me to____. I will do the opposite and keep my brain online to finish my work. I am going to use my cortex grounding strategy to keep my problem-solving brain online and finish my work. How am I feeling? Where do I feel it? What does it feel like? Left or right? What do my feet feel like? Feel feet firm on ground.

I am in control now! My brain is online. .

What do I need to do next?

Not sure. I will ask for help.

Got it.

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If FM gets too strong, I need to reset. I am going to use my reset strategy to use up the energy and get my brain back online. 10 jumping jacks 10 knee tucks 3 hopscotches Where do I feel it? What does it feel like? Left or right? What do my feet feel like? Feel feet firm on ground.

Reset

. is on. I am in control now! My brain

What do I need to do next? Not sure. I will ask for help.

Got it.

Supports teaching

Power Cards

• Routines • Behaviour expectations • Social interactions • Underlying meanings • Choices • Cause-effect of behaviours • Reminders of tasks • Generalization • Motivation • Accept directions from others 122

Harrison Ford loves being an actor but sometimes has difficulty thinking before he speaks. After a long day being on set he doesn’t pay attention and starts talking to other actors when the director is talking. But Harrison has learned that it is not a good idea to talk when everyone is working and the director is talking. Harrison has learned to stop and think before saying anything.

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Just like Harrison, it is important for Jim to think before he speaks. Harrison would be proud to know that Jim is like him and things before he talks. It is important for Harrison and Jim to both remember to do the following: • Think before speaking. Say the idea in your head first. If it is not related or not a good time, mark it to remember to say it later. • If it is something important, say “excuse me” or ask the teacher for a minute to ask a question or make a comment.

Power card success Language must be understandable

Must incorporate interests to promote motivation

Positive relationship with the individual

Use when calm (and not in crisis)

124

Effective Teaching Best practices

POSITIVE

PROACTIVE

FOCUS ON INDEPENDENCE

• Avoid traps!

Effective Teaching

• Low expectations and less challenging work • They need the opportunities to reach their full potential! • Focus on correcting behaviour vs. addressing underlying needs

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Teach: Through Small Steps & Supported Practice Identify

• Label the desired/expected behaviour • Ensure their buy-in

Rationale

• Model • Role-play

Teach

Practice

• Structured • Success-oriented

Evaluate

• Constant feedback 127

Video modelling Train to identify on vs. off-task behaviour Identify behaviours with examples and nonexamples.

Video child. Watch together. Rate behaviours. Prompt as needed.

Video doing work and rate behaviours (no prompts) Adult provides accuracy of recording after each.

Video doing work as child also self-monitors Review video and compare ratings.

Get Meta!

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Self-awareness maintenance before interventions.

Cue (vs. prompt)  What do you need to do?  What do you need?  How do you know what you need?  Where will you work?  When will you start?  How will you get started?  How do you know where to start?  What strategies will you use?  What did you do to be successful in the past?  How will you know if your plan is not working?  What will you do if your plan is not working?  How will know when you are done?  How will you keep going if it gets hard? If you are tired?  What will this look like?  How long will it take?  How long did it take before?  How hard to you predict this will be? 129

Get Them Thinking After too • What was the goal? How did I achieve this? • What was the best part? • What was the hardest part?

•

• How did I get through the hard part?

• Where did I start? How did I get started? • How did I do that? • How did I know how to do that?

• What strategies did I use? • What was helpful? Unhelpful? • How do I know? • What strategies will I use next time?

• How long did it take? • What would I do the same way? Differently? • Did this meet my prediction of difficulty?

Tips for Effective Teaching Clearly define what skills they are learning Rationale Visual displays correct vs. problematic interactions Natural environment • Skills and strategies embedded within everyday, enjoyable activities

• Intentional, Explicit, and transparent

Effective Teaching

• You understand what you are teaching and why it is important • Kids need to know:

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• What they are learning • Why it is important to learn it • What strategies help strengthen learning/success

Effective Teaching

Prerequisite

Goal

Active learning

Ready to learn

Know what they are working towards

Active, fast-pace, and moving

Specific & achievable

Frequent opportunities to respond for frequent reinforcement

Lack of skill? Motivation? Attention?

Relevant

Effective Teaching

Challenge

Repetition

Achievement Reward

+1 from current level

Consistent and repetitive teaching with lots of ongoing opportunities for independent practice

Timely, frequent, meaningful, and potent reinforcement

Critical thinking & problem-solving Embrace mistakes

See their progress

Effective Teaching

Control Collaborate to set goals & tasks Ownership over learning

Errorless teaching Task analysis Scaffold learning

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Optimized, strengths-based Adapt tasks to maximize success

Achievable

Remember! Kids want to be and do good!

Major Difference in ADHD & Autistic Brains: Internal motivational systems They are self-directed in motivation and attention

Therefore, when teaching something new or wanting them to follow your request, INCENTIVES (or buy-in) are needed (Boosting Dopamine)

138

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Dopamine Management Intermittent variable rewards

Focus on effort vs. outcomes

Avoid stacking too many stimulating activities or rewards

Spotlighting: Focus their visual attention on a specific point during tasks

Start the day with a short outdoor activity

(e.g., using rewards, music, and stimulating activities all at once = dopamine crashes and reduced motivation)

Activates neurochemicals that enhance focus.

Increase natural dopamine levels to support better focus throughout the day.

Motivation vs. Inertia • ADHD: Motivation • If interested, no problem getting started • Meds • ASC: • Even if motivated, hard to get started • Time and effort to process • Difficult to stop or transition (took so much effort to get started on this one)

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How did it feel? • Rapid attention shifts that students often contend with, along with the challenge of reengaging with tasks • Ability to switch between different tasks requires a lot of cognitive flexibility.

Attention Shift Drill

Mimic constant shifts in attention and tasks kids might experience • How did it feel to switch? • What part was easy? • What part was hard? • What would help make it easier?

Attention Shift Drill

Takes 10+ minutes to focus on new task • Attention always pushing and pulling • Engaging new circuits from the last task and disengage old from last task

Need Transition Period!

• Build in transition period • Do not attend to anything new in this period. No tech! No new info! • Consciously think about what just did and allowing brain to dump the old to focus on the new • Perceptual shifting to help the brain see and feel the transition • Focus on the body with eyes closed – feet on ground • Open eyes and look into the distance (as far out as possible) • Look at surface of hand • Into distance, back at hand, switching 5 to 15 seconds • Length of time depends on how entrenched they were

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Executive Functions • ADHD • Prioritizing • Difficulty following a plan • Impulsively start • ASC • Carefully plan things out first • Thrive with step-by-step guide • Even if motivated, lots of time and effort to get started

Difficulty Getting Started scale Easy

Hard

What is easy that makes it 9 (and not 10)? What can I already do? What can make it easier to get started? (Bring it down to a 7 or 8?)

Getting Started What makes it hard to get started?

What is helpful?

What things are easy to get started on?

What can you say to coach yourself?

What makes them easy? Where were you? What time of day was it? Who else was with you? Type of task How alert were you? How were you feeling? How did you manage distractions? What did you do to get started?

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Practice Getting Started • Start with easy tasks • Gradually strengthen • Practice regularly to build consistency

• Plan specific start times • Break task into steps • Help set up the first step • Choice about order to do work • Note start/stop steps • Reinforce • Minimize distractions

Practice Getting Started • Build momentum! • Framework • Homework/classwork routines • Warm-up’s • Sketches • Procedural thinking • Self-talk

Tasks to do

How much they have to do

Individual work systems

Work systems

When they are done

What to do when done

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Previously mastered tasks

Finished box

What is next

First, Teach the System!

Beyond Accommodations: Closing the EF Gap

Where to start? • Big Four • Working memory • Setting goals & self-monitoring • Self-regulation • Flexibility

• Most impairing • Easiest to work on • Start small & build success

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Executive Functioning Strategies Tailored for ADHD and Autism

ADHD

• Managing impulsivity • Supporting attention • Organizing tasks

Autism

• Rigid thinking • Easing transitions • Building flexibility 154

Teaching Executive Skills 1. Identify specific area to work on (e.g., organization, paying attention). Collaborate! Externalize

Get on the Same Team Externalize

• Things to watch for: • Time wasters • Mind robbers • Brain drainers • Impulsive Ian • Explosive Bob

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Step 1. Identify ATWO: Messy desk Directive:

Clean your desk

Response :

Nothing

Teaching Executive Skills 2. Set a goal & establish a strong rationale. Positive Goal Meaningful Feasible and perceivably doable Ensure buy-in Engaging!!!

Teach the Plan Step 2. Set a goal & establish a strong rationale Goal: An organized desk Rationale: Get a strong rationale for THEM. • Why do you think it is important to have an organized desk?

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Teach the Plan Steps 3 & 4. Outline the steps & provide a visual What does a clean desk look like? • What steps need to happen to make the desk look like that? • Collaborate a plan with specific directions

Teaching Executive Skills 5. Prime the Brain Get Meta • Visualize and talk through what they need to do • Identify their strategies • Think about potential obstacles and how to address them Have them stop & think about what they need to do (helps get blood flow in brain)

Teach the Plan Step 6. Supervise & encourage • Initial prompts as needed for each step. • Monitor and provide feedback at each step to ensure they’re on the right track. • Guide them to problem solve when something doesn't work. • Acknowledge each completed step and when the entire procedure is completed. • Provide encouragement and feedback about the success of the approach.

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Teach the Plan Model helpful statements:  Let’s start now.  What’s next?   

Papers. Ok, they go.... (in this folder). Pens and pencils go….(in this bin). Books go…(on the shelf).

 Let me know when you’re done so I’ll know you can go on the computer.  I know this is boring. Let me know when you’re done so I know when you want to get on the computer.  How does it feel to have a nice workspace?  Wow, look at this. Now we have time to…

Teach the Plan Step 7. Evaluate success and revise as needed Step 8. Fade supervision • Provide the same information without being the direct agent: create a list, picture cues, audio tape, etc. • Cue as needed • To ask themselves, what’s next? • Look at your list.

• Begin to transfer responsibility to the student: What do you need to do? • Transfer complete: When they can ask themselves, “What do I need to do?” And “What’s next?”

Begin practice sessions. Remind the class before beginning the session that they will be practicing the target skill.

Teaching Whole Class

Debrief with the class afterwards to determine how it went.

If necessary, set a class goal and add a reinforcer to enhance motivation to practice the skill.

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Flexibility Ability to adapt to new information, unexpected situations, switch tasks, or think about multiple concepts simultaneously. Important for: • Problem-solving • Find alternative solutions • Adapt strategies when the initial approach is not working

• Creative Thinking • Think creatively and approach problems from multiple angles

• Learning Efficiency •

Switch between different tasks

•

Learning strategies for learning success

Goal: Flexibility Rationale Our rationale: Being flexible helps you • Problem solve • Adjust to unexpected changes in the day • Shift focus between tasks • Vide mistakes as learning opportunities

BUT, what is important for them?

Get Creative “Okay class, we are going to learn about BEING FLEXIBLE when things don’t go as planned. Flexibility allows us to adjust and find new ways to handle these situations.”

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Get Creative “Okay class, we are going to learn about BEING FLEXIBLE when things don’t go as planned. Flexibility allows us to adjust and find new ways to handle these situations.” “Now, get into pairs. I want you to brainstorm as many ways you could handle this scenario…”

Debrief  How did you feel when things changed unexpectedly?  What strategies did you use to manage the situation?  How did your partner react to the challenge?  When is it easy for you to be flexible?  When is it harder?  When might it be hard to be flexible again?  What could you take from this exercise into that one?

Practice Flexibility: Getting Unstuck • Looks like Rigid Rick a is trying to keep your brain stuck • What little change can help? • How can you try something different? Brainstorm to build flexible problem solving.

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Teaching Flexibility • Discuss paying flexibility during classroom instruction • With the class, define flexibility together. Ask questions like:

Flexibility is being able to stay calm and: • Change your plans • Find new ways to solve problems when things don’t go as expected • Working with others

 What does it mean to be flexible when things don’t go your way?  How do you know when someone is being flexible?

• Being open to new ideas

Teaching Flexibility Pick a time of day (or specific class activity) where the student(s) will practice flexibility.

Practice

What happened that was unexpected?

Debrief

How did you adjust or change your approach? What was the outcome when you were flexible?

Was I being flexible? YES

Being Flexible checklist

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Flexibility Ideas Musical Chairs with Cognitive Tasks • Enhances task-switching (switch from a physical activity to a cognitive task swiftly) • When the music stops, each student sits and quickly completes a cognitive task (e.g., solve a math problem, identify a historical fact, etc.) before the music starts again

What are all the ways you could use a… Pen?

All the ways to use a pen Bookmark

Hairpin

Stylus

Stirrer

Straw

Emergency Whistle

Chip Clip

Cable Organizer

Pointer

Tent Stake

Screwdriver

Measurement

Cat Toy

Scratch Remover

Dowel

Drumstick

Ice Pick

Tick Remover

Plunger

Zipper Pull

Shoe Lace Threader

Fruit Tester

Digging Tool

Mixing Rod

Bubble Wand

Flotation Device

Mini Torch

Roller

Seal Opener

Nutcracker

Paintbrush

Finger Splint

Wind Chime

Pet Barrier

Fishing Bobber

Signal Mirror

Morse Code

Level

Seed Dibber

Toothpick

Gap Filler

Latch

Cake Tester

Weaving Tool

Peeler

Lid Opener

Slingshot

Conductivity Tester

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Surprise Cards • Introduce with a small, positive change (e.g., Surprise! We’re going to go outside and play today instead of our math test) • Start with fun, low-stake surprises to build positive associations • Introduce with less predictable changes

Mixing up the day

Find three ways to learn about a topic

Be Creative! Find three ways to show what you know about a topic

Stop and Switch (e.g., dribble, switch to math, back to ball activity)

Brainstorm and practice options Refuse to play anything but Uno

I want to play Uno but my friend wands to play Monopoly Practice being flexible

Get stuck

By myself. No fun.

Play Monopoly first then Uno

Have fun

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Play monopoly instead

Have fun

Find a new game we both want to play

Have fun

Flexibility Bingo  I offered a new solution.  I compromised on something important.  I stayed calm even when things changed.  I listened to my peer’s point of view.

Celebrate Unexpected Events of the Day

If…

If there are no green markers left…

Then…

Then… I will try to colour yellow over blue

Or…

Or…I will try using blue

Or…

Or… I will take it home to finish

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Chain of flexibility

Promote Self-Advocacy (And asking for help) • Create environment & expectations of helping • Scripts

• Problem solving • What will happen if you do or don’t ask • Waiting

Reciprocity ring Easier to ask for help – everyone is!

Initiate helping others on their own

Promotes generosity

Promotes contribution

Creates connection

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Embrace Neurodiversity Brain Discussions • How our brain works • How our brain develops • The uniqueness of our brains • How we can change our brain • What our brain is good at • What skills we still needs to learn • What we can do to strengthen it

There is a Balance • Accommodating vs. Learning skills to cope • Know your goal! • Focus on coping: don’t also expect them to do a tough math worksheet • Write a story: don’t also expect them to write in a noisy classroom • If we want them to have success transitioning classes, let them leave first • If we want them to cope with managing busy hallways, scaffold to success

In the classroom: EF Across Subjects Math

• Use visual organizers for multi-step problems. • Break down complex problems into smaller tasks.

Reading/Language Arts

• Teach note-taking strategies (e.g., highlighting and categorizing key points). • Graphic organizers

Science

• Provide step-by-step instructions for experiments. • Use checklists to ensure students gather all necessary materials before starting.

Social Studies

• Use timelines for historical events to help students see the sequence of events. • Assign research projects with outlined steps and deadlines. 189

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Teaching Narrative Coherence: Telling a Good Story

Narrative Coherence

Give concrete expectations and structures

• Main idea (gist) • Who • Sequence of events

Characters • Who was there • Describe them Actions • Verbs: What did the characters in the story do/what happened to them Sequence • Logical order of events • Hard! Perspectives • Templates – not something their brain can readily do Main Idea • Most important events of the story Wrap-up • Pull it all together • Concluding statement or a moral of the story

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Character Setting Initiating event

Teach specific story elements using picture books with no words

Internal response Plan Attempt Consequence Reaction

Similarly

Since

What to do: Sequential Production

Recommends….

Describes…

What to do: Sequential Production

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Social Success

Understand: Skill deficit?

Performance deficit?

Difference?

Social Success:

Teaching social skills is not enough

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Peer Rejection ASC: May be due to awkwardness and hard to develop rapport ADHD: May be due to selfregulation

Address Peer Bias 

Social devaluation 

 

Peer exclusion Reputational bias 



Certain individuals/groups are perceived as having less worth or importance.

Judgments based on past behaviour or others' opinions, not direct knowledge.

Cognitive bias • Favouring information that confirms existing beliefs, relying heavily on initial information.

Peers: Starts with Adults

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Peers: Starts with Adults • Changing adults’ perceptions and behaviours • Minimizes problem behaviours • Builds relationship • Reduces reputational bias

Social Devaluation

Teacher’s personal liking & acceptance of a student

• Correlates with behaviours & peer rejection

Peers: Starts with Adults Your warm vs. frustrated responses provide peers cues about what behaviours/who should be socially devalued & therefore rejected ALWAYS PRAISE PUBLICLY!

Minimize Exclusionary Behaviour • Promote inclusion • Capitalize on teaching moments to teach acceptance • Pair student with awesomeness • Buddy system • Lunch Buddy mentoring • Recreational activities

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Building friendships: Accepting ideas  Choices of what is most important  It is their choice!

 Relevance  Embedded naturally  Model and coach  Arsenal of tools for win-win  Rock paper scissors  Badges

Challenges

Ideas for Neurodivergent Friendly Classrooms (Helpful for most students too!)

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Change physical environment

Reduce distractions

Simplify the classroom

Increase structure Seating

Preferential seating Flexible seating options

Sensory-friendly spaces

Weighted objects/work

Sensory accommodations

Sensory breaks (e.g., quiet space, physical activity) Sensory preferences for seating (e.g., near windows, quiet areas) Chewing gum/sucking candy As natural as possible; reduce fluorescents (avoid flickering/buzzing Lamps/ soft lighting Sunglasses Noise-cancelling headphones

Quiet space

Adjust lighting

Minimize background noise

Sound-absorbing materials

Instructional Strategies

Chunking Multisensory instruction

Visual aids Hands-on activities

Incorporate movement into lessons (ADHD)

Stretching, movement Stations to move between

Frequent brain breaks (ASC) Regular physical breaks (ADHD)

Classroom Routines and Predictability

Consistent routines Structured learning stations

Clear instructions to minimize unstructured time.

Stable environment with clear expectations (and consequences)

Support Cognitive Load with Visuals

Visual Schedules

Daily routines Changes Transitions

Task Breakdown

Written instructions with visual aids

Workstation tasks (ASC)

Analog clocks

Monitoring time of tasks

Rules and expectations

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Attention Regulation

Use checklists for task completion

Track progress

Reduce clutter on assignments

Clear simple layouts

Individualized Accommodations

Personalized behaviour plans & IPP’s

Seat away from distractions Include students in goal-setting

Flexible assessments Individualized support for harder tasks Promote Independence

Engagement Strategies

Gradually increase responsibility for using supports and accommodations

Incorporate interests into learning Provide immediate consequences and frequent feedback Ensure materials are accessible and close to students

Behavioural Supports

Positive reinforcement

Acknowledge desired behaviours.

Behavioural contracts or checklists Self-monitoring (ADHD)

Social Interaction

Structured activities and practice (ASC)

Peer support

Additional Helpful Ideas

Track their own behaviour using checklists or self-reflection tools.

Pair with supportive peers who can model appropriate behaviours

Stable adults Manage ratio strain/response effort Personally important or relevant Clear expectations including amount of time needed Teacher chooses partners for partner work Capitalize on strengths

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Not so helpful

Boring tasks Delayed consequences Infrequent feedback Low importance tasks Late in the day Unsupervised settings Group situations Student-choice for partner work Unstructured activities Uncertainty Need to search for materials Loud/high arousal environments Excessive multitasking requirements Overloaded sensory stimuli without a relevant educational focus Sudden changes in schedule or expectations without preparation Overemphasis on competition rather than cooperation Poor relationships with peers Poor relationships with teachers

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Bonus Resources

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Developing a personal action plan What traps do I need to get out of?

How can I improve my approach for effective communication?

What can I do proactively ?

What can I start collaboratively problem-solving?

What I can do to strengthen our relationship?

Self-regulation Plan/supports for Billy Self-regulation support • Adults monitoring his energy levels & providing support as needed • First-then for less preferred activities • Regular breaks to do energy restoring activities

Still need support!!

Signs for Billy’s energy level

Self-regulation Plan/supports for Billy

OK Participation Self-regulation support  Seeks  First-then attention/connection  Visual schedule  Can choose and engage in  Choices tasks with frequent check-  Hands-on activities out ins and available to use  Responds to strategies  Social acknowledgment offered when requested  OK with following rules  Frequent breaks with  Transitions with support energy restoring activities  Negotiates-can come to  Regularly monitoring signs agreement of stress

Signs for Billy’s energy level

Still need support!!

Self-regulation Plan/supports for Billy Co-regulation support

Signs for Billy’s energy level

Still need support!!

Self-regulation Plan/supports for Billy

Struggling to participate Calming co-regulation support:  Unresponsive  Calm tone of voice  Does not following prompts  Listen vs. talk connected to routines  Focus on connection  Pinching self  Reduce stressors draining  Runs away from group energy  Hyper, giggly, silly, high-pitched  Acknowledge emotions squeal  Say there for support  Arguing  Provide low energy options for  Noncompliant expectations  Rigid  Cuddles  Trying to get control of the situation  Throwing things  Anxious

Signs for Billy’s energy level

Self-regulation Plan/supports for Billy

Very Challenging Behaviours  Physical aggression  Verbal aggression  Running away  Screaming  Hitting  Face turning red  Crying

Emphasizing cues of safety  Position body lower than his  Minimal talking  Let him know you are there with him/there to help him If needed  Give time and follow his lead for space or connection  Keep him safe

Optimize the Environment: Self-Assessment

• Is the classroom arranged to accommodate the needs of all students? Is the home environment organized in a way that supports structured activities and routines for your child? • Are routines been established, explicitly taught, and made predictable to ensure a smooth flow of activities throughout the day? • Are there three to five positive expectations outlined and prominently displayed? Have these been clearly defined and taught to children? • Are prompts and active supervision used proactively to guide behaviour positively in anticipation of potential challenges? • Is there a variety of opportunities for children to actively participate and engage at a high frequency, encouraging positive interactions and learning? • Is specific praise and other positive reinforcement strategies regularly used to acknowledge and encourage the behaviors you wish to see more frequently? • Are reminders consistently provided before a potential behavioural issue arises, to preemptively address and guide expected behaviour? • Are responses to misbehaviours appropriate, consistent, and systematic, ensuring a clear understanding of consequences? • Is there a system in place for collecting and analyzing behaviour-related data to inform strategies and interventions?

Does the environment support student needs? Sstrategically Optimize Classroom Environment • Versatile and activity-centric learning environment • Diverse instructional activities (e.g., small groups, whole-class lessons, and individual learning stations) • Create a dynamic learning space that is activity-centric • Enhance visibility and accessibility: Clear sightlines and easy access for both teacher-led and student-centered activities. • Strategic Seating Arrangements to foster interaction and ease of movement. • Facilitate smooth transitions between activities. • Ready-to-Use Materials • Keep instructional resources organized and within reach.

Optimize Classroom Environment • Visual aids • Manage personal and instructional materials • Provide clear options for storing personal items • Regularly assess the classroom setup to ensure that all students are visible and engaged, adjusting seating as necessary to promote inclusivity.

Consider

• Avoid blind spots where students or sections of the room are out of the teacher's sightline. • Mitigate congestion and design clear pathways • Ensure furniture is appropriately sized and arranged to support the physical comfort and engagement of all students.

Optimal Home Environment • Create defined spaces and ensure to personalize them! • Designate specific areas for various activities, such as homework, play, and relaxation. • Tailor the study and play spaces to their preferences and needs, incorporating their input to increase their comfort and sense of ownership over their space. • Provide a quiet, comfortable spot for downtime or when feeling overwhelmed.

• Foster independence with organized choices • Arrange belongings and toys in a way that allows the child to make choices independently, within set boundaries to foster autonomy while maintaining a structured environment.

Optimal Home Environment • Visual schedules and rules • Visuals for daily routines and expectations. • Display clear, simple rules in a visible area to reinforce expectations and boundaries consistently.

• Ensure accessibility and organization • Organize essential materials in accessible, designated places to foster independence and responsibility. • Use labeled bins or shelves for toys and supplies to promote responsibility and ease in finding and returning items. Clear labeling and consistency in where items are stored can help reduce frustration and conflict.

Optimal Home Environment • Minimize high-stress areas • Identify and modify areas in the home where conflicts frequently occur, aiming to reduce triggers. This may involve rearranging spaces to avoid cramped conditions or creating clearer divisions between activity areas. • Keep the living space orderly and minimize clutter to reduce sensory overload and distractions, supporting calmness.

• Safety and adaptability • Regularly assess the home for safety, ensuring that furniture and home setups do not pose risks and are adaptable to the child’s changing needs.

Are routines established, explicitly taught, and made predictable to ensure a smooth flow of activities throughout the day? In the Classroom: Elementary Examples

High School Examples

• Ensure activities follow a predictable sequence. • Explicitly teach and practice routines for daily activities. • Acknowledge and reward students who follow these routines and procedures – encourage collaboration!

• Encourage students to manage their schedules and follow established routines with more autonomy. • Implement structured routines for each class period, including a warm-up activity, review of previous lessons, introduction of new material, and a summary or wrapup activity.

Routines At Home

• Consistent and structured daily routine for wakeup times, meals, homework, play, and bedtime. • Teach and practice home routines with your child. Clearly outline the steps involved in each task and practice them together. • Acknowledge and reward your child when they follow these routines. • Consider what is developmentally appropriate! • Younger children: Focus on simple, visual schedules. • Older children and adolescents: Have them create their schedules and manage their responsibilities. Discuss and collaborate routines together, such as homework times and household chores, ensuring they are realistic and mutually agreed upon.

Avoid • Minimizing the need for structure • Assuming kids will instinctively know the expectations and naturally adapt to meet those expectations without clear guidance. • Failing to use visual cues • Neglecting to provide feedback on their adherence to routines • Failing to recognize and celebrate successes • Inconsistent enforcement of rules and routines

Connections to Positive Activities & Organizations

Sports & Physical Exercise

Music

Volunteering

Clubs or after school jobs

Consistent routines & lesson structure

Talk less

Clear expectations

Posted timetables, rules, and expectations

Revisit and reinforce expectations

Things to look forward to through the day!

Structured tasks & teaching

Shorter tasks, explicit, closed ended

Structure nonroutine or chaotic situations with a specific plan, job, or rules

One predictable detail at a time

Visual schedules and time organizers

Minimize distractions

Individualized checklists for task completion

Helpful • Engaging (interests)

• Clear expectations

• Immediate consequences

• Posted timetables, rules, and expectations

• Frequent feedback

• Things to look forward to through the day!

• Personally important or relevant

• Shorter tasks, explicit, closed ended

• Early

• One predictable detail at a time

• Supervised

• Minimize distractions

• 1:1 • Structured • Clear expectations and jobs • Close to needed materials • Quiet/low arousal • Choices • Consistent routines & lesson structure

• Talk less • Revisit and reinforce expectations • Structured tasks & teaching • Structure nonroutine or chaotic situations with a specific plan, job, or rules • Visual schedules and time organizers • Individualized checklists for task completion

Not so helpful

Boring tasks Delayed consequences Infrequent feedback Low importance tasks Late in the day Unsupervised settings Group situations Unstructured activities Uncertainty Need to search for materials Loud/high arousal environments Excessive multitasking requirements Overloaded sensory stimuli without a relevant educational focus Sudden changes in schedule or expectations without preparation Overemphasis on competition rather than cooperation Poor relationships with peers Poor relationships with teachers

• Have students with similar needs meet

Individualized Needs

• At the start of the week, discuss • Successes • How to set them up for success • At the end of the week, • Review their successes • What they have to do over the weekend.

• Attached meaning + value + support and care to boost confidence and engagement

Types of Reinforcement Verbal praise Social or activity

• Be specific with what they did! • Thank you for cleaning up right away. That really helps the class and now we have time to go to recess early! • Choice of people, activities (can be to escape too!) • Logical & pair with verbal

Tangible

• Object or food • Temporary or permanent • Logical & pair with verbal

Token

• Sticker, coupon, marble & back-up • Logical & pair with verbal • Manageable

Reward ideas Homework pass

Pass from a class or task

Store (e.g., pencils or erasers)

Lunch with the teacher

Bring a friend from another class

Free time in class or extra recess

Choose a seat for the day

Positive call home

Keep class mascot

Front of line pass

Clasroom coupons for privileges

Dance party

Treasure box

Movie

Bonus point

Talent show

Music choice

Late pass

Science experiment

Extra computer

Class leader

Teacher chair

Podcast

Scavenger hunt

Teacher dress up

8 Forces of Motivation Gregariousness

Inquisitiveness

Power

Affiliation

• Need to belong

• Need to know

• Need for control

• Need to associate and belong

Autonomy

Aggression

Recognition

• Need for independence

• Need to assert

• Need for acknowledgement

Conduct a Praise Assessment! • How do you like receiving praise? How do you hate receiving praise? • Create a developmentally appropriate assessment form with a menu of lots of feasible options • Praise students based on their preferences • Reflect and adjust!

Boosting Motivation  Choices & anything to foster independence and responsibility  Incorporating child preferences  Positive before anything corrective  Positive attitude  Statements of self-efficacy and encouragement  Reward for practicing  Positive before negative  Mix low appealing tasks with high appealing  Breaks between tasks  Relaxation  Exercise/movement  Music  Humour  Interacting with peers

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SHIELDING THE VULNERABLE: HOW TO PROTECT THEIR HEARTS AND MINDS Eva de Gosztonyi, psychologist Faculty, NEUFELD INSTITUTE edegosztonyi@gmail.com www.degosztonyi.org www.neufeldinstitute.org

Gordon Neufeld, PhD

Hold on to your Kids: Why Parents Need to Matter More than Peers

Canadian developmental psychologist Vancouver, B.C. 2

NEUFELD DEVELOPMENTAL PARADIGM

Maturation

Vulnerability Attachment Emotions Understanding how humans achieve their full potential

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WHO ARE THE VULNERABLE? ALL CHILDREN

Every moment of every day our children wonder:

Who is taking care of me? 4

THE NEED FOR ATTACHMENT Attachment is our greatest need

Separation our greatest fear

WHO ARE THE VULNERABLE? HIGHLY SENSITIVE CHILDREN • Gifted

• Sensory integration issues

• Highly reactive

• Anxious

• Slow to react

• Oppositional

• Shy

• Explosive

HYPERSENSITIVE/NEURODIVERGENT Autism Spectrum 6

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RESEARCH ON SENSITIVITY Thomas Boyce, M.D. and his colleagues have generated over 200 scientific publications They have found a subset of children - “orchid children” • who demonstrate exceptional biological sensitivity to their social environments • who show higher cortisol levels for “normal” stressors o bear higher risks of illness and developmental disorders in settings of adversity and stress o ON THE OTHER HAND, these same characteristics make them responsive to positive influences and sensitive to social and emotional cues – when raised in supportive environments "They can really blossom into extraordinary people." Boyce, Thomas (2019) The Orchid And The Dandelion:

RESEARCH ON SENSITIVITY Elaine Aron (2002) – describes these children as • being shy and fussy • having sensory-processing sensitivity • being startled easily, are sensitive to pain, sensitive to bright lights, strong smells and coarse fabrics and, also deeply moved by art. • tending to notice more about the people around them and their physical environment, but they are also easily overwhelmed. Jelena Obradovic "These are the kids that if you approach them too quickly, or make too loud a noise in their face, get fussy and irritated." 8

CHARACTERISTICS OF A HIGHLY SENSITIVE CHILD American psychologist Elaine Aron has developed a check list to assess whether children are highly sensitive to their environments. Does you child... • notice the slightest unusual odor? • prefer quiet play? • complain about scratchy clothing, tags in clothes or seams in socks? • startle easily? • perform best when strangers aren't around? • feel things deeply? • notice when others are in distress? • have trouble falling asleep after an exciting day? Is your child... • sensitive to pain? • a perfectionist? • bothered by noisy places? The full questionnaire can be found on the website hsperson.com

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WHAT SENSITIVE CHILDREN WOULD LIKE YOU TO KNOW ABOUT THEM Deborah MacNamara

• Their head can be very busy processing their world • They are more prone to feeling stronger emotions when stirred up by their world • Relationships with others can take additional time to create • They are prone to feeling coerced and are more likely to resist other people’s agendas • Structure and routine provide safety and security 10

WHAT SENSITIVE CHILDREN WOULD LIKE YOU TO KNOW ABOUT THEM The more the child is highly sensitive and emotionally intense: § more easily they are affected and moved by their emotions § more easily they are overwhelmed by their emotional experience § more likely they are to be ”stuck” emotionally: o emotional intensity evokes more defenses o intellectualize experiences (escape of emotions) o lose the tears necessary for adaptation

ALARM SYSTEM is in the LIMBIC SYSTEM (EMOTIONAL BRAIN)

Its job is to ensure our SURVIVAL

NOTES A THREAT “smoke detector”

ACTIVATES THE RESPONSE – Sympathetic Nervous System

REMEMBERS WHAT THREATENS US Memory 12

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SYMPATHETIC NERVOUS SYSTEM the system of ACTIVATION • Cortisol – increase blood sugar – suppress immune system • Adrenaline – increases heart and respiratory rate • Norepinephrine – responsible for vigilant concentration • Growth Hormone – increases glucose

• Constricts blood vessels • Sharp Increase in Breathing & Heart Rate • Blood diverts to Muscles • Suspends “rest & digest”

Challenges for Sensitive Children • School is difficult because there is too much sensory stimulation which results in emotional overload • Brain quickly goes to sympathetic nervous system more easily which can result in alarm and anxiety or meltdown • The brain sets up defenses to cope with being overwhelmed by the sensitivity • Behavior challenges arise from overwhelmed senses and/or defendedness

HIGH SENSITIVITY DEFENDEDNESS

ADULT IMPATIENCE

IRRITATING BEHAVIOUR

AND DISCIPLINE

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WHAT DOESN’T WORK REASONING, TALKING especially about CONSEQUENCES • Talking keeps them in high arousal – flight or fight mode – intensifies the agony. • When the child is in “survival” mode they cannot hear our words, just our tone. • They can’t process language (the words we are using) just keep hearing the TONE • They can’t remember the future (what will happen if they don’t stop) – only feel the intensity of the present moment.

Waiting to hear: “And I’ve had it with you.”

INTERACTIVE FACTORS SENSITIVITY

STRESS • too much separation

• genetics • pre-natal stressors • peri-natal stressors

• being too alarmed or alarmed for too long • feeling too much shame or that something is wrong with you 17

WHO ELSE ARE THE VULNERABLE? TRAUMATIZED CHILDREN

Those who have experienced Adverse Childhood Experiences (ACES)

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Adverse Childhood Experiences (10): q emotional abuse o parent and/or sibling q physical abuse o parent and/or sibling q sexual abuse q lack of family support

q loss of parent o separation/divorce o absence o multiple step-parents o Illness o death o adoption q witness domestic violence q familial substance abuse

q physical neglect

q familial mental illness q family member in prison

Other possible Adverse Experiences q Frequent hospitalization (parent or child) q Death of a sibling q Sibling with special needs q Foster care q Multiple changes in parental or guardian care q Caregivers/parents who are at odds with each other CHARACTERIZED AS AN EXPERIENCE OF SEPARATION 20

The Effects of Complex Childhood Trauma Australian Childhood Foundation

▻ Trauma significantly alters baseline physiological arousal levels in children. o The amygdala becomes kindled, releasing stress hormones into the body and brain ▻ Trauma reduces cortical capacity to regulate subcortical activation in children. o The prefrontal cortex functioning is hijacked and is also less developed due to stress hormones. Emotions take over. ▻ Trauma disrupts memory functioning in children. o The hippocampus focuses on survival, not on memory transfer ▻ Trauma restricts the attentional capacity of children. o The Limbic System is preoccupied with survival 21

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Effects of Adverse Childhood Experiences Eamon McCrory et al. U College London, 2011 Children exposed to family violence show the same pattern of activity in their brains as SOLDIERS EXPOSED TO COMBAT. Exposure to family violence was associated with increased brain activity in the AMYGDALA when they were shown pictures of angry faces. 22

Effects of Adverse Childhood Experiences

Kindled Amygdala The amygdala continues to fire as though DANGER is always imminent - HYPERVIGILANCE

RAPID ESCALATION: feeling terrorized

FOCUS is on the NON-VERBAL ⎼ Tone of voice

feeling threatened

⎼ Body language

mildly anxious

⎼ Inability to understand words

⎼ Facial expression

⎼ A “being of sensation” 23

The Effects of Complex Childhood Trauma Australian Childhood Foundation

▻ Trauma limits children’s response flexibility and adaptability to change. o When in the survival mode cortisol, norepinephrine cause the brain to put the focus on survival behaviours which stem from the limbic system o Even though the child “knows better”, in the moment, the child cannot “do better” as they cannot access the higher parts of the brain o Since cortisol is detrimental to brain development, children have access to fewer parts of the cortex than children of the same age. Less prefrontal cortex access and less communication between the hemispheres 24 (corpus callosum)

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INTEGRATIVE CAPACITY SU COGNITIVE R CAPACITY VIVAL

R GE EMOTION N DA

INSTINCT 25

Effects of Adverse Childhood Experiences Erin E. Edmiston et al., Yale Univ. 2011 Self-reported scores on the Childhood Trauma Questionnaire (CTQ) show that experiences of physical abuse, physical &/or emotional neglect can decrease the volume of the PREFRONTAL CORTEX MALES = IMPULSE CONTROL FEMALES = EMOTIONAL REGULATION

PRE-FRONTAL CORTEX Allows for conflicting THOUGHTS and FEELINGS PROVIDES A TEMPERING ELEMENT

SE UL OL P M I R NT CO

on the one hand

on the other hand

my needs

the needs of others SO C reason SK IAL ILL S ALLOWS US TO APPLY WHAT WE KNOW emotions

LEM • only starts to engage between 5 -7 years of age OB PR LVING • does not stabilize until the mid 20’s SO • is ”glitchy” in the teen years • development is slowed by childhood trauma

DELAY OF GRATIFICATION

TIME MANAGEMENT

EMOTIONAL REGULATION

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CORPUS CALLOSUM

• Communication between LEFT Brain & RIGHT Brain • Transfers MOTOR, SENSORY, and COGNITIVE information between the brain hemispheres. • INTEGRATION OF INFORMATION

A.P. Jackowski et al., 2008 Children with PTSD had reduced volume in the Corpus Callosum.

