Behavioral+strategies


 * __Whole Body Listening __**

You listen with your chest by keeping it up and pointed toward the person who is talking.

You listen with your ears by hearing what other people are saying.

You listen with your eyes by looking at people's faces and eyes when they are talking to you, to think about how they are feeling. ** You listen with your mouth by only making comments about what the person is talking about ([]). This teaching strategy, which I use while at work at YMCA (after school care), works with children of all different abilities and attentive spans and is an amazingly effective strategy. My work colleagues and I have to go and collect the students from the afterschool meeting place, get them settled, take the roll and then take them to the gym before settling them down again and explaining activities, afternoon tea and any other admin announcements. Thus, they are stop-starting quite often. With a range of attentive spaned children and two children diagnosed with ADD and ADHD in my afterschool care class, this strategy is perfect. Often I settle them down for roll call by saying something like ‘I’m looking for full body-listening in 5, 4, 3, 2, 1.. till they are all silent and sitting cross-legged with straight backs and eyes to the front. This strategy is effective as the children know they have to stop fidgeting or talking as they have been warned. They also then recognise immediately those children who aren’t sitting still and tell them to stop (as they don’t want to waste time listening to the staff members and want to go play). I can also see who is not paying attention easily. I think this strategy is further effective in settling them down and getting them to focus, especially as often when it’s a Friday they tend to be very unsettled coming in from PE. This strategy just helps them relax and stay focused on the task at hand. The whole-body listening technique is also effective as it is portraying the need for silence and paying attention, by using all the senses; using their eyes, brain, body language and mouths. This helps all physical, cognitive and audio-visual learner types of children.

By Estelle Koutsikamanis

Some strategies that I have heard of from a seminar on environments and routine by the Belconnen community support, behavior support team, which not only can be used for students with disabilities or behavioral but for everyone in the classroom. These strategies are aimed at preschool or younger children in a childcare setting.

Strategy 1: Touch my nose – This strategy is use when having conversations with children when you need them to pay attention and to role model social educate by using eye contact. By asking the student to touch your nose while pointing to it, by doing this the child is looking at you and you know that they are concentrating. It was interesting that when talking about this strategy they said that this was used with children with Autism and they were able to demonstrate a degree of eye contact.

Strategy2: Toys to care – This was a process for children who what every reason can’t sit still or get distressed at group or transition times when there is a lot of people and a lot going on. All it involves is giving them something to take their minds away from the full extent of what is happening around them by presenting them with a toy it was suggest that a slinky or stretchy lizard/dinosaur be used for them to concentrate on. The example they used was of this boy who every time it came packing up and transitioning into group time would go on a ‘rampage’ through the room, now when the group is told to pack up he asks for his dinosaur and is able to walk around calmly and join into group time when everything is settled down.

This Information was from a Environment and Routine seminar run by the Belconnen community support, Behavior support team whom website is:[]

By Stefany Lamb

__CIRCLE TIME__
Circle time, as described by Jenny Mosley on her [|website](Online 2011), 'is a whole approach to setting up and maintaining a positive management system in the classroom', that promotes such things as positive relationships, development of social and emotional skills, self-esteem and self confidence. It is seen as an approach in which reduces challenging behavioural problems within the classroom and assists in creating 'caring and respectful ethos' among peers (Mosely Online 2011). While I have only seen Circle Time used in Primary classrooms, this strategy can be used for students ranging from P-10. Teachers need to be conscious of age appropriate focus activities when implementing Circle Time.
 * What is Circle Time?**

Circle Time is run like a class meeting, where the teacher and student's sit in a circle and openly discuss issues within a safe, friendly and non-judgemental environment, through relevant activities and games. Circle Time is scripted, where the teacher will set a sentence starter, for example, 'My Name is... and I feel happy when...", which assists children to articulate what it is they need to add to the discussion. Circle Time is beneficial for teacher's as it gives them an insight as to the dynamics of the class and understanding the emotional needs of their students. Themes are used as a focus within each Circle Time session. Such themes could include: (Moss and Wilson, 1998)
 * Circle Time in the classroom:**
 * //Differences and similarities//
 * //Conflict and cooperation//
 * //Saying how you feel//
 * //Being a good listener//

