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PBSIS:School Initiative

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R.E.S.P.E.C.T. Module:

Main Message: We will focus on specific proactive strategies for classroom staff to use in the class to reduce problem behaviors. The name of the module is an acronym: R.E.S.P.E.C.T. Each letter represents a strategy used to develop an inclusive and respectful classroom.

Elaboration: The purpose of this module is to provide our staff with specific strategies for developing an inclusive classroom that supports both classified and non-classified students. The point that needs to be reiterated is that "the best intervention is prevention"!

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**R**-Relationships **E**-Expectations **S**-Supervision **P**-Pre-correction **E**-Engaging Instruction **C**-Classwide Recognitions **T**-Transitions

Dealing with Disruptive Behavior Module: <span style="background-color: #00e8ff; color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Main Message: <span style="color: #ff004f; font-family: 'Comic Sans MS',cursive; font-size: 140%;">We will specifically focus on how our staff can address disruptive behavior while it is occurring. We will outline the phases of escalating behavior and provide strategies to assist and support one another in managing these behaviors. <span style="color: #ff004f; font-family: 'Comic Sans MS',cursive; font-size: 140%;">media type="custom" key="8177528"

<span style="background-color: #ffff00; color: #ff0024; display: block; font-family: 'Comic Sans MS',cursive; font-size: 140%; text-align: center;">Understanding Behavior Patterns Module:

<span style="background-color: #ffff00; color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Main Message: <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 140%;">We will discuss commonly used approaches for addressing unwanted behavior and provide a basic understanding of behavior. This modules lays the foundation for the other aspects of creating a respectful classroom.

<span style="color: #11700b; font-family: 'Comic Sans MS',cursive; font-size: 140%;">media type="custom" key="8177620" <span style="background-color: #ffff00; color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Bill of Rights for Behaviorally Challenging Kids: <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">If we don’t start doing right by kids with social, emotional, and behavioral challenges, we’re going to keep losing them at an astounding rate. Doing the right thing isn’t an option…it’s an imperative. There are lives in the balance, and we all need to do everything we can to make sure those lives aren’t lost. <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Behaviorally challenging kids have the right: <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">- To have their behavioral challenges understood as a form of developmental delay in the domains of flexibility/adaptability, frustration tolerance, and problem-solving <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">- To have people -- parents, teachers, mental health clinicians, doctors, coaches...everyone -- understand that challenging behavior is no less a form of developmental delay than delays in reading, writing, and arithmetic, and is deserving of the same compassion and approach as are applied to these other cognitive delays. <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">- Not to be misunderstood and counterproductively labeled as bratty, spoiled, manipulative, attention-seeking, coercive, limit-testing, controlling, or unmotivated. <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">- To have adults understand that challenging behavior occurs in response to specific unsolved problems -- homework, screen time, teeth brushing, clothing choices, sibling interactions, and so forth -- and that these unsolved problems are usually highly predictable and can therefore be solved proactively. <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">- To have adults understand that the primary goal of intervention is to collaboratively solve these problems in a way that is realistic and mutually satisfactory so that they don't precipitate challenging behavior any more. <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">- To have adults (and classmates) understand that time-outs, detentions, suspensions, expulsion, and isolation do not solve problems or "build character" but rather often make things worse. <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">- To have adults take a genuine interest in their concerns or perspectives, and to have those concerns and perspectives viewed as legitimate, important, and worth listening to and clarifying. <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">- To have adults in their lives who do not resort to physical intervention and are knowledgeable about and proficient in other means of solving problems. <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%;">- To have adults who understand that solving problems collaboratively -- rather than insisting on blind adherence to authority -- is what prepares kids for the demands they will face in the real world. <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%; line-height: normal;">- To have adults understand that blind obedience to authority is dangerous, and that life in the real world requires expressing one's concerns, listening to the concerns of others, and working toward mutually satisfactory solutions. <span style="color: #ff0024; font-family: 'Comic Sans MS',cursive; font-size: 120%; line-height: normal;">