LEFT HEMISPHERE

RIGHT HEMISPHERE

• learns facts • de-contextualized

• looks at the whole picture • makes sense of the details • considers context • seeks understanding

• finds facts • wants THE RULE

• abstract • wants THE answer

RIGHT HEMISPHERE REQUIRES EXPERIENCES NOT INFORMATION TO DEVELOP RIGHT HEMISPHERE IS IN RAPID DEVELOPMENT DURING EARLY CHILDHOOD The Master and His Emissary: The Divided Brain

Iain McGilchrist

Effects of Adverse Childhood Experiences

The capacity to manage emotions is diminished

are intensely activated

« REASON»

EMOTIONS KINDLED AMYGDALA

Under-developed PRE-FRONTAL CORTEX

THE DOUBLE INVISIBLE HANDICAP 30 30

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The Effects of Complex Childhood Trauma Australian Childhood Foundation

▻ Trauma based behaviour is functional at the time in which it develops as a response to threat. o Flight or fight response makes sense to the brain that is trying to survive but causes big problems in a school setting. • Flight – avoiding work that makes the child feel vulnerable • Fight – attacking those who are trying to make the child do something that feels unsafe o Hypervigilance is necessary to ensure survival • BUT scattered attention makes it difficult for the child to remember instructions or to stay on task

WHAT HAPPENS WHEN WE ARE FACING SEPARATION?

THE BRAIN IS MOVED TO FIX THE PROBLEM =

E-MOTION 32

THREE PRIMARY EMOTIONS EXPERIENCED IN THE FACE OF SEPARATION MOVED TO RESTORE PROXIMITY

PURSUIT FACING SEPARATION

ALARM MOVED TO CAUTION AND TO AVOID THAT WHICH ALARMS

FRUSTRATION MOVED TO EFFECT CHANGE AND TO FIX THE PROBLEM / ATTACK

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THREE PRIMARY EMOTIONS EXPERIENCED IN THE FACE OF SEPARATION THESE EMOTIONS PURSUIT ARE INTENSE AND USUALLY FELT ONE AT A FACING TIME

SEPARATION

ALARM

FRUSTRATION

THESE EMOTIONS CAN DISPLACE ONE ANOTHER, BUT THEY STILL ARE THERE. THEY WILL BE EXPRESSED, BUT AT ANOTHER TIME AND PLACE

Emotion becomes FEELING when it is FELT or becomes conscious FEELING

Sadness

Do you like me?

“I’m scared.”

“It’s not working.”

FUTILITY

EMOTIONS are not always FELT but they still exist.

FRUSTRATION PURSUIT ALARM a

e lin na co d re

EMOTION rti

heart rate blood pressure 35

EMOTIONS and FEELINGS Damasio: “There is no evidence that we are conscious of all of our feelings, and much to suggest that we are not.” e.g. hunger, tiredness, cold, as well as alarm, frustration, pursuit • differentiate emotion from feeling (i.e., consciousness of emotion) • with the realization that the luxury of feeling cannot be afforded if the circumstances are too stressful (inhibition), • laying the conceptual groundwork for a neuroscience of defense. Jaak Panksepp, Antonio Damasio, and Joseph LeDoux

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Too much separation Too much shame Too much alarm

• It’s not safe to express what I am feeling. • It’s not safe to depend or be vulnerable.

• The world is overwhelming and there is no one who can keep me safe.

Effects of ADVERSE EXPERIENCES or too much SENSITIVITY

Brain’s Mechanisms of Defense 2. the brain is designed to protect its host from a vulnerability too much to bear (this is not disorder) (Bessel van der Kolk) 1. the purpose of these defenses is to enable us to do our work (no one is defenseless) and to equip us to function in wounding environments

3. defenses work best when employed situationally and temporarily

4. defenses are automatic and mechanistic and are not willfully controlled 38

DEFENSES - SEEN Default State Network – DSN: •

Mid-line brain structures involved in a sense of self

•

Contribute to “consciousness”

•

Ruth Lanius 2005 – MRI – patients with PTSD had significantly lower levels of DSN activity in the brain than those without PTSD.

“The more that people were out of touch with their feelings, the less activity they had in the self-sensing areas of the brain.” Paul Frewen. The Body Keeps the Score: Bessel Van Der Kolk - Chapter 6

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THE ROLE OF DEFENSES When there is too much separation Primal emotions are elevated FEELINGS that would interfere with performing or functioning in stressful circumstances are inhibited = DEFENSES • gives us the TOUGHNESS needed to function or perform in highly stressful or wounding circumstances • enables us to CHANGE ourselves as needed in order to cope with adversity and survive the distressing circumstances (often referred to as being ‘resilient’ or ‘adaptive’) • summons up all our resources so we can OVERCOME stressful circumstances

Why does our brain protect us? 2. The shell is necessary so we can function, but it should be temporary.

1.When we don’t “feel”, we can keep from getting hurt.

Vulnerability

3. There needs to be an “end of the day” where/when the feelings can come But that can be messy as back children often let out “big” emotions with the people they love the most 41

BEHAVIOUR FEELING

• Anxiety • Obsessions • Compulsions • Panic • Attention problems • Agitation • Hyperactivity • Poor memory

BRAIN SUPPRESSES DEFENDS

EMOTION

ALARM re ad

lin

e co

rti

heart rate blood pressure G. Neufeld, PhD.

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BEHAVIOUR • Impatience • Irritability • Tantrums • Physical outbursts • Self attack • Depression

FEELING BRAIN SUPPRESSES DEFENDS

EMOTION

FRUSTRATION ad

re n

a li

ne co

rti

heart rate blood pressure G. Neufeld, PhD.

THE IMPACT OF TOO MUCH SEPARATION • constantly seeking attention • possessing • taking things • wanting to be first • being “too good” intensified

PURSUIT

FACING SEPARATION INTENSE ALARM

FOUL FRUSTRATION

THE IMPACT OF TOO MUCH SEPARATION intensified PURSUIT FACING SEPARATION • anxiety • obsessions INTENSE • compulsions ALARM • agitation

FOUL FRUSTRATION

• hyperactivity • attention problems • alarm reduction

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THE IMPACT OF TOO MUCH SEPARATION intensified PURSUIT FACING SEPARATION INTENSE ALARM

• screaming

• tantrums FOUL FRUSTRATION • hitting • kicking • self-attack

THE IMPACT OF TOO MUCH SEPARATION • constantly seeking attention • possessing • taking things • wanting to be first • being “too good” intensified

PURSUIT

FACING SEPARATION • anxiety • obsessions INTENSE • compulsions ALARM • agitation • hyperactivity • attention problems • alarm reduction

• screaming

• tantrums FOUL FRUSTRATION • hitting • kicking • self-attack

SHIELDING THE VULNERABLE I. Maximize and Prioritize ATTACHMENT II. Understand and compensate for IMMATURITY III. Allow for EMOTIONAL EXPRESSION IV. Help children find their TEARS V. Make time for PLAY 48

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Shield through the Relationship • convey a strong caring ALPHA presence • COLLECT to engage and invite dependence

• BRIDGE separations with other forms of connection • BRIDGE troubling symptoms with connection • NURTURE (including food) in the context of connection

• COME ALONGSIDE emotional experience • support EXISTING ATTACHMENTS

• MATCHMAKE to embed in cascading care and shielding attachments 49

CONVEY A STRONG ALPHA PRESENCE It is very important that children see adults as being able to handle their world: opresent yourself as the ANSWER to what the child truly needs ogive the impression that you can and will take care of the child oTAKE CHARGE of the situations and circumstances regarding the child oinvite the inevitable and convey that you can handle it Avoid pushing the child into Alpha mode: o by revealing oneself as in need of being taken care of o by sharing feelings that the child could assume responsibility for 50

CONVEY A STRONG ALPHA PRESENCE When you DON’T KNOW WHAT TO DO • Act CONFIDENTLY • Do NOT speak of your concerns IN FRONT OF THE CHILD • In difficult situations reassure the child: o We’ll figure it out. o We’ll get through this.

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CONVEY A STRONG ALPHA PRESENCE MAKE IT SAFE AND EASY TO DEPEND • Invite dependence rather than resisting it. • Take the lead in the relationship and in taking care of the child. • Inspire the trust and confidence of the child – that you are for them and can be depended upon • Don’t take advantage of a child’s smallness, inferiority, neediness, fears, or state of dependency by taking things away to gain compliance. • Remember children watch how we interact with other children. They need to get the message: Adults will take care of you

CONVEY A STRONG ALPHA PRESENCE READ THE NEED AND TAKE THE LEAD How to be the “ANSWER” Be the one who provides without being asked: • Offering an alternative when the situation is becoming overwhelming before the behaviour deteriorates • Anticipating what might be needed in certain situations o A “kit” with noise cancelling earphones, fidget items, comfort items etc. 53

CREATE A QUIET CORNER Noise cancelling earphones Fidget items Books

Stuffed animals 54

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CONVEY A STRONG ALPHA PRESENCE HOW TO INVITE THE INEVITABLE while staying ALPHA • I know you are not going to like this. • Go ahead and have the last word… have a fit….

HOW TO CHANGE YOUR MIND while staying ALPHA • • • •

I was just thinking … You may … You don’t have to… It’s better that you don’t…

STAY IN CHARGE, EVEN IF YOU CAN’T BE IN CONTROL

IT’S NOT WHAT YOU DO, BUT HOW YOU DO IT. 55

MAXIMIZING ATTACHMENT

COLLECT BEFORE YOU DIRECT 1. Get in their face or space in a friendly way Ø Collect the eyes - wait for the child to show you that he or she has seen you. Ø Try to get a smile – make a comment about what the child is doing. Ø Try to get a nod – say something to get the child to agree with you. THEN, in that moment, make your request.

ENGAGE THE ATTACHMENT INSTINCTS

MAXIMIZING ATTACHMENT STUDENT NOT FOLLOWING OR LISTENING

COLLECT BEFORE YOU DIRECT space, eyes, nod, smile • Use an attachable tone • Find a way to catch the student’s eyes, nod and smile – playful nickname • If you have to raise your voice to get the student’s attention, when s/he looks at you, have a smile in your eyes.

WORK AT ATTACHMENT AND ATTACHMENT WILL WORK FOR YOU 57

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COME ALONGSIDE To come alongside a person’s feelings is to… • accept their existence regardless of how irrational and unreasonable they may seem • normalize the feelings rather than treat their existence as a problem • make room for the feelings rather than try to get rid of them.

COME ALONGSIDE An 11-year-old girl is really frustrated because her team just lost. She is yelling and kicking leaves. NEGATING FEELINGS:

ACCEPTING FEELINGS:

“Come on, honey, calm down. Everyone loses sometimes. It’s not that big a deal.” ….

“Losing is so frustrating! You were trying so hard.” “That’s disappointing.”

She starts blaming everyone else, “They’re so stupid.” “That’s no way to talk about your team-mates. They were doing their best.” “Cheer up.”

“You really wish they would have done things differently.” “It seems unfair when not everyone pulls their weight.”

The girl swore and ran away.

The girl is more likely to stay

COME ALONGSIDE • Talk about how hard it is to remember and get things done • Assure the child that you will keep helping • If the child has had a “bad day” at school give extra care – warm blanket, hot chocolate, favorite treat, read an extra book When we care for our children on their bad days, we decrease their attachment alarm – this helps them become calmer and improves their behaviour 60

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ADULT

- wounding by others - not being held on to

WE MUST HAVE THE HEARTS OF THOSE WE WISH TO SHIELD AND PROTECT

- losses and lacks - peer or sibling rejection

child

- shaming or put-downs - not feeling liked, wanted or valued - feeling too much to handle

MAXIMIZING ATTACHMENT

Treat the need for Attachment like the need for food a) provide MORE than what is asked for b) provide it GENEROUSLY so that attachment needs are fulfilled

SHIELDING THE VULNERABLE Make attachment UNCONDITIONAL Children are not meant to have to WORK for attachment. When they are working, they are not growing. a) avoid making relationship dependent on rewards. b) provide MORE attachment when behaviour is at its worst. 63

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SHIELDING THE VULNERABLE WHAT TO AVOID 1. FOCUSING TOO QUICKLY ON GETTING THE CHILD TO “SELF-REGULATE”. i. The child gets the message – there is something wrong with what he or she is feeling. “I need to change before I have permission to exist in your presence.” “It is not safe to be who I am or feel what I feel, in this moment.” 2. PROCESSING AN INCIDENT BEFORE EMOTION HAS BEEN GIVEN SPACE. i. The child gets the message that they need to be “fixed”, that changing behaviour is more important than how the situation felt to them. ii. The child senses that we don’t believe that they will “grow” into doing better.

SHIELDING THE VULNERABLE Be aware of the WITNESS EFFECT Many sensitive children do NOT behave in ways that warrant intervention BUT • they are affected by the interactions between adults and other children • they go very easily into significant alarm that can change into anxiety • They behave because they fear the adult turning on them 65

AVOID ‘you won’t be able to stay with us if you don’t behave’

any form of separation or isolation or love withdrawal or the anticipation of such

‘I need a break from you’ or ‘you’re too much to handle’

fueling the separation complex

‘go to your room’ or ‘get out of my sight’

ignoring and the silent treatment responses

reward systems contracts and ultimatums that involve separation as a possible outcome using what children care about against them

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November 13, 2024

WHAT IS THE EMOTIONAL FALLOUT OF A BEHAVIOUR SYSTEM? THE BEHAVIOUR CHART Ø after the first few weeks of school, it is usually the same children who are in yellow, orange or red Ø if they could change their behaviour they would Ø immaturity and emotional needs are the real reasons behind most “mis-behaviour” Ø the warning system can cause shame or alarm – displacing behaviour but not changing or dealing with the underlying cause USE THE TIME TO FOR PREVENTATIVE INTERVENTIONS

WHAT IS THE EMOTIONAL FALLOUT OF A BEHAVIOUR SYSTEM?

Why I Will Never Use a Behavior Chart Again Nikki Sabiston I remembered my own son coming home from Kindergarten, day after day, in tears because he just couldn't seem to stay on 'green’. He wanted so badly to behave. He wanted to please his teachers. He wanted mom and dad to be proud of him. But his impulsivity did not allow him to keep himself in check for the whole school day. Every time she moved that clip, he was being reminded that he wasn't good enough for his teacher. That kindergarten year was one of the hardest years our family has endured. It is utterly heartbreaking to hear your child say things like, "I hate myself. Why can't I be good? My teacher hates me. I'm not good enough." Tears are dropping on the keyboard as I remember those moments. Now that he is being treated for ADHD, he is much happier at school and doing well, but that color chart just about destroyed my son. 68

WHAT IS THE EMOTIONAL FALLOUT OF A BEHAVIOUR SYSTEM?

Why I Will Never Use a Behavior Chart Again Nikki Sabiston • They track behavior, but they do not change it. • For kids who are not able to adhere to the cultural expectations of school, the chart can be absolutely demoralizing. And this seems to be mostly boys - hmmm. • The chart makes the assumption, before the kid ever crosses the threshold of the classroom door, that he is going to misbehave. Ouch. • As much as we try to make that chart seem like a 'reminder' and not a negative thing, it is still embarrassing to many children. • Even kids who always stay on 'green', often feel stress and worry as they watch some of their classmates repeatedly move on the color chart

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November 13, 2024

WHAT IS THE EMOTIONAL FALLOUT OF A BEHAVIOUR SYSTEM?

USING THE AGENDA TO REPORT BEHAVIOUR AT THE END OF EACH DAY i. A “red” or “yellow” face puts the child into a state of facing separation – imagining and/or seeing DISAPPOINTMENT on the parent’s face. ii. The parent is disappointed, wants to correct the behavior, but it can’t happen overnight, so everyone is tense. iii. The parent and child are both frustrated or alarmed and therefore, the child cannot “rest” in the relationship – poor rest increases the likelihood of poor behaviour. iv. “Good” children can become alarmed – fearful of getting a “yellow” or “red” face = Sunday night meltdowns. v. The adults at school are not seen as “safe” because they are the ones reporting the behavior to the parents. 70 vi. Children’s anxiety increases or they start not caring.

WHY DO REWARD SYSTEMS WORK?

Thinking about Attachment • Attachment is our preeminent need • Humans are naturally attuned to what can increase or maintain attachment – Emotion = Pursuit • A reward or star system makes it very clear which behaviours will make an adult “happy”. • Now, attachment becomes conditional – • for the teacher or my parents to be “happy with me” – want me in their presence, I must be “good”.

A child said to his mother, “Mommy, I could have gotten 45 points today, but I only got 35 points. CAN YOU STILL LOVE ME?” 71

WHOSE BEHAVIOUR IS REALLY CHANGED?

Teacher correcting a Teacher giving a star behaviour Which person would I prefer to listen to?

Remember: Attachment instincts are engaged when we collect children’s eyes, a nod and a smile. 72

A reward system makes adults smile.

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WHAT IS THE EMOTIONAL FALLOUT OF REWARDS & PRAISE Richard Curwin (2012): • Bribes are threats in disguise. • Withholding rewards can be used as a threat hammer very easily. • The truth is that threats and bribes are two sides of the same coin: control. • The more we tell children how good they are, the greater the fall if they cannot live up to all that praise Rewards and praise are associated with attachment. The inability to earn a reward or praise threatens the child with separation. Rewards and praise make attachment conditional. 73 73

REWARDS and EMOTIONS Receiving a reward may be satisfying in the moment but NOT receiving a reward evokes emotions such as: • Frustration: “I wanted the reward and couldn’t earn it.” • which can lead to acting out, aggression or a meltdown. • Alarm: “What will happen if my parents found out that I couldn’t be “good enough.” • thus, increasing anxiety and possibly contributing to a meltdown • Intensified Pursuit: “I will pay attention to and do only those things which will earn me the reward.”

• resulting in performance but not necessarily true learning. This can also cause exhaustion as it is hard to be good all the time. 74

BRIDGE TROUBLING SYMPTOMS WITH CONNECTION

Focus on the next point of contact “We’ll try again tomorrow.” “We’ll find a way to make things better.” “I still care you.” The message we want to give all children even if things are not going well - WE WILL CONTINUE TO CARE FOR THEM. BRIDGING gives the child HOPE.

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BRIDGE SEPARATIONS WITH OTHER FORMS OF CONNECTION HELP THE CHILD TO HOLD ON WHEN APART

photos stuffed animal token piece of clothing (smell) small note book 76

MATCHMAKE to EMBED in CASCADING CARE and Shielding Attachments • shield students at risk by fostering an attachment with a safe caring adult who is willing to serve that role • matchmake by presenting one as the ANSWER to the other - actively make introductions • use playful activities to matchmake students to teachers and across the grades and the ages: Fun Fridays – Monthly Spirit Days where students and adults from different classes get to interact with each other doing something they enjoy.

MATCHMAKE to EMBED in CASCADING CARE and Shielding Attachments • matchmake students hierarchically so that every student experiences being both cared for and in charge of taking care of • matchmake the more mature students with those in need, to serve as HOME BASE as needed • utilize the ‘house system’ if possible, to foster cascading care across the grades and ages These are activities that build EMPATHY – not rewards for being “kind” or Kindness Days

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II. COMPENSATE FOR IMMATURITY SET UP THE ENVIRONMENT TO HELP GUIDE ACCEPTABLE BEHAVIOUR VISUAL PROMPTS LINING UP: 1. Masking tape 2. Floor decals

CIRCLE TIME: 1. Masking tape 2. Chairs 3. Hula hoops 4. Carpet swatches

STRUCTURE & ROUTINE REDUCE ALARM

II. COMPENSATE FOR IMMATURITY • Provide the student with tasks appropriate to their developmental level. (IEP) • Adjust behavioural expectations based on the student’s capacities.

ANTICIPATE & PREVENT Adjust the circumstances: • Take charge of decisions • Prevent problematic situations • Limit time with peers BE a TRAFFIC DIRECTOR who directs away from trouble rather than the POLICE who gives a consequence for troubling behaviour. 80

II. COMPENSATE FOR IMMATURITY READ THE NEED AND TAKE THE LEAD ANALYSE THE ENVIRONMENT AND SCHEDULE FOR WHERE AND WHEN TROUBLE HAPPENS Getting ready to work: • Provide extra pencils – erasers - calculators – etc. • Make it easy for the students to find their copy books and texts Location of: • pencil sharpener OR have many sharpened pencils available • student desk to where least disruptions will happen 81

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II. COMPENSATE FOR IMMATURITY ANTICIPATE & PREVENT • Recess / Breaks üWith extra supervision üOrganized activity • Hallways Work with your school üAway from other students team to change the circumstances rather • Bathrooms than just trying to üUnder supervision control or change the • Lunch time student. üIn a quieter space • Substitute teacher üMake introductions or REDUCE THE POSSIBILITY FOR GETTING INTO ühave an alternate ”person” “TROUBLE” the student can be with When? Where? With whom?

USE TIME-AWAY instead of TIME-OUT If you are starting to “reach your limit” with a child OR if a child needs to be away from the other children 1. Send the child to a safe place • The “quiet corner” within the room • Behaviour specialist/Counselor • the Office/Secretary • Nurturing Support Centre 2. Send the child TO SOMEONE to deliver something • a book • an envelope 3. Always go to the student and let them know that the relationship is still intact.

III. ALLOW FOR EMOTIONAL EXPRESSION

Facilitate safe eruptions of foul frustration Once the emotion has started, it needs to MOVE through. We, at times, need to facilitate ATTACK, before FUTILITY can sink in and then the SADNESS AND TEARS can be found.

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III. ALLOW FOR EMOTIONAL EXPRESSION WORKING WITH FRUSTRATION CREATE OPPORTUNITIES FOR VENTING and RELEASING FRUSTRATION

• Bubble-wrap stomping • Egg carton crushing • Jumping on a trampoline • Pool-noodle sword fighting • Throwing stuffed animals • Rough-housing • Ripping cardboard 85

EMOTIONS ROOM A PLACE TO LET IT OUT, NOT TO KEEP IT IN A PLACE TO LEAD A CHILD TO THEIR SADNESS AND TEARS

IV. HELP CHILDREN FIND THEIR TEARS EMBRACE SADNESS Feeling sad is vulnerable. Child needs to feel safe and accepted: • don’t ask why • provide comfort • resist problem-solving The adult must be comfortable with sadness and tears. Sadness leads to resilience and adaptation. 87

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HELP THAT IS

HELPFUL

• keeping or restoring perspective • right thinking / being positive • pursuing calmness & tranquility • resisting the ‘let-down’ • acquiring the ‘skills’ of resilience • pursuing happiness

ADAPTATION The EMOTIONAL PROCESS whereby we are changed by that which we cannot change

DOWN

NCE B

AC K

ADAPTATION

BOU

LET

The journey of adaptation is a journey of SADNESS & TEARS

GRIEVING

Gordon Neufeld, PhD

TEARS and CRYING Rottenberg, Bylsma, Vingerhoets (2008) U of Florida • improvement of mood after a bout of crying (majority) • criers receiving social support during their crying episodes most likely to report improvements in mood. • bodily calming lasts longer than unpleasant arousal • lack of emotional insight may prevent kind of cognitive change required for a sad experience to be turned into something positive • crying may assist in generally maintaining biological homeostasis

Vingerhoets (2013) Why Only Humans Weep: unravelling the mystery of tears: Perry, Benjamin (2023) Cry Baby, Why our Tears Matter "What I think is actually more effective is if you just really try to to feel deeply and to rekindle that ability to have full and robust emotions. If you can do that, the crying will come." 90

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ADAPTATION

Parasympathetic Nervous System • Helps to restore calm • Heart Rate goes down • Breathing slows • “rest and digest” return The brain and body are no longer driven to “do something”. Allows for the activation of the Right Hemisphere of the brain.

ADAPTATION Adaptation requires a soft heart and a safe place to cry a soft heart = able to tolerate feelings of vulnerability a safe place to cry = someone who will keep you safe while you are being vulnerable 92

HELPING THE TEARS TO FLOW 1. Start by talking about and reflecting back the Emotion i. Frustration: “That didn’t work for you.” “That was not what you had in mind.” ii. Alarm: “That was scary.” “You weren’t sure what was going to happen”. iii. Seeking: “You really wanted them to like you.” 2. MATCH THE EMOTION. 3. THEN: Move subtly towards SADNESS by allowing a tinge of sadness in your voice. 4. USE SILENCE 93

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HELPING THE TEARS TO FLOW 5. When the child starts to cry: • DON’T ASK WHY • If the child gives a reason, don’t MINIMIZE. If it seems trivial, it is usually because the child has an ocean of tears within them and can’t give all the reasons. 6. When the tears start: SIT QUIETLY with compassion • Trust in the “bounce back” • Resist the natural alpha instinct to make things better or to problem solve 7. Give lots of space to SADNESS and TEARS. 8. Problem solve well after the tears (if needed)

HELPING THE TEARS TO FLOW AN OLDER CHILD 1. Sad movies, YouTube, sad story… 2. In a dark room – in a dark car 3. Shoulder to shoulder 4. Slight tinge of sadness in voice 5. Normalize sadness and tears 6. Once tears appear, if resistant, CHANGE THE TOPIC BUT REJOICE IN THE SADNESS 95

SENSING ADAPTATION When a child MOVES INTO in the ADAPTIVE mode an internal shift occurs which can be noted: the child may quiver, sigh, deep breaths and allow tears to go deeper In that moment they come back into relationship with us Our role is to be the midwives to an adaptive process – Adults are meant to keep this natural process on track 96

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V. MAKE TIME FOR PLAY Create time for play Escalating diagnoses of childhood anxiety, depression and ADHD has paralleled the loss of Play - Peter Gray, American Journal of Play 2011

PLAY TIME SHOULD NOT BE EARNED– it should be scheduled and protected. The more the child is IN TROUBLE, THE MORE HE/SHE NEEDS PLAY TIME.

V. MAKE TIME FOR PLAY Play provides the ideal conditions for brain development •

More play time in the early years seems to have a positive effect on: o mental health, o behavioural and o academic outcomes Durkin (2022). Schweinhart (1997) 98

PLAY and EMOTIONAL WELL-BEING When children are “stirred up” emotionally, their PLAY can reflect themes they are struggling with. PLAY is how they naturally make sense of all the emotions they are experiencing. In PLAY, pictures are drawn, structures are made, and games are engaged in to ALLOW EMOTIONS TO COME OUT in a way that feels “safer”.

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PLAY and HAVE FUN WITH THEM Playing and having fun with children and youth increases attachment. The mutual joy and shared communication and attunement that adults and children can experience during play and fun regulate the body’s stress response.

IDEAS FOR PLAYFUL RELEASE OF EMOTIONS • Dance party

•

Stomp dancing

• Paper snowball fights

•

Pretending emotions

• Clapping games

•

Pretending to be animals

• Pool noodle drumming

•

Playing monster game

• Bubble wrap stomping

100

PROVIDE EMOTIONAL PLAYGROUNDS

Dra

w in

us ic

nc e 101

101

SHIELDING THE VULNERABLE THE ADULT ROLE • Use “self-regulation” strategies, such as deep breathing to calm yourself. • Practice sounding confident and comforting even though you are not sure. • Convince your alpha instincts that doing “nothing” is sometimes the right response. • Have confidence in your instincts – avoid caving into the pressure of colleagues– you know your student the best. 102

102

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SHIELDING THE VULNERABLE A THREE PART JOB 1. avoid overwhelming their vulnerabilities 2. BUT allow also for situations that are a bit difficult so as to foster courage 3. when things don’t work out then prime adaptation 103

SHIELDING THE VULNERABLE Providing a warm invitation to exist in our presence so that they will believe: • we will be there for them even if they are not perfect. • we will keep them safe • we will take care of things

Giving them permission and space to • feel ALL of their EMOTIONS • to have their TEARS • to PLAY as much as possible TO KEEP THEIR HEARTS SOFT

104

HOW BEHAVIOUR CHANGES

Maturation Behaviour changes as the brain matures

Vulnerability Behaviour changes when vulnerability is protected

Attachment Behaviour changes when students are attached to adults

Emotions Behaviour changes when emotions are felt

105

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CEBM Website https://www.cebm.ca RESOURCES CENTRE

A website that helps schools to use a developmental-traumaresponsive-attachment friendly approach

106

IDEA CENTRE Website Neufeld Institute Education Hub www.ideacentreforeducators.org

107

For pdf of resource list and pdf of slides https://www.degosztonyi.org/blog

108

Optimizing our Understanding of ADHD & its Complex Nature Dr. Caroline Buzanko, R. Psych. info@korupsychology.ca drcarolinebuzanko.com

https://parentsoftheyear.buzzsprout.com/

https://bit.ly/overpoweringemotionspodcast

Shame Epidemic • Avoid failure • Avoid criticism • Avoid punishment • Leads to: • Acting out behaviours • Perfectionism • Procrastination • Blame & failure to take accountability

drcarolinebuzanko.com

The things that often frustrate adults

Are actually some of their greatest strengths.

Ignoring strengths will extinguish them. Not develop them.

Consider symptoms as traits • Not good or bad. Balanced. • Critical to think about the…

FLIPSIDE

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The ADHD Brain Neurotypical Brain

ADHD: Slows Brain Development

True Age

Executive Age

True Age

Executive Age

3.3

8.7

4.7

9.3

5.3

10.7

11.3

Neuromajority Students ADHD Students

Kindergarten

Run errands

Need reminders, supervision, and visual cues. Can run very simple errands with adult support.

Follow two-to-three step directions

Likely to follow only one-step directions. Needs more repetition and reminders.

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Neuromajority Students Grade 2 Tidy space

Grades 3-5

Grades 6-8

ADHD Students May require step-by-step guidance and visual cues. Frequent reminders to maintain a tidy space.

Complete self-help tasks

Can do some self-help tasks but may need prompts and additional time to complete them.

Bring papers to and from school

Likely to forget papers without structured systems or adult reminders.

20 min. max. homework

Need tasks broken down further. Manage up to 10 minutes of focused homework with breaks.

Follow rules

May follow simple rules with reminders, particularly during transitions or unstructured activities.

Neuromajority Students

ADHD Students

Run errands (with time delay &/or distance)

Immediate reminders or shorter time delays. Struggles with remembering errands over time or distance without support.

Bring papers, books, materials to and from school

Needs structured systems, like colour-coded folders or checklists. Likely to lose items without external cues.

Keep track of belongings

Hard to manage belongings without external supports (visual cues, parent/teacher check-ins).

Up to 1 hour homework

Don’t give homework. Can practice things like attention and time management. No more than 20 minutes with structured support & breaks.

Plan simple school projects

Needs scaffolding, frequent check-ins, and help breaking down projects into smaller parts.

Neuromajority Students

ADHD Students

Use system to organize schoolwork, including agenda books

May use an agenda with adult support and frequent check-ins. Hard to maintain the system independently.

Follow complex school schedules

Needs visual schedules or reminders (e.g., phone alarms). Hard to manage without consistent external support.

Plan and carry out longterm school projects

Needs significant scaffolding and frequent checkins to stay on track with long-term tasks.

Plan time

Time management hard. Need help prioritizing and breaking tasks into smaller chunks.

Follow rules with no adult supervision

Maintaining self-regulation without supervision hard. May need clear, external motivators to stay focused.

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High School

Neuromajority Students

ADHD Students

Manage schoolwork daily

Significant support (e.g., daily check-ins, structured study routines) to manage assignments and deadlines.

Long-term projects & studying

Long-term planning hard; need frequent adult intervention to stay on track.

May struggle with emotional regulation when Use corrective feedback receiving feedback. Requires support in processing to improve performance and applying it constructively.

High School

Establish and fine-tune long-term goals

Focuses more on short-term rewards. Needs guidance to connect daily actions to long-term goals, such as university applications.

Maintain grades for university acceptance

Needs structured support to meet academic goals, often requiring external motivation or guidance.

Neuromajority Students Completes university applications/SATs Uses leisure time effectively Pursues recreational activities

Gets a job

Inhibits reckless behaviors

ADHD Students Considerable adult oversight and reminders to manage deadlines and complete applications. Struggles with managing leisure time independently. Often gravitates toward immediate gratification activities (e.g., video games) without balancing responsibilities. Enjoys these but may need reminders to manage time effectively between academics and recreation. Likely to have challenges with punctuality and task management without external structure. May need support in balancing work and school responsibilities. Struggles with impulse control. Likely to need adult guidance or external checks to help inhibit risky behaviours.

Task Positive Network Focused attention

Working memory

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Default Mode Network (Brain likes to be here) Rest (but high speed) Reflect Ruminate Daydream Revelations 16

ADHD Brain: Both networks turned up at the same time!

Instead of cooperating, networks compete to be focused & unfocused at the same time.

ADHD Brain: Dopamine does not work efficiently

Dopamine helps control the brain’s reward centre

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So what? • Brain built to respond impulsively to the environment • Brain works against them • Makes it hard for them to control their attention and behaviour

ADHD

A Disorder of Executive Functions (Self-Regulation)

Executive Functions (EF) • Brain-based skills important for everyday functioning • Help us to decide what tasks we will pay attention to and which ones we will choose to do

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Planning

Metacognition

Organization

Achieve Goals

Working Memory

Time Management

Response Inhibition

Selfregulation

Persistence

Behaviour Guide

Flexibility

Task Initiation

EF Helps Us Consider now

With future anticipation and past experience

To develop a plan to choose what to do next

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Impulsivity Hard to control overwhelming immediate need Driven toward: immediate, predictable, frequent, ongoing, and meaningful consequences (not long-term goals) Repeat offenders Difficult to think about actions/consequences

Disorder of performance: Of doing what you know Disorder of “point of performance”

ADHD & EF

Disorder of when and where (vs. how and what)

ADHD Core Executive Functions Deficits: Focus/Select

Sustain

• Direct and focus attention on tasks while ignoring distractions

• Maintain focus on a task over time

Inhibit

Modulate

• Control impulsive reactions

• Manage and respond to emotional experiences in helpful ways

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Core Need Self-Regulation

ATTENTION

BEHAVIOURS

SOCIAL INTERACTIONS

PERSISTENCE

MOOD

LEARNING

LONG-TERM HEALTH AND WELL-BEING

OVERALL SUCCESS IN ALL DOMAINS

Self-regulation affects:

Self-Regulation The ability to process and manage thoughts, feelings, impulses, and behaviours

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• Changes in our environment • How we are feeling • How we are behaving • How to respond adaptively when upset • How to be flexible and adapt to a situation • How to resist an emotional outburst

To adjust, we need to be aware of:

Self-regulation

Range of skills that help kids be adaptable and flexible to various situational and social demands

Self-regulation Building Blocks

Is voluntary and effortful response to adapt to a situation or meet a certain goal (flexibility key!)

Behaviour

Sensory Processing

Emotion development

Attention

Executive functions

Planning and sequencing

Receptive language

Social skills

Working memory

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• Remember rules + anticipate consequences…

Effortful coping

• …to manage thoughts and emotions… • …to guide behaviour and make positive choices about what to do next

Executive functions are limited… …even harder for ADHD students

Energy Depletion

Problematic when stress exceeds resources • Cannot self-regulate • Some completely withdraw • Others will do anything to get adrenaline rush

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Caregiver Co-Regulation

Co-Regulation

Regulation

Infant/Toddler

Preschool

Childhood

Adolescence

Young Adult

Optimal Functioning through Co-regulation Nurturing & maintaining emotional balance

Scaffolding support

Coaching and modelling

Effective adult role to help maintain balance.