Circle Time assists student's with and without intellectual disabilities in recognising their own and others emotions and feelings, understanding how their behaviour/actions can affect themselves and others and assists with important skills such as listening, speaking and turn-taking (Mosely Online 2011). As suggested by Jenny Mosely (2011), some strategies to engage student's with additional needs in Circle Time include using sensory props, singing and dancing through short sessions. I have been involved in a number of Circle Time sessions in primary schools, where the teacher used [|'The Bears Cards'], which are pictures of bears portraying different emotions/feelings, that assist in starting conversations around feelings and emotions we experience.
 * Circle Time Activites, particularly for students with additional needs:**

In 2010, I researched Circle Time for a presentation in the unit //Promoting Positive Learning Environments,// where I came across an article titled, 'Evaluating Circle Time as a support to social skills development- reflections on a journey in school-based research' (Canney & Byrne 2006) which focussed on how Circle Time assists with improving social skills of students with mild intellectual disabilities. An interesting point in which Canney and Byrne (2006) discuss throughout the article is that social skills is often the primary 'difference' of the characteristics in people with and without intellectual disabilities. This article recognised the importance of Circle Time a means of supporting social skill development, although it recognises the importance of planning, implementation and use of appropriate content, particluarly for students with higher needs. I recommend reading this article as it gave me more of an insight as to the effective use of Circle Time with students with additional needs.

References:

Mosley. J, 2011 Online. //Circle-Time//. Accessed 3.7.11. Available at []

Catherine Canney & Alison Byrne. A, //‘Evaluating Circle Time as a support to social skills development – reflections on a journey in school-based research’// British Journal of Special Education. Vol. 33, No. 1, 2006. Online. Accessed September 2010. Available at []

Helen Moss & Valerie Wilson //‘Circle Time: Improving Social Interaction in a Year 6 Classroom’.// Pastoral Care 1998, pp. 11-17. Blackwell Publishers. Online. Accessed September 2010. Available at []

//'The Bears Cards'// Online, Accessed 3.7.11 Available at []


 * Visual Rules**
 * Picto-selector is a resource website which provides tools to implement visual rules within a classroom. Visual rules can be used for a number of different learning impairments, from hearing problems to behavioural disorders. By implementing visual rules in the classroom, as either an instructional tool or a behavioural device the flow of the class is bound to be much smoother, particularly if a student/students have one of the impairments discussed above.** **To implement this in the classroom all that is required is to have the appropriate signs and symbols up across the room and for the students to have a clear understanding of what they mean.**
 * (5/07/11)**


 * []**

**Self Calming Procedures**
Calming procedures such as calming spots are becoming widely used for students with behavioural problems in classrooms. A calming spot can be picked by the teacher or student, but it is thought that having the student picking and nameing it allows them to have ownership and provides them with a feeling of security. This is a spot students can go too when they recognise themselves becoming overly stimulated or agrressive, or a spot teachers can ask students to go to. Sessions in this space should last no more than ten minutes and teachers should welcome students back into the main classroom area when the session has ended (gov, n.d)

Government, (n.d). //Behavioural strategies.// retrieved on July 7, 2011 from []


 * //See also//**


 * //the// PALS Program //wiki page for more ideas on behavioural support.//**

__**CLASSROOM MEETINGS**__
Loreman et al., (2005) recommend: “Regular class meetings are an excellent way of promoting positive behaviour in the classroom. This allows time for the students to think about their behaviour and take responsibility for it. Class meetings should be held regularly (once a week) or more frequently if required. Some teachers criticise class meetings, as they interfere with an already overloaded schedule. While this is a legitimate concern, in most instances class meetings contribute to the promotion of good behaviour in the classroom, which then enables the teacher to concentrate on teaching. It is noted that the time invested in class meetings is more than compensated for by the time freed up with improved behaviour. (p. 205)

Children of all ages, including those in high school and very young children can successfully participate in class meetings. Class meetings can be adapted to suit the needs of your classroom environment. Some building blocks of the meeting process are:
 * forming a circle
 * complimenting and appreciating
 * create an agenda
 * develop communication skills
 * solving problems through role-play and braimstorming
 * applying logical consequences

See also information at: [|classroom meeting strategies]

Reference: Loreman, T., Deppeler, J. & Harvey, D. (2005). //Inclusive Education. A practical guide to supporting diversity in the classroom.// Crows Nest, Australia; Allen & Unwin.