Individual factors

Self-regulation Pyramid

Opportunities

(From Co-Regulation to Self-Regulation)

Social connection Supportive environment

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Supportive adult Supportive adult relationship relationship

GREATEST SUCCESS: CHANGE THE WORLD (Multiple systems)

Connection Essential for Regulation

• Tolerate and regulate emotional responses & cope with stress • Can express feelings

Starts with Us

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Safe environment

Criticizing

Supports

Minimizing

Validates

Punishing

Perspective taking

Own emotion dysregulation

Own emotion regulation

Child emotion dysregulation

Adaptive child emotion outcomes

Adult Emotion-related behaviours

Adults coregulation and emotion control

•Avoid passing own stress on to kids!!!

Perceptions Perceptions ofofthe thechild child

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Reframe Thoughts about the child and their behaviours

Greatest predictor of ODD: Adult stress + negative perceptions of the child

Capitalize on strengths (vs. symptom relief ) • Focus on achievements, strengths, and successes • Realistic and attainable expectations and challenges • Create opportunities for responsibility and choice • Give feeling of control

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Disengaged Students: 20% Opt out • School activities • Classroom discussions

Look bored, zoned out, distracted

Give up easily

Poor attendance

Frequently late

Behavioural challenges

Don’t tend to catch up academically

Drop out completely

Engagement in School • Competence and confidence • Intrinsic motivation

Interrupt class discussions

Meet minimum requirements

Relationship

Years in School

Alienation from school

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Relationship Student alienation • Relationship with teacher

How Feel About School

Dropping out

Relationship Major Protector Factor Positive physical and mental health Motivation Academic outcomes Academic self-efficacy Reduces risk outcomes • Violent behaviour, School failure, Substance abuse, Depression and other mental health challenges, Suicidal ideation, Unwanted pregnancy Major predictor of long-term happiness

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Need Effective Co-Regulators

Always remember

• Focus on connection • Connect before correct!

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What do you need from others when dysregulated?

We all need different things when we’re distressed

Always Remember: Many have worries about abandonment.

Even if they challenge, we still have to work hard

RESPECTFUL

CARING

POSITIVE

ASSERTIVE

Accepting & nonthreatening

NONAGGRESSIVE

Disarming

Validate and empathize

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Effective Communication

Talking will only escalate the problem

Effective Communication Tips

Talk less listen more

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Effective Communication: Tips

Disarming

Effective Communication Tips

Validate & acknowledge • Ensure you got how they are feeling • How they perceive the situation • Be present with the situation yourself • Sometimes just being present Is better than words

Be prepared! Let me see if I got that. You said… Did I get it? Is there more? That makes sense…

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Replace negativity with curiosity

No matter what, they MUST believe: We are on your side!

Individual factors

Self-regulation Pyramid Supportive Supportive environment environment

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Opportunities Social connection Supportive adult relationship

When things are going good = certain conditions are met to support their success

Environments to bring out their inner strengths Accommodations a great way to start Any changes in the physical or social environment, task modifications, and altering adult interactions to support EF skills.

Helpful

Engaging (interests) Immediate consequences Frequent feedback Personally important or relevant Early Supervised 1:1 Structured Clear expectations and jobs Close to needed materials Quiet/low arousal Choices

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Not so helpful

Start the day off right

Individual factors

Self-regulation Pyramid Supportive Supportive environment: environment Boosting Motivation!

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Opportunities Social connection Supportive adult relationship

Motivation comes from relationships & circumstances Environment rich in opportunities

Create the Right Space for Learning & Engagement o Consider location of desks o Minimal visual clutter o Good lighting o Size of groups o Frequent feedback o Close to needed materials o Quiet/low arousal o Minimize distractions & remove temptations o Water and snacks available

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Breakout desks?

Give students ownership of space!

Quiet workspace?

Conferencing couch?

Collaborate to create a classroom to promote learning

Tea station?

Rows? Groupings?

Create the Right Tasks For Learning & Engagement • Optimize timing • Novel • Engaging • Personally relevant • Short (and perceived as doable) • Closed ended • Explicit, clear scoring rubrics • Structured teaching (especially of strategies) • Active and interactive learning (high response opportunities) • Multisensory, handouts vs. board or tech • Structured social activities

Tip for Improving Productivity (& motivation) Clean up your desk.

Time to be a desk technician!

Get out your science homework.

Get ready to be a scientist!

Write an essay.

Time to be an author!

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Important Jobs Anything to foster independence and responsibility

Initiation & Persistence • Encourage attempts and effort • Focus on strategies vs. outcome • Reward practicing skills/strategies • Increase accountability to others • Assign roles

• Examples, idea banks, writing templates • Show the beginning and end • Bridge to past successes

Don’t remove extracurricular as punishment

Find acceptable ways for children to stand and move

Frequent breaks.

Maximize controlled movement.

Concentration then creativity or movement

Mix low-appealing with high appealing tasks

Green Break

More structure

Interests

Humour

Positive before corrective 84

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Never take away recess – Give more! EVEN HIGH SCHOOLERS

• Movement increases blood flow to the brain. • Improves performance, creativity, attention, and focus.

Always Remember! ADHD Children and Teens ARE Motivated to Do the Right Thing It’s easy to start giving up though when they can’t seem to get things right

ADHD Considerations • Kids who seem to have skills but only do things that interest them • Frustrating for adults • Mislabelled as manipulative, lazy, oppositional – especially when they don’t start or complete certain tasks

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Important to remember!

Activating executive functions are either internally or externally driven

• Internally driven production much easier than externally demanded production

Learning vs. Showing What You Know Learning new things

Showing what you know

Some executive control needed, but not a lot – usually well supported

Intrinsic Motivation

• Priority: • Boost motivation to learn

Years in ELEMENTARY

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Interventions: Level of Motivation

ADHD brain releases dopamine at low rates When incentive is low, they cannot switch off mind wandering

Work cut short without immediate rewards

Forget rules in the moment

Caught up in predominant emotion

Task Incentive

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They need help covering the motivation gap

BUT, when motivation is high, brain activity is the same as all other kids

Therefore, when getting them to show what they know or to follow your request, external motivation (BUY-IN!) is needed

Tip: Visualize and talk about future rewards before and during tasks

Task

Incentive

Don’t assume they can do it if they were motivated enough Some are motivated but lack the skills or know-how to do it

BUT: ONLY IF THEY HAVE THE SKILLS!

Rewards only helpful when students lack the motivation bridge (from external demands to internal desire) Help students perform more effectively using their existing skills

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Reinforcement rewards the presence of desired behaviours, it does NOT improve their capacity

Conduct an AcknowledgementAssessmen t! • How do you like receiving praise? How do you hate receiving praise? • Create a developmentally appropriate assessment form with a menu of lots of feasible options • Praise students based on their preferences • Reflect and adjust!

I caught you! Hold the door open for another student as they followed up behind you.

Tootling Slip Who:

Suzie

Did What:

Helped figure out a problem in science.

From:

Chana

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Tootling Two Key Components  Positive peer reporting  Group-oriented rewards

Individual factors

Self-regulation Pyramid Supportive Supportive environment: environment Effective Teaching!

Opportunities Social connection Supportive adult relationship

Effective Teaching  Engaging  Intentional, explicit, and transparent o Students need to know:  What they are learning  Why it is important to learn it  What strategies help strengthen learning/success

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Know how EF difficulties affect the child & reasonable expectations!

Consider basic demands put on ADHD students Notice how you feel with the following activities….

Risk-taking Essential for learning

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Get them curious! Curiosity piques interest and learning • Our brains hunger for information • Learning rewards the brain • Itchy need to know!

Interest starts to deplete into deprivation around the 7 min. mark for most students  Even shorter for ADHD students  MUST get interest piqued right away.

Optimizing architecture: Create Opportunities Using the

Emotional Brain

Using the Emotional Brain Video game or homework? • Decision based on how they are feeling in the moment

Emotional brain

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Reasonable brain

Using the Emotional Brain

Emotional brain

• Emotion is a stronger motivator than reason • When it wins:

Dopaminize tasks!

Emotional brain

• Playification (e.g., dance party) • Storytelling •

Gam i f i cat i on

• Connections stronger • Dopamine increased • Increases likelihood will win again

Novelty • Same task done in different ways • Different contexts • Make the experience novel

Extrinsic rewards • Immediate after expected behaviour • No access unless behaviour occurs • Actually rewarding

Brain constantly seeks external stimulation (especially after focusing)

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Video Game Model Dr. Judy Willis

Video Game Model Video gamers: Buy-in

Despite massive failure rate

Video Game Model Buy-in: • Individualized • MOVE AT THE PACE OF THE PLAYER • Don’t need to wait around and get bored – the next level is available immediately • Waits for you if you fail, just try again

• Learn from their mistakes • Perseverance with increasing challenge • Achievable challenge • No judgment • See successes • Awareness of incremental goal progress • Timely and frequent feedback • Relevant, rationale for playing

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Get them curious! • Curiosity peaks interest and learning • Our brains hunger for information • Reward value in the brain for learning • Itchy need to know!

• Interest starts to deplete into deprivation around the 7 min. mark for most students • Even shorter for ADHD students • MUST get interest peaked right away.

Predictions!

Made a prediction

Stronger brain Did something with the prediction

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Hypothesis Testing • What do you think predict will happen if you • Clean your room before mom asks? • Stay in your seat as Mr. K takes attendance? • Put your hand up in class? • Lob the ball softly in your interactions with Mrs. C (vs. hard)?

• Intentional, Explicit, and transparent

Effective Teaching

• You understand what you are teaching and why it is important • Kids need to know: • What they are learning • Why it is important to learn it • What strategies help strengthen learning/success

Teaching: Teacher-Centered Learning: Student -Centered What will the What willbeI student teach? able to do?

How How should will theI student teach? learn?

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How will II know they assess learned? learning?

Effective Teaching

Prerequisite

Goal

Active learning

Ready to learn

Know what they are working towards

Active, fast-pace, and moving

Specific & achievable

Frequent opportunities to respond for frequent reinforcement

Lack of skill? Motivation? Attention?

Relevant

Effective Teaching

Challenge

Healthy Competition

Achievement Reward

+1 from current level

Personal bests

Critical thinking & problem-solving

Students vs. teachers

Timely, frequent, meaningful, and potent reinforcement See their progress

Embrace mistakes

Effective Teaching

Control

Errorless teaching

Collaborate to set goals & tasks

Scaffold learning

Ownership over learning

Task analysis

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Optimized, strengths-based Adapt tasks to maximize success

Achievable

Independence. To self-regulate, cope with stressors & strengthen key skills is still important!

Self-regulation Pyramid Opportunities

Individual factors

Opportunities Social connection

Supportive environment

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Supportive adult relationship

Focus on getting them TRYING and experiencing SUCCESS

Success Success

Success

Beyond Accommodations: Closing the EF Gap

They will NEVER acquire executive skills through talking, observation, or osmosis.

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Externalize & Work as a Team

Externalize

They are not their behaviour

Things to watch for: Time wasters Mind robbers Brain drainers Mean Jean Explosive Bob Worry Wanda Distracting Dan Yelling McGee

Get on offense and make a plan! • When does it show up? • How do you know?

• What can you do? • What makes it hard to control it? • What support do you need? 131

ADHD & EF: Begins with Behaviour Inhibition

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Teaching Response Inhibition & the Secret to Success • Which child was most like you? • Why? • Who was successful? • What did they do to be successful? • Who wasn’t successful? • What could they have done to be successful?

• When is it important to think before you act? • When do you NOT need to think before they act? • When is it better to get the small reward right away vs. the big reward later? • When is it better to wait? • When have you chosen the bigger reward later over the smaller one right away? • What are your marshmallows? Your phones? iPad? Videogames?

Teaching Response Inhibition • Resistance training through structured teaching trials to learn to resist the temptation • Do vs. not do • Proactive • Break negative-feedback cycle; 15:1 rule • Short redirection vs. lectures

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Develop and practice strategies

Difficulty waiting

Understand

Jump in, get

frustrated

Drum fingers, think How to pass time about something without frustration enjoyable

Identify

Rationale &

Teach & Practice

Reward or adjust

Evaluate

Collaborate

Externalize and Practice

Simon Says/ Red Light, Green Light incorporated into classroom activities

Regular physical activity in daily routine

Delay of Gratification Training to wait for a larger reward rather than opting for an immediate smaller reward

Mindfulness training to improve attention regulation and inhibitory control integrate mindfulness into the daily schedule

Positive Reinforcement

IPP Ideas Resist impulse actions • Teaching interactions Lengthen delay of gratification • Use the "Marshmallow Test" as a baseline and then engage in regular training sessions to improve self-control, such as waiting for a reward. Filter out distractions • Create controlled environments with intentional distractions and guide the student through the process of focusing on the primary task. Focus in group settings • Practice group activities where the student needs to inhibit responses until it is their turn to speak or act.

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IPP Ideas Manage emotional responses • Utilize mindfulness-based emotional regulation techniques to become aware of emotional impulses and exercise control over them. Say “No” to peer pressure • Role-play scenarios involving peer pressure and guide the student in practicing assertiveness and decision-making skills. Wait for one’s turn in activities • Employ games that require taking turns, like board games or team sports, to practice inhibitory control in social settings. Stick to a task until completion • Develop and implement a task management system that requires the student to inhibit multitasking and distractions until the primary task is complete.

Teach the Whole Class!

Goal: Pay attention Explain the rationale  Paying attention is an important skill for learning because you can’t learn it, understand it, or remember it if you didn’t hear it

BUT, why is paying attention important for them?

Teaching Focus

Discuss:  How do you decide  What to pay attention to?  What to filter out?  At school? At home?

 What are the biggest distractions?  What is hard to ignore?  When is it easy to focus? Make a plan about what to work on ignoring  Address barriers and keys to success

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Begin practice sessions. Remind the class before beginning the session that they will be practicing paying attention.

Whole Class

Debrief with the class afterwards to determine how it went.

If necessary, set a class goal and add a reinforcer to enhance motivation to practice the skill.

Was I paying attention? YES

Teaching Focus as a Class •

Develop a brief description of what focus looks like.

•

Pick a time of day where the student(s) will practice.

•

Determine how the skill will be monitored during the practice sessions.

o Set timer at random intervals and when the bell rings, each student determines if they were attending.

1 2

o Use electronic “beep tape” for monitoring attention.

o Give each student a checklist and ask them to periodically self-monitor and indicate on checklist whether they were attending.

6 7

o REINFORCE ACCURACY!!! (Not whether they were attending – at least initially)

Working memory • Brain is for having ideas • Externalize!

• Prompts at the point of Working performance Memory • Any important information

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Non-Verbal Working memory Internal self-talk to guide behaviour • Think before acting • Remember rules • Consider consequences • Hindsight/foresight • Problem-solve

• Underdeveloped

Non-Verbal Working memory

• Difficulty imitating and applying vicariously learned information • Live from crisis to crisis (diminished hindsight/foresight • Diminished sense of time • Kids are stuck in the immediate present • Do not learn from past behaviours • Difficulty generalizing skills they learn • Perceive time more slowly – waiting hard • Difficulty following rules too long • Delayed moral reasoning

The problem: Difficulty sequencing If no if-then, Not thinking about consequences

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Kids must:

• Self-monitor • Stop • See the future • Say the future • Feel the future • Play the future To do that future successfully. • Practice regularly

Can only attend to and remember so much information at a time

See the whole before the parts

Develop Future Thinkers

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Develop Future Thinkers Start with the end & Self-talk 1. What will it look like when it’s done? 2.What do I need to do to make mine look like that? 3.What do I need? Each question informs the next

Developing Future Thinkers: Get Ready, Do, Done

Future Sketch: Done

Get Ready Materials

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Scaffold to Independence

• Photos

Visual

Notice the picture of the locker in the locker to help keep it tidy

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Scaffold to Independence Title Intro character – name + age + grade

• Basic shapes for sketching • Task

Character – lives + family

Conflict

Who helped him + how

Scaffolding • Pointing, miming, talking through

VisualPhysical

Clash of time zones

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Developmental Progression for Future Thinking

30% Delayed

K-2nd grade:

3-6th grade

6th-12th grade: 2-3 days

A few hours

8-12 hours

50/50 if you remind them in the morning to do something after school

Can see themselves doing their homework.

Can see themselves doing short-term assignments and studying for tomorrow’s test

Cannot see themselves handing it in tomorrow.

Cannot see themselves studying or doing long-term assignments, even due at the end of the week.

Developmental Progression for Future Thinking 2 Grade: 5-20 minutes

4th grade might forget rules told in the morning by lunch

High school child who can’t remember to hand in their homework

Help them master time • Match to planning • Mark on clock and work • ½ way point • Am I on track? • Do I need to change anything? • Time wasters? • Remove • Re-plan

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…and adjusting time as needed Step

What do I need? • • • • • • • •

Garbage bag 4 plastic bins Laundry basket Clean sheets Dustpan Cloth Dusting spray Music

Predicted time

Actual time

Separate toys, clothes, & trash

Take clothes to wash

Make the bed

Closet shelf 1

Closet shelf 2 Vaccuum

Reduce nagging and dependence

WHERE ARE YOU IN SPACE AND TIME?

Step

What do I need? Computer Headphones Pencil Markers Paper

Predicted time

Pick a song

Actual time

Choose a lyric

Draw a picture

Why chose

What stood out

What it is about #1

What it is about #2

WHAT IS YOUR JOB?

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Name + date released

lyric

I chose it because… I liked it…. About…

www.wondertime.com

https://www.online-stopwatch.com/large-online-clock

Task: Steps & Strategies

Materials

Predicted Time

When will I do this step?

Total Time

Address time wasters

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Backwards Planning (e.g., Routines) • What time does the student need to _________________ (leave for school, leave for gym class, go to bed)? • Walk through the morning/period/timeframe. • Create a list of steps to be done. • Estimate how long each step will take. • Plan backward. • Plan for unexpected situations – breathing space!

Larger Projects: Set them up for success • Provide a sheet for future sketches with rubric • Provide an extra copy of the assignment (reduced in size) • Provide a calendar for students to complete

Ceremonies & foods

Climate

Chpt. 3

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Choose a country & why

Find sources

Conclusion & Edit

Adapt for poster

Language, & sport

Study for unit quiz

The Importance of Mistakes  Talk about your own mistakes  Talk about others’ experiences

Embrace mistakes Have a “Mistake of the day” to share: • A mistake or challenge they faced • How they fixed/handled it • What they learned • Use feedback statements and questions to analyze the problem and learn from it

Mistake of the day/ Honourary Mistake Wall

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Important! It is not what they did wrong that counts, but what they do next.

Forging ahead Avoid getting stuck • No need to ask why, lecture, or explain the problem • Have them think of hows  How will they fix this mistake?  How will they move on?  How will they handle (the situation)?

• Never, always, no matter what, nothing can change, no one likes me

All-ornothing

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Break it up • Good and not so good • This part is hard • I will focus on one step at a time

All or nothing: I can’t do anything Some things are easy

I can’t write

I can brainstorm

I can follow a template

I can edit

Coming up with ideas on my own is hard (But I can with a storywheel)

Math: Easy

Reading: Easy

Gym: easy

Scaling questions

Difficulty scale Easy

Hard 9

What is easy that makes it 9 (and not 10)? What can I already do? What can I do to bring this down to 7 or 8?

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Want to scale Hate it

Love it

What do you like that makes it 3 (and not 1)? What can I do to bring this up to 4? 7 or 8?

The # 1 thing they need to learn? 183

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How to manage the experience of emotions 184

Externalize

Dysregulated

Regulated

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Emotion Regulation It’s not about avoiding, ignoring, or supressing emotions

It’s about being aware of them, acknowledging them, co-existing, and responding in helpful ways

Curiosity is a key response to emotional experiences

189

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Expose it Remind how emotions works  Yep, there’s Bob, that’s what it does.  Wow, it’s really working hard to make me yell today!  Yeah, I knew it’d show up now. It doesn’t want me to write the test.  It wants me to avoid new things.  It really knows how to try to stress people out. 190

90% of what kids learn is from what they experience

191

Emotion Exposure Integrate skills to master adaptive responses

• Talking not enough to change the brain! Doing makes stronger memories Doing gives us experience Quicker progress • Provoke STRONG EMOTIONS - MUST feel uncomfortable for learning to happen

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Practice Managing UNCOMFORTABLE Feelings!

Practice  Not being first in line  Losing a game  Meeting a cute puppy  iPad unavailable  Someone cheats at soccer  Making a mistake

Create Many Opportunities to Focus on Emotions & Work on it Every day! Speak in front of a small group

Make small talk with someone new

Practice losing a game to someone who cheats

Use pictures, videos, or live encounters with feared bugs

Simulate test-taking conditions with practice exams or timed quizzes.

Role-play scenarios where express their concerns or assert themselves in a safe setting.

Create situations where they can safely express anger and practice coping strategies.

Tolerating not knowing what’s happening today.

Engage in activities they've been avoiding due to emotional discomfort.

Experience and tolerate physical sensations like increased heart rate through exercises.

Watch sad video

Kindie running away with the soccer ball in the middle of a game

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Opportunities for managing the Unknown & Risk-Taking

Capitalize on current challenges! • Challenges are part of life & dealing with them is part of learning. • Optimize teachable moments Let them figure out the fight on the playground themselves! Let them try. Let them fail (but don’t set them up for failure) Work through next steps and how to fix things

Create challenges!  Challenge of the day, week, or month Work through things on their own Might get frustrated in the moment but the intrinsic reward once solved is far greater than if helped

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• Effective home–school communication program • Focus on providing consistent support and feedback

• 3-5 goals with teacher ratings throughout the day • Home-based reinforcement from parents

Home School Daily Report Card

Preschool & Early Elementary Two or fewer prompts

9:00-10:30

10:30-10:50

10:50-12:20

12:20-1:00

Follows teacher instructions

Engages in cooperative and peaceful play during recess Stays on task to completion

Brought planner to school

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1 = 0-25% of the time 2 = 26-50% of the time 3 = 51-75 % of the time 4 = 76-89% of the time 5 = 90-100% of the time

Upper Elementary & Jr. High School Social

English

Math

Science

Works quietly

Stays on task

Remains at own desk

Raises hand to speak

1 = 0-25% of the time 2 = 26-50% of the time 3 = 51-75 % of the time 4 = 76-89% of the time 5 = 90-100% of the time

Jr. & Sr. High School Social

English

1 = 2 or fewer weekdays this 2 = 3-4 days this week 3 = Every day

Math

Science

Completes assignments on time

Comes to class prepared with pen, notebook, & text

Uses class time to work on assignments

Shows up to class on time

Home School Daily Report Card https://bit.ly/ADHDDRC

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Bonus! Behaviours https://bit.ly/behaviourbonus

Caroline Buzanko, PhD, R. Psych. Koru Family Psychology caroline@korupsychology.ca drcarolinebuzanko.com

REFERENCES Abikoff, H. B., Gallagher, R., Wells, K. C., Murray, D. W., Huang, L., Lu, F., & Petkova, E. (2013). Remediating organizational functioning in children with ADHD: Immediate and long-term effects from a randomized controlled trial. Journal of Consulting and Clinical Psychology, 81(1), 113–128. doi:10.1037/a0029648 American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed.; Text Revision). Washington, DC: Author. Barkley, R. A. (2005). ADHD and the nature of self-control. New York: Guilford. Barkley, R. A. (2003). Attention-deficit/hyperactivity disorder. In Mash, E. J. & Barkley, R. A. (Eds.), Child psychopathology (pp. 75-143). New York: Guilford. Beheshti, A., Chavanon, M. L., & Christiansen, H. (2020). Emotion dysregulation in adults with attention deficit hyperactivity disorder: a meta-analysis. BMC psychiatry, 20(1), 120. https://doi.org/10.1186/s12888-020-2442-7 Biederman, J., Petty, C. R., Fried, R., Kaiser, R., Dolan, C., Schoenfeld, S., et al. (2008). Educational and occupational underattainment in adults with attentiondeficit/hyperactivity disorder: A controlled study. Journal of Clinical Psychiatry, 69, 1217–1222. Bronowski, J. (1977). Human and animal languages. In A sense of the future (pp. 104-131). Cambridge, MA: MIT Press. Bodalski, E. A., Knouse, L. E., & Kovalev, D. (2019). Adult ADHD, emotion dysregulation, and functional outcomes: Examining the role of emotion regulation strategies. Journal of Psychopathology and Behavioural Assessment, 41(1), 81–92. https://doi.org/10.1007/s10862-018-9695-1 Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory into Practice, 41, 81-92. Butler, D. L. (1998). A strategic content learning approach to promoting self-regulated learning. In B. J. Zimmerman & D. Schunk (Eds.), Developing self-regulated learning: From teaching to self-reflective practice (pp. 160-183). New York: Guilford. Chan, E., Fogler, J.M., & Hammerness, P.G. (2016). Treatment of attention-deficit/hyperactivitydisorder in adolescents: A systematic review. JAMA, 315, 1997-2008. doi:10.1001/jama.2016.5453 Chapman, B. N., & Drevon, D. D., & Jasper, A. D. (2021). The impact of the Quiet Classroom Game on on-task behavior and classroom noise level in three middle school classrooms. Journal of Behavioral Education, 32(1), 109-126. doi: 10.1007/s10864-021-09444-3. Cook, C. R., Fiat, A., Larson, M., Daikos, C., Slemrod, T., Holland, E. A., Thayer, A. J., & Renshaw, T. (2018). Positive greetings at the door: Evaluation of a low-cost, highyield proactive classroom management strategy. Journal of Positive Behaviour Interventions, 20(3), 149–159. https://doi.org/10.1177/1098300717753831 Coutinho, T. V., Reis, S. P. S., da Silva, A. G., Miranda, D. M., & Malloy-Diniz, L. F. (2018). Deficits in Response Inhibition in Patients with Attention-Deficit/Hyperactivity Disorder: The Impaired Self-Protection System Hypothesis. Frontiers in psychiatry, 8, 299. https://doi.org/10.3389/fpsyt.2017.00299 Dawson, P. & Guare, R. (2009). Smart but scattered. New York; Guilford. Dawson, P. & Guare, R. (2004). Executive skills in children and adolescents. New York: Guilford.

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REFERENCES Deault, L. C. (2009) A systematic review of parenting in relation to the development of comorbidities and functional impairments in children with Attentiondeficit/hyperactivity disorder (ADHD). Child Psychiatry and Human Development, 41, 168-192. Drevon, D. D. & Hixson, M. D., & Wyse, R. D. & Rigney, A. M. (2019). A meta‐analytic review of the evidence for check‐in check‐out. Psychology in the Schools. 56(3), 393-412. doi: 10.1002/pits.22195. DuPaul, G. J., Evans, S. W., Mautone, J. A., Owens, J. S., & Power, T. J. (2020). Future Directions for Psychosocial Interventions for Children and Adolescents with ADHD. Journal of clinical child and adolescent psychology: the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 49(1), 134–145. https://doi.org/10.1080/15374416.2019.1689825 DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory into practice, 50(1), 35-42. DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies. New York, NY: Guilford Publications. DuPaul, G. J., Stoner, G., & O’Reilly, M. J. (2002). Best practices in classroom interventions for attention problems. In Thomas, A. & Grimes, J. (Eds.), Best practices in school psychology (pp. 1115-1127). Bethesda, MD: NASP Publications. DuPaul, G. J., & Weyandt, L. L. (2006). School-based interventions for children and adolescents with attention-deficit/hyperactivity disorder: Enhancing academic and behavioral outcomes. Education and treatment of children, 29 (2), 341-358. DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory Into Practice, 50(1), 35-42. doi: 10.1080/00405841.2011.534935 Evans, S.W., Owens, J.S., & Bunford, N. (2014). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 43, 527-551. Fabiano, G.A., Pyle, K. Best Practices in School Mental Health for Attention-Deficit/Hyperactivity Disorder: A Framework for Intervention. School Mental Health 11, 72– 91 (2019). https://doi.org/10.1007/s12310-018-9267-2 Fabiano, G.A., Schatz, N.K., Aloe, A.M., Chacko, A., & Chronis-Tuscano, A.M. (2015). A review of meta-analyses of psychosocial treatment for attentiondeficit/hyperactivity disorder: systematic synthesis and interpretation. Clinical Child and Family Psychology Review, 18, 77-97. doi: 10.1007/s10567-015-0178-6 Fibert, P., Relton, C., Peasgood, T., & Daley, D. (2018). Protocol for the STAR (Sheffield Treatments for ADHD) project: an internal pilot study assessing the feasibility of the Trials within Cohorts (TwiCs) design to test the effectiveness of interventions for children with ADHD. Pilot and feasibility studies, 4, 61. https://doi.org/10.1186/s40814-018-0250-3 Fine, J. G., Semrud-Clikeman, M., Butcher, B., & Walkowiak, J. (2008). Brief report: Attention effect on a measure of social perception. Journal of Autism and Developmental Disorders, 38,1797–1802.

REFERENCES Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). behavior Rating Inventory of Executive Function. Odessa, FL: Psychological Assessment Resources. Goldman-Rakic, P. S. (1995). Anatomical and functional circuits in prefrontal cortex of nonhuman primates: Relevance to epilepsy. In H. H. Jasper, S. Riggio, & P. S. Goldman-Rakic (Eds.), Epilepsy and the functional anatomy of the frontal lobe (pp. 51-62). New York: Raven Press. Goldstein, S. (2010). Attention-Deficit/Hyperactivity Disorder. In S. Goldstein & C. R. Reynolds Handbook of neurodevelopmental and genetic disorders in children, Second edition (pp. 131-144). New York: Guilford Press. Goldstein, S. & Naglieri, J. A. (2008). The school neuropsychology of ADHD: Theory, assessment, and intervention. Psychology in Schools, 45, 859-874. doi: 10.1002/pits.20331 Griffith, C. A., Hirsch, S. E., & Burns, T. (2022). Implementing functional assessment–based interventions in secondary settings: strategies for overcoming barriers. TEACHING Exceptional Children, 55(1), 6-16. https://doi.org/10.1177/00400599211029675 Groom, M.J., Scerif, G, Liddle, P.F., Batty, M.J., Liddle, E.B., Roberts, K.L., Cahill, J.D., Liotti, M & Hollis, C. (2010). Effects of Motivation and Medication on Electrophysiological Markers of Response Inhibition in Children with Attention-Deficit/Hyperactivity Disorder. Biological Psychiatry, 67 (7), 624631. doi:10.1016/j.biopsych.2009.09.029 Guli, L. A., Wilkinson, A., & Semrud-Clikeman, M. (2008). Social competence intervention program. Champaign, IL: ResearchPress. Hale, J. B., Reddy, l. A., Wilcox, G., McLaughlin, A., Hain, L., Stern, A.,Henzel, J., & Eusebio, E. (2010). Assessment and intervention practices for children with ADHD. In D. C. Miller (Ed.) Best practices in school neuropsychology (pp. 225-279). New Jersey: John Wiley & Sons. Hartman, C. A., Rommelse, N., van der Klugt, C. L., Wanders, R. B. K., & Timmerman, M. E. (2019). Stress Exposure and the Course of ADHD from Childhood to Young Adulthood: Comorbid Severe Emotion Dysregulation or Mood and Anxiety Problems. Journal of clinical medicine, 8(11), 1824. https://doi.org/10.3390/jcm8111824 Hirsch, S. E., Alves, K. D., & Dunn, M. (2019). Integrating Technology for Students with Emotional and Behavioural Disorders to Promote Engagement. Intervention in School and Clinic, 55(2), 94-102. https://doi.org/10.1177/1053451219837638 Hodgson, K., Hutchinson, A.D., & Denson, L. (2014). Nonpharmacological treatments for ADHD: A meta-analytic review. Journal of Attention Disorders, 18, 275-282. Holmes, J., gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A., & Elliot, J. G. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24, 827-836. Jensen, D. A., Høvik, M. F., Monsen, N. J. N., Eggen, T. H., Eichele, H., Adolfsdottir, S., Plessen, K. J., & Sørensen, L. (2018). Keeping Emotions in Mind: The Influence of Working Memory Capacity on Parent-Reported Symptoms of Emotional Lability in a Sample of Children With and Without ADHD. Frontiers in psychology, 9, 1846. https://doi.org/10.3389/fpsyg.2018.01846 Kennedy, M. J., Hirsch, S.E., Peeples K. N., Romig, J. E., Mathews, H. M., Rodgers, W. J. (2018). High-leverage practice #7: Establish a consistent, organized, and respectful learning environment. https://highleveragepractices.org/hlp-7-establish-consistent-organized-and-respectful-learning-environment

REFERENCES Krieger, V., Amador-Campos, J. A., & Gallardo-Pujol, D. (2019). Temperament, executive function, and attention-deficit/hyperactivity disorder (ADHD) in adolescents: The mediating role of effortful control. Journal of clinical and experimental neuropsychology, 41(6), 615–633. https://doi.org/10.1080/13803395.2019.1599824 Korpa, T., Skaloumbakas, C., Katsounas, M., Papadopoulou, P., Lytra, F., Karagianni, S., & Pervanidou, P. (2020). EF train: Development of an executive function training program for preschool and school-aged children with ADHD. International Journal of Psychology & Psychological Therapy, 20(1), 13–27. Langberg, J.M., Epstein, J.N., Becker, S.P., Girio-Herrera, E., & Vaughn, A.J. (2012). Evaluation of the homework, organization, and planning skills (HOPS) intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers. School Psychology Review, 41, 342-364. Lane, K. L., Menzies, H. M., Ennis, R. P, & Oakes, W.P. (2015). Supporting behaviour for school success: A step-by-step guide to key strategies. New York: Guilford Press. Lee, Y. C., Chen, C. R., & Lin, K. C. (2022). Effects of Mindfulness-Based Interventions in Children and Adolescents with ADHD: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. International journal of environmental research and public health, 19(22), 15198. https://doi.org/10.3390/ijerph192215198 Long, A. C., Miller, F. G., & Upright, J.J. (2019). Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies. School Psychology, 34(1),1. Liu, Q., Zhu, X., Ziegler, A., & Shi, J. (2015). The effects of inhibitory control training for preschoolers on reasoning ability and neural activity. Scientific reports, 5, 14200. https://doi.org/10.1038/srep14200 Masters, J. C., & Binger, C. G. (1978). Interrupting the flow of behavior: The stability and development of children’s initiation and maintenance of compliant response inhibition. Merrill-Palmer Quarterly, 24, 229-242. McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms. Prevention science : the official journal of the Society for Prevention Research, 18(2), 204–213. https://doi.org/10.1007/s11121-016-0703-y Miklós, M., Komáromy, D., Futó, J., & Balázs, J. (2020). Acute Physical Activity, Executive Function, and Attention Performance in Children with Attention-Deficit Hyperactivity Disorder and Typically Developing Children: An Experimental Study. International journal of environmental research and public health, 17(11), 4071. https://doi.org/10.3390/ijerph17114071 Miller, F. G., Patwa, S., & Chafouleas, S. M. (2014). Using Direct Behavior Rating – Single Item Scales to assess student behavior within multi-tiered systems of support. Journal of Special Education Leadership, 27, 77-85. Mingebach, T., Kamp-Becker, I., Christiansen, H., & Weber, L. (2018). Meta-meta-analysis on the effectiveness of parent-based interventions for the treatment of child externalizing behavior problems. PloS one, 13(9), e0202855. https://doi.org/10.1371/journal.pone.0202855 Myers, D., Freeman, J., Simonsen, B., & Sugai, G. (2017). Classroom Management With Exceptional Learners. TEACHING Exceptional Children, 49(4), 223230. https://doi.org/10.1177/0040059916685064

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REFERENCES Oliver, R. M., Wehby, J. H., & Reschly, D.J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 4, 1–55. https://doi.org/10.4073/csr.2011.4 Owens, J. S., Holdaway, A. S., Zoromski, A. K., Evans, S. W., Himawan, L. K., Girio-Herrera, E., & Murphy, C. E. (2012). Incremental benefits of a daily report card intervention over time for youth with disruptive behavior. Behavior Therapy, 43(4), 848-861. doi:10.1016/j.beth.2012.02.002 Page, T. F., Pelham III, W. E., Fabiano, G. A., Greiner, A. R., Gnagy, E. M., Hart, K. C., ... & Pelham Jr, W. E. (2016). Comparative cost analysis of sequential, adaptive, behavioral, pharmacological, and combined treatments for childhood ADHD. Journal of Clinical Child & Adolescent Psychology, 45(4), 416-427. doi: 10.1080/15374416.2015.1055859 Pfiffner, L.J. & DuPaul, G.J. (2015). Treatment of ADHD in school settings. In R.A. Barkley(Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.) (pp. 596-629). NY: Guilford. Pfiffner, L. J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of consulting and clinical psychology, 82(6), 1115-1127. doi: 10.1037/a0036887 Prins, P. J., Dovis, S., Ponsioen, A., Brink, A., & van der Oord, S. (2011). Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD? Cyberpsychology, Behaviour and Social Networking. Rahmi, I. & Wimbarti, S. (2018). Inhibition in ADHD and non-ADHD children ages 6-12 years. International Journal of Research Studies in Psychology, 7, 73-85. Doi: 10.5861/ijrsp.2018.2008 Reddy, L. A., Cleary, T. J., Alperin, A., & Verdesco, A. (2018). A critical review of self‐regulated learning interventions for children with attention‐deficit hyperactivity disorder. Psychology in the Schools, 55(6), 609–628. https://doi.org/10.1002/pits.22142 Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39-50. Schroeder, V. M., & Kelley M. L. (2009). Associations between family environment, parenting practices, and executive functioning of children with and without ADHD. Journal of Child and Family Studies, 18, 227-235. Sibley, M.H., Kuriyan, A.B., Evans, S.W., Waxmonsky, J.G., & Smith, B.H. (2014). Pharmacological and psychosocial treatments for adolescents with ADHD: An updated systematic review of the literature. Clinical Psychology Review, 34, 218-232. doi: 0.1016/j.cpr.2014.02.001 Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007 Simonsen, B., & Myers, D. (2015). Classwide positive behavior interventions and supports: A guide to proactive classroom management. The Guilford Press.

REFERENCES Sottilare, A. L., & Blair, K. C. (2023). Implementation of Check-In/Check-Out to Improve Classroom Behavior of At-Risk Elementary School Students. Behavioral sciences (Basel, Switzerland), 13(3), 257. https://doi.org/10.3390/bs13030257 Stormont, M., Reinke, W. M., Herman, K. C, & Lembke, E. S. (2012). Academic and behaviour supports for at-risk students: Tier 2 interventions. The Guilford Press. Sutherland, K. S., Conroy, M. A., McLeod, B.D., Kunemund, R., & McKnight, K. (2019). Common practice elements for improving social, emotional, and behavioral outcomes of young elementary school students. Journal of Emotional and Behavioral Disorders, 27(2),76-85. Tarver, J., Daley, D., & Sayal, K. (2014). Attention-deficit hyperactivity disorder (ADHD): an updated review of the essential facts. Child: care, health and development, 40(6), 762–774. https://doi.org/10.1111/cch.12139 Titz, C., & Karbach, J. (2014). Working memory and executive functions: effects of training on academic achievement. Psychological research, 78(6), 852–868. https://doi.org/10.1007/s00426-013-0537-1 Veenman, B., Luman, M., Hoeksma, J., Pieterse, K., & Oosterlaan, J. (2016). A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD Symptoms. Journal of attention disorders, 1-12. doi: 10.1177/1087054716658124 Wennberg, B., Janeslätt, G., Kjellberg, A., & Gustafsson, P. A. (2018). Effectiveness of time-related interventions in children with ADHD aged 9-15 years: a randomized controlled study. European child & adolescent psychiatry, 27(3), 329–342. https://doi.org/10.1007/s00787-017-1052-5 Zhao, X., Chen, L., & Maes, J. H. R. (2018). Training and transfer effects of response inhibition training in children and adults. Developmental science, 21(1), 10.1111/desc.12511. https://doi.org/10.1111/desc.12511

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Bonus Resources

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Developing a personal action plan What traps do I need to get out of?

How can I improve my approach for effective communication?

What can I do proactively ?

What can I start collaboratively problem-solving?

What I can do to strengthen our relationship?

Still need support!!

Signs for Billy’s energy level

Self-regulation Plan/supports for Billy

Signs for Billy’s energy level

Still need support!!

Self-regulation Plan/supports for Billy Co-regulation support

Signs for Billy’s energy level

Still need support!!

Self-regulation Plan/supports for Billy

Signs for Billy’s energy level

Self-regulation Plan/supports for Billy

Very Challenging Behaviours  Physical aggression  Verbal aggression  Running away  Screaming  Hitting  Face turning red  Crying

Optimize the Environment: Self-Assessment

Consider

• Safety and adaptability • Regularly assess the home for safety, ensuring that furniture and home setups do not pose risks and are adaptable to the child’s changing needs.

Are routines established, explicitly taught, and made predictable to ensure a smooth flow of activities throughout the day? In the Classroom: Elementary Examples

High School Examples

Routines At Home

Connections to Positive Activities & Organizations

Sports & Physical Exercise

Music

Volunteering

Clubs or after school jobs

Consistent routines & lesson structure

Talk less

Clear expectations

Posted timetables, rules, and expectations

Revisit and reinforce expectations

Things to look forward to through the day!

Structured tasks & teaching

Shorter tasks, explicit, closed ended

Structure nonroutine or chaotic situations with a specific plan, job, or rules

One predictable detail at a time

Visual schedules and time organizers

Minimize distractions

Individualized checklists for task completion

Helpful • Engaging (interests)

• Clear expectations

• Immediate consequences

• Posted timetables, rules, and expectations

• Frequent feedback

• Things to look forward to through the day!

• Personally important or relevant

• Shorter tasks, explicit, closed ended

• Early

• One predictable detail at a time

• Supervised

• Minimize distractions

• 1:1 • Structured • Clear expectations and jobs • Close to needed materials • Quiet/low arousal • Choices • Consistent routines & lesson structure

Not so helpful

• Have students with similar needs meet

Individualized Needs

• At the start of the week, discuss • Successes • How to set them up for success • At the end of the week, • Review their successes • What they have to do over the weekend.

• Attached meaning + value + support and care to boost confidence and engagement

Types of Reinforcement Verbal praise Social or activity

Tangible

• Object or food • Temporary or permanent • Logical & pair with verbal

Token

• Sticker, coupon, marble & back-up • Logical & pair with verbal • Manageable

Reward ideas Homework pass

Pass from a class or task

Store (e.g., pencils or erasers)

Lunch with the teacher

Bring a friend from another class

Free time in class or extra recess

Choose a seat for the day

Positive call home

Keep class mascot

Front of line pass

Clasroom coupons for privileges

Dance party

Treasure box

Movie

Bonus point

Talent show

Music choice

Late pass

Science experiment

Extra computer

Class leader

Teacher chair

Podcast

Scavenger hunt

Teacher dress up

8 Forces of Motivation Gregariousness

Inquisitiveness

Power

Affiliation

• Need to belong

• Need to know

• Need for control

• Need to associate and belong

Autonomy

Aggression

Recognition

• Need for independence

• Need to assert

• Need for acknowledgement

Managing Behaviour without Rewards

Hirose Conference - November 13, 2024

MANAGING BEHAVIOUR WITHOUT REWARDS Eva de Gosztonyi, psychologist Faculty, NEUFELD INSTITUTE edegosztonyi@gmail.com www.degosztonyi.org

www.neufeldinstitute.org 1

WHY ARE REWARD SYSTEMS SO POPULAR? • “Common” practice – everyone uses them – they’ve always been used • Go-To practice when there are behavioural challenges • Claim is that they are evidence-based • Can make a difference in behaviour especially with a challenging group – in the short term • Belief that they create optimal learning conditions ? REALLY • Seem to be fun 2 • Thought to be harmless

LOOKING AT REWARDS FROM DIFFERENT PERSPECTIVES

Developmental - neuroscientific Learning Social Emotional abilities Relationship/Attachment Emotion 3

Managing Behaviour without Rewards

Hirose Conference - November 13, 2024

REWARD SYSTEMS • Behaviour Charts • Star Charts – group • Star Charts – individual • Tracking sheets • End of day evaluation in Agenda • Digital Behaviour systems 4

ARE REWARD SYSTEMS EVIDENCE-BASED? In the short term – the evidence shows that external behaviour does improve when incentives are given. Most studies do not follow students over time. Experience often shows that: • Behaviour does not generalize to non-reward situations. • Rewards have to be changed and increased to maintain behaviour. • Students begin to expect rewards for standard behaviour. • These systems are time-consuming to manage

ARE REWARD SYSTEMS EVIDENCE-BASED? Alfie Kohn: Punished by Rewards (1993) Alfie Kohn’s conclusion: No controlled study has ever found a long-term improvement in the quality of work as a result of any kind of incentive plan. And yet those plans are as popular as ever.

Managing Behaviour without Rewards

Hirose Conference - November 13, 2024

DO REWARD SYSTEMS REALLY CHANGE BEHAVIOUR?

ADHD Kohn (1993) • Several experiments have found that dangling goodies in front of children to deal with distractibility or hyperactivity in particular also doesn’t make much sense. Firestone and Douglas (1975) • Rewards given to hyperactive children made them respond more impulsively. Douglas and Parry (1983) • Any beneficial effects of rewards (on reaction times) disappeared as soon as the rewards stopped coming, and sometimes they had the consequence of undermining performance from the beginning. 7

DO REWARD SYSTEMS REALLY CHANGE BEHAVIOUR?

ADHD Douglas and Parry (1994) The effects of reward schedule (100%, 50%, and 30%) and termination of rewards (extinction) on 30 attention deficit disorder with hyperactivity (ADD-H) and 30 normal children were studied using measures of frustration (speed/strength of lever pulling) and attention (reaction time to a light signal). ADD-Hs pulled harder on the lever than controls during extinction and on the lowest (30%) partial schedule, providing empirical evidence that they respond with greater frustration than normals when expected rewards fail to appear. 8

DO REWARD SYSTEMS REALLY IMPROVE LEARNING? Richard Curwin (2012): • Bribes (rewards) tend to produce "finishers" rather than "learners. Kohn (1993) • Students who are encouraged to think about grades, stickers, or other “goodies” become less inclined to explore ideas, think creatively, and take chances. • At least ten studies have shown that people offered a reward generally choose the easiest possible task. • In the absence of rewards, by contrast, children are inclined to pick tasks that are just beyond their current level of ability. • When rewards are used activity increases while the quality of work decreases. 9

Managing Behaviour without Rewards

Hirose Conference - November 13, 2024

HOW DO REWARD SYSTEMS AFFECT BEHAVIOUR? Kohn (1993) • People actually do inferior work when they are enticed with money, grades, or other incentives. • Programs that use rewards to change people’s behavior are similarly ineffective over the long run. • Promising goodies to children for good behavior can never produce anything more than temporary obedience. • In fact, the more we use artificial inducements to motivate people, the more they lose interest in what we’re bribing them to do. Lepper (1973): Felt marker study: Children rewarded for using markers did not use them when there was no longer a reward. 10

ARE REWARD SYSTEMS HARMLESS? Birch, Marlin and Rotter (1984) • young children were introduced to an unfamiliar beverage called kefir. • some were just asked to drink it • others were praised lavishly for doing so • a third group was promised treats if they drank enough Those children who received either verbal or tangible rewards consumed more of the beverage than other children, as one might predict. But a week later these children found it significantly less appealing than they did before, whereas children who were offered no rewards liked it just as much as, if not more than, they had earlier. 11

ARE REWARD SYSTEMS HARMLESS? Deichmann and Baer (2022) • Recognizing first-time producers of successful novel ideas with an award or recognition can significantly decrease the likelihood that they will produce future creative work. • "In our study, we found that people who develop novel ideas and receive rewards for them start to see themselves primarily as a 'creative person,’” • "This newfound identity, which is special and rare, is then in need of protection. • Essentially, once a person is in the creative limelight, stepping out of it -- by producing a novel idea that disappoints or pales in comparison to earlier work -- is threatening and to be avoided. • In other words, fear of failure the second time around can cause producers to avoid taking risks that would threaten their creative identity.

Managing Behaviour without Rewards

Hirose Conference - November 13, 2024

ARE REWARD SYSTEMS HARMLESS? Warneken and Tomasello (2014) Extrinsic Rewards Undermine Altruistic Tendencies in 20-Month-Olds • investigated the influence of rewards on very young children’s helping behavior. • after 20-month-old infants received a material reward during a treatment phase, they subsequently were less likely to engage in further helping during a test phase as compared with infants who had previously received social praise or no reward at all. • This so-called over-justification effect suggests that even the earliest helping behaviors of young children are intrinsically motivated and that socialization practices involving extrinsic rewards can undermine this tendency. Kohn: When we reward a naturally occurring kind behaviour we make it into a selfish behaviour.

DO REWARD SYSTEMS ACTUALLY CHANGE BEHAVIOUR? THINKING DEVELOPMENTALLY – USING NEUROSCIENCE

Alfie Kohn (1993) • Rewards are not actually solutions at all; they are gimmicks, quick fixes that mask problems and ignore reasons. They never look below the surface. (p. 60) Gordon Neufeld: • The neuroscience now informs us that most troubled behaviour is actually driven and is deeply rooted in impulse and emotion. • Panksepp, Damasio and others 14

the LIMBIC SYSTEM (EMOTIONAL BRAIN)

Its job is to ensure our SURVIVAL

Registers a threat “smoke detector”

Activates the response – Sympathetic Nervous System

Remembers what threatens us MEMORY

Managing Behaviour without Rewards

Hirose Conference - November 13, 2024

• Constricts blood vessels • Sharp Increase in Breathing & Heart Rate • Blood diverts to Muscles • Suspends “rest & digest”

DO REWARD SYSTEMS ACTUALLY CHANGE BEHAVIOUR? THINKING DEVELOPMENTALLY – USING NEUROSCIENCE

What tempers impulse and emotion is a well-developed and functioning Prefrontal Cortex and a robust Corpus Callosum and well-developed Right-Brain Hemisphere • Geidd (2008): Brain imaging tells us that it takes 25 years to develop a human brain that is capable of mature behaviour. o The brain grows from within – Prefrontal Cortex, Cerebellum, Corpus Callosum, Right hemisphere, Left hemisphere. • McGilchrist (2009): The Right hemisphere needs experiences to develop. 17

THE BRAIN PRE-FRONTAL CORTEX Allows for conflicting THOUGHTS and FEELINGS SE UL OL P M I R NT CO

on the one hand

on the other hand

my needs

the needs of others SO C reason SK IAL ILL S M • only starts to engage between 5 -7 years of age E L OB PR LVING • does not stabilize until the mid 20’s SO • is ”glitchy” in the teen years • development is slowed by childhood trauma DELAY OF GRATIFICATION

emotions

TIME MANAGEMENT

EMOTIONAL REGULATION

Managing Behaviour without Rewards

Hirose Conference - November 13, 2024

EXECUTIVE FUNCTIONS depend on the development of pre-frontal cortex, brain hemispheres and the corpus callosum The PRE-FRONTAL CORTEX • does not begin to engage until the age of 5 • takes until the mid to late twenties to stabilize • Development slowed by early trauma and/or hypersensitivity BRAIN HEMISPHERES • serve different functions • the right hemisphere (RH) develops throughout early childhood • RH is the “master brain” The CORPUS CALLOSUM • connects the two hemispheres • growth spurt between 3 and 6 years • is slowed in development by early trauma 19

LEFT HEMISPHERE

• detail-oriented • decontextualizes • finds facts • wants THE RULE • looks for THE ANSWER

NEO-CORTEX

RIGHT HEMISPHERE

• whole-oriented • contextualizes • makes vivid and concrete, • takes in the whole picture

RIGHT HEMISPHERE IS IN RAPID DEVELOPMENT DURING THE PRESCHOOL YEARS RIGHT HEMISPHERE REQUIRES EXPERIENCES NOT INFORMATION TO DEVELOP HENCE THE IMPORTANCE OF PLAY The Master and his Emissary: The Divided Brain

Iain McGilchrist

The IMMATURE struggle with: 1. Seeing the “WHOLE” picture due to an immature Corpus Callosum and developing Right Hemisphere 2. Finding information efficiently and quickly due to a developing Cerebellum 3. Applying what they know in all circumstances, especially when emotions are high due to an immature Pre-frontal Cortex

Behaviour changes as the brain matures How is it possible that a sticker or a reward would actually grow a brain so that behaviour could change?

Managing Behaviour without Rewards

Hirose Conference - November 13, 2024

WHY DO REWARD SYSTEMS WORK?

Thinking about Attachment • Attachment is our preeminent need • Humans are naturally attuned to what can increase or maintain attachment – Emotion = Pursuit • A reward system makes it very clear which behaviours will make an adult “happy”. • Now, attachment becomes conditional – – for the teacher or my parents to be “happy with me” – want me in their presence, I must be “good”.

A child said to his mother, “Mommy, I could have gotten 45 points today, but I only got 35 points. CAN YOU STILL LOVE ME?”

WHOSE BEHAVIOUR IS REALLY CHANGED?

Teacher correcting a Teacher giving a star behaviour Which person would I prefer to listen to?

Remember: Attachment instincts are engaged when we collect children’s eyes, a nod and a smile. A reward system makes adults smile.

WHAT IS THE EMOTIONAL FALLOUT OF A BEHAVIOUR SYSTEM? Richard Curwin (2012): • Bribes are threats in disguise. • Withholding rewards can be used as a threat hammer very easily. • The truth is that threats and bribes are two sides of the same coin: control. • The more we tell children how good they are, the greater the fall if they cannot live up to all that praise Rewards are associated with attachment. The inability to earn a reward threatens the child with separation 24

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WHAT IS THE EMOTIONAL FALLOUT OF A BEHAVIOUR SYSTEM? Humans are creatures of emotion. Emotions move us. Behaviour is an expression of what is happening emotionally. When we work at controlling the symptoms (the behaviour), true change cannot happen. In fact, things can get worse. Emotions seek expression. o a student who is “good” in class to get a reward will often erupt with emotion once outside of class. o or if the school is lucky, will save the eruption for home. 25

THREE PRIMARY EMOTIONS EXPERIENCED IN THE FACE OF SEPARATION MOVED TO RESTORE PROXIMITY

PURSUIT FACING SEPARATION

ALARM MOVED TO CAUTION AND TO AVOID THAT WHICH ALARMS

FRUSTRATION MOVED TO EFFECT CHANGE AND TO FIX THE PROBLEM

G. Neufeld, PhD.

THREE PRIMARY EMOTIONS EXPERIENCED IN THE FACE OF SEPARATION PURSUIT

THESE EMOTIONS ARE INTENSE AND USUALLY FELT ONE AT A TIME ALARM

THESE EMOTIONS CAN DISPLACE ONE ANOTHER, BUT THEY STILL ARE THERE.

FRUSTRATION

THEY WILL BE EXPRESSED, BUT AT ANOTHER TIME AND PLACE G. Neufeld, PhD.

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UNDERSTANDING EMOTION Receiving a reward may be satisfying in the moment but NOT receiving a reward evokes emotions such as: • Frustration: “I wanted the reward and couldn’t earn it.” • which can lead to acting out, aggression or a meltdown. • Alarm: “What will happen if my parents found out that I couldn’t be ‘good enough’.” • thus, increasing anxiety and possibly contributing to a meltdown • Intensified Pursuit: “I will pay attention to and do only those things which will earn me the reward.” • resulting in performance but not necessarily true learning. This can also cause exhaustion as it is hard to be good all the time. 28

WHAT IS THE EMOTIONAL FALLOUT OF A BEHAVIOUR SYSTEM?

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WHAT IS THE EMOTIONAL FALLOUT OF A BEHAVIOUR SYSTEM?

USING THE AGENDA TO REPORT BEHAVIOUR AT THE END OF EACH DAY i. A “red” or “yellow” face puts the child into a state of facing separation – imagining and/or seeing DISAPPOINTMENT on the parent’s face. ii. The parent is disappointed, wants to correct the behavior, but it can’t happen overnight, so everyone is tense. iii. The parent and child are both frustrated or alarmed and therefore, the child cannot “rest” in the relationship – poor rest increases the likelihood of poor behaviour. iv. “Good” children can become alarmed – fearful of getting a “yellow” or “red” face = Sunday night meltdowns. v. The adults at school are not seen as “safe” because they are the ones reporting the behavior to the parents. vi. Children’s anxiety increases or they start not caring. 32

USING A DIGITAL BEHAVIOUR MANAGEMENT SYSTEM What does it really do? i. Increases separation - the child anticipates the DISAPPOINTMENT of the parent if they didn’t EARN “enough” points or if they get a “bad” point. This leads to increased anxiety ii. Focus is on acting to get noticed - the child is now very aware of what behaviour is expected, and wishing to be “acknowledged”, will put a lot of effort into acting in a way that will get noticed by the teacher. iii. Energy diverts from learning to behaving as if – when children focus energy on acting appropriately to earn points, they will have less energy to engage in real learning. They may look more engaged in the task assigned, but can their brains fully engage in the learning process? Humans do not 33 multi-task very well.

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USING A DIGITAL BEHAVIOUR MANAGEMENT SYSTEM

iv. Increases a sense of shame - what if: • a child is having a bad day (they are tired, feeling sick, were just rejected by a friend)? • a child is immature and over-reactive and finds the behavioural demands of a full day in school overwhelming? • a child is trying very hard, and the teacher doesn’t notice? • a child consistently receives fewer points than her classmates? How does not receiving points make these children feel? v. Adult energy is on monitoring behaviour - when a teacher or aide is occupied with trying to monitor and measure behaviour, then they cannot be attending to the other needs of their students. Is there not a better use of their time? 34

USING A DIGITAL BEHAVIOUR MANAGEMENT SYSTEM

vi. Parental “judgement” is engaged before they see their child. If the parents receive the “results” before seeing their child – they can start to question their child’s performance. This affects their ability to welcome their child into their presence at the end of a long separation. vii. Behaviour to be accepted is quantified - instead of a “happy face” that summarizes the day, Mommy and Daddy can know exactly how many times the child behaved. “I only got 35 points. CAN YOU STILL LOVE ME?” viii. Anxiety increases - “Good” children can become alarmed – fearful of not getting enough points leading to Sunday night meltdowns. ix. Student-teacher relationships deteriorate -the adults at school are not seen as “safe” because they are the ones reporting the behavior to the parents. 35

USING A DIGITAL BEHAVIOUR MANAGEMENT SYSTEM

x. Parent – school relationships deteriorate - AND – what happens when a parent is “dinged” with a notice of a negative behaviour at 10 am? • There is no context to explain the negative behaviour. • The parent is anxious all day about what happened. • The child is awaiting the parent’s disappointment and displeasure. • The child may feel betrayed and unjustly treated. • Emotions of Frustration and Alarm increase • Emotional meltdowns can happen. • The parent tries desperately to fix the behaviour by disapproval and increasing consequences • Or the parent gets very upset with school staff. Are these systems contributing to the rise in anxiety or meltdowns of our children? 36

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USING A DIGITAL BEHAVIOUR MANAGEMENT SYSTEM

xi. Other concerns: •

The creation of digital behaviour profiles on students could have a long-lasting impact. Old fashioned points systems such as star charts were temporary, had a short life, and weren’t terribly effective. ClassDojo collects and retains all recorded data on students.

•

Concerns have been raised over who owns this behaviour data and how it might be used in the future. There is potential for behavioural data profiles to follow students through school. It’s too early to tell how they might be used in the future and what problems this might present. 37

CONCLUSIONS Reward systems are NOT innocuous or harmless. They have been shown to: • Make attachment conditional • Affect the attachment relationship with parents • Cause feelings of shame and even hopelessness • Increase alarm and anxiety even among the “good children” • Discourage and decrease natural developmental tendencies such as: ü the desire to be good for one’s teacher ü caring for others ü trying new things – creativity and risk ü joy of learning WHY ARE WE STILL USING THEM?

Interventions 1. Maximize Attachment 2. Compensate for the effects of Immaturity 3. Build a Village of Attachment 4. Minimize the effects of Peers 5. Allow for Emotional Expression 6. Encourage Play Work with behavior at its root for lasting change. 39

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ATTACHMENT

Every day our children wonder: Who is taking care of me? How can we help children stay attached to the adults who are there to care for them?

• a warm invitation

• a soft enough • safe enough from disruption heart 40

Attachment What attachment does … Arranges hierarchically

enables adults to… Take charge of them, take care of them Provide comfort, rest and a place of retreat

Creates a sense of home Creates a compass point

guide & direct them and transmit our culture 41

SEEKING

PROVIDING

dependent instincts instincts to depend

instincts to guide

to get one’s bearings

to orient and inform

to seek assistance

to protect & defend

to look up to

seeking

to belong to follow

ING PROVID

(ALPHA instincts)

to guide and direct to look out for to possess to lead and guide

to look for guidance

RIGHT RELATIONSHIP 42

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MAXIMIZE ATTACHMENT Greeting students at the Door • significant improvements in academic engaged time and reductions in disruptive behavior. • allows the teacher to get a sense of where the student is at when he/she enters the classroom

MAXIMIZE ATTACHMENT ENGAGE THE ATTACHMENT INSTINCTS BEFORE TRYING TO GET THE CHILD TO LISTEN OR TO BEHAVE

COLLECT BEFORE YOU DIRECT space - eyes - a smile - a nod How can I get the child to look at me and smile? • Say name gently • Have a smile ready in your eyes DOES THIS CHILD GIVE ME PERMISSION TO EXIST IN HIS/HER PRESENCE?

MAXIMIZE ATTACHMENT

GETTING STARTED Getting into the LEAD • Engage ALL the Senses • Focus on the Teacher • Use every time you see the students

SILENCE - SMILE

LEADING • All eyes on you • Now give your directions

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TRANSITIONS - Getting into the LEAD GETTING THE STUDENTS’ ATTENTION WITHOUT RAISING YOUR VOICE Have the children do something that is incompatible with other behaviours like talking to their friends. The alternate behaviour should be fun: Songs, Chants, Funny gestures All eyes on you SILENCE - SMILE

Now give your directions 46

ENGAGE THE ATTACHMENT INSTINCTS

Challenging students Make a list of the students “at risk” Seek them out to greet pleasantly as often as possible This gives you a sense of where the student is at Check the AGENDA – for parental notes Have a Plan B if, the student seems distressed

Let other staff know of potential difficulties

Keep it LOW KEY 47

ENGAGE THE ATTACHMENT INSTINCTS

Challenging students When you find that a student is no longer following your lead – go back to the beginning – use a collecting ritual • Use an attachable tone • Find a way to catch the student’s eyes, nod and smile – playful mode • If you have to raise your voice to get the student’s attention, when s/he looks at you, have a smile in your eyes. Which person would I rather listen to? WORK AT ATTACHMENT AND ATTACHMENT WILL WORK FOR YOU 48

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COMPENSATE FOR THE EFFECTS OF IMMATURITY ANALYSE THE ENVIRONMENT AND SCHEDULE FOR WHERE AND WHEN TROUBLE HAPPENS Getting ready to work: • Provide extra pencils – erasers - calculators – etc. • Make it easy for the students to find their copy books and texts Location of: • pencil sharpener OR have many sharpened pencils available • student desk to where least disruptions will happen Don’t penalize students for adult decisions 49

COMPENSATE FOR THE EFFECTS OF IMMATURITY SET UP YOUR ENVIRONMENT TO HELP GUIDE ACCEPTABLE BEHAVIOUR LINING UP: 1. Masking tape 2. Floor decals CIRCLE TIME: 1. Masking tape 2. Chairs 3. Hula hoops 4. Carpet swatches 51

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HELPING the UNFOCUSED CHILD SEAT WORK AND WRITING • When focus wanders – redirect to completing one small step / fold the paper / highlight the ones you want completed • When focus wanders again – provide an alternate activity o For young children - PLAY – if other children ask why he gets to play – say, “He completed his work.” o For older children – Personal Bin • Read the group, cut the activity short and give permission for free time

COMPENSATE FOR THE EFFECTS OF IMMATURITY

PERSONAL BIN Contains • activities to engage the student if they need a moment of respite • can be easily transported to another location or another room PETER

HELPING the AGITATED CHILD Provide the student with an environment that is necessary for THEIR level of functioning.

• Tolerate movement – allow for pacing or squirming • Provide acceptable fidget items • Provide sufficient “elbow room” • Allow for frequent movement breaks – Active Corner • Give active jobs • Use Brain Breaks – all the class will benefit

Managing Behaviour without Rewards

It is also possible to set-up a Movement Area within the classroom with selected exercise posters

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MOVEMENT STATION

BRAIN BREAKS - ACTIVE As movement is incorporated into the daily classroom routine • the brain is able to function at higher levels, Reduces STRESS and ANXIETY Improves STAYING ON TASK Increases ATTENTIVENESS Restores ENERGY and MOTIVATION

KINESTHETIC HALLWAYS 56

DIFFERENT WORK STATIONS

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DIFFERENT SEATING OPTIONS

PROVIDE OUTLETS FOR REDUCING ANXIETY

FIDGET ITEMS

WEIGHTED ITEMS

CREATE A QUIET CORNER Noise cancelling earphones Fidget items Books

Stuffed animals 60

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HAVE A PLAN FOR CHALLENGING BEHAVIOURS WORK WITH YOUR SCHOOL TEAM TO CHANGE THE CIRCUMSTANCES RATHER THAN JUST TRYING TO CONTROL OR CHANGE THE STUDENT

• Recess / Breaks ANTICIPATE & PREVENT üWith extra supervision • Hallways üAway from other students • Bathrooms BE a TRAFFIC DIRECTOR (who üUnder supervision directs away from trouble) rather • Lunch time than the POLICE (who gives a üIn a quieter space consequence for troubling • Substitute teacher behaviour) üMake introductions or have an alternate ”person” the child can be with 61

USE TIME-AWAY instead of TIME-OUT If you are starting to “reach your limit” with a child OR if a child needs to be away from the other children

1. Send the child to a safe place • The “quiet corner” within the room • Behaviour Specialist/Counsellor • the Office • Nurturing Support Centre 2. Send the child TO SOMEONE to deliver something • a book • an envelope 3. Always go to the student and let them know that the relationship is still intact. 62

BUILD A VILLAGE OF ATTACHMENT 1. Surround the child with as many caring adults as possible 2. Help students form attachments to adults and adults to form relationships to the student 3. Create a positive relationship with the parents • Positive phone calls/notes home • Welcome parents warmly even when there is “trouble”. • Avoid use of the “green/yellow/red” face type of behaviour management system or digital management systems 63

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COMMUNICATE WITH PARENTS • Invite the parent to a problem-solving meeting • Show lots of empathy for their child’s challenges • Focus on what each person can do to make school an easier place for the student to manage • Explain that there will no longer be a daily report because of its effect on the child-adult relationship • If behaviour needs to be communicated, find another way • If the student has had a difficult day encourage the parent to provide MORE comfort and rest (no homework, bath, story, cuddles) • Find ways to communicate with the parent to offer help

Instead of USING the AGENDA

BUILD A TEAM OF INTERVENERS Create or use your existing a school team to • Plan regular meetings to discuss challenging students and how best to help support them so they can handle being in school • Put together a team of adults to share the responsibility of caring for challenging students • Use adult resources in the school creatively “Children come to feel themselves as being safe through their experience in relationship with a caring and protective adult.” Australian Childhood Foundation

MINIMIZE THE INFLUENCE OF PEERS 1. Expect poor behaviour when the student spends unsupervised time with peers 2. Allow the student to spend time in the presence of those more mature. 3. Find “dignified” ways of keeping students separated a. Helping in another class b. Helping others in the school 66

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ALLOW FOR EMOTIONAL EXPRESSION Dra

w Dra

us ic

in g

nc e 67

IDEAS FOR PLAYFUL RELEASE OF EMOTIONS • Write out Frustrations and make into paper balls or paper planes to throw • Dance party • Table-top “expressive art” (banner paper on a table with crayons) • Mural for expression

• Bubble-wrap stomping • Egg carton crushing • Spray-bottle painting on paper or snow • Pool-noodle sword fighting • Drumming party

BE CREATIVE! EMOTIONAL RELEASE THROUGH PLAY WITH YOUR STUDENTS CAN MAKE A DIFFERENCE 68

ENCOURAGE PLAY Create time for play Escalating diagnoses of childhood anxiety, depression and ADHD has paralleled the loss of Play - Peter Gray, American Journal of Play 2011

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PLAY WITH THEM

H UG LA

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HAV FUN E !

Playing with children increases attachment eyes, smiles, nods, make children want to be with us and listen to us. The mutual joy that adults and children can experience during play all regulate the body’s stress response. PLAY TIME SHOULD NOT BE EARNED– it should be scheduled and protected. The more the child is IN TROUBLE, THE MORE HE/SHE NEEDS PLAY TIME. 70

HOW CAN I HELP MY CHILD AT HOME? DISTRACTED, OVERACTIVE AND DISORGANIZED IMMATURITY

ALARM

• accept the immaturity • be the child’s helper • become their prefrontal cortex – organize for them • provide extra structure and support

• increase attachment to reduce separation alarm • avoid lecturing and criticizing • avoid punishments • avoid reward systems • reassure frequently that the relationship is secure

THE DRAMA OF THE DISTRACTED, OVERACTIVE AND DISORGANIZED CHILD

IMMATURITY

ALARM DISTRACTED, OVERACTIVE AND DISORGANIZED

SEPARATION ALARM

ANXIETY AGITATION INATTENTION MEMORY PROBLEMS OPPOSITION TANTRUMS

ADULT UPSET AND DISCIPLINE

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INCREASE ATTACHMENT How can I get the child who is playing a video game, playing with toys or playing with friends to look at me and smile? COLLECT BEFORE YOU DIRECT Get close - the eyes - a smile - a nod • Get close enough to see what they are doing – stand quietly • Wait until they look up at you • Smile and with a gentle voice comment on what they are doing • When they are nodding and smiling – let them know what you want them to do: “It’s time for supper.” “It’s time to clean up.” “It’s time to go.”

INCREASE ATTACHMENT

Come alongside to decrease alarm • Talk about how hard it is to remember and get things done • Assure the child that you will keep helping • If the child has had a “bad day” at school give extra care – warm blanket, hot chocolate, favorite treat, read an extra book When we care for our children on their bad days, we decrease their attachment alarm – this helps them become calmer and improves their behaviour 74

INCREASE CO-OPERATION

USE PLAY AND Playing usually causes smiles PLAYFULNESS – increasing attachment • Make routines fun: o Going upstairs to bed: Hop like a bunny o Brushing teeth: Catching the green gremlins o Washing hands: Using bubbles – different colours o Listening to their music (teens) while cleaning up and doing dishes

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COMPENSATING FOR IMMATURITY READ THE NEED AND TAKE THE LEAD • Organize their backpack • Keep track of their important items • Basket or box with their things – organize each week • Avoid lecturing and explaining • Help with homework • Setting out clothes at night THEY’RE NOT DOING IT ON PURPOSE

COMPENSATING FOR IMMATURITY HOMEWORK • Set a time limit • Break into small chunks • Stay close by • Help your child stay on task by pointing to the next step • Use gestures not words • Have a fun movement break • Smile and encourage

COMPENSATING FOR IMMATURITY Routines and Chores

• Small short tasks • Visual prompts • Stay close by

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INCREASE PLAY TIME

PLAY: is essential for emotional well-being is essential for brain development is essential for developing life skills 79

BRIDGE PROBLEM BEHAVIOUR The message we want to give our children even if things are not going well - WE WILL CONTINUE TO CARE FOR THEM. “We’ll try again tomorrow.” “I still love you.” Give the child something to hold onto: • Small note • Token

BRIDGING gives the child HOPE. 80

WHAT DO OUR DISTRACTED, OVERACTIVE AND DISORGANIZED CHILDREN NEED FROM US? UNCONDITIONAL ATTACHMENT PROVIDE MORE ATTACHMENT (kindness and caring) WHEN BEHAVIOUR IS challenging.

Children grow and develop when adults create a relationship garden

When children are attached to us, they WANT to follow us. 81

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MANAGING BEHAVIOUR WITHOUT REWARDS – Transitioning out • Do it slowly and be prepared for a reaction • Frame it as “taking a break” “You’re all doing well enough” • Give out “prizes” randomly, without having to merit it. All whose names start ‘A to D’ will get a fancy pencil or a sticker. • Explain to parents that you are doing things differently – most will be relieved. 82

MANAGING BEHAVIOUR WITHOUT REWARDS – Transitioning out • Focus on helping students to get things right – you will have more time for helping when you are no longer monitoring and justifying • Ask for help from the School Team for creating plans for your most challenging students • HAVE FUN with your students – use Brain Breaks and Play Students who are attached to adults want to behave for them. 83

HOW BEHAVIOUR CHANGES

Maturation Behaviour changes as the brain matures

Emotions Behaviour changes when emotions are felt

Vulnerability Behaviour changes when vulnerability is protected

Attachment Behaviour changes when students are attached to adults

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Eva de Gosztonyi, Martine Demers, Catherine Korah Centre of Excellence for Behaviour Management

www.cebm.ca RESOURCES CENTRE

A website that helps schools to use a developmental-traumaresponsive-attachment friendly approach 85

IDEA CENTRE Website

www.ideacentreforeducators.org

For pdf of resource list and pdf of slides https://www.degosztonyi.org/blog

NURTURING SUPPORT CENTRE www.cebm.ca/nurturing-support-centre 87

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NURTURING SUPPORT CENTRE (NSC) An alternative environment for students who are not able to function in the regular classroom at certain times of the day.

PROVIDES SUPPORT: Ø BEHAVIOURAL Ø EMOTIONAL Ø ACADEMIC

A GREENHOUSE

• not a segregated class • part of a continuum of interventions • relationship based – managed by the adults • quiet, structured and secure environment • nurturing - supportive • provides respite for students and teachers 88

Book shelves Quiet Area for emotional support

Reading Corner

Quiet Area for individual work Kitchen/Social Area

Work Area Sink

Locker Area

Technician’s Corner

Entrance Area

Building & Creating Corner 89

ENTRY AREA - PRIMARY

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OPTIONS ON ARRIVAL AT NSC PRIMARY - WHEN ADULTS ARE BUSY

QUIET AREAS - PRIMARY

TEACHING AREAS - PRIMARY

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INTERVENTION MATERIAL PRIMARY « AT HAND»

SUPPORT MATERIAL PRIMARY INDEPENDENT WORK

ENTRY AREA - SECONDARY

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SECONDARY

WORK AREA

LOCKERS QUIET AREA 97

SECONDARY KITCHEN & RELAXATION AREA

Over 20 Proven and Effective Strategies for Children & Adolescents who are Oppositional, Disruptive & Defiant Dr. Caroline Buzanko drcarolinebuzanko.com caroline@korupsychology.ca

Developing a personal action plan What traps do I need to get out of?

How can I improve my approach for effective communication?

Yelling

What can I start collaboratively problem-solving?

What can I do proactively ?

Listen

Blaming

What I can do to strengthen our relationship?

Regularly label & describe feelings

Chores

Collect with a smile

Set regular family meeting

Respectful language

Shoot hoops

Homework

Text a meme

Minimizing

Deleterious effects on relationships Emotional well-being

The Costs of Oppositional, Defiant, Explosive Behaviours

Education

Community adaptation

Low selfesteem

Problem behaviour Mood lability, frustration tolerance

Employment

Poorest prognosis for adult adjustment

Socialization Other serious problems

drcarolinebuzanko.com

Strengthsbased

Collaborative

Prevention focused

Holistic

Laying the Foundation

Developmentally Appropriate Behaviours

Preschoolers

Grade school

Early Adolescence

Teens

• Argue • Demanding • Independence • Say “No!” • Test limits • Act babyish • Some tantrum • Minor aggression • Jealousy, worries • Know-it-all

• Want more freedom but need help • Struggle with failure • Support to manage big emotions • Poor verbal impulse control • Test limits • Tantrums • Dramatic • Complaining

• Attitude • Mild opposition • Social skills trouble • Don’t think of consequences of actions • Argumentative • Push against/argue about rules • Disrespectful • Blame others

• Experimenting • Minor rebellion • Control for autonomy • Resistance to authority • Moody • Noncompliant, Defiant • Emotionally distant • Impulsive and risk taking • Dismissive • Misread social cues

Are Behaviours Problematic?

Consider:

• Developmental milestones • Two-year-old vs. 10-year-old

• Environmental context • Family dynamics • School setting • Peer interactions

drcarolinebuzanko.com

Normal vs. Problematic Behaviours • Persistent pattern • Frequency and intensity are out of proportion to developmental expectations • Impair functioning across contexts • The context and severity • Adaptive vs. maladaptive

Warning! 100% obedience comes at a great cost

Importance of acting out • Essential for development & learning • Learn about themselves & the world • Boosts independent thinking • Helps form identity • Boosts emotional regulation • Empowering • Stand up for themselves

Warning! 100% obedience comes at a great cost

Problem with compliance • Stifles development • Creates followers • Don’t think for themselves • Leads to anxiety, vulnerability, and lack of self-identity • Limits individuality • Easily manipulated • Erodes sense of self

drcarolinebuzanko.com

“People with great passions, people who accomplish great deeds, people who possess strong feelings, people with great minds and a strong personality rarely come out of good little boys and girls.” Vygotsky

Non-Compliant People Change the World!

All Behaviours are Adaptive for them in Some Way They have learned to be tough

Behaviours:

A puzzle to be solved vs. a problem to eliminate

drcarolinebuzanko.com

First ask

1. What behaviour do we want to see more of? 2. How come? 3. What is important for THEM?

No bad kids!!! What are they defending?

FBA

Skill deficit

Getting needs met

Basic Functions

Gain

Behaviours Communicate

drcarolinebuzanko.com

Avoid

Basic Functions

Gain

Behaviours

Avoid

Communicate

What are They Communicating?

An unmet emotional need? A need for autonomy or control? Discomfort with certain situations or stimuli? Attempts to avoid perceived threats or challenges? Frustration due to lack of skills? Expression of feelings that they may not know how to articulate verbally?

Safe and stable home

Pain

Thirsty

Basic Needs

Sensory

drcarolinebuzanko.com

Hungry

Need to go to toilet

Tired

Sick

To be loved Avoid loneliness and alienation

Healthy relationships

To belong

Basic Social Needs

Consistent and supportive caregivers

To be accepted

Attachments

Feel competent Live up to full potential

Recognition from others

Advanced Needs

Purpose & contribution

Achievement

Respect from others

Self-esteem

Psychological Functions

Attention seeking

Power

drcarolinebuzanko.com

Revenge

Inadequate

Attention Seeking

Skill deficit

Don’t feel connected

Insecurity

Wrong attention

Power

Anxious

Not capable

No control

Revenge

Defeated

Bad

Unloved

Hurt

drcarolinebuzanko.com

Inadequate

Learned Helplessness

Unsuccessful

Discouraged

Worthless

Why is this behaviour happening? What is going on for the child? What are the contextual circumstances? Why now?

ABC of Behaviours

drcarolinebuzanko.com

Antecedent

Conditions in which the behaviour will occur

Behaviour

Observable

Consequence

What happens as a result of the behaviour

Also want to know: When are kids are doing good?!!!!!

Beyond ABC’s Motivation

Influence behaviour Emotional regulation difficulties; Cognitive challenges

Internal factors

Unmet developmental needs (e.g., need for autonomy)

Antecedent

Conditions in which the behaviour will occur

Behaviour

Observable

Consequence

What happens as a result of the behaviour

Internal

Motivation: Why we behave in certain ways

• Mastery • Satisfaction • Self-achievement • Acknowledgment • Helping others

External • Stickers • Trophies • Behavioural Charts • Money

drcarolinebuzanko.com

Enjoy the internal feelings from the behaviour

Enjoy the things or privileges they receive

When you know the function of the behaviour you can use motivations as a guide to change behaviour.

Social emotional Fear

Attention Motivational Schemes

Pain

Control

Most kids have a combination! Intervention based on the dominating scheme.

Sensory

Functional Behaviour Analysis • Hypotheses re: antecedents • Conditions to change • Skills to be taught • Replacement behaviours • Interventions needed • Strategies • Preventive vs. reactive

No bad kids!!! What are they defending? FBA

Skill deficit

Social

Getting needs met/ Rewarding

Teach skills

Fill needs proactively

Attention, task avoidance, stimulation

Comm.

Emotion regulation

Skill deficit! Teach how to get needs met

drcarolinebuzanko.com

Punitive Measures (e.g., timeouts, loss of privileges)

Why Behavioural Approaches Fail

Reward systems (e.g., token economies) Verbal Redirection (command-based responses and reasoning) Authoritarian Approaches (“Do as I say” focusing on obedience)

Focus on compliance vs. understanding the behaviour's purpose.

Why Behavioural Approaches Fail

Do not address the underlying emotional needs or skill deficits. May increase power struggles and escalate behaviours. Can damage the relationship and lead to mistrust. Reinforce negative behaviours

Lack long-term effectiveness

Impacts self-esteem

Unfortunately,

When we take behaviours at face value, we miss the source.

drcarolinebuzanko.com

We often escalate the behaviour if we’re only giving the child attention when there is a problem behaviour

Social disconnection and loneliness Local and world news

Social media

Far more:

Identity and body Issues

Current State of the world

Worthlessness

• Depression • Self-harm • Suicide

Multiple pressures and high expectations

Than any other generation

Helplessness

Major Psychological Risk Factor

Loneliness Poor School performance

Self-esteem

• Impairs resilience • Contributes to everything we worry about as parents

Depression

Screen time

Disordered eating

Withdrawal

Anxiety

Suicidal planning

Suicidal ideation

Violent Images: The brain can’t tell the difference

HIGH LEVELS OF DISTRESS

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DISORIENTATION

FAULTY INFORMATIONPROCESSING

• Releases stress hormones • Increase heart rate • Increase blood pressure • Increase energy • Increase alertness • Slows other processes (to fight or run away) • Secretes acid into the stomach to empty it

Over time high levels of cortisol…

CARDIOVASCULAR PROBLEMS

Weaken kids’ ability to manage emotions Poor self-regulation because resources used up • Increased emotional reactivity • Proactive aggression • Anti-social behaviours

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LOWERED IMMUNE SYSTEM

PERMANENTLY CHANGES THE BRAIN & POOR STRESS REGULATION

Frontal Lobes

Maturity

Capacity to focus & self-regulate diminishes

Emotion Regulation and Impulse Control

Stunted growth of cognitive skills

Exert control over the amygdala and emotional responses

Immature brain & delay in maturity Critical for focus, regulating behaviour, and decision-making:

Gaming & Emotion Regulation • Suppresses amygdala • Gaming becomes a maladaptive coping mechanism • Temporary relief • Dependency!

Gaming & Learning & Memory • Hippocampus • Responsible for forming, storing, and retrieving memories. • Works closely with the amygdala • Cuts access to hippocampus • Learning circuitry in the brain becomes inactive • Don’t learn from mistakes

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Sensory Overload

• Colonization of minds: Monopolizes kids’ attention • Unable to resist

Gaming Hijacks the Most Powerful Part of the Brain:

It’s Reward System

Disrupts connections. Especially family connections.

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Disrupted Attachment

Family is the most important relationship overall development.

Important for discovering: • Self • Values • Personality • World

Gaming & Socialization • Low stakes socialization • Behave differently • No opportunities to learn and practice social skills • Interactions lack depth & emotional connection • Relationships lack authenticity and support • Increases social anxiety

Affects social development & social health Decreased skill development • Initiating and sustaining conversations/interactions • Sharing, negotiating, compromising • Social coping • Conflict resolution • Self-control • Over reactive • Miscommunicate • Accountability & integrity

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Social development & health • Increased screen time corelated with: • Diminished empathy • Reduced capacity to accurately read facial cues • Increased selfcenteredness

• Doubly problematic before bed: Screens impair sleep • Sleep efficiency • Sleep duration • Negative sleep patterns • Perceived lack of rest • Sleep disorders

Affects

SLEEP!!!

Gaming & Physical Well-being

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Perfection School achievement Appearance Happiness

Perfection Masculinity norms

Expectations to succeed

Limited opportunities to express emotions

Limited meaningful male friendships

Self-esteem • False messages to avoid rejection • So happy! • So beautiful! • “Likes” worsens self-esteem • Others won’t like the “real” them.

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 

   

Bullying doesn’t happen privately anymore

    



  

Sending unsolicited and/or threatening e-mail. Encouraging others to send e-mail or to overwhelm the victim Posting/spreading rumours. Making defamatory comments online Sending negative messages Sexual remarks Posting the victim’s personal information Hate speech Impersonating the victim online Harassing the victim Leaving abusive messages online, including social media sites Sending the victim pornography or other graphic material that is knowingly offensive Creating online content that depicts the victim in negative ways Trolling Cyberstalking Hate raids 58

Technostress • Hard to detach = chronic stress • Shame & stigma If not connected

Digital Immigrants vs. Digital Natives No issue big enough to risk being disconnected 60

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Adults also make things worse Get Out of the Traps: This alone can make all the difference in the world

Over-Nagging and Unrealistic Demands • We place more demands on children than adults • Constant correction and nagging • Erodes relationships • Discourages autonomy • Would we treat our coworkers or friends the same way?

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Fixing

Persuading and pushing

Punishing

Directing

Unhelpful Interactions • Adding stress • Failing to meet their needs • Unwittingly responding in punishing ways, even when trying to be supportive

Unsolicited Support vs. Perceived Support • Swooping in can: • Undermine the equity in the relationship • Create a sense of obligation • Independence and self-esteem threatened • Feel invalidating • Seem unsympathetic • Shut down communication

Talking too much or asking lots of questions

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Behaviour problems

School failure

Anxiety Parentchild interactions

Social withdrawal

Depression

Family Dynamic Traps & Outcomes Connection Disruptors

Child outcomes

• Frequent arguing • Inconsistent rules • Lack routines or structure • Triangulation • Parental over involvement • Nagging (even to change health related behaviours)

• Feel threatened (externalizing behaviour) • Self-blame (internalizing behaviour) • Poor models for coping • Lack of trust • Few resources • Blunted reactivity – unable to respond effectively to stress • Lifelong health problems

• Exercising • Taking medications

Safe environment

Criticizing

Supports

Minimizing

Validates

Punishing

Perspective taking

Own emotion dysregulation

Own emotion regulation

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Child emotion dysregulation

Adaptive child emotion outcomes

Parent emotion-related behaviours

Role of Environment on Biology Inconsistent discipline

Defiant Behaviours Low punishment sensitivity

Role of Environment on Biology Adults modelling poor coping strategies

Irritability, reactive aggression, risk-taking

Limited cognitive control

Great changes when ADULTS learned new skills changed their behaviours

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Greatest predictor of ODD: Adult stress + negative perceptions of the child

Caution! Behaviours do not exist in a vacuum • Why do we focus only on the child and changing their behaviours when • The greatest predictors of their behaviours are external? • External changes make things better?

Adults play a critical in how kids see themselves Interacting in ways that make them feel judged, labelled (e.g., lazy or unmotivated), contingent, stifles communication and connection

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Caught in stress and lack and deficits

Disruptive

Talks excessively, disrupts the class.

Characterized by distractibility, impulsivity and restlessness or hyperactivity

Impulsive behaviours that cause suspensions and peer conflict.

Symptoms have far greater intensity than in the everyday person

Interfere with everyday functioning socially, academically, and at home

Aggressive

Rushing ahead and doing work incorrectly even when models provided.

Low frustration tolerance – explosive outbursts over minor incidents.

Poor social awareness. Limited conflict resolution skills.

Focusing on what is wrong can be very impairing for students.

Disengaged Students: 20% Opt out • School activities • Classroom discussions

Interrupt class discussions

Meet minimum requirements

Look bored, zoned out, distracted

Give up easily

Poor attendance

Frequently late

Behavioural challenges

Don’t tend to catch up academically

Drop out completely

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Student alienation • Relationship with teacher

Relationship

Years in School

Alienation from school

Dropping out

drcarolinebuzanko.com Engagement in School • Competence and confidence • Intrinsic motivation

Push Out (vs. Drop Out)

Cannot regulate if brain resources are focused on getting basic needs met

Safe and stable home

Pain

Thirsty

Basic Physical needs

Sensory

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Hungry

Need to go to toilet

Tired

Sick

Address the Environment

Address Risk Factors • Punitive parenting • Neglect • Victimization • Peer rejection • Poor social skills

What risk factors need to be addressed

Boost Protective Factors • Secure attachment & stable family • Positive parents • Responsive • Supportive • Reliable • Non-punitive • Emotion regulation • Effective communication • Positive relationship with non-family adult • Supportive relationships with prosocial peers • Social development (empathy, perspective taking, problem solving) • Limited exposure to violent media/games

What protective factors will most contribute to change

What is the most important outcome for the child, family, class, school

Identify (& Minimize) Risks • What system (e.g., individual, family, school, or community) • What effects do the risks have on the student? • Do kids blame themselves? • Negative self-talk? • Poor emotion regulation?

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Enhance existing protective factors Introduce new protective factors

• Strengthen relationships – attachment and networks • Strengthen relationships – improve communication • Emotion regulation

Provide resources and • Educate • Opportunities for independence & experiences for resilience autonomy Build individual attributes

• Opportunities for personal challenge – problem solving and critical thinking • Build relationships – social skills

Capitalize on Personal Strengths and Resources

PERSONAL STRENGTHS

FAMILY RESOURCES

PAST SUCCESSES

COMMUNITY RESOURCES

SUPPORT NETWORK

TEAMS OR CLUBS

Promote Protective Factors Enhancing Resilience Relationships

Mentors, teachers, coaches, extended family, family friends

Identity

Use talents, experience respect, self-worth

Agency & Control

Opportunities for belonging and contribution

Social Justice

Laws, anti-discrimination

Access to material resources

Housing, basic needs, jobs,

Belonging & Contribution

Experiences at school, on sports teams, religious institutions

Cultural adherence

Cultural spaces, diverse curriculum

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Promote Family Protective Factors Enhancing Resilience Supportive Caregiver Relationships

Consistent, supportive, and model prosocial behaviour.

Safe and Structured Home Environment

Safe, predictable, nurturing, and meet basic needs Structured, predictable routines Enjoyable family activities Relationships with positive, stable, and safe influences for the family

Opportunities to Navigate Adversity

Opportunities to cope and solve problems on their own

Engage in own self-care for optimal functioning

Not being overly protective Open Communication

Feel valued and understood

Positive Family Relationships

Emotional Warmth and Affection

Promote Community Protective Factors Enhancing Resilience Positive Community Relationships

Consistent, supportive, and encouraging.

Supportive Peer Networks

Healthy relationships (mutual respect, trust, effective emotion regulation, kindness)

Access to Quality Education

Inclusive, supportive, and adaptive to their needs

Safe and Inclusive Community Spaces

Comfortable to interact, play, and learn together

Community Services and Support Systems

Access to physical and mental health care and other services

Cultural and Recreational Activities

Enhances sense of identity, belonging, and resilience

Teachers, coaches, neighbours, family friends, counsellors, cultural role models

Connecting with heritage and explore new interests

Not interested in the subject

• Make it interesting

No ownership over learning

• Give ownership over learning

Perceived workload overwhelming • Make the work perceivably manageable Lack of confidence

• Promote confidence

Anxiety

• Promote resilience

Relevance

• Get buy-in. Rationales & relevance

Self-identity

• Contribute to empowering identities

• Strengthen connection Relationship with teacher Relationship with teacher

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Build Skills Key Skill for adaptive behaviours? Self-regulation

ATTENTION

BEHAVIOURS

SOCIAL INTERACTIONS

PERSISTENCE

MOOD

LEARNING

LONG-TERM HEALTH AND WELL-BEING

OVERALL SUCCESS IN ALL DOMAINS

Self-regulation affects:

Self-Regulation The ability to process and manage thoughts, feelings, impulses, and behaviours

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To adjust, we need to be aware of:

Self-regulation Building Blocks

Behaviour

Sensory Processing

Emotion development

Attention

Executive functions

Planning and sequencing

Receptive language

Social skills

Working memory

Need to Consider now

With future anticipation and past experience

To develop a plan to choose what to do next

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Remember rules + anticipate consequences…

Effortful! & Limited

…to manage thoughts and emotions… …to guide behaviour and make positive choices about what to do next

Working memory • Any instructions, routines, things they need to remember to do through the day • Math, reading, writing

Emotion Regulation

Get dressed Eat breakfast Be nice to your sister Pack your backpack

Energy Depletion

Brush your teeth If you don’t get done, no iPad after school

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So Many Skills to Regulate Effectively!

Inhibit automatic response and shift attention away from situation

Remember and sort through previous situations that resulted in current emotions

Identify what responses were helpful or not

Evaluate, differentiate, and remember appropriate responses for the current situation

Hold that information in working memory

Flexibly apply the rules corresponding to that situation

Energy Depletion Problematic when stress exceeds resources • Cannot self-regulate • Some completely withdraw • Others will do anything to get adrenaline rush • Many will do what they can to avoid and save face

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Which Leads to Behaviours • Intense emotions • Behavioural and emotional outbursts • Impulsivity • Rigidity • No self-reflection • Unable to take perspectives • Disengagement

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Not only the child’s behaviour that needs to be solved: Numerous factors influence the ability to cope

Child • Coping & Self-regulation • Self-confidence • Social Skills

Neighbourhood School Mass media

Communication Peers

Social values

Services

Models Child

Sibling

Attachment Infra-structures Community Cohesion

Cultural norms & values

Self-regulation is a process Motivate students to change behaviour by:  Changing their environment  Improving relationships  Creating opportunities for them to succeed

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Family Numerous factors Community influence our ability to cope Society • Parenting • Relationships • Connections

Public policies

Tech

SES Factors

• Connections with peers • Educational settings • Healthy risk-taking opportunities

• Policies • Values • Legislation

GREATEST SUCCESS: CHANGE THE WORLD (Multiple systems)

Individual factors

Self-regulation Pyramid

Opportunities

(From Co-Regulation to Self-Regulation

Belonging & connection Supportive Supportive adult environment relationships

Keys to success: Co-regulation Nurturing & maintaining emotional balance

Scaffolding support

Coaching and modelling

Effective adults help kids understand and adjust their thoughts, feelings, and behaviours. Help maintain balance.

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The only real behaviour management you need…. Strong Relationship

Parent & Teacher Relationships Major Protector Factor Positive physical and mental health Motivation Academic outcomes Academic self-efficacy Reduces risk outcomes • Violent behaviour, School failure, Substance abuse, Depression and other mental health challenges, Suicidal ideation, Unwanted pregnancy Major predictor of long-term happiness

•

• •

Critical difference in outcomes for kids with behaviour difficulties Greatest predictor of long-term happiness More predictive than ACEs

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Safe, nurturing relationships… Multiple adults at home, school, and community part of their fan club Mr. A

Mr. A

Math

Ms. W

Writing

Bullied Ms. D

Mrs. B

Mrs. D

Adult co-regulation and emotion control

•Avoid passing own stress on to kids!!!

Stress is Contagious

•What is going on for me? • Am I being patient? Warm? Responsive?

• Must manage own burnout, anxiety, stress, and trauma so you don’t pass it on

• CO-REGULATION critical!!!

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Stress = Danger

Feeling Safe Where do they run to?

You can directly influence the degree of safety or degree of threat kids experience

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• Context • Nervous system on alert • Are we safe? • Is it safe to engage? • Do I need to run away? Or shut down?

Connection • Fundamental priority • Physiologically constantly seeking connection • Kids’ connections are critical to tolerate and regulate their emotional responses

Trauma considerations Kindness and caring attention can be problematic

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We have our own unique interpretations

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Collaborate! • Always remember everyone has different experiences. • Create a guide and get them to lead

What do you need from others when dysregulated? We all need different things when we’re distressed

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Remember! Greatest predictor of ODD: Adult stress + negative perceptions of the child

It’s hard believing the positives when entrenched In the deficits.

Interpersonal Expectancy Effects

Rosenthal & Jacobson, 1966

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• Positive teacher expectations can significantly enhance student performance and intellectual growth • Positive expectations beyond the classroom

Reframe Thoughts about the child and their behaviours

The things that often frustrate adults

Are often some of their greatest strengths.

Bossiness Aggressiveness Argumentative Stubborn Easily upset Defiant

• LEADER • ASSERTIVE (knows and gets what she needs) • Strong conflict resolver and negotiator • Persistent • Emotionally expressive (easier to help and quicker to recover!) • Independent 132

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Strengths-Based Reframing of Behaviours Behaviours are • Signals of unmet needs or skills to be developed • Opportunities to practice your own skills & to teach new skills

Stubborn

Persistent

Encourage perseverance in tasks they find meaningful

Defiant

Independent

Provide opportunities to channel autonomy positively.

Attention-seeking

Connection-seeking

Give proactive attention and connection.

Interpersonal Expectancy Effects Perceive Students for Their FULL Potential

Think back through your own life  Who was there to support you?  Who helped you feel confident?  Who helped you feel important? Like you mattered? Like you belonged?  Who believed in you?

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Think back through your own life  Who had a negative influence on you?  Who made you feel bad about yourself?  Who made you feel like you could never do anything right?  Who made you feel like you just annoyed them and didn’t belong?

Change lenses • Where is the good? • Books open? • Successes?

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Focus on the most important • What else is important? Connection vs. disrupted afternoon

Flipping vulnerabilities: Turning Challenges into Opportunities

Shift situations that typically provoke negative behaviors into opportunities for positive growth and experiences.

Activity: Reframing Problem Behaviours as Opportunities for Growth In groups • Discuss common oppositional behaviours • Identify the potential underlying needs/what it is trying to communicate • Identify underlying strength • How can this strength be nurtured to encourage more positive behaviour?

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Example Refusal to Do Schoolwork • Potential Need: Needing more support or engagement. • Potential Strengths: • Desire for autonomy and self-direction • Capacity for critical thinking: Student is evaluating the relevance of the task and seeking tasks that feel meaningful. • Perseverance in setting boundaries • Ideas to do: • Modify tasks for relevance • Provide choice and autonomy • Break tasks into manageable steps

Example Verbal Outbursts • Potential Need: Needing help in managing emotions. • Potential Strengths: • Assertiveness and strong expression • High emotional energy (valuable for leadership, advocacy, or creative pursuits) • Engagement • Ideas to do: • Teach emotional regulation skills: • Channel energy positively: • Validate feelings and provide alternativesv

Benefits of Reframes Understanding the underlying needs helps us develop empathy and patience, which are essential for supporting these students.

All challenging behaviors can be redirected as skills, such as resilience, self-advocacy, and leadership. When we reframe behaviours, students feel supported rather than punished, which can lead to greater motivation and a more collaborative approach to behaviour management.

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Collaborate with Kids

• How can we keep the good part of the behaviour that is helping you while getting rid all the unhelpful parts of the behaviour?

Relationship: How do you show up? One small change in your interactions can be a gamechanger.

You have less than 6 minutes

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Greet Students Every Day! A positive start to class greatly improves engagement and behaviours • Stand just in/outside the door or go around the room • Greet each student positively • Say their name • Have a short positive interaction • Follow student’s lead • Handshake, fist bump, high five, pinkie shake • Direct them to the first activity • Specific praise to reinforce desired behaviours

Enter their Quality world

Safe, nurturing environment… • Create strengths-based opportunities • Recognize and reinforce adaptive behaviours • Collaborate • No judgment • Tweens & teens – need status and respect • Validate • Avoid power struggles • Teach!

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Countercondition

Mimesis: Mimic their interactive style (Hard to connect if too discrepant)

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What I need from you

Find the time

Key to Success: Boosting OUR Qualities • Passion for helping • Showing patience and Perseverance • Adaptability to their changing needs • Demonstrate respect and reciprocity • Trust and transparency • Share about yourself too

• Honesty • Humility – acknowledge own limitations

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Open Supportive Communication = Connection Feel heard

Feel seen

Feel valued

My thoughts and feelings are worthwhile

Trust

Accepted/ Nonjudgmental

Positive energy in the relationship

Connection to Action

Listening

Demonstrating understanding

Valuing their perspective & what’s important to them

Responding consistently

Demonstrating warmth and positive regard

Meet THEIR needs

Emotion Coach

Effective Communication

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Talking will only escalate the problem (Even when we’re trying to help)

Our best intentions to make them feel better works against us • We minimize or negate their feelings • We excuse away their feelings • Kids may believe we don’t want to hear how they feel • We might send the message we know best • The benefit from our hindsight is lost • We disrupt our connection with kids when we share advice or opinions

Adults don’t tend to understand children’s experiences and needs

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• We use different parts of our brain and will perceive situations • Must understand their viewpoint to provide effective support

Understanding Perspectives

• A well-functioning perception system is essential for accurately interpreting the environment. • Faulty neuroception = ODD diagnosis • Our kids’ systems need recalibration • Safety • Acceptance • Validation

Effective Communication:

Become a Master Listener

Effective Communication

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• Talk less listen more

Disarming • Goal: Defuse anger and prevent escalation • Create space by acknowledging emotion without reacting defensively

Key to Success: Validation! Goal: Ensure THEY feel heard and understood

Feeling heard changes the brain pathways that calms the emotional brain

Validation Helps Disarm

• Acknowledge the truth of their experience • Recognize and accept their thoughts and feelings (even if they don’t make sense or seem absurd!)

Validation Show interest Reflect content Reflect feelings Validate the situation

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Eye level, full attention/no distraction Lean in & nonverbals Stay calm Paraphrase Clarify Ensure you understand their perspective Be hesitant! Acknowledge nonverbals Ensure you understand how they feel Makes sense, given this situation No wonder you feel this way!

Better yet, adjective!!! Let me see if I got that. You said… Did I get it? Is there more? That makes sense…

Effective Communication

Unhelpful Communication

You acknowledge their feelings

You ignore their feelings

You acknowledge their perspective

You ignore their perspective

Your attitude is respectful and caring

Your attitude is not respectful and caring

You respect their autonomy

You try to lecture, teach, or fix the situation

You listen more than talk

You talk too much

You remain calm

You escalate emotionally

You focus on their needs

You nag, lecture, fix, yeah but

You focus on what is important to them

You engage in power struggles or push your agenda

You understand words and behaviours are emotionally driven

You take things personally

You remain neutral or positive

You are negative

You are unconditionally accepting

You are judgey

How we talk is important

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Replace negativity with curiosity

Give space for regulation

Connection: Stay present Big emotions disrupts their ability to stay present and connected • We must create the space to do this • Our presence alone is often better than words

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Optimizing SelfRegulation Through Relationship Down-regulating “negative” emotions • Being • Tolerating • Validating

When Emotions Overwhelm

During a Meltdown • Remain calm and neutral • Create safety • Get down to their eye level • Minimal talking (soothing) • Disengage but remain close for support

Being an effective communicator is using nonviolent and responsive communication

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After a meltdown • Acknowledge and praise • Validate and empathize • If calm, if you must: • Work through it collaboratively • Lessons learned • Function of emotion • What’s next

You have choice in every conversation: Connection vs. correction • Focus on connection – this motivates positive behaviours • Connect before correct!

Effectively expressing thoughts, feelings, and needs

Help kids move up the ladder!

Verbal anger not directed to anyone Verbal aggression towards others Physical aggression towards objects Physical aggression towards others

They will challenge you!

Even if they challenge, we still have to work hard

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RESPECTFUL

POSITIVE

ASSERTIVE

NONTHREATENING

CARING

DISARMING & VALIDATING

No matter what, they MUST believe: We are on your side!

Remember: Many have worries about abandonment.

They need to feel they belong

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The basis of survival

What would you do?

When we have a strong relationship & know how to respond effectively

We can co-regulate

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Self-regulation looks like: Early Childhood (2-5) • Brief attention. • Use rules and strategies to guide behaviour. • Delay gratification for longer. • Perspective taking and empathy. • Language begins to control emotional responses.

Adult relationship • Key for effective emotion regulation Teach • Expressing emotions & problem solving through direct instruction, modelling, and coaching

Early Childhood Co-regulation Considerations

Label • Observed emotions Model • Appropriate emotion management (e.g., selftalk) Prompt & reinforce • To follow the same process. • Self-regulation supported through external consequences.

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Receptive and expressive skills related to executive functions and impulse control • Parent verbal skills also predictive of impulse control

Role of language

Language also important in learning strategies for selfregulation • Explain rules and talk through problems • Learn rationale for behaviours • Interpersonal communication • Negotiate adult demands and peer conflict • Verbal self-instruction to internal speech and later thoughts • Label emotions helps appraise their experience and how to react

Early Childhood Co-regulation to Self-regulation • Guided choices to promote a sense of control • Establish consistent daily routines to provide a sense of security and predictability. • Help children identify and label their emotions. Use stories or play to discuss feelings and appropriate responses to different situations. • Engage children in play activities that require turn-taking and sharing to naturally teach selfregulation in a social context. • Encourage them to solve minor problems on their own with verbal guidance, fostering early decision-making skills.

Early Childhood Co-regulation to Self-regulation Ideas for in the classroom • Visual and verbal cues to signal transitions between activities, helping children prepare for changes and reducing anxiety. • Provide structured choices during activities to promote autonomy while ensuring the choices align with educational goals. • Model appropriate social and emotional responses. Use role-play to practice these skills in a controlled setting, providing immediate feedback.

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Self-regulation looks like: Middle Childhood (6-12) • Not a lot of growth • Still an important time for skill development for those with lagging skills • Internal speech to guide behaviour. • Reflecting on one’s own thinking (to modify as needed). • Increased self-awareness of behaviour. Attention, flexibility, controlling impulses and emotions • Understand and respond to others appropriately. • Social problem-solving

• Self-regulation becoming more independent • Co-regulation still needed to manage difficult feelings, problem-solve social situations, and learn executive skills) • More space to make decisions and self-monitor within structure and consequences

Adult relationship Teach problem-solving.

Middle Childhood Co-regulation Considerations

Model conflict resolution. Provide time and space to manage emotions. Model, prompt, and reinforce developing skills. Encourage independence in task completion with external consequences as needed.

Middle Childhood Co-regulation to Self-regulation • Explicit teaching of specific strategies for managing emotions and focusing attention. • Scaffolding for complex tasks: step-by-step guidance, gradually reducing support as their skills improve. • Positive reinforcement for desired behaviours that promote self-regulation. • Problem-solve together, encouraging the child to generate potential solutions to problems they encounter, guiding them through the process of considering different options and consequences.

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Self-monitor and evaluate work and behaviour.

Middle Childhood Co-regulation to Self-regulation

SMART goals.

Strategies for managing time and being more independent through the day.

Collaborative problem solving.

Middle Childhood Co-regulation to Self-regulation Ideas for in the classroom • Implement classroom management strategies that encourage self-regulation, such as a place to reset their battery or a point system for selfmonitoring behaviour. • Use group projects to teach cooperative skills, turn-taking, and conflict resolution, requiring children to regulate their behaviour in social contexts. • Teach organizational skills directly, such as how to keep a tidy desk or use an assignment notebook, providing regular check-ins and support as needed.

Adolescence (13-18+)

Self-regulation looks like:

• Increased focus, self-monitoring, and task completion. • Strategies to manage distress. • Reward-seeking. • Poor decisions in the moment.

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More reactive to stress

Adolescence Co-regulation Considerations

• Increase in reward sensitivity and sensation seeking • Stronger than cognitive regulation • Low impulse control • Peer context increases risky behaviours • Reduced avoidance behaviour • Experimentation and novelty seeking

= Self-regulation is out of balance More vulnerable to anxiety, depression, and risk behaviours

Adolescence

Adolescence Co-regulation to Self-regulation

• Relationship • Effective communication - always supportive so they feel safe to express and manage their emotion • Invitations and seeds of guidance on coping mechanisms. • Coach • EF skills & healthy stress management • Collaboratively problem solve • Encourage decision-making when regulated • Set and review goals • Set limits to reduce reward-seeking behaviours • Monitor task completion

Adolescence Co-regulation to Self-regulation • Encourage projects that require planning, research, and execution over longer periods. • Teach and model effective time management strategies. • Work with them to set personal goals related to selfregulation and actionable steps to achieve these goals. • Gradually increase their autonomy over daily choices and responsibilities, providing guidance as needed while encouraging independent problem-solving. • Foster an environment for open discussions about emotions and struggles without judgment, emphasizing collaborative solutions. • Encourage self-reflection about their beliefs, values, and goals for identity development.

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Adolescence Co-regulation to Self-regulation Ideas for in the classroom • Provide opportunities for students to assess their own work and set personal learning goals. • Offer project-based learning opportunities that require independent research, planning, and execution, with the teacher acting as a facilitator rather than a director. • Incorporate lessons on stress management, mindfulness, and coping strategies to help students manage academic pressures and personal challenges.

Tips for All Ages

• Relationship & emotion coaching • Explicit and consistent expectations • Positively reinforce desired behaviours, • Focus on effort and improvements. • Emotional Awareness • Collaboration

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Individual factors

Self-regulation Pyramid

Opportunities Social connection Supportive environment

When things are going good = Certain conditions are met to support their success

Well-Resourced Kids:

Ensure access to as many resources as possible to create a cumulative effect • Know their specific risks and match resources and interventions • Icelandic Approach • Structured recreational activities • Safe social spaces • Alternatives to screen time • Foster social connections • Promote personal efficacy

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Environments to bring out their inner strengths Any changes in the physical or social environment, task modifications, and altering adult interactions to support students.

Address Mismatches

• Struggling students are often in an environment that is mismatched with their interests and abilities

Focus on getting them experiencing more success

Success Success

Success

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Success

Motivation comes from relationships & circumstances Environment rich in opportunities

Environment Ownership of space! Be flexible & collaborative! • Kids help create niche environment and accommodations. • What works for them? What promotes learning?  Breakout desks  Dedicated quiet workspace  Conferencing couches • Quiet/low arousal settings • Remove (e.g., reduce distractions) • Add (e.g., supervision, organizing structures) • Environmental adjustments like soft lighting or noise-cancelling headphones

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Working with the Child/Teen: Strengthening the Foundation

Story of their lives… to build new narratives

Build on their confidence! Emphasize what is going right rather than what is going wrong. Kids stick with things they feel confident with

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Targeting Behaviours: Have a Structure! Alliance!

Address external maintaining variables

Rationale for our work

Setting goals and maintaining motivation

Externalize challenges

Skill building

Emotion Regulation!

• Emotional, cognitive & social skills • Emotion regulation • Active coping • Problem solving & flexibility • Impulsivity • Conflict Resolution • Prosocial Emotions

Skill building

How to manage the experience of emotions when they show up Not the actual trigger

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Emotional Intelligence The ability to understand one's own emotions, the emotions of others, and how to manage and respond to these emotions appropriately.

Anger • Alerts us to threats or injustices • Protect our well-being Fear • Alerts us to danger • Protects us from harm

Understanding Emotions: Emotions Are Adaptive!

Joy • Positive reinforcement for doing things that promote our well-being and survival Shame • Prompts self-reflection, processing, and change • Maintains social harmony Sadness • Alerts us to loss, separation, or unmet needs and allows us to process the event • Promotes personal growth and deeper social connections

Tell us something about reality

Excitement • Propels resilience and growth • Fosters curiosity, creativity, learning, and adaptability 8

Emotions Help Us Navigate Situations Keep us safe or move us towards goals

No Anger

No Fear

Picked on

No Disgust

Eat pooh

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Get eaten

No sadness

No Misery

Glutton for punishment with unattainable goals

No future motivation

Unable to process loss

Understand Functions of Emotions and all that comes with it

Disappointment

MUST have physical reactions to alert us to what is happening • Cannot change reactions without this understanding

Hurt

Fear 11

Curiosity is a key response to emotional experiences

It helps us keep our prefrontal cortex online

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Expressing Feelings Adaptively Kids need to know: • All feelings are ok and important • Their feelings matter • How to talk about feelings • How to label feelings & rationale • To make sense of them • How they can guide us • Foresight

• What to do next

Labelling Emotions & All that comes with it • With no words comes behaviours • Name it to tame it • Calms nervous system • Builds confidence

Labelling Feelings • Model • Build emotion vocabulary – the more specific we get, the easier they become to manage

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How do emotions show up?

Physical Symptoms are a Problem

Emotions Likes to Keep us Stuck! Negatively influences affect, thoughts, behaviours

Thoughts of Past or Future

Keeping thinking of past or future

Negatively influences affect, thoughts, behaviours

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At the expense of valuable information now

Core skill Mindful Awareness of Emotion: What it feels like in the body!

Mindfulness • Need to stay here and attend to the current context • To keep prefrontal cortex online • To attend to corrective information • To learn! Versus getting sucked into worries, which intensifies the emotional experience and keeps us stuck

Mindfulness

Not about relaxing or getting rid of physical symptoms

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Not about changing thoughts

Mindfulness

IT’S ABOUT NOT FIGHTING THEM

Mindfulness • Active process • Paying attention to the present moment in a non-judgmental way • Being detectives

Dizzy

Shivers

Racing

Increased heart rate

Tension

Weak legs Ringing ears

Achy Sore Hot Cold Tingly Numb

Identify& describe TWO places anxiety shows up. Stronger on left or right?

Blurred vision Muscle tension Shaking Trembling Chest pain

Sharp

Headaches

Breathless

Burning skin/sweating

Shivering

Blushing

Sweating

Changes in breathing

Trouble swallowing

Stomach-ache/ Nausea

Tired

Relaxed

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When we label the different parts of emotions and our experiences, we: • Change our interpretation of them • Change how our body responds • Dampen amygdala’s false alarm • Turn on prefrontal cortex • Make adaptive decisions • Learn that we have control over our responses • I know what you are & I know how to handle you

• Avoid getting sucked in – it’s just a piece of information 25

Can’t just talk about it. Practicing Emotional Awareness Key! 26

Excitation and Settling Activities

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• Physical games to release excess energy followed by settling and body scan to raise awareness

Mindful Mood Induction

Mood Induction Practice • Observe reactions, whatever comes up physiologically, in an objective and nonjudgmental way • Third party reporter • Focus on the PRESENT MOMENT • Grounding techniques

• Debrief at the end about all the reactions that happened, in an objective and nonjudgmental way

Focus on Physical Sensations • • • • •

Be with it Observe it vs. think about it Breathe into it Expand it Allow it to be there

• Sensations might change but they might not. It doesn’t matter! 30

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Core skills Identifying and modifying unhelpful emotion-driven behaviours

Focus on the Child (not the behaviours)

& Work as a Team

Mishmash of a Brain Pieced together over millennia • No one CEO. Lots of sub selves. • Different parts of the brain can communicate and work together easily • Others only have indirect contact • Can hold contradicting information in different parts of the brain 33

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Externalize: You are not your behaviour (or any big emotion)

Saying it out loud gives us more power  To expose it  To take control and use helpful coping strategies

Externalize Henchmen They are not their behaviour

• What are the different parts? • Time wasters • Mind robbers • Brain drainers • Arguing Alice • Mean Jean • Explosive Bob • Aggressive Alonso • Worry Wanda • Distracting Dan • Yelling McGee

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Get on offense and make a plan! • When does _____ show up? • How does it show up? • What does it need? • What support do you need?

Expose it • Remind how emotions works • Yep, there’s Freaking our Fran, that’s what it does. • Wow, it is really working hard to make me yell and hit today! • Yeah, we all knew it’d show up now. It doesn’t want me to write the test. • It wants me to avoid new things. • It really knows how to try to stress people out.

Danger Maps

Map Identify areas of concern

• Symbols & colours

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Identify triggers and reactions

Develop coping strategies

Practice & review

Emotional Behaviours Function: To reduce the intensity of the emotion

Important!

Emotional Discomfort

MUST understand how their behaviours are maintaining, or even worsening, their emotional discomfort

Brain is rewarded

 The behaviour is reinforced in the moment, increasing the likelihood of using this strategy again in the future

Behaviour

Feel better in the moment 41

When Freaking out Fran shows up: What I feel

My body feels

EF wants me to:

Disappointed

Chest pain, headache

Get in their face, swear, punch, yell, blame

Disconnected

Nausea

Avoid talking about what is going on, retreat

Unloved

Heart burn

Say hurtful things, yell, cry, and throw things

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90% of what kids learn is from what they experience

Practicing Emotional Awareness with UNCOMFORTABLE Feelings is Key! 44

Outcomes directly relates to their willingness to feel big emotions

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Resilience Ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress.

Resilient kids Effectively respond to and cope with everyday challenges - This is where we are going!

Core skills Integration of all the skills through emotion exposure to

MASTER ADAPTIVE RESPONSES

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Integrate Skills through Emotion Exposure Integrate skills to master adaptive responses • Talking not enough to change the brain! • Doing makes stronger memories • Doing gives us experience • Quicker progress • Provoke STRONG EMOTIONS - MUST show up for learning to happen

Practice to build awareness & manage emotions effectively • Not being first in line • Losing a game • Winning a game • Denied request • Doing something hard • Given corrective feedback

Students get stuck in negative patterns when emotions show up Helpful

Avoid real danger

Becomes a problematic learned behaviour that’s hard to break

Excessive & incongruent with the context Gets in the way of what’s important to us Based on short-term gratification vs. longterm consequences

Unhelpful Never learn anything new

That things weren’t as we expected That feelings pass That we can cope

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Ask Questions What is Angry Anna protecting?

How is does Angry Anna get in the way?

How is Angry Anna helpful? What are the ways Angry Anna is helping you?

How is Angry Anna causing problems for you? What would happen if you never got angry? What is causing you distress? How would managing Angry Anna help you? How come others want to set limits on Anna?

Redirect Emotional Energy Adaptively

Do this

Not this

I am angry because I need…

I am angry because THEY..

Do the Opposite!

People will think I’m stupid:

• Unhelpful: I throw my pencil across the room • Helpful:

People are thinking bad stuff about me:

• Unhelpful: I shove and hit people • Helpful:

My teacher doesn’t like me

• Unhelpful: I yell and swear at him • Helpful:

I am going to fail

• Unhelpful: I avoid doing any work • Helpful:

People will tell lies • Unhelpful: I threaten them • Helpful: about me

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What am I going to do next? (The Opposite of What Emotions Want)

No one understands me

Talk about my frustration to Joe

Keep my friendship

They hate me and always criticize me

Thank Mr. K and ask for clarification

Improve my grade and continue getting support

I can’t do anything right.

See what I got right and ask for help for the mistake

Learn and get better

I have to fight back or they’ll walk all over me.

Effective communication to collaborate

Make a new friend

They’re going to punish me anyway, so why bother?

Follow the rule

Might get access to xBox

When Freaking out Fran shows up: What I feel

My body feels

EF wants me to

Do the opposite

Disappointed

Chest pain, headache

Get in their face, swear, punch, yell, blame

Walk away, say how I feel

Disconnected

Nausea

Avoid talking about what is going on, retreat

See Mr. K, reach out to a friend

Unloved

Heart burn

Say hurtful things, yell, cry, and throw things

Ask for help

What is important for them? WHAT IS THE PROBLEM? •

WHAT OUTCOME DO WHAT DOES WHAT NEEDS TO I WANT? EMOTIONS WANT US CHANGE? (& WHAT TO DO? IS THE OPPOSITE?) •

WHAT ACTIONS ARE NEEDED? •

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Goal:

Willingness Action Plan

Big why:

The steps I need to take are:

The discomfort I am willing to have to achieve this goal:

I will take the first step on (date) at (time)

Thoughts Feelings Sensations Urges I can remind myself that:

Otherwise, you get resistance

Hypothesis Testing Lots of experiments and experiences needed! • What do you think will happen? • How sure? (1-10)? • Was the hypothesis right? • What did you learn?

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Work on it everyday • Focus on what skills the student needs to develop specifically • Problem solving • Making mistakes • Asking for help • Frustration tolerance • Persistence

No idea how it will work out. But, I am going to use what I’ve got to get through.

Opportunities : Capitalize on current challenges! • Challenges are part of life. • Dealing with them is part of learning. • Optimize teachable moments • Let them try. • Let them fail (but don’t set them up for failure) • Take accountability • Understand other’s perspectives • See the consequences of their behaviours • Work through next steps and how to fix things

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Create challenges!  Challenge of the day, week, or month  Work through things on their own  Challenging puzzles  Might get frustrated in the moment but the intrinsic reward once solved is far greater than if helped

Hard

Working on It

Success!

Conflict Resolution

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Promote self-reflection • What does prosocial behaviour mean? • How do you know when someone is being prosocial? • What types of things have you done to help others? • How did it feel? • What are the benefits of helping others? • Who is someone you know who is kind or helps others? • How do they interact with others? • How come some people are prosocial and some aren’t? • How come some kids choose to bully others and some don’t? • Are some people prosocial sometimes and not others? • What gets in the way of them being prosocial sometimes? • What motivates you to be kind to others? • How do you think being prosocial affects your relationships with others?

Conflict Resolution

Teach! • Normal part of relationships! • Not a bad thing – can be positive • Examples • Helpful vs. unhelpful responses

Lots of opportunities • Use stories to talk about other’s perspectives • Use past examples • Role play • Empathy mapping • Cultural exchange project • Simulations • cooperative activities • Helping others!

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Conflict Resolution

Effective Communication

Use teaching interactions  Reciprocity in relationships

Conflict Resolution Effective Communication  Problem solving frameworks  Clearly express own viewpoint  Active listening and reflecting  Brainstorm  Reinforce!

Drawbacks to Angry Interactions When is _________ helpful? When is it not helpful?

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Model! • Polite & respectful behaviours • Verbal • nonverbal

• Listening • Validating others • Collaboratively problem-solving

Managing Behaviours through Teaching

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Before Discussing Behaviours Build Relationship and Validate, Validate, Validate Until you form a strong alliance Could take months!!!!

Watch & Listen • Behaviours tell us A LOT Behaviours • “The are signals student is always right”

Get Curious Not Furious

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Proactive Strategies Antecedent strategies

The best interventions are the ones that you implement before behaviours happen – at the level of relationship and environment. You’re already there!

MUST have Clear & Consistent Expectations & Limits

Relationship

Environment. E.g., modifying tasks, choices

• Establishing predictable consequences for behaviour • Clear expectations and consequences for both desired and undesired behaviours. • Ideally, same expectations across settings

• Consistency helps them understand what is expected of them and reinforces positive behaviours.

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Explicit and clear expectations

Successfully Communicating High Expectations Confidence in their ability to succeed

Provide: • 3-5 expectations • Rationales • Immediate successes • Explicitly Teach • Examples and nonexamples of expected behaviours • Models

Establishing Strong Boundaries

Unhelpful Boundaries

Helpful Boundaries

• Vague • Not clearly communicated and understood • Unrealistic • Problematic consequences • Vague • Cannot be monitored or enforced consistently • Unilateral • Set impulsively in emotion

• Clearly defined • Clearly communicated and understood • Small achievable goals with confidence • Consequences they can learn from • Consistently monitored and enforced • Established collaboratively in advance when everyone is calm and reasonable

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Effective Discipline

Teach!

Consequences

Clear communication

Outcomes of the behaviour

Clear expectations BEFORE KIDS SET NORMS Positively phrased Visible

Democratic approach

Consistent Disincentives are: • Natural • Logical

Privileges and Responsibilities • Never revert to dictator • It’s their choice! • Dump it back to them

Success If they aren’t experiencing success, they become even more vulnerable

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Success

Get on Offense! Spend time putting support strategies in place vs. waiting for problem behaviours to happen. Do anything you can to promote positive behaviour • Greeting students as soon as you see them • Help them transition to/from various activities throughout their school day • Clear and simple expectations that are both reasonable and enforceable; • Provide the ability to step away from situations that they perceive as too hard or difficult and problem-solve what needs to happen for them to be successful • Adults and kids take “practice breaks” before they really need them • Model appropriate tone, volume and cadence with students who are frustrated

Example: Work avoidance & Attention seeking • Sufficient supervision • Structure & predictable routines • Success-oriented practice sessions • Teacher checks in to provide additional modelling or guided practice • Classroom expectations displayed • Precorrections for academic and behavioural expectations • Achievable daily goal that is posted visibly • Explicit instruction on specific skills • Behaviour-specific praise • Intermittent reinforcement • Immediate reinforcement • If-then reminders • Mood induction activity with peers

Invite

Developing a Plan Collaboratively

• Positive and welcoming • Open-ended questions • Active, reflective listening & validation

Brainstorm

• Ask them and help as needed • Menu of ideas with relevant consequences • Have them narrow down the list • Weigh pros and cons

Create a Plan

• Firm expectation • Open-ended questions • Student to choose how to meet expectation • Set check-in to see how the plan is working

Implement & Evaluate

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• Positive and welcoming • Open-ended questions • Active, reflective listening & validation • Check-in and evaluate

Address Barriers

• What will get in the way of this plan’s success? • What can I do to support you? • How can I ask you about this without sounding naggy or bossy?

Provide: • LOTS of opportunities for practice & responding • Prompts (visual, verbal, modeling) to remind students of expectations • Specific praise & feedback to reinforce and correct behaviours. • Effective error correction: • Be specific about the error and the correct behaviour • Reinforce what was done correctly • Prompt or reteach the expected behaviour so it is a constructive learning opportunity (vs. punishment)

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Optimizing Self-Regulation Up-regulating emotions we enjoy • Expand positive emotional vocabulary • Focus on strengths & positive coping • Exceptions • What’s working

• Visualization

Backwards Behaviour Modification

Find the Antidotes! Defies authority

• Follows directions; obeys rules

Destroys property

• Uses objects appropriately

Fights with siblings

• Plays and shares with siblings; assists them

Hits others

• Solves problems verbally

Disrespectful

• Collaborates, accepts decisions

Irritable Lies

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• Express how they feel • Good natured & easy going

• Is honest

I caught you! Hold the door open for another student as they followed up behind you.

I caught you!

Calling out

• Put up their hand

Name calling • Helping, complimenting Hitting

• Using words to express upset

Tootling Slip Who:

Suzie

Did What:

Helped figure out a problem in science.

From:

Chana

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When giving out discincentives, BE BORING, but when giving out rewards, BE PASSIONATE.

Beyond ABC’s

Setting events

Broader context that influences behaviour

Motivation

Influence behaviour

Antecedent

Conditions in which the behaviour will occur

Behaviour

Observable

Consequence

What happens as a result of the behaviour

Setting Events & “Mood” Physical

Social

Physiological

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• Environmental enrichment • Noise

• Interaction history

• Ill/pain • Hungry • Tired

Establishing Operations Change the value of consequences

Denied request

Corrective Feedback

Given treat

EO’s

Aggression

Corrective Feedback

Responds calmly

Reduce problem behaviours • Task novelty • Short sessions • Low rates of demands • Consistency of routines

Increase problem behaviours • Repetitive task • Long session • High rates of demands • Unpredictable routines • Pain • Sleep deprivation • Hunger • Aversive events

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Hunger is a powerful establishing operation. Reinforces escape from demand behaviours

Neutralizing routines

Snack Planned activity cancelled

Enjoyable activity

Asked to do homework = bite, scream, kick

Mood Predicts Behaviour What do you predict will happen if you ask a student to do a nonpreferred activity next to: • Someone she hates and is easily annoyed with? • Her best friend after she has a snack?

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Mood Induction (Because positive moods lead to positive behaviours) Improve mood to decrease problem behaviour

Behavioural momentum • Give quick instructions of high probability requests in succession • Add lower probability Instruction

Interdependent GroupOriented Contingencies • Rewards • Initially, ensure that they are successful as quick as possible • Activity rewards • Feasible and easy to deliver • Not something they have access to otherwise • Can be rewarded immediately more than delayed • Unknown, randomly selected

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Check-In Check-Out (CICO)

• Enhanced student-adult relationships • Immediate feedback • Increased self-monitoring • Data-driven decision making

Engage Parents & Educators in Positive Ways

COLLABORATION BETWEEN SYSTEMS

• Effective home–school communication program • Focus on providing consistent support and feedback • 3-5 goals with teacher ratings throughout the day • Home-based reinforcement from parents

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THE MOST REINFORCING REWARDS ARE AT HOME:

Home School Daily Report Card

Set them up for Success!

• Active parental involvement • Clear understanding of how to reinforce positive behaviours at home based on school feedback • Review & sign daily • Regular check-in and tweak as needed in collaboration with the student

Home School Daily Report Card! Operationalized list of target behaviours

o Can be flexible (e.g., getting work done or disruptive behaviours)

Specific criteria for meeting each goal

o Ensure it is realistic (not 100% of the time) o Ensure achievable

Criteria to be met for each part of the day

o Overall target or daily goal for obtaining a reward

Focus on earning vs. losing

o Avoid all-or-nothing – incremental rewards for incremental success

Home School DRC: Set them up for Success! • At least one behaviour uber easy • Getting upset is more work

• Reward positive behaviour (vs. penalizing) throughout the day • Immediate feedback from teacher • Optimize rewards • Motivating and meaningful to the student • Ideally, related to the target behaviour • E.g., Behaving responsibly, stay up a little later; Work completed in class, extra time on game

• Practical • Accessible every day after school • Vary rewards

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Preschool & Early Elementary Two or fewer prompts

9:00-10:30

10:30-10:50

10:50-12:20

12:20-1:00

Follows teacher instructions

Engages in cooperative and peaceful play during recess Stays on task to completion

Brought planner to school

1 = 0-25% of the time 2 = 26-50% of the time 3 = 51-75 % of the time 4 = 76-89% of the time 5 = 90-100% of the time

Upper Elementary & Jr. High School Social

English

Math

Science

Works quietly

Stays on task

Remains at own desk

Raises hand to speak

Behaviour Contract (Adapted from Griffith et al., 2022) Targets 1. 2. 3.

What I am working on Daily Goal 1

Weekly Goal

When I meet my goal:

If I don’t meet my goal:

Responsibilities My responsibilities:

Teacher responsibilities:

By signing, I agree to the procedure and goals listed above. ________________________________ _____________________ ________________________________ _____________________ Student Date Teacher Date

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Targets 1. Bring agenda to class from home. 2. Put hand up to speak in class with one or fewer reminders. 3. Get started on assigned tasks within the first minute. What I am working on Daily Goal: Earn 2 checkmarks

Weekly Goal Earn 3 stars (1 for each day I get 2 checkmarks)

When I meet my goal: I get to go on the iPad for 10 minutes.

When I meet my goal: I earn a get out of homework free pass.

If I don’t meet my goal: I will meet with Mr. K to review the plan and collaborate how I can be successful for tomorrow.

If I don’t meet my goal: I will meet with Mr. K to review the plan and collaborate how I can be successful for next week.

Responsibilities My responsibilities: • Follow the plan & monitor how I did at the end of class • Compare and discuss my tracking sheet with Mr. K • Ask for help if needed to reach my goal • Use the computer if I meet my goal • Talk to Mr. K about the plan if I don’t meet my goal

(Adapted from Griffith et al., 2022)

Teacher responsibilities: • Give Suzie a clean tracking sheet at the start of class • Remind Suzie to rate her behaviour 5 minutes before end of class • Help Suzie be successful if she asks for help • Allow Suzie access to the computer or no homework pass if she meets her goal • Provide feedback and collaborate if Suzie does not meet her goal

Tracking sheet Date

Bring agenda to class from home.

Put hand up to speak in class with one or fewer reminders.

Get started on assigned tasks within the first minute.

Suzie’s Rating

Mr. K’s Rating

(Adapted from Griffith et al., 2022)

Look forward

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Behaviour Management Requires Skills

Teaching Response Inhibition • Which child was most like you? • Why? • Who was successful? • What did they do to be successful? • Who wasn’t successful? • What could they have done to be successful?

Promote self-reflection! • When is it important to think before you act? • When do you NOT need to think before they act? • When is it better to get the small reward right away vs. the big reward later? • When is it better to wait? • When have you chosen the bigger reward later over the smaller one right away? • What are your marshmallows? Your phones? iPad? Videogames?

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Practice! Structured teaching trials where we set up the stressor and teach kids the skills they need to tolerate and cope with the stress

Teaching Response Inhibition • Resistance training through structured teaching trials to learn to resist the temptation • Do vs. not do • Proactive – anticipate • Break negative-feedback cycle; 15:1 rule • Short redirection vs. lectures

Teaching (teach skills through small steps and supported interactions) vs. social stories Understand: Function of the behaviour Identify: Desired/expected behaviour Rationale: Ensure their buy-in Teach: Model, Role-play Practice: Structured & Success-oriented Evaluate: Constant feedback invisible

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Reactive Strategies

Avoid Reinforcing Problem Behaviours

What doesn’t work Tough love

Scare tactics

Force/coercion

Forced responding

Negative attention

Lecturing

Power struggles

Arguing

Confrontation

Threaten

Unhelpful communication

Inconsistency & Snap decisions

Labelling

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What Doesn’t Work: Punishment Limited effectiveness in behaviour change • Increased aggression, avoidance, delinquent behaviours, and school dropout • Higher re-offense rates • Negative impact on academic achievement & social success • Does not teach skills • Damage to adult-child relationships • Contributes to long-term negative consequences

Helpful Consequences • Collaborate • Clear Outcomes • Consistent and predictable response to behaviours • Consequences vs. Punishment • Natural Consequences • Empower decision-making • Logical Consequences • Collaborative Problem-Solving • Democratic Approach • Discipline as Teaching

Motivation-Inspired Behaviour Plans Informal (vs. formal) • Let’s make a deal – totally up to you & no skin off my back! Teach skills to manage (vs. punishment) Rewards positive behaviour Reinforcement based on motivation Very clear about what is earned New behaviours addresses child’s needs

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Basic goal: Everyone’s needs are met

Aesthetics: Appealing for ALL

Takes Time

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Skill deficit

Attention Seeking

Relationship! Maintain

connection with lots of positive attention.

Don’t feel connected

Acknowledge the wanted behaviours & ignore the unwanted ones Insecurity

Proactively establish expectations Wrong attention

Positive Attention & Planned Ignoring For behaviours that are maintained by adult attention

Anxious

Relationship!

Power

Feel they belong, are safe, and are heard

Avoid power struggles

Not capable

Mutually respectful

Everyone loses

Collaborate

Rationales for rules

No control

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Routines and clear expectations

Privileges and responsibilities

Revenge

Defeated

Relationship!

Feel they belong and are safe

Feel HEARD!

Stop the hurt Bad

Consider the purpose of your responses Unloved

Clear expectations and consequences Routines and clear Privileges and responsibilities with expectations

Hurt

Learned Helplessness

Collaborate

support

Inadequate

Relationship!

Encouragement

Let them try

Unsuccessful

Scaffold for success Teach vs. tell Discouraged

Opportunities

For success & build islands of competence To be appreciated

Worthless

Responsibilities

Trauma-Informed Approaches Key Principles

Strategies

• Safety: Create a predictable and safe environment. • Trustworthiness: Build consistent and transparent relationships. • Empowerment: Focus on the child’s strengths and autonomy. • Collaboration: Involve the child in decision-making about their care.

• Helpful responses (i.e., validation vs. punitive responses) • Use emotional awareness techniques & emotional exposures to learn to regulate emotions. • Improve emotional vocabulary. • Focus on building positive relationships to support healing.

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Crisis Management

Cycle of escalation CRISIS Triggered

Heating Up

De-escalation Settling

Calm

Calm (may be exhausted)

Activity: Brainstorm: What can you do at each stage? CRISIS Triggered

Heating Up

Calm

De-escalation Settling

Calm (may be exhausted)

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Opposite

Separate Consequence Discussions from Emotional Validation

Verbal aggression Master listener & compassion • Acknowledge the upset & validate their experience • You understand their pain • Show safety • Praise! They are communicating with words! • Be natural and neutral

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Verbal aggression & Threats • Doable & targeted to someone • Dangerous (especially if they are holding scissors etc.!) • Doable but not targeted at anyone specific • Credible but less predictable

Always: • Validate & listen • Disarm • Stay calm • Don’t take it personally! • Lots of love & positive attention when calm

• Use environment to create safety

Verbal aggression & Threats • Specific but not doable in the moment

Always: • Validate & listen • Disarm • Stay calm • Don’t take it personally! • Lots of love & positive attention when calm

• Be proactive & prevent from happening • Yay! They prewarned us!

Verbal aggression & Threats

Always: • Validate & listen • Disarm • Stay calm • Don’t take it personally! • Lots of love & positive attention

• Yell or swear at someone specific without threats • Yell or swear without threats to no one in particular

• Teach boundaries proactively • In crisis though: Meh

• Screaming – likely sensory overload

drcarolinebuzanko.com

• Just words • Normal reaction • Helps release tension (better than aggression!) • Stay calm • Otherwise, we teach this is an effective hurtful strategy

How would you respond? You are the worst person in the universe and I hate you. You are a dumb f&%ing a%%hole.

Ideas on how to respond? Master listener & compassion • Acknowledge the upset & validate their experience • You understand their pain • Show safety • Praise! They are communicating! • Be natural

“Ugh, you really don’t like this math. And you think I am really dumb for giving it to you. Thank you for telling me how you feel bud. I can see how upset you are and hate the thought of doing this right now.”

drcarolinebuzanko.com

Remember context: Save Face Watch what you say when and where you say it

157

• Teach skills • Break cards

Escape behaviours

• Modify environment • Proactive breaks • Intermittent reinforcement in the class (and missing out when not)

Escape behaviours

Wait it out

Engage!

• Run down the hall • Run to the yard/playground • Ran to a room in the house • Hid under a table

• Hanging out the window • Ran down the street • Left school grounds • Hid under cars

drcarolinebuzanko.com

Physical aggression Adults & Kids Mast De-Escalation & Crisis Management

Physical aggression Dignity & respect Collaborative Framework • Maintain Connection • Calm & return to task De-escalation strategies Create safety • For others • Signs of safety for aggressor

Physical aggression: Escorting or Evacuation? Avoid physical restraint, but: • When, How, Who & Where • Return plan afterwards Evacuation system: • Subtle! Don’t make a big deal about the behaviour • Code word & practice drills

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• Likely not helpful (they already know what they did wrong) • Collaborate

Managing Behaviours When you feel the need to respond

It is critical that students can save face and have the chance to self-correct or solve the problem on their own Least-to-most intrusive response

Choice

Proactive conversations

Create a Framework

drcarolinebuzanko.com

Warning! You WILL get push back when adults start to change their response!!!

Don’t compromise established expectations

Promoting Prosocial Emotions

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Feelings to promote: Gratitude

RELATIONSHIPS

EMPATHY

HAPPINESS

PERSEVERANCE

DELAY GRATIFICATION

DISTRACTION

Easier to ask for help – everyone is! Initiate helping others on their own Promotes generosity

Promotes contribution

Creates connection

What did someone do today to make you happy?

What did you do to make someone else happy?

Gratitude Rituals

What have you learned today?

What inspired you today?

What surprised you today?

What do you appreciate, mom, dad, sibling for?

drcarolinebuzanko.com

Acts of Kindness

Gratitude Rituals

Model Gratitude • Show appreciation and highlight the good • I noticed! notes • Openly talk about what you and others appreciate and are grateful for • Show them acts of kindness

drcarolinebuzanko.com

Feelings to Promote:

Interest in Asks for help school Effective when problem needed solver Assertive

Independent

Positive outlook

Pride Initiative

Realistic

Empathetic

Responsible & trustworthy

Pride! Master of fate Feeling good through hard task

Have fun to boost motivation!

Success Persistence despite frustration

Instil a love for learning

Intrinsic motivation and momentum with tasks

Finishing something hard = wonderful feelings to capitalize on

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PASSION VS.

ENVIRONMENT?

Satisfying Work

Who we work with

Environment!

Our work is valuable • Contribution • Recognition

Satisfying Work

Building Pride • Focus on Connection & Cooperation!!! • Valued skills = authentic pride • Assign specific, important responsibilities • Planning important events • Important jobs • Include in decision making

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Building Pride • Become an area expert • Even if they are working independently, work longer and on harder tasks when they think they are contributing to the group • Assign certain questions to work towards group completion

This Photo by Unknown Author is licensed under CC BY-SA-NC

Feelings to promote: Compassion

Compassion Criticism buries Kindness and Connection!

Motivates through failure

Helps overcome anxiety, avoidance, procrastination Promotes academic engagement Promotes empathy and cooperation

drcarolinebuzanko.com

Building Compassion Through similarity Create social belonging in as many ways as possible Any cue: wristbands, colour shirts, birthdays, class shirts, team jerseys Collaborative tasks. Use skills to contribute in their way Giving or receiving help on something important

Create connection through contributions

Safe, nurturing relationships… Sense of contribution • Brainstorm ideas how to support others • Acknowledge classmate/teacher/ supervisor’s birthdays (1:1 responsibility) • Collaborative tests • Evaluate programs and activities • Written surveys and focus groups

186

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Promoting Social Success

Peer relationships • Promotes emotional well-being • Improves behaviours • Provides important development opportunities • Sense of belonging • Improved emotion regulation • Better communication

WARNING!!!! Social skills are not enough  Social devaluation  Peer exclusion  Reputational bias  Cognitive bias

drcarolinebuzanko.com

Peers: Starts with Adults

Social Devaluation

• Change adults’ perceptions and behaviours • Minimize problem behaviours • Build relationship • Daily awards

Peer exclusionary behaviour

• Promote inclusion • Capitalize on teaching moments to teach acceptance • Positive engagement and collaboration

Peers: Starts with Adults Social Devaluation

Peer exclusionary behaviour

• Change adults’ perceptions and behaviours • Minimize problem behaviours • Build relationship

• Promote inclusion • Capitalize on teaching moments to teach acceptance • Positive engagement and collaboration • Lunch buddy mentoring

https://parentsoftheyear.buzzsprout.com/

drcarolinebuzanko.com

https://bit.ly/overpoweringemotionspodcast

Caroline Buzanko, PhD, R. Psych. Koru Family Psychology info@korupsychology.ca drcarolinebuzanko.com

drcarolinebuzanko.com

Bonus Resources

drcarolinebuzanko.com

Developing a personal action plan What traps do I need to get out of?

How can I improve my approach for effective communication?

What can I do proactively ?

What can I start collaboratively problem-solving?

What I can do to strengthen our relationship?

Still need support!!

Signs for Billy’s energy level

Self-regulation Plan/supports for Billy

Signs for Billy’s energy level

Still need support!!

Self-regulation Plan/supports for Billy Co-regulation support

Signs for Billy’s energy level

Still need support!!

Self-regulation Plan/supports for Billy

Signs for Billy’s energy level

Self-regulation Plan/supports for Billy

Very Challenging Behaviours  Physical aggression  Verbal aggression  Running away  Screaming  Hitting  Face turning red  Crying

Optimize the Environment: Self-Assessment

Consider

• Safety and adaptability • Regularly assess the home for safety, ensuring that furniture and home setups do not pose risks and are adaptable to the child’s changing needs.

Are routines established, explicitly taught, and made predictable to ensure a smooth flow of activities throughout the day? In the Classroom: Elementary Examples

High School Examples

Routines At Home

Connections to Positive Activities & Organizations

Sports & Physical Exercise

Music

Volunteering

Clubs or after school jobs

Consistent routines & lesson structure

Talk less

Clear expectations

Posted timetables, rules, and expectations

Revisit and reinforce expectations

Things to look forward to through the day!

Structured tasks & teaching

Shorter tasks, explicit, closed ended

Structure nonroutine or chaotic situations with a specific plan, job, or rules

One predictable detail at a time

Visual schedules and time organizers

Minimize distractions

Individualized checklists for task completion

Helpful • Engaging (interests)

• Clear expectations

• Immediate consequences

• Posted timetables, rules, and expectations

• Frequent feedback

• Things to look forward to through the day!

• Personally important or relevant

• Shorter tasks, explicit, closed ended

• Early

• One predictable detail at a time

• Supervised

• Minimize distractions

• 1:1 • Structured • Clear expectations and jobs • Close to needed materials • Quiet/low arousal • Choices • Consistent routines & lesson structure

Not so helpful

• Have students with similar needs meet

Individualized Needs

• At the start of the week, discuss • Successes • How to set them up for success • At the end of the week, • Review their successes • What they have to do over the weekend.

• Attached meaning + value + support and care to boost confidence and engagement

Types of Reinforcement Verbal praise Social or activity

Tangible

• Object or food • Temporary or permanent • Logical & pair with verbal

Token

• Sticker, coupon, marble & back-up • Logical & pair with verbal • Manageable

Reward ideas Homework pass

Pass from a class or task

Store (e.g., pencils or erasers)

Lunch with the teacher

Bring a friend from another class

Free time in class or extra recess

Choose a seat for the day

Positive call home

Keep class mascot

Front of line pass

Clasroom coupons for privileges

Dance party

Treasure box

Movie

Bonus point

Talent show

Music choice

Late pass

Science experiment

Extra computer

Class leader

Teacher chair

Podcast

Scavenger hunt

Teacher dress up

8 Forces of Motivation Gregariousness

Inquisitiveness

Power

Affiliation

• Need to belong

• Need to know

• Need for control

• Need to associate and belong

Autonomy

Aggression

Recognition

• Need for independence

• Need to assert

• Need for acknowledgement

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Dr. Varleisha Lyons WWW.WASUTSANCTUARY.COM

Self-Regulation & Mindfulness in the Classroom Enhancing self-regulation and mindfulness to im prove educational outcom es

HOUSEKEEPING Disclaimer

2024-11-06

Introduction to the SAM Classroom Program Enhancing Self-Regulation and M indfulness in Education

Objective of t h e P ro g ra m The primary aim is to enhance students' self-regulation and mindfulness skills in educational settings.

E xpected O utcom es 03

The program is designed with specific expected outcomes for student development.

P ro g ra m M ethodology An overview of the program's methodology is provided to understand its implementation.

Understanding Self-Regulation Enhancing Self-Regulation and M indfulness in Education

Definition of Self-Regulation Self-regulation refers to the ability to manage one's emotions, thoughts, and sensory regulation in different situations. Im p o rta n c e in Education Self-regulation is crucial in education as it impacts learning outcomes and student behavior. D evelopm ent Strategies Self-regulation can be developed through specific strategies that encourage mindfulness and emotional regulation.

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The Role of Mindfulness in Education Enhancing Self-Regulation and M indfulness in Education

M indfulness Defined

R educed Stress

Im proved C oncentration

Mindfulness is the practice of being present and fully engaged with the current moment.

Students practicing mindfulness experience reduced stress levels, contributing to a healthier learning environment.

Mindfulness techniques enhance students' ability to concentrate, leading to better academic performance.

B etter Em otional Regulation

Mindfulness helps students manage their emotions more effectively, fostering positive interactions.

Core Components of the SAM Program Enhancing Self-Regulation and M indfulness in Education

01 M indfulness Exercises Activities designed to enhance focus and present-moment awareness.

03 Reflective Practices Methods encouraging students to think about their learning experiences.

02 Self-Regulation T echniques Strategies that help students manage their emotions and behaviors effectively.

04 Interactive Activities Engaging exercises that promote collaboration and active participation in learning.

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Mindfulness Exercises Key Com ponents o f Self-Regulation in the SAM Program

M indfulness exercises a r e integral to t h e SAM P ro g ram .

Mindful listening im proves focus in com m unication.

They support students' emotional regulation and focus.

Students engage fully in listening, enhancing comprehension.

T hey help stu d e n ts focus o n t h e p r e s e n t m o m e n t. Encouraging present-moment awareness reduces distractions.

Develop a w a re n e ss of th o u g h ts a n d feelings. Students learn to recognize their emotions and mental states.

B reathing exercises a r e a c o m m o n practice. Simple techniques to calm the mind and body.

Body scan s e n h a n c e b o d y a w a re n e ss. Students systematically focus on different body parts.

Interactive Activities Engaging students through self-regulation and mindfulness practices

E ngagem ent th ro u g h Interaction

R einforcem ent of Key Concepts

Diverse Activity Types

Interactive activities are designed to engage students actively in their learning process.

These activities reinforce the concepts of self-regulation and mindfulness, ensuring deeper understanding.

The program includes group discussions, role-playing, and games that effectively promote self-regulation skills.

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Students' interpretation of sensory input Students m ay perceive sensory input differently, influencing their behavior and learning experiences.

Responses to sensory input Students exhibit varied responses t o sensory stimuli, which can range from engagement t o avoidance or distress.

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Challenges faced by students with sensory processing issues Students w ith sensory processing difficulties m ay encounter challenges th a t affect their learning and social interactions.

Neurological Connections: Linking Mindfulness and Sensory Processing Im plem enting Self-Regulation and Mindfulness Programs in Schools: Focus on Sensory Processing and Neurological Connections

Mindfulness Mindfulness enhances focus and emotional regulation, crucial for learning.

01 Sensory Processing

02 Neurological Connections Understanding the brain's pathways helps in implementing effective programs.

03 Impact on Learning

04 Self-Regulation Improved self-regulation leads to better classroom behavior and engagement.

Effective sensory processing is vital for students to interact with their environment.

Mindfulness and sensory processing significantly influence academic performance.

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Academic performance Students who engage in selfregulation and m indfulness often

show im proved grades and participation.

Benefits of Self-Regulation and Mindfulness Programs

Improved focus Self-regulation practices

Implementing Self-Regulation and Mindfulness Programs in Schools: Focus on Sensory Processing and Neurological Connections

enhance students' ability to concentrate, reducing distractions.

Emotional control Mindfulness program s teach students t o manage their em otions

effectively, leading t o b e tte r interactions.

Resource Limitations Schools often face budget constraints that limit the availability of necessary materials and resources for implementing programs.

Challenges in Implementing School Programs

Staff Training Needs Effective implementation requires comprehensive training for staff to ensure they are equipped to deliver the program effectively.

Addressing Resource Lim itations and Training

Varying Levels of Student Receptivity

Needs for Effective Mindfulness Integration

Students may have different levels of interest and engagement with mindfulness practices, affecting program effectiveness.

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Creating a Supportive School Environment Im plem enting Self-Regulation and Mindfulness Programs in Schools: Focus on Sensory Processing and Neurological Connections

Supportive Environment for Mindfulness

Establish an environment that encourages self-regulation and mindfulness practices among students.

Role of School Culture

Discuss how a positive school culture can enhance mindfulness and support students' emotional well-being.

Importance of School Policies

Highlight the necessity of implementing school policies that reinforce self-regulation and mindfulness initiatives.

Impact of Leadership

Examine how effective leadership plays a crucial role in fostering a supportive school setting for mindfulness.

Incorporating Technology in Mindfulness Programs Enhancing Self-Regulation and Mindfulness in Schools

Use of technology to enhance mindfulness in schools Apps and tools for effective mindfulness practices There are numerous applications designed to facilitate mindfulness exercises and improve self-regulation.

Integrating various technologies can significantly improve mindfulness practices among students.

Engagement through digital platforms Digital platforms can foster greater engagement and participation in mindfulness programs.

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Parental Involvement in Mindfulness Education Exploring Roles and Strategies for Effective Engagement

Importance of Parental Involvement Engaging parents in mindfulness education helps reinforce self-regulation skills at home, creating a consistent learning environment.

Strategies for Engagement Implement workshops and regular communication channels to involve parents, providing them with tools to support mindfulness practices.

Benefits of Collaboration A collaborative approach strengthens the impact of mindfulness programs, leading to improved student outcomes and greater community support.

Adapting Programs for Diverse Learners Im plem enting Self-Regulation and Mindfulness Programs in Schools: Focus on Sensory Processing and Neurological Connections

Adaptation of self-regulation and

Inclusion of strategies for special educational

Examples of differentiated strategies

mindfulness programs

needs

Tailoring programs to meet the needs of diverse learners ensures inclusivity and effectiveness.

Implementing specific strategies allows educators to support students with unique learning

Utilizing a range of strategies helps address various learning styles and sensory processing challenges.

requirements.

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Mindfulness and Emotional Intelligence Exploring the Connection and Strategies for Developm ent

Relationship between Mindfulness and Emotional Intelligence

Strategies for EnhancingEmotional Literacy

Mindfulness practices promote self-awareness and emotional regulation, essential for emotional intelligence development.

Incorporate mindfulness techniques like meditation and breathing exercises to improve students' ability to recognize and express emotions.

Roleof SchoolLeadership in ProgramSuccess

Critical role of school leadership in program implementation

Leadership styles that promote sustainability

Strategies for effective selfregulation and mindfulness programs

Implementing Self-Regulation and Mindfulness Programs in Schools: Focus on Sensory Processing and Neurological Connections

Effective school leadership is essential for the successful implementation of self-regulation and mindfulness programs, ensuring alignment with educational goals.

Adopting transformational leadership styles fosters a supportive environment that encourages the sustainability of mindfulness initiatives.

Implementing clear strategies can enhance the effectiveness of mindfulness programs, focusing on sensory processing and its neurological connections.

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Developing a School-Wide Mindfulness Policy Im plem enting Self-Regulation and Mindfulness Programs in Schools: Focus on Sensory Processing and Neurological Connections

Stakeholder involvement

Engage parents, teachers, and students in policy creation to ensure diverse perspectives.

Awareness and training programs

Implement training sessions for staff on mindfulness practices and their neurological benefits.

Regular assessment and feedback mechanisms

Establish systems to evaluate the effectiveness of mindfulness practices and gather feedback.

Integration into school culture

Embed mindfulness practices into daily routines and school events to foster a supportive environment.

Creating Mindfulness Spaces in Schools Im plem enting Self-Regulation and Mindfulness Programs: Focus on Sensory Processing

Creating Mindfulness Spaces

Design Considerations

Physical environments dedicated to mindfulness and self-regulation are essential for fostering student well-being.

Ensure thoughtful layout, easy accessibility, and comfort to enhance the effectiveness of mindfulness practices.

Resources Needed

Best Practices

Identify necessary materials, equipment, and staff training to properly implement mindfulness programs.

Adopt successful strategies from existing mindfulness programs to optimize the initiative's impact.

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Mindfulness Techniques for Classroom Management Im plem enting Self-Regulation and Mindfulness Programs in Schools: Focus on Sensory Processing and Neurological Connections

01 Deep Breathing Exercises

02 Mindfulness Breaks

Practice deep breathing exercises with students before starting a lesson to enhance focus.

Incorporate short mindfulness breaks during class to help refocus attention and reduce stress.

03 Guided Imagery Techniques

04 Clear Expectations

Use guided imagery techniques to assist students in visualizing a calm and peaceful environment.

Set clear expectations and utilize positive reinforcement to encourage mindful behavior in the classroom.

Supporting Students with Sensory Processing Challenges Im plem enting Self-Regulation and Mindfulness Programs in Schools: Focus on Sensory Processing and Neurological Connections

Strategies and interventions

Sensory-friendly classroomadaptations

Roleof occupational therapy

Implement tailored strategies to address sensory processing challenges effectively.

Create environments that accommodate sensory needs, fostering better learning.

Utilize occupational therapy to support sensory processing and self-regulation.

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BuildingTeacher Resilience through Mindfulness Implementing Self-Regulation and Mindfulness Programs in Schools: Focus on Sensory Processing and Neurological Connections

Mindfulness practices and their impact on

Strategies for incorporating

Mindfulness in professional

resilience in teachers

mindfulness into self-

development for

care routines

teachers

Developing effective strategies allows teachers to integrate mindfulness into their daily self-care routines, promoting a healthier work-life balance.

Incorporating mindfulness training in professional development equips teachers with tools to manage stress and improve classroom dynamics.

Implementing mindfulness practices significantly enhances teachers' resilience, fostering emotional well-being and stress management.

Mindfulness Practices for Test Anxiety Im plem enting Self-Regulation and Mindfulness Programs in Schools

Mindfulness practices and techniques Utilizing mindfulness methods to enhance emotional regulation and focus during tests. Preparation strategies Developing a structured approach to preparing for tests to reduce anxiety levels. Visualization techniques Using visualization to mentally prepare and boost confidence before tests. Breathing exercises Incorporating deep breathing techniques to help calm nerves and improve concentration.

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B etter em otional h e a lth Participants experience reduced stress and anxiety, promoting a healthier emotional state.

Benefits of the SAM Program Discover how the SAM Program enhances education through selfregulation and mindfulness.

Im proved academ ic p e rfo rm a n c e The SAM Program fosters better focus and concentration, leading to enhanced learning outcomes.

E nhanced social skills Self-regulation can be developed through specific strategies that encourage mindfulness and emotional regulation.

Integrating Mindfulness into the Curriculum Strategies for incorporating mindfulness activities into various subjects and daily routines.

Mindfulness in Science

Mindfulness in Language Arts

Encourage observation techniques during experiments to promote present-moment awareness.

Incorporate reflective journaling sessions to enhance emotional awareness.

Mindfulness in Physical Education

Daily Mindfulness Routines

Introduce yoga sessions to improve focus and self-regulation.

Start each day with a short mindfulness meditation to set a positive tone.

Mindfulness in Math Utilize breathing exercises before math tests to reduce anxiety.

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Case Study: Successful Implementation Exploring the SAM Classroom Program's Im pact on Self-Regulation and Mindfulness

Im plem entation Process Outlined steps taken to effectively implement the SAM Program, ensuring a structured approach.

Positive O utcom es Showcased the benefits and successes achieved through the program, emphasizing its effectiveness.

Challenges Faced Identified obstacles encountered during the program's implementation, highlighting areas for improvement.

Promoting Peer Support Enhancing Self-Regulation and M indfulness in Education

Facilitating Collaborative Activities Organize collaborative activities that promote teamwork and mutual support among students.

Encouraging P e e r M entoring Develop peer mentoring programs where experienced students guide newcomers, fostering growth.

Fostering Buddy System s Implement buddy systems for students to support each other, enhancing social connections.

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Join the SAM Classroom Initiative N ow let’s Get Started!

WHAT IS INTEROCEPTION?

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RECIPROCAL REGULATION

FOUR PRINCIPLES • Multisensory Integration • Emotional Regulation • Executive Functioning and Mindfulness • Mindfulness and Compassion

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Awareness

Think about a client. Where would they color? 35

WHAT’S YOUR THEORY?

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SAM PASS AND TIMERS 37

INTERSECTION WITH TRAUMA

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ACTION-FROM-TRAUMA APPROACH (GIBBS, 2020) 39

WE RECEIVE INFORMATION FROM OUR SURROUNDINGS NEURONAL RECEPTORS

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• Central Nervous System: • Lobes • Brain Stem • Spinal Cord

• Peripheral Nervous System • Autonomic: • PNS and SNS

Upper Motor Neurons: Pyramidal Conscious Control Response is Adaptive! Lower Motor Neuron: Extrapyramidal Unconscious Reflexes; and Inhibitory to Modulate movement Response is always the same!

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Executive Functioning:

• Attention • Inhibition • Best Choice • Flexibility • Problem Solving • Planning, • Working Memory • Making sense of emotions • being sent from Cingulate Gyrus*

• Pre-Motor Cortex of the Frontal Lobe: Role in movement, posture, and understanding the actions

RIGHT-BRAIN LEFT-BRAIN Right: Sensory, Expression, Emotions, Dominates up to age 3yrs, A lot of information Left: Analytical, Logic, Language, Bits of Information

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UNDERSTANDING FIGHTFLIGHT-FREEZE

PNS: Regulatory

SNS: Excitatory Letting in too much? Stimulation too long?

(Schaaf, Miller, Sewell, & O’Keefe, 2003) 46

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ASSESSMENT TO INTERVENTION 47

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Level

Neural Functioning

Considerations for Interactions and Interventions

Levels 6–7: Foundational level

Brainstem Level Functioning: Reactive versus responsive engagement with others and their environment

Activities should be body-focused and less top-down. At this level, the person primarily utilizes neurological structures for arousal and safety preservation. Decrease environmental stimulation (including overuse of verbal directives) and consider using gestures or simple verbal cues to communicate. Provide sensory rich activities, ensuring safe boundaries and exits due to eloping behaviors, and develop safe, comfortable spaces.

Body Signals and Actions: •Protective flexion positions •Arms and legs close to the body •Eloping behaviors •Hiding (e.g., wearing a hooded jacket with head covered or sunglasses indoors) •Preferring specific clothing, food, and ridged routine •Unsafe risk-taking behavior •Aggression •Repetitive and stereotypical movements

Provider/Caregiver/Educator Considerations: At this level, it is difficult to listen and follow directions, especially when other things are occurring around in the environment. Try to decrease noise and clutter in the environment, avoid speaking too loudly, and don’t offer too many activities. They may need your help to provide or identify sensory input to calm and engage. This may include input to the skin, deep pressure to the muscles, controlled movement, aromatherapy, rhythmic music, and activities. Be careful to set expectations and open communication for scheduling and changes in plans.

SEVEN-LEVEL SELF-REGULATION AND MINDFULNESS HIERARCHY ACROSS THE LIFESPAN

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Respect and Empathy Language

Gratitude and Growth Statements Children

• “What do you need?” • “Do you need a break?” • “How can I help?”

• “Thank you!” • “I like your hard work!” • “Wow! Look at how you grew today by finishing your work!”

• “All done? Or do you need more?” • “I want to help you.”

• “You have grown somuch!”

• “What you experienced is not okay. What support do you need?”

Adolescents, Adults, and Older Adults • “That is really challenging, and I seeyou are upset. Can I suggest • “Would it be okay for usto discusshowthat made you feel?”

somestrategies to assist with your anxiety?”

• “That was brave of you.” • “Your sharing showsyour strength.” • “Look at all you have done since and despite of...”

• “While it may not have been the best choice, your response

• “That is a tough to talk about. I appreciate your opennessand

matches how you felt.”

ACTION-FROM-TRAUMA APPROACH PROMOTES THE USEOF RESPECTAND EMPATHYLANGUAGE, AS WELL AS GRATITUDE AND GROWTH STATEMENT S.

trust.”

• “How can I help you grow from here?” • “Did that make you feel uncomfortable? That was not my intent.” • “I see that may not have been the best way to phrase that. What I

meant was...”

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ASSESSMENTS

Interprofessional Collaboration

Sensory Checklists

ABC’S!!!

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SELF-REGULATION :NEUROSCIENCE • Poor Sleeping habits • Hyper-/Hypo arousal • Lack of Attention (unless it is preferred and wired) • Poor Posture and Motoric Abilities (connection to cerebellum) • Over activation of SNS (Fightflight)

Origin of descending analgesic pathway to help modulate pain! 59

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CONTEXT AND ENVIRONMENT: SUPPORT AND DECREASING ELOPEMENT

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WHY SIBS?

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ENDORPHIN RELEASE: HEAD BANGING, BITING, SPICY FOOD, CRASHING

THE DOPAMINE CONNECTION

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EMOTIONAL FREEDOM TECHNIQUE

u Retrieved from: u http://www.andrianiloizou.com/en/blog-en/eft-tapping-for-

gaining-patience/

TAPPING

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ACTIVITY

Everyday SAM Practice Chart Page 78

Eye Yoga

THESAM BOX PAGE 42 & PAGE 82

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SAM BOX: HOW DO WE KNOW WHAT TO PUT INSIDE? PAGE 85 F F

SAM TOOLS PAGE 95

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Purpose:F ToFtrackFapplicationFofFtheFdailyFtargetsFforFtheFSAMFprogram.FTakeFaFtallyFofFactivitiesFperformed.FF Child’sFName:F

PersonFCompletingF Sheet:F F

SettingF(i.e.Fschool,Fhome,Fclinic):F F

Date:F

F TARGET

PM (if applicable)

BEDTIME (if applicable)

TOUCHF ANDF HEAVYF F WORKF

AM F

LUNCH F

AFTERNOON

NOTES

HYDRATIONF ANDF ORALF MOTORF

METRONOMEF ANDF TIMINGF

RIGHTF ANDF LEFTF BRAINF INTEGRATIONF

PATTERNSF ANDF REPETITIONF

BREATHF ANDF VALSALVAF

VISIONF ANDF SOUNDF F

MOVEMENTF

INHIBITIONF

TOUCH AND HEAVY WORK • Can decrease stress hormones in gut, brain, and body • Organize brain wave • Strategies: • Massage and personal touch • Carrying weighted objects • Play with textures (cooking is a wonderful opportunity.)

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HYDRATION AND ORAL MOTOR • Strong Connection to CN X and the RAS

METRONOME AND TIMING

• Start-Stop • Brain Rhythm!

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EMOTIONS AND MUSIC…

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Spooner Board

NOVEL MOVEMENT IDEAS

Walking Wheels

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RIGHT-LEFTBRAIN INTEGRATION • Crossing Midline • Primitive Reflex Connection

PATTERNS AND REPETITION

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BREATH AND VALSAVA • Ice Therapy! • Connection to the Neuronal Plexus • Decrease stress neurotransmitters and enhance serotonin and dopamine....in the gut!

Strategies

Use flashlights for scanning activities

VISION AND SOUND Follow the leader and “I’m thinking of an animal, what could it be” games stimulate the auditory system.

Use music and visual stimuli together to optimize the multisensory approach.

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MOVEMENT Can target the neuronal plexus and primitive reflexes at the brainstem level!

Red light, green light, and freeze tag are great games of inhibition.

Starting and stopping while swinging

INHIBITION Staring contests and who can be quiet the longest challenge this ability in a great way.

Remember multisensory! Use metronomes, change the lighting, and turn on the music.

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TESTCHALLENGES (TOILET, EATING, SLEEPING, TANTRUMS) Sensory Defensiveness

Interoception • Fight Flight Connection Sphincter control • Timing with drinking or sucking activities Behavioral patterns • Timing • Triggers • Developmentally appropriate?

ACTIVITY LET’S WRITE! 88

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METRONOME ACTIVITIES

Quick Intervention

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LAVA LAMP Aim: To decrease hyperactivity and inattentive behaviors and provide an organizing activity to enhance functional participation Suggested Starting Hierarchy Level: Midlevel to high Appropriate Arousal Level: High (energetic or overreacting) Appropriate Threshold Level: High (hyperactive) or low (hypervigilant) To start, you will need: • • • • •

Cooking oil Food coloring A water bottle full of water A funnel An antacid or other fizzing tablet

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How to Make A Smell Sac Items needed: • Asmall organza bags • Essential oils (lavender and wood smells to calm, citrus smells to alert) • Dry rice • Coffee beans Directions: 1. Place the dry rice inside the organza bag. 2. Sprinkle a few drops of the essential oils inside. 3. Be selective with the scents you choose based on the child’s arousal level and threshold. 4. You can use multiple bags to explore the child’s preferences. 5. Have the child smell coffee beans in between smelling the various oil-scented bags.

USING THE STRONG VISUAL SYSTEM

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CLASSROOM TECHNIQUES AND TRANSITIONS

WHAT COMES NEXT? • Prepare the child for what to expect! • Counting! During the activity so they know there is an end. • Require a certain number of attempts or time before leaving an activity.

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LET’S HOP IN WITH SOME IDEAS!

MORE IDEAS…

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WRITING Incorporating sensory based approaches with music, tactile materials, and movement Writing songs, scripts, books!

Long-term Impact of Mindfulness Education Im plem enting Self-Regulation and Mindfulness Programs in Schools: Focus on Sensory Processing and Neurological Connections

Long-term impact of mindfulness education

Improved life skills Students develop essential life skills such as emotional

Mindfulness education fosters resilience in students, enhancing their ability to cope

regulation, empathy, and com m unication through mindfulness practices.

Career success

Personal development

Mindfulness cultivates focus

Engaging in mindfulness

and discipline, traits vital for

supports personal growth by

achieving success in various

prom oting self-awareness and

career paths.

emotional intelligence.

with stress and challenges over time.

100

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Teacher observations Teachers monitor student engagement and progress, providing insights into program effectiveness.

Evaluating Student Progress in Mindfulness Programs Im plem enting Self-Regulation and

Student self-assessments

Mindfulness Programs in Schools:

Encourages students to evaluate their own mindfulness practices, promoting self-awareness.

Focus on Sensory Processing and Neurological Connections

Feedback mechanisms Establishing channels for students and teachers to share experiences and suggestions enhances program development.

101

Transform Your School'sApproach to Mindfulness Join us in creating a supportive environm ent for all students.

WWW.WASUTSANCTUARY.COM DRVARLEISHA@WASUTSANCTUARY.COM

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Cherry, K. (2019). The 4 stages of cognitive development: Background and key concepts of Piaget’s theory. Retrieved from https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457#how-piaget-developed-the-theory. Chevalier, N. (2015). Executive function development: Making sense of the environment to behave adaptively. Current Directions in Psychological Science, 24(5), 363–368.

Creswell, J.D. (2017). Mindfulness Interventions. Annual Review of Psychology, 68, (pp.491-516). First published online as a Review in Advance on September 28, 2016 Feldhacker, D. R., Cosgrove, R., Feiten, B., Schmidt, K., & Stewart, M. (2022). The correlation between retained primitive reflexes and scholastic performance among early elementary students. Journal of Occupational Therapy, Schools, & Early Intervention, 15(3), 288-301.

REFERENCES

Fette, C., Lambdin-Pattavina, C., Weaver, L. (2019). Understanding and Applying Trauma-Informed Approaches Across Occupational Therapy Settings. OTPractice. Gacek, M., Smoleń, T., & Pilecka, W. (2017). Consequences of learned helplessness and recognition of the state of cognitive exhaustion in persons with mild intellectual disability. Advances in Cognitive Psychology, 13(1), 42–51. http://dx.doi.org/10.5709/acp-0205-6. Gibbs, V. (2017b) Self-Regulation and Mindfulness: Over 82 Exercises & Worksheets for Sensory Processing Disorder, ADHD & Autism Spectrum Disorder. Pesi Publications .

Gibbs, V., & Harley, N. (2021). Trauma Treatment in ACTION: Over 85 Activities to Move Clients Toward Healing, Growth and Improved Functioning. PESI Publishing, Inc. Mayo, Clinic (2018). Infant massage: Understand this soothing therapy. Retrieved from https://www.mayoclinic.org/healthylifestyle/infant-and-toddler-health/in-depth/infant-massage/art-20047151. . O'Brien, J. C., & Kuhaneck, H. M. (2020). Case-Smith's occupational therapy for children and adolescents.

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Introduction to Emotional Dysregulation

Definition of Emotional Dysregulation

Relevance in Educational Settings

Importance of Recognition and Intervention

By understanding the nature and impact of emotional dysregulation, educators can develop effective strategies to create calm, supportive classrooms and help students learn to manage their emotions.

What Does Emotional Dysregulation Look Like?

Definition: Emotional dysregulation refers to the inability to manage emotional responses in a socially acceptable or adaptive manner.

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Types of Dysregulation

Stress & Cortisol

Our Survival Hormone

The Powerful Amygdala Key Features • Reactionary: The amygdala triggers the fight-orflight response, often overwhelming the prefrontal cortex, which handles decision-making and regulation. • Attachment history: Plays a crucial role in shaping emotional regulation. Students who experienced inconsistent or neglectful caregiving may struggle more with regulation. • Environmental Triggers: Heightens the Sensory System (Smell and Touch are the most direct pathways)

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Excessive Cortisol Effects • Neurotoxicity to Hypothalamus • Neuron Death • Clogging of the corpus callosum connecting the left and right hemispheres • Suppression of the immune system

Little Rock Nine Teenagers Change the World The 1957

The Teenage Brain

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The Adolescent Brain (Adapted from Brainstorm by Daniel J. Siegel, MD) •

Ages 12-24

•

Increase in the developm ent of

• •

Heightene d experience of bore dom Impulsivity

•

pleasure an d reward centers in the brain Lower baseline of dopamine

• •

Hyperrationality Gist thinking

• •

Intense social engagem ent Seeking new experiences despite the strangeness of the situation

• • • • •

Enables leaving the nest Risk-taking Exploration Curiosity Identity

levels until a new experience occurs w hich flushes the brain • •

w ith heightene d dopamine Neural fiber integration Neural pruning

Psychological Underpinnings of Dysregulation

Overview • Children can suffer from emotional vulnerabilities • Emotional vulnerabilities can come from many sources (e.g., attachment issues, loss, trauma), but is often assumed to be biological • Chronic and consistent invalidation exacerbates emotional vulnerabilities • An ongoing, reciprocal relationship exists between emotional vulnerabilities and environments

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The Biosocial Model ╺

Emotional vulnerabilities are characterized by: -

Emotional sensitivity

Emotional reactivity

Slow return to emotional baseline Over time emotions get sensitized, leading to a “kindling” effect This emotionality (and associated invalidation) is associated

╺

with many problems (disorders) Emotionality leads to escape and avoidance that leads to chronicity

Emotional Arousal

Coping-Avoidance Escape Behaviors Heightened Reactivity Innate Sensitivity Time

What Happens During A Stress Response?

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Biosocial Theory Coherently Guides Treatment Targets and Strategies Validation is a primary intervention to:

╺

╶

Reduce acute emotionality

╶

Provide gentle exposure to emotions

╶

Provide a corrective validating environment (and new learning)

╶

Create a bridge to learning self-validation

Open the client up to change interventions Emotion regulation is taught to:

╶ ╺

Understand how emotion happen

Reduce vulnerability to intense emotions

Increase opportunities for positive emotions

Assist in stepping out of ineffective mood-congruent behaviors

Biosocial Theory Coherently Guides Treatment Targets and Strategies ╺

Mindfulness (non-judgment and acceptance) is taught to: ╶

Reduce amplifying emotions

╶

Reduce escape and avoidance of emotions

╶

╺

Create qualitatively different and effective experience of emotions Distress Tolerance is taught to:

╺

Provide healthy ways of coping with emotions when

needed Use the theory to conceptualize the purpose of the interventions used

Common Types of Invalidation ╺

╺ ╺ ╺ ╺ ╺

Abuse and neglect Being ignored Open rejection of thoughts, feelings, and behaviors Making “normal” responses “abnormal” Failing to communicate how experience “makes sense” Expecting behaviors that one cannot perform (e.g., due to developmental level, emotionality, or behavioral deficits

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Understanding Emotional Dysregulation and DBT Principles

Child Dialectical Dilemmas Increasing Choices Acceptance of Change

Supervising Connected Authoritative

Giving Permission

Validating Stability

Keeping their world small

Adolescent DBT Dialectical Dilemmas Skill Enhancement

Trust

Transparency Empathic Relational

Suspicion

Privacy Self Acceptance

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Dialectical Dilemmas EMOTIONAL VULNERABILITIES

ACTIVE PASSIVITY

UNRELENTING CRISIS BIOLOGICAL SOCIAL

APPARENT COMPETENCE

INHIBITED EXPERIENCING SELFINVALIDATION

What to Look For SelfInvalidation

• Self-hate/criticism • Peer-pleasing • Perfectionism

Emotional Vulnerability

• Anger, Bitterness Towards Others • Fragility, Vulnerability

Inhibited Experiencing

• Active avoidance • Passive avoidance, dissociation

How to Help Self-Invalidation • Modeling failure • Communicating validation

Emotional Vulnerability

Inhibited Experiencing

• Model self-care • Create a safe emotional environment

• Model Emotions • Display authentic reactions without exaggeration

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Dialectics in Action Others-focus Self-Efficacy

Problem-Solving

Student Teacher Help-Seeking

Sitting With

Self-Focus

What to Look For Unrelenting Crises Active Passivity Apparent Competence

• Uncontrollable Events • Crisis-Generating Behavior

• Willfulness, Demandingness • Helplessness

• Disconnect between verbal and non-verbal behavior • Contextual Competence (mood/situational)

How to Help Unrelenting Crises

Active Passivity

• Control the Controllable in the Classroom • Practice/Model Delayed Gratification

• Cheerlead • Encourage problemsolving • Set Personal Limits

Apparent Competence • Highlight effective behaviors observed • Lose the assumption of how the student “should” behave in all contexts based upon one.

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Dialectics in Action Availability

Class Process

Intervene Teacher Student

Skills Training

Consult Limits

Experiential Identify and write down one (1) dialectical dilemma you deal with in your practice or in relationships and share with the colleague next to you.

Ways Students Can Practice Dialectics • Balance of “old” self with “new” self • Balance of “want-to’s” with “have-to’s” • Balance of your wants/needs with others’ wants/needs • Activating Wise Mind • Considering alternative viewpoints and opinions • Weighing pros and cons • Choosing “middle path” behaviors • Engaging willingness to shift from “stuck”

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Key Childhood to Adolescent Disorders

STATISTICAL PREVALENCE OF CHILDHOOD DISORDERS With Severe

Median Age of

Disorder

Prevalence

Impairment or Distress

Anxiety

31.9%

8.3%

6 years of age

Behavior

19.1%

9.6%

11 years of age

Mood

14.3%

11.2%

13 years of age

Substance Use

11.4%

Not analyzed

15 years of age

Dual Diagnosis

40%

Not analyzed

Onset

Merikangas, K.R., He, J-P, Burstein, M., Swanson, S.A., Avenevoli, S., Cui, L., et al. (2010). Lifetime Prevalence of Mental Disorders in U.S. Adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49,(10), 980-989. DOI: 10.1016 /j.jaac.2010.05.017

STATISTICAL PREVALENCE OF CHILDHOOD DISORDERS BASED UPON MULTICULTURAL FACTORS •

Black Youth are significantly under-represented in mental health and treatment-oriented

•

services and overrepresented in containment-focused facilities.[17] First Nations youth die by suicide about 5 to 6 times more often than non-Aboriginal

• •

youth.[18] LGBTQ youth face approximately 14 times the risk of suicide and substance abuse than heterosexual peers.[19] Youth living in the lowest-income neighborhoods had the highest rates of suicide, emergency department visits for deliberate self-harm, acute care mental health service use, treated prevalence of schizophrenia.[20]

[17] G harabaghi, K., Trocm é, N . and N ew m an, D . (2016). Because Young People M atter: Report of the Residential Services Review Panel. [18] Centre for Addiction and M ental H ealth. M ental Illness and Addictions: Facts and Statistics. W ebpage: w w w .cam h.ca/en/hospital/about_cam h/new sroom /for_reporters/Pages/addictionm entalhealthstatistics.aspx [19] Canadian M ental H ealth Association - O ntario. Lesbian, G ay, Bisexual, Trans & Q ueer identified People and M ental H ealth. W ebpage: w w w .ontario.cm ha.ca/m ental-health/lesbian-gay-bisexual-trans-people-and-m ental-health/ [20] M H ASEF Research Team . (2015) The M ental H ealth of Children and Youth in O ntario: A Baseline Scorecard. Institute for Clinical Evaluative Sciences.

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Anxiety • Anxiety is an adaptive response to threat (and the traumatized client expects threat) • Validate the feelings and sensations as real and experientially work with the somatic experience that the feelings are intolerable • Balance mindful acceptance of anxiety with relaxation and grounding skills(e.g., breathing, muscle relaxation, positive self-talk, self-soothing skills) • Realign therapeutic environment that threatens to dysregulate your client.

BEHAVIORAL PRINCIPLES You must become a behavioral specialist.

• Positive Reinforcement: behavior is followed by a reward, increasing the b’s frequency • Negative Reinforcement (think avoidance learning): behavior is followed by removal of something aversive, increasing the b’s frequency • Positive Punishment: behavior is followed by something aversive, decreasing the b’s frequency • Negative Punishment (think response cost): behavior is followed by removal of something, decreasing the b’s frequency • Extinction: removal of any consequence for a behavior, leading to a decline in the behavior

BEHAVIORAL PRINCIPLES You must become a behavioral specialist.

• Shaping: reinforcing approximations to a desired behavior • Avoidance Learning: behavior results in the cessation of an aversive stimulus (falls under negative reinforcement) • Non-contingent Reinforcement: providing reinforcement regardless of behavior you want to decrease (but in absence of that behavior). The b then decreases as it is no longer necessary to receive the reinforcement • Generalization: performing desired behavior outside of treatment setting

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Best Behavioral Methods to Create Change Make Reinforce

Make a high probability behavior contingent on a low probability behavior (i.e., Premack Principle)

Reinforce anything and everything that is not a problem behavior (clients emit positive behaviors nearly continuously)

Train

Train a new behavior (skill) to reinforce

Cue

Put a problem behavior on “cue” (i.e., bring it under stimulus control)

Understand

Understand the motivation for the behavior and use it to leverage change

Identifying Triggers and Patterns

Trigger

Associated Behaviors

Unexpected Changes in Routine

Aggression, Shutting Down, Withdrawal

Academic Pressure

Anxiety, Inability to Focus, Meltdowns

Practical Exercise: Mapping Triggers

Introducing the Exercise

Brainstorming Triggers

Mapping Behavioral Patterns

Group Discussion and Insights

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BEHAVIORAL CHANGE

Aim For Behaviors That Push But Do Not Exceed Student’s Capabilities

DBT for Schools

Introduction to DBT for Schools • Overview of DBT Modules

• Emotion Regulation

• Mindfulness

• Interpersonal Effectiveness

• Distress Tolerance

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Mindfulness Techniques for Educators and Students

Somatic Internal

External

Box Breathing with Music • https://youtu.be/E_SxKpyWPRg?si=WJFCy9Dy47DgqR5S

The Water Poem by Ram Dass and Awaré

Square Breathing Mindfulness

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YELLOW “Inhaling I sense my body” BLUE “Holding I am here” GREEN “Exhaling I relax my body.” PINK “Holding this is the perfect moment.”

Distress Tolerance Skills for Crisis Situations The STOP Skill

Distraction Techniques

Self-Soothing with the 5 Senses

Coaching Students

Material Internal Ability to soothe the body To self-regulate Experiencing pleasure

External Classroom Lighting Visually grounding spaces

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Artistic/Creative Internal Capacity to access creative processes Imagination Vision

External Art materials Creative writing groups Cooking classes Music (e.g. cds/access to music) Museums

Psychological Internal Strong sense of self Self-awareness Esteem Compassion Nonjudgmental Resiliency

External Access to a therapist Workbooks Manuals Support groups

Emotion Regulation: Teaching Students to Manage Emotions

Recognizing Emotions

Emotion Wheel

Labeling Emotions

Managing Emotions

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Emotional Internal Access to the full range of emotions, expressions, and sensations Ability to modulate high to low arousal Ability to tolerate intensity of emotionality

External Relationships to give and receive emotional support “Sister or Brother”-circles Activities that elicit high and low emotional arousal

Interpersonal Effectiveness in the Classroom

Effective Communication Strategies

Assertiveness Training

Validation The Keys to the Kingdom 54

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Validation: The Keys to the Kingdom • Validation is the non-judgmental acknowledgement of the child’s experience • Validation creates the conditions of acceptance that usually precede change • As a rule, start with validating the child, and return to validation when the child is “stuck” (remembering that rules have exceptions)

Validation as an Exposure Technique • Regulates emotions by decreasing their intensity • Provides gentle, informal exposure to emotions with a sense of self-efficacy • Allows for a more complete expression of emotions, cueing a fuller adaptive response

Balance of Validation and Change • Validation opens kids to change: - Let kids know you understand the nature of their issues and pain - Exposure to painful emotions create a qualitative difference in relating to emotions (decreasing ineffective escape and avoidance behaviors) - Exposure to painful emotions can create motivation to invest in change

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Levels of Validation (Linehan, 1997) • Being acutely attentive (V1) • Reflecting verbal communication (V2) • Describing non-verbal communication (V3) • Expressing how experience makes sense given history or biology (V4) • Expressing how experience makes sense in the present moment and context (V5) • Being in genuine, human contact (V6)

In your own words, how would you describe feeling "overwhelmed"? “I want to runaway and hide. No one understands how hard it is to come to school. My parents don’t care and all my friends are doing so much better than me. I don’t understand what is wrong with me. I can’t do this. I want to go home.” 59

Feeling overw helm ed

1. “I feel sweaty.”

What do you notice when you're getting overwhelmed? List some of the signs

2. “My thoughts start to race.” 3. “I feel stupid.” 4. “I shut down and stop talking.” 5. “I want to runaway and hide.”

Feeling overw helm ed

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How can slowing down help when you're feeling overwhelmed?

Feeling overw helm ed

“I can take a minute to be quiet and feel better. I just need space. My heart rate can slow down and my thoughts can get clearer.”

Learn all about Reflect.

How can talking about your emotions with your teacher help?

Feeling overw helm ed

“Maybe I would be understood and my teacher wouldn’t assume I don’t care or don’t like them.”

How can talking about your emotions with a friend help?

Feeling overw helm ed

“Even though they seem to be doing ok with school, I know they would listen if I was having a hard time and make me feel better or at least try to cheer me up.” 63

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Questions?

In Summary • Change does not happen overnight. • Assume that you and your students are doing the best you can. • Validation are the keys to the kingdom. • Validation precedes change and challenge. • Attachment endures throughout the lifespan. No attachment is fixed. • The areas of the brain that are compromised by stress are the most neuroplastic. • Commit to keeping your students’ brains at rest.

ADDITIONAL RESOURCES • Behavioral Tech, LLC-Marsha Linehan’s website: http://behavioraltech.org/index.cfm?CFID=54493378&CFTOKE N=48711039 • TCU Institute of Child Development: http://www.child.tcu.edu/default.asp • Parenting a Child Who Has Intense Emotions-Dialectical Behavior Therapy Skills to Help Your Child Regulate Emotional Outbursts & Aggressive Behaviors-Pat Harvey & Jeannine Penzo (2009) • Loving Someone with Borderline Personality Disorder: How to Keep Out-of-Control Emotions from Destroying Your Relationship-Shari Manning (2011)

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Thank-You • Eboni Webb PsyD, HSP ewebb@webbjamconsulting.com 615-589-1018

The Village of Kairos 357 Riverside Drive, Suite 220, 250 Franklin, TN 37064

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After the Meltdown: Proven & Effective Self-Regulation and Executive Function Strategies

Kathy Morris igivuWings kkmorris@aol.com www.igivuwings.com

igivuWings

kkmorris@aol.com

www.igivuwings.com Kathy Kaluza Morris

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Executive Functioning Disorders Knowledge Scale • I already know . . .

1 – 3 - 5 3

AND… UN F E B L IT WIL AS L L E W AS G! N I T A L STIMU 4

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Laughter oxygenates the brain 5

High Interest Area Ya think? 6

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AGENDA 8:00ISH WELCOME/OVERVIEW SCHEDULES TRANSITION MARKERS SURPRISE CARDS EXECUTIVE FUNCTIONS 10:00ISH BREAK NEUROANATOMY PSYCHOLOGICAL/DEVELOPMENTAL DISORDERS VIDEO OF MELTDOWN LEVELS OF TALKING POWER CARDS KEYCHAIN RULES 12:00- 1:00 LUNCH METACOGNITIVE STRATEGIES 2:00ISH BREAK SELF REGULATION STRATEGIES 4:00 ADIOS 7

Research on autism: Studies have documented that schedules and routines influence children's emotional, cognitive, and social development. Predictable and consistent schedules in classrooms help students feel secure and comfortable. Schedules and routines help children understand the expectations of the environment and reduce the frequency of behavior problems, such as tantrums and acts of aggression. -Ostrosky, Jung, Hemmeter, Thomas 8

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What does research say? Using an agenda of the day’s lesson makes learning more relevant to students and takes the mystery out of what is going to happen that day. NOTE: This research applies to neuro-typical individuals. What Successful Mentors Do on 81 Research-Based Strategies for New Te acher Inducti Training and Support

Schedule & Transi0on Marker

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Surprise `

SURPRISES ARE OK

I can handle it. I’ll remember that it may be a surprise to others as well.

''John Cena says surpri•ses are O.K.!''

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Surprise Cards

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SURPRISE!

Sometimes… • There are changes or surprises in my day. • THAT IS

OK 16

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When someone gives me this card:

This means… there is a change or and that is OK! surprise.

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Anticipating change... Helps to respond to change! -Lisa Rogers

Ready for a break??

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The brain learns best… oReflection oDiscussion oMovement 23

Clock Partners

12 9

3 6

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WHAT ARE EXECUTIVE FUNCTIONS? NO FORMALLY AGREED UPON DEFINITION.

The Conductor or CEO of the Brain This theory states that EFs are a single, unitary cognitive control process that directs all thought and behavior (McCloskey, Perkins, & Van Divner, 2009)

EF’S AS CO-CONDUCTORS OF THE BRAIN’S ORCHESTRA • Set of multiple

cognitive capacities that act in a coordinated manner

(McCloskey, Perkins, & Van Divner, 2009)

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Multi-dimensional Construct (McCloskey, Perkins, & Van Divner, 2009)

Overarching developmental cognitive neuropsychological construct that is used to represent a set of neural mechanisms that are responsible for cueing, directing, and coordinating multiple aspects of perception, emotion, cognition and action

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METACOGNITION

P 13

Awareness and understanding of one's own thought processes.

IncludesGoal setting Planning and strategizing Sequencing Organization Time management Task initiation Executive attention 30

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Er-notional Control

·T

aptability

FOLLOWING JO S H …

A Day in the Life of a Students with Executive Functioning Issues

M e e t Josh: 6th grade

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7A.M. •

Forgets his cleats

•

Runs back inside to get them

•

Ends up leaving his backpack at home as he races toward the bus

•

Sprints past the checklist his mom left for him

•

Oops, missed the bus! Executive Function Breakdowns: Organizing Working Memory 33

Time M a n a g e m e n t

11A.M. •

Teacher asks, “Who has a good answer to the first question I gave you yesterday about last night’s assignment?”

•

Josh squirms. Hopes she doesn’t call on him.

•

He didn’t write the questions in his planner and hasn’t a clue how to answer them. Executive Function Breakdowns: Organizing 34

Focusing

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1 P.M. LUNCH TIME Josh’s favorite time •

Hogs the conversation, talking way too loud

•

Talks only about his video games and does not allow anyone else to partake in conversation

•

Executive Function Breakdowns: Self-Monitoring Impulse C o n t r o l

Friends are getting annoyed but he does not notice 35

3 P.M. SOCCER •

Josh is so focused on getting the ball that he doesn’t keep in mind which direction he’s supposed to run.

•

Heads for the nearest goal

•

Oops! Kicks the ball right into his own home net.

Executive Function Breakdowns: Shifting F o c u s 36

M e n t a l Flexibility

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6 P.M. DINNER TIME •

Josh is not too happy when his Mom tells him to turn off the TV and set the table.

•

When he thinks he is done, his sister tattles that he’s forgotten to give each person a cup.

•

Frustrated with his sister and missing his TV show, he loses his cool and yells at her.

Executive Function Breakdowns: Emotional C o n t r o l S e l f - regulation 37

8 P.M.

HOMEWORK TIME After much prodding by his mother, he sits down to do his homework. He doesn’t know where to start. Too overwhelmed by the many assignments. Instead of doing his book report or math problems due tomorrow, he surfs the web looking for a topic for science report due next week.

Executive Function Breakdowns: P r i o r i t i z i n g and Planning

Takes a break to play a video game

T a s k initiation 38

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10 P.M. •

When Josh finally begins the book report, his mind keeps jumping from one thought to another.

•

He only gets one sentence down on paper before he gives up for the night.

•

He thinks he can do more on the way to school tomorrow (though he’s never completed anything while riding the bus with his friends!)

Executive Function Breakdowns: Executive Attention Task Persistance 39

Organizing

12 A.M.

WAY PAST JOSH’S BEDTIME •

He’s exhausted and can’t go to sleep.

•

He tries but can’t shut off his brain.

•

He keeps worrying about disappointing the teacher with his incomplete book report.

•

He also worries about getting teased by his teammates for kicking the ball into the wrong goal.

Executive Function B r e a k d o w n S e l f regulation Anxiety Management Emotional C o n t r o l

Modified by the work of Thomas E. Brown, Ph.D. understood.org 40

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Executive Function Weaknesses • Conceptual reasoning abilities may be stronger than their output and productivity • Consequently, these students are inefficient with their work and have difficulty showing what they know in the classroom • Study skills and test performance are compromised • Academic grades may not reflect actual intellectual ability 41

NEUROANATOMY •

frontal lobes

•

prefrontal lobes (associated with behavioral and personality

changes)

The brain develops back to front so the prefrontal cortex is not f u l l y mature t i l l age 25.

Yes, Your Teen is Crazy! Michael J. Bradley, 2002 42

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PSYCHOLOGICAL AND DEVELOPMENTAL DISORDERS ASSOCIATED WITH EF DEFICITS ADHD Learning Disabilities Autism Spectrum Disorders Mood Disorders Obsessive Compulsive Disorders Tourette’s Syndrome Schizophrenia Antisocial Personality Disorders Borderline Personality Disorders

Suchy, 2009

Laughter oxygenates the brain 44

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Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Levels of Talking Power Cards Keychain Rules Reminder Cards Social Stories T-charts

Structuring the Environment: Physical Structure Visual Cueing

Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Levels of Talking Power Cards Keychain Rules Reminder Cards Social Stories T-charts

Structuring the Environment: Physical Structure Labeling

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Expected

Levels o f

L o o k s lik e

Behavior

Talking

4 Outside voice

So others can hear where it is noisy you above the noise! 3 Only people at Table Talk your table can hear you 2

Hello!

Only your partner can hear you

Library voice

Whisper….

Quiet voice

Shhhh.. 47

On stage voice only On stage so

others can hear

4 Outside voice where it is noisy 3 Only people at

So others can hear you above the noise! Table Talk

your table can hear you 2

Only your

Hello!

partner can hear you 1

Library voice

Whisper….

Quiet voice

Shhhh.. 48

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Power Cards 1. A brief scenario or character sketch describing how the hero solves the problem.

2. The POWER CARD which recaps how the child can use the same strategy to solve a similar interest.

50 50

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The following 4 slides are from Ron Haggerton, principal from Highland MiddleSchool, Hobbs, NM

Luke Skywalker changed You can change too. Change is coming today. The force is strong in you and it is OK.

When Luke gets frustrated, he sees Obi-Wan.

When I get frustrated, I go see Mr. Haggerton.

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Jar Jar got surprised today.

Today you are getting surprised too. We are changing the schedule for today. 53

Sometimes Chewbacca needs a time out to pull himself together

Its OK to take a few minutes to get calmed down. 54

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Brendan's Jedi Power Card I am Luke Skywalker and I have some great ideas to share with others. I like to raise my hand and answer the question.

The teacher needs to call on other students so that they can share their ideas, too. I want my friends to have a chance to answer.

To become a Jedi requires the deepest commitment and most serious mind. It is not a venture to be undertaken lightly. As such, Jedi instruction is rigidly structured and codified to enforce discipline and hinder transgressions. 55

Brendan's Jedi Power Card When the teacher calls on someone else in class, Luke Skywalker wants you to remember that you can do one of the following things: oWait and listen oTake one or two deep breaths oWrite your answer down on paper oOther: May the force be with you, Brendan!

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Hey friends, my name is George. It’s time for lunch! I’m going to share with you how I eat lunch at school. 57

First, I wash my hands to get all the germs off.

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Next, I go find my seat. The one the teacher puts me in.

I wait for my teacher to bring me my food.

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I raise my hand and wait if I need something opened or if I have a question. 61

I am willing to try something new that I haven’t eaten before.

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I eat and enjoy my food. 63

I save my dessert for last. 64

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I sit and wait for my teacher to tell me when to get up. 65

LUNCH WITH CURIOUS GEORGE George says, “It’s time for lunch! There are a few simple rules we have to follow at lunch time, Sawyer.” Rule 1: We have to wash our hands

Rule 2: We have to try some of our food

Rule 3 : We h ave to sta y in ou teach r seat er say until t s to g he et up

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NAPS WITH CURIOUS GEORE George says, “Sawyer, it’s time for a nap.” I’ll show you how I take a nap at school. First I lay down on my nap mat. Next I get myself comfortable with my blanket and pillow. Last I close my eyes and go to sleep.

George says taking a nap will make your body feel better! Let’s take a nap

together! 67

PowerCards=Interest =Success

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Typeto entertext 69

Sometimes Miley wants to do something else instead of working But.. her agent booked her. UH-OH.... 70

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She must go to work and be HANNAH MONTANA 71

When Hannah is having a bad day..

She might say, “I didn’t sign up for this!” But..Hannah is a professional. She does her job without complaining... 72

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Just like me. I may not have “signed up” to be a student But, I will be like Miley and be a professional. 73

I will: Take a deep breath Relax Say, “I can do this.” I am a professional. Just like Miley 74

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Miley says.. You go, Drew! Be your natural, smiling self! 75

The End

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Drew's Fabulous Interview

Miley Cyrus is a TV & movie star. She had to go to many interviews to get these jobs and become famous. Sometimes, she used to get a little nervous about meeting new people and talking to them at the interview. 78

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Miley would try to remember that an interview is just a chance to meet new people and tell them about herself. When you get all dressed up and smile, the interview can be lots of fun!!!!

Miley wants to tell you a secret. So, shhhhh . . . . here it is. Just take a deep breath, smile & be your great self, Drew!

That’s how she became Hannah Montana! 80

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You can do it, Drew! You can have fun at your interview if you just do these things: 1. Take a deep breath 2. Smile 3. Be your great self 81

Dean and Sam Dean and Sam Winchester traveled all over the US hunting for ghosts. They must now stay home. Just like me. They want to stay safe. Just like me. 82

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Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Power Cards Keychain Rules Reminder Cards Social Stories T-charts SOCCSS

Structuring the Environment: Physical Structure Labeling

Keychain Rules

Read when calm

Read multiple times

Refer to them when he demonstrates rules as reinforcement

Refer to early in the escalation phase

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Keychain Rules Rule #7: Teachers can call on other students even i f you know the answer. I n fact, i t is her job to call on a variety of students.

Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Power Cards Keychain Rules Reminder Cards Social Stories T-charts SOCCSS

Structuring the Environment: Physical Structure Labeling

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My T- Chart to help me learn Appropriate

Inappropriate

Appropriate

Inappropriate

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Jamie-32 years old Honest

Diplomatic

“She never brings casseroles to the party.”

SAY NOTHING

S-situation O-options C-consequences C-choices S-strategies S-simulation

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Kid is looking at me from across room Matt

Making fun of me

During science class

He doesn’t like me; he thinks I’m

Ignore him Tell him hello Whassup? Call him a (name) and tell him to stop looking at me

stupid.

He may stop Might make a friend Might make a friend Might start a fight

Whassup?

Role play Video tape

Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Power Cards Keychain Rules Reminder Cards Social Stories T-charts SOCCSS

Structuring the Environment: Physical Structure Labeling

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Importance of Physical Structure Physical structure helps students understand work expectations by indicating that being in a particular area or location means:

• Time to work with others • Time to work alone • Time for a break • Time for transition 93

Beware of the traditional “all desks in a row” syndrome! (Sprick, 1997)

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Researchre:StudentEngagement

•

Circles produced the greatest number of ontask comments, oral responses, and on-task behaviors

•

Clusters produced a greater number of on-task behaviors and more handraising than rows

•

Students seated in rows produced a greater number of withdrawal responses than circles or clusters

Source: Rosenfield, P., et al. (1985). Desk arrangement effects on pupil classroom behavior. Journal of educational psychology. Vol 77, No 1, pp 101-108.

IndependentWork/Tests/Lecture

Source: http://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/07/ICS-001.pdf

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GroupWork/Stations

Source: http://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/07/ICS-001.pdf

Demonstration/Discussion

Source: http://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/07/ICS-001.pdf

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Stephanie Goodson and Tracey Potance

100

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PHYSICAL PLACEMENT PROMOTES… on-task behavior

work organization work completion

101

102

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BREAK CALMING AREA CHILL ZONE LEISURE 103

103

BALL SEATS

104

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Physical Structure Ability to predict what will happen in each area is comforting and allows better learning Minimizes distractions and highlights what is important 105

105

BEFORE

AFTER

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107

Note two desks…

108

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Leisure Area/Break time After

Before

109

Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Power Cards Keychain Rules Reminder Cards Social Stories T-charts SOCCSS

Structuring the Environment: Physical Structure Visual Cues

110

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Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Power Cards Keychain Rules Reminder Cards Social Stories T-charts SOCCSS

Structuring the Environment: Physical Structure Visual Cues

111

Classroom rules

he at t k h f w loo to o uld Pho k sho des . like Ear plugs Pencil box

112

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Er-notional Control

·T

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Goal-setting The ability to set clearly defined goals and appropriate goals and then follow through to achieve the goals Dawson and Guare, 2012

Exhibited behaviors: Difficulty in identifying long range goals Fails to complete assignments due to difficulties with prioritizing aspects of the assignment Kaufman, 2010

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LONG TIME PROJECTS, GOAL SETTING AND TIME MANAGEMENT

119

My Checklist

Check when done

1st

2nd 3rd

Next: “Good job Hunter!”

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Exhibited behaviors: Written work lacks flow and organization Difficulties breaking down larger assignments into small units Classroom work reflects a lack of consistent planning and appears student is “winging it”. Kaufman, 2010

Planning and Strategizing

The ability to create a blueprint to achieve goals or in completing a task Dawson and Guare, 2012

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BACKWARD PLANNING

123

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Sequencing Exhibited behaviors: Difficulties with details and sequence of assignments

The ability to put information in a logical and familiar order. Dawson and Guare, 2012

Overwhelmed by task demands that require sequencing Difficulties with reading comprehension Difficulties solving math problems that require sequencing

Kaufman, 2010

125

Work System [Mini-schedule]

126

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My Checklist

Check when done

1st 2nd 3rd 4th 5th 6th 7th 127

Organization The ability to maintain and create systems to keep track of information or materials. Dawson and Guare, 2012

Exhibited behaviors: Difficulties with developing outlines or completing graphic organizers Folders, backpacks and lockers are messy Written work lacks organization Kaufman, 2010

128

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ORGANIZING BINDERS

129

Using graphic organizers

130

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Analogy Organizer New Concept

Familiar Concept

Similarities

Differences

Categories of Comparison

131

Name

Addition Charts

ones

tens

ones

tens

ones

tens

ones

tens

ones

tens

ones

tens

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Language Arts

Decision Making Graphic Organizer Use this graphic organizer to study the process of decision making. Follow the steps below. • Step 1:

W rite a topic in the center rectangle.

• Step 2:

In the extending ovals, write the immediate effects caused by the original action. You may wish to draw additional extending ovals if they are needed.

• Step 3:

In the extending triangles, write the immediate effects caused by the effects written in the ovals. You may wish to draw additional extending triangles if they are needed.

• Step 4:

Use the information in the future wheel to write a short paragraph that will persuade a friend to make the best choice.

Example Civil Disobedience break a rule or law

might get arrested will have a criminal record

rule might be changed

Now make a few of your own future wheels. Here are some suggested topics: prejudice against minorities, slavery, racism, affirmative action, civil disobedience, and reverse discrimination.

#590 Thematic Unit—African Americans

133

Name:

Date:

Period:

Cornell Note Taker Topic: M ain Points

Evidence and Detail

134

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135

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Time Management The ability to estimate how much time one has, how to allocate it, and how to stay within time limits. Sense of time is also imperative with time management. Exhibited behaviors: Requires more time to complete tasks than peers Is unable to gauge the amount of time to complete tasks Is often surprised by due dates Kaufman, 2010

138

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Task Initiation

The ability to begin tasks without procrastination in a timely manner.

Exhibited behaviors: Difficulties starting task Student may be sitting there while other students are working If provided assistance with starting tasks, the tasks can be completed successfully. Kaufman, 2010

140

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START

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Executive Attention A self directed control and maintenance of attention Dawson and Guare, 2012

Exhibited behaviors: Easily distracted by external or internal stimuli Requires reminders to stay on task Difficulties sustaining attention Tendency to make careless errors Kaufman, 2010

143

TEACHING EXECUTIVE ATTENTION

144

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Credit to SocialThinking.com Kristen Wilson and Elizabeth Slutter

WHOLE BODY LISTENER 145

TEACHER PAY TEACHER Loren Crisp

146

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When there are difficulties sustaining attention use…

Positive Behavior Support Booklet Template is on my website: www.igivuwings.com/ resources 147

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Task Persistence The ability to keep at a task or goal till it is completed. Dawson and Guare, 2012

Exhibited behaviors: Starts task but is unable to keep working at it Needs frequent teacher cues to keep working May stop working if individualized help is not immediately available Appears to fatigue quickly during academic activities Kaufman, 2010

149

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150

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Working Memory

The ability to hold information in memory while performing complex tasks. Dawson and Guare, 2012

Exhibited behaviors: Unable to perform multiple step directions Forgets what he is about to say after talking Forgets details of what is read, during or shortly after being read Can answer factual/ explicit questions but has difficulty with details, making predictions, or drawing inferences Kaufman, 2010

151

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The ability to move between tasks Dawson and Guare, 2012

Exhibited behaviors: Becomes frustrated over changes in routines or schedules Tends to get stuck on steps of assignments Has difficulty stopping one task to start another task Kaufman, 2010

153

The miracle of

Transition Markers 154

154

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Time to check your schedule

155

Er-notional Control

·T

aptability

156

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EMOTIONAL REGULATION “Ability to respond to the ongoing demands of experiences with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reaction as well as the ability to delay spontaneous reactions as needed.” (Cole, Michael, and Teti, 1994) Working Memory Inhibitory control Mental Flexibility 157

157

WHY SELF REGULATION IS SO IMPORTANT The Secret of School Success: …”one of several findings in the growing body of research on self-regulation..people’s ability to stop, think, make a plan and control their impulses..it turns out that “these are really the same skills you need to do well in school and potentially in life.” Professor Megan McClelland Oregan State University 158

158

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SELF REGULATION •

The ability to detect how you are feeling

•

Match emotions to events

•

Change level of behavior and emotion to match environment and cultural expectations

159

IT MIGHT BE A SELF REGULATION PROBLEM IF… •

You think “she is just being stubborn…”

•

You really feel you need to watch your every word.

•

You think, ‘Here we go again..”

•

You have to stop yourself from raising your voice.

•

You are tempted to say, “Calm down, calm down” when you don’t know what else to do.. 160

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P.S.

N e v e r in t h e h i s t o r y o f calm ing d o w n has a n y o n e e v e r c a l m e d d o w n b y telling t h e m t o c a l m down..

161

MeMoves-first patented system for self-regulation Stephen Porges’ polyvagal theory, one of the most celebrated new developments in neurobiology. MeMoves’ faces with eye contact and expressive features of emotion, music supporting the same frequency as the female voice, and simple gestures perfectly align with the positive social engagement elements identified by Porges.

When to do MeMoves:

Before a test Before stressful event First period in the morning Prior to quiet, indoor activity 162

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Sensory Regulation Strategies

Working Memory Inhibitory control Mental Flexibility 163

163

Emotional Exhibited behaviors: Becomes frustrated Control in situations where

The ability to manage emotions to achieve goals, complete tasks, to control and direct behavior.

peers would not Has a low frustration tolerance Easily angered by behaviors of others May be overwhelmed by positive or negative emotions

Dawson and Guare, 2012

Kaufman, 2010

164

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Dominic

165

Emotions Chart Scale

5 4 3 2 1

How I feel

What I can do

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or ng f Calli help!

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Created by Kathy Kaluza Morris, igivuWings

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Safety First!

Buckle your Seatbelt!

Keep it Buckled

Listen for Mom or Dad to say,

“Time to unbuckle!”

171

Center Board

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173

Large Group Structure

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Posi%ve Behavior Flip Book

175

Jacob at Home

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Structure at Home: Schedule

177

Posi0ve Behavior Flip Book: “Wait” at restaurants!

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Now/Next

179

Friendships

180

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Response Inhibition The ability to think before acting; to resist the urge to say or do something that may not be a good choice. Exhibited behaviors: Blurts out answers Often says or does things that he or she regrets Often acts as if he is unencumbered by the thought process Often has difficulty explaining why he or she does things Kaufman, 2010

181

Cartooning Helpful for the visually oriented student to facilitate understanding of social situations and anticipated behaviors, as well as the thoughts of other people in a given situation. Thought and speech bubbles, enable the individual with autism to get a sense of social interactions and the hidden rules that govern behaviors (Kerr & Durkin, 2004). Comic Strip ConversationsTM, developed by Gray (1994). By illustrating conversation through simple drawings, the strategy helps the student to identify “what other people say and do” and emphasizes “what other people may be thinking.” 182

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Lighthall & Schetter Laminated marker boards, paper, or chalkboards Comic Strip ConversationsTM, developed by Gray (1994). By illustrating conversation through simple drawings, the strategy helps the student to identify “what other people say and do” and emphasizes “what other people may be thinking.” 183

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Comic Life (Plas-Q.com)

185

Emotional Exhibited behaviors: Becomes frustrated Control in situations where

The ability to manage emotions to achieve goals, complete tasks, to control and direct behavior.

peers would not Has a low frustration tolerance Easily angered by behaviors of others May be overwhelmed by positive or negative emotions

Dawson and Guare, 2012

Kaufman, 2010

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I process information at a slower pace than average.

My brain is like a dial-up modem vs. a cable modem. I f I don’t remove myself from the situation, I go into sensory overload. To someone watching, I appear to cop an attitude or fly into a rage. 187

187

When I’m in overload, I’m in fight or flight response.

Acting angry is a defense mechanism. It’s like my mind thinks it can “scare off” the source of my 188

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Once I’m in full overload, there is nothing I can do but ride the meltdown until I’ve expelled all of my emotional energy. I just kinda lose my head and explode and then I’m fine. 189

189

LET’S HAVE A SNOWBALL FIGHT!

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Keymakers

Some people see a closed door, and turn away. Others see a closed door, try the knob if it doesn’t open . . . they turn away. Still others see a closed door, try the knob, If it doesn’t open, they find a key, if the key doesn’t fit . . . they turn away. A rare few see a closed door, try the knob, if it doesn’t open, they find a key, if the key doesn’t fit . . . they make one. 191

Please keep in touch!

Kathy Kaluza Morris kkmorris@aol.com www.igivuwings.com 409-338-5040

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Connection Before Direction: The Art of Fostering Healthy Teacher-Student Attachment Eboni Webb, PsyD

Understanding Attachment Theory in Education Attachment theory explains how early childhood relationships shape an individual's ability to form connections and manage emotions. This has a significant impact on students' emotional and academic behavior in the classroom.

Affect Regulation Definition: Attachment “An in-born system in the brain that evolves in ways that influence and organize motivational, emotional and memory processes with respect to significant caregiving figures.” (Bowlby)

Behavioral Regulation Cognition Self-Concept

11/6/24

• In utero assaults • Delivery difficulties • Health of both parents during conception • Mental Illness • Abandonment via adoption • Learning difficulties

• Divorce • Prolonged separation from parents and/or siblings • Frequent moves • School transitions • Bullying (Cyber, physical, etc.)

• Identity disturbances • Racial issues • Inside threats • Sexual assaults • Accidents (falls, vehicle, etc.)

11/6/24

Neighborhoods, churches, community centers, schools, service providers (e.g. health, legal, mental health), government

• Safe Harbor

• Secure Base Parents, Grandparents, Extended relatives, mentors, teachers, leaders

• Proximity Maintenance

Attunement, presence, accountability, direction, protection, correction, and connection.

How do we embody this with students?

Secure Base

Safe Harbor

Proximity Maintenance

Attuned and skilled listeners, attuned, present, and activated towards change and challenge

Classroom safety and security, administrative communication, team safety planning and protection

D ifficu lt E m otion s, Feelin gs, an d Sen sation s as th ey arise in class or in on e on

Tolerate, M od u late, an d C om m u n icate

on es.

Understanding Attachment Styles

11/6/24

THE STRANGE SITUATION SECURE ATTACHMENT oReunion behaviors are more insightful than separation behaviors. oImmediate reassurance from the return of their secure base (distress is natural and expected at separation). oReconnection prompts return to independent exploration and play. oChild Behaviors: Flexibility and resilience oSecure Parent = Sensitivity, attunement, acceptance, cooperation and emotional availability

THE STRANGE SITUATION AVOIDANT ATTACHMENT oReunion behaviors are more insightful than separation behaviors. oApparent lack of distress should not be mistaken for calm. Superficial indifference is a trauma defense. oReconnection displays active rejection of bids for connection by parent resulting in limp physical connection. oParent Behaviors: W ithdraw and Rebuff oAvoidant Parent = Inhibited emotionality, aversion to physical contact, and brusqueness

THE STRANGE SITUATION AMBIVALENT ATTACHMENT oReunion behaviors are more insightful than separation behaviors. Looking for their absent parent even when the parent is present. oTwo presentations: Angry or Passive oReconnection displays overt bids for connection and expressions of rejection (e.g. full-blown tantrums, leaning away, etc.) to implicit bids for solace displayed in helplessness and misery. Lack of exploration. Parent Behaviors: Unpredictable and Intermittently available oAmbivalent Parent = Insensitive signaling, neither verbal or physically rejecting while discouraging autonomy

11/6/24

Acute Response to Threat Study Hyperaroused Continuum

Rest (Male Child)

Vigilance (crying)

Resistance (Freeze)

Defiance (posturing)

Aggression (hitting, spitting,etc)

Dissociative Continuum

Rest (Female Child)

Avoidance (Crying)

Compliance (Freeze)

Dissociation (Numbing)

Fainting (checking out, mini-psychosis)

Primary Brain Areas

Neocortex

Subcortex

Limbic

Midbrain

Brainstem

Cognition

Abstract

Concrete

Emotional

Reactive

Reflexive

Mental State

Calm

Arousal

Alarm

Fear

Terror

“In the brains of people who have been abused, the genes responsible for clearing cortisol were 40% less active” (Morse &Wiley, 2012) Acute Response to Threat; (Perry, Pollard, Blakely, Baker & Vigilante, 1995). Adapted from study results for teaching.

Attachment Style: Child (Chara, 2005) Characteristics

Secure

Avoidant-Insecure

Ambivalent Resistant Insecure

Disorganized Insecure

Reaction to caregivers’ absence

Moderate Distress

Little Distress

Strong Distress

Confusion and Distress

Reaction to caregivers’ presence

Seeks comfort and contact

Comfort and contact not strongly desired

Desires, but often rejects, comfort and contact

Desires, but wary of, comfort and contact

Caregiver’s typical interactive style

Loving, involved, disciplining

Rejecting and unavailable

Inconsistent in meeting child’s needs

Neglectful or abusive

Child Dialectical Dilemmas Increasing Choices Acceptance of Change

Supervising Connected Authoritative

Giving Permission

Validating Stability

Keeping their world small

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Attachment Style: Adolescent (Chara, 2005) Characteristics

Secure

Avoidant-Insecure

Predominant Emotions

Optimism; mature emotionality

Detachment; callousness

Desires trust; finds it Indifferent toward trust easy to trust mistrustful of others

Ability to Trust

Ambivalent Resistant Insecure

Disorganized Insecure

Anxiety, anger

Fear, doubt

Desires trust; but mistrustful of others

Desires, but wary of, trust, suspicious of others

Ability to be Intimate (mutual self-disclosure)

Desires intimacy; able to be intimate

Avoids intimacy; difficulty being genuinely intimate

Desires intimacy, but doubtful intimacy is sincere; difficulty being intimate

Intimacy desires mixed with fear and doubt; difficulty being intimate

Fear of Abandonment

Low; finds security in relationships

Low; indifference born of self-reliance

High; fears being rejected

High; strong fears of rejection

Adolescent DBT Dialectical Dilemmas Skill Enhancement

Trust

Transparency Empathic Relational

Suspicion

Privacy Self Acceptance

Recognizing Attachment Styles in Students Secure Attachment

Anxious Attachment

Avoidant Attachment

Disorganized Attachment

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Understanding How You Were Parented that Informs Your Teaching Style

Parenting Styles Authoritative

Authoritarian/Abusing

High nurturance, expectations, and control Moderate communication

High expectations, and control Low communication and nurturance

Power Assertive

Democratic Attachment Parentastic.org.

Parenting Styles Neglecting Low nurturance, expectations, control and communication

Permissive High nurturance, moderate communication, low expectations, and control

Indulgent

Uninvolved Parentastic.org.

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PARENTING STYLES Types

Defining Feature

Nurturance

Communication

Expectations

Control

Authoritarian

Power-Assertive

Low

High

Abusive

Violence

Low

High

Authoritative

Reciprocal

High

Moderate

High

Democratic

Attachment Parenting

High

Moderate

Neglecting

Uninvolved

Low

Permissive

Indulgent

High

Moderate

Low

h ttp :/ / p a re n ta stic .o rg / p a re n tin g / p a re n tin g -sty le s/

Classroom Dialectical Dilemmas Excessive Leniency Fostering Dependence

Pathologizing Normal Behaviors

Limits Presence Forcing Autonomy

Normalizing Problem Behaviors

Authoritarian Control

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From Dysregulation to Self-Soothe The Purpose of Co-Regulation

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Stress Management Our Body’s Natural Defense

Connection Matters Before Correction

Creating Felt Safety

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Social Engagement System Eye-gazing Language Prosody Touch Proximity

Hormonal Counter to Cortisol=Oxytocin • Responsive • Activated through birth • Increases sense of safety and connection • Must act in order for it to be released • Can accumulate through repeated activities.

Problematic Auto-Regulation is Learned

Cortisol

Oxytocin

SelfSoothe

Stress

Behavior

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Now Doesn’t This Get Some Oxytocin Flowing?

Treatment Targets to Increase Oxytocin Without Problem Behaviors

• Hugs • Breath work • Sing in a choir • Listen without judgment • Give a back rub/foot rub• “I need you to know, I want you to know” • Buddy games exercise • Service animals • Proximity • Perform a generous act • Laugh/Dance • Gratitude wall • Make positive eye contact

“

The curious paradox is that when I accept myself just as I am, then I can change. Carl Rogers

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What is Teacher-Student Attachment?

Definition

Importance

Characteristics

Development

The em otional connection that

Strong teacher-student

Positive teacher-student

Teacher-student attachm ent

form s between a teacher and a student, influencing the student's

attachm ent can foster a positive learning environm ent, prom ote

attachm ent is m arked by m utual trust, respect, and a sense of

form s over tim e through consistent, positive interactions

academ ic and social-em otional

student engagem ent, and support

security that allows the student to

and a teacher's ability to

growth.

overall academ ic perform ance.

take academ ic risks.

understand and respond to the student's needs.

Cultivating a strong teacher-student attachm ent is crucial for supporting students' academ ic and socialem otional growth, creating a nurturing learning environm ent, and fostering student success.

The Importance of Healthy Attachment

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Characteristics of Healthy Attachment

• Mutual Trust

• Open Communication

• Mutual Respect

• Sense of Security

The teacher and student have a relationship built on open and honest communication, where both parties feel safe to express their thoughts and feelings without fear of judgment or retaliation.

The teacher and student engage in regular, meaningful dialogue, where they actively listen to each other, ask clarifying questions, and provide constructive feedback to facilitate learning and personal growth.

The teacher and student demonstrate respect for each other's perspectives, opinions, and personal boundaries, creating an environment of mutual understanding and acceptance.

The teacher creates a safe and supportive learning environment, where the student feels comfortable taking risks, exploring new ideas, and seeking help when needed, without fear of judgment or negative consequences.

Strategies for Building Attachment Active Listening

Emotional Support

Positive Classroom Environment

One-on-One Interactions

Consistent Expectations

Relationship-Building Activities

The Role of Attachment in Student Success

Academic Success

Positive Peer Relationships

Sense of Self-Worth

Students with strong teacher-student attachm ents are m ore likely to perform well

Strong teacher-student attachm ents help students develop better interpersonal skills and

Students with strong teacher-student attachm ents tend to have a greater sense of self-

academ ically and achieve their learning goals.

build positive, supportive relationships with

worth, as they feel valued and supported by their

their peers.

teachers.

In sum m ary, the role of attachm ent in student success is crucial, as it positively im pacts academ ic perform ance, social well-being, and personal growth.

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Attachment and Diverse Learners Building healthy teacher-student attachments is essential for diverse learners, who may face additional challenges in the classroom, such as language barriers, social-emotional needs, or learning disabilities. These attachments can provide a sense of security, belonging, and support that can help diverse learners thrive academically and socially.

Cultural Variations in Attachment and Learning

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Practical Implications for Educators Be mindful of cultural norms and expectations regarding attachment

Foster inclusive and supportive classroom environments

Build trust through consistent routines and empathic interactions

Attachment-Focused Classroom Practices

Creating a Welcoming and Inclusive Environment

Providing Individualized Support

Fostering a Sense of Community

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The Impact of Attachment on Teacher Well-Being Percentages of teachers reporting increased well-being factors due to healthy teacher-student attachments

83%

Job Satisfaction

Reduced Stress

Sense of Purpose

72% 91%

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Establishing a Safe Environment for Regulation and Learning

The Learning Space Authoritative Education: Creating a Safe Haven

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Seating Windows Lighting Smells Fidgets Food Weighted blankets Spacing

The Therapeutic Learning Space

Biosocial Theory Coherently Guides Treatment Targets and Strategies

Validation is a primary intervention to: P ro v id e a R e d u c e a c u te e m o tio n a lity

P ro v id e g e n tle e x p o su re to e m o tio n s

c o rre c tiv e v a lid a tin g e n v iro n m e n t (a n d n e w

C re a te a b rid g e to le a rn in g se lfv a lid a tio n

le a rn in g )

O p e n th e stu d e n t u p to change in te rv e n tio n s

Emotion regulation is taught to: U n d e rsta n d h o w e m o tio n h a p p e n

R e d u c e v u ln e ra b ility to in te n se e m o tio n s

In c re a se o p p o rtu n itie s fo r p o sitiv e e m o tio n s

A ssist in ste p p in g o u t o f in e ffe c tiv e m o o d -c o n g ru e n t b e h a v io rs

Biopsychosocial Theory Coherently Guides Behavioral Targets and Strategies

Somatic Mindfulness (non-judgment and acceptance) is taught to: • Reduce amplifying emotions • Reduce escape and avoidance of emotions • Create qualitatively different and effective experience of emotions

Distress Tolerance is taught to: • Provide healthy ways of coping with emotions when needed

Use the theory to conceptualize the purpose of the interventions used

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In Summary •Attachment Theory in Education: Early relationships significantly influence students' emotional regulation, behavior, and academic success. •Teacher-Student Attachment: Builds mutual trust, respect, and security, fostering positive academic and social outcomes. •Attachment Styles: Secure, Avoidant, Ambivalent, and Disorganized styles shape students' behaviors and interactions in the classroom. •Practical Strategies: Create a safe, inclusive learning environment through active listening, emotional support, and co-regulation techniques. •Core Principle: "Connection matters before correction“ – nurturing bonds is foundational to a thriving educational experience.

Questions?

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Thank-You · Eboni Webb PsyD, HSP ewebb@webbjamconsulting.com 615-589-1018

The Village of Kairos 357 Riverside Drive, Suite 220, 250 Franklin, TN 37064