Written by **Julia Cook** Illustrated by **Carrie Hartman.** This is a story about teaching children the concepts of personal space. It is a great book for all children and particularly children with diverse ability. It is a fun story about a boy called Louis who is very interested in space but does not have a great understanding of personal space. The story is written for primary school children and is designed to be interactive. What is really helpful is the practical experiences that are threaded throughout the story that can be used in a classroom context.
 * Book: Personal Space Camp.**
 * (**Purchased at Amazon.com**.)**

One idea in particular that I have seen utilised in an afterschool care where a child with high functioning autism was sitting a little too close for the comfort of other children is the use of a hoop. In the book it describes using a hoop to demonstrate space. So using this idea at the after school care, a number of children get inside the hoop and are asked how do they feel? They are cramped, uncomfortable, too squashy, etc. Then they are all given a hoop that they can sit in without others, their own personal space. They feel very comfortable. So when the child with autism sat too close to the children, he was reminded of the space in the hoop and was able to move and give them a bit more space.

There are other ideas in the book so it can be used just to tell the story or as a practical guide to teach about SPACE.

= = __**Social and Emotional Wellbeing – By Jodi Stoneman **__ <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">Social and Emotional Learning is an process used to assist students in understanding and knowing about social relationships and positive behaviour techniques(The State of Queensland Department of Education and Training, 2008). These programs and activities are particularly useful for students who might have social, emotional and/or behavioural disorders or have these disorders as a result of their disability such as Autism, Asperger’s Syndrome, ADHD or other. Social and Emotional Learning programs are usually designed to promote learning and development in 5 core areas (The State of Queensland Department of Education and Training, 2008)**:**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">Social and Emotional Wellbeing helps to promote and develop a positive school climate, which is beneficial towards the successful development and implementation of inclusive school practices, and is also useful for students who have Social, Emotional and Behavioural disorders. Some activities and resources that I have found that would be useful for teaching social and emotional wellbeing within the classroom includes:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Self-Awareness (emotions, personal interests, personal strengths, self-confidence)
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Self-Management (impulse control, emotional regulation, motivation, resilience, goal setting.)
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Social Awareness (developing and promoting empathy, appreciation of individuals, similarities and resolving conflict).
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Relationship Skills. (Resistance to peer pressure, building healthy relationships, understanding cooperation.)
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Responsible Decision-Making. (the ability to make decisions taking into account all factors including safety, ethical, moral, social and moral consequences, evaluation and reflection)

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">**EMOTIONAL ACTIVITIES:**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">This booklet can be found online and includes simple activities for students aged 5-7 years of age. The activities provided/suggested cover various social and emotional wellbeing areas such as self-awareness, empathy, social responsibility, and problem solving, stress and impulse control. I would use this booklet within the classroom as the activities are simple in their design and construct and can be elaborated upon if needed. They also provide good starting points for discussions amongst the group and are simplistic enough for the ages in which they were designed for, whilst still providing meaningful learning and outcomes that can be linked to any curriculum. You can find the booklet at: []

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">**8 STEPS FOR CREATING SUPPORTIVE RULES WITH STUDENTS** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">These steps are found within the Centre for Social and Emotional Education, Cultivating Caring Learning Communities Booklet along with more suggested activities. I found the 8 steps for creating supportive rules useful however as it goes beyond the usual suggestion of “//involving students when creating class rules//” providing support and step by step instructions on the creation of class rules that promote positive learning environments and supports a collaborative and supportive learning atmosphere amongst students. I would recommend this as a guide for teachers wanting to create the class rules at the beginning of the class year as a method for managing and promoting positive classroom behaviour. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">The steps involved include:

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">**//STEP ONE: REFLECTION//.** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">This step involves students to think and reflect on their hopes and dreams, and goals for the learning year, and what their core values might be. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">//**STEP TWO: BRAINSTORM**// <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">Using the student’s reflection as a basis for ideas, students collaborate to brainstorm suggestions for class rules that will meet their hopes, dreams and goals, yet is also conducive to a positive and collaborative learning environment. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">//**STEP THREE: FRAME THE RULES**// <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">Word the suggested rules in a positive sequence. This puts the focus on the “right” behaviours expected of students, and avoids unintentionally triggering “wrong” behaviours through suggestions of what not to do. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">//**STEP FOUR: CONDENSE**// <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">Reduce the rules into a few key ones. Having a few key golden rules can be easier and more powerful for students to follow and manage than having a whole host of “do’s” and “don’ts”. Ensure that the rules are important in the creation of a classroom culture that students want. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">//**STEP FIVE: CELBRATE, SHARE, DISPLAY**// <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">Make the rules the “Centrepiece” to the classroom environment. Have students praise and prompt the rules through the creation of slogans and illustrations for display. If you want invent a class pledge or contract that students can sign or state – invite parents to join in on the fun. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">//**STEP SIX: REFERAL AND ACCOUNTABLE**// <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">Capture postivie and negative moments within the classroom as they occur and use them to teach and reinforce rules that have been created. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">//**STEP SEVEN: STUDENTS HOLD THE COMMUNITY ACCOUNTABLE**// <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">Instead of the teacher always being the one to hold students accountable to the class rules, encourage the creation of a class atmosphere where students hold each other accountable to the rules in respectful ways of course. This can be done through class lessons, discussion etc and through the provision of strategies of teaching consequences and accountability. Students should be made aware of and assist in the creation of, from the onset, various consequences that occur should a rule be broken. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">//**STEP EIGHT: REVISIT THE RULES PERIODICALLY**// <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">During the year some rules may become obsolete as students learn to manage their behaviour, however some new ones may need to be added. It is important to revisit the rules occasionally so that students are able to made adaptations as needed. <span style="font-family: Arial,Helvetica,sans-serif;">These steps can be found at: [|http://www.schoolclimate.org/educators/documents/CultivatingCaringLearningCommunities.pd**f**]

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">**COPING CARDS** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">This activity was suggested and is used by teachers of a local school in Canberra. The feedback was that it is effective in assisting students to become aware of their emotions and how cope with the behaviours that can often be associated with those emotions. The purpose of the activity is for students to become aware of their own behaviours and the behaviours of their peers, and provide them with understanding and knowledge of how to regulate their own behaviour through the provision of coping and problem solving strategies and choices available to them. The activity would best be conducted during circle time or equivalent. In the middle of the circle are placed cards. On each card is written various emotions such as “Angry”, “Happy”, “Sad”, and “Excited”. Students are asked one by one to go and select a card from the middle. The teacher then encourages the student to complete the following sentence “When I feel “angry” I …..” Based on the students response will direct the discussion. For example if the student ends the sentence with “hit things”, the discussion could be based on whether it is ok to hit things when angry, and if so, what sort of things would you hit? Etc. What are some other ways the students could respond or behave when their angry. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">I would use this activity in the classroom as it requires students to stop and think about how they do react when feeling particular ways and offers a collaborative method of providing students with other methods for reacting to particular emotions.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">**REFERENCES**

<span style="font-family: Arial,Helvetica,sans-serif;">//Emotional Intelligence Activities for children ages 5-7.// (2003, January 28). Retrieved July 25, 2011, from Ohio National Guard Family Readiness Programm: <span style="font-family: Arial,Helvetica,sans-serif;">http://www.ong.ohio.gov/Family/deployment/emotional_activities_5-7.pdf

<span style="font-family: Arial,Helvetica,sans-serif;">Education, C. f. (n.d.). //CSEE Cultivating Caring Learning Communities.// Retrieved July 25, 2011, from School Climate: <span style="font-family: Arial,Helvetica,sans-serif;">http://www.schoolclimate.org/educators/documents/CultivatingCaringLearningCommunities.pdf

<span style="font-family: Arial,Helvetica,sans-serif;">The State of Queensland Department of Education and Training. (2008). //Social and Emotional Learning//. Retrieved July 25, 2011, from Queensland Government: Department <span style="font-family: Arial,Helvetica,sans-serif;">of Education and Training: http://education.qld.gov.au/studentservices/protection/sel/

Diet and behavioural difficulties
After watching the video from Week 2 ' Being different may be cool – On the Autistic Spectrum' I became interested in the role that diet can play as a strategy for assist children with Autism and other behavioural problems. In the video the youngest child, Ben, was on a diet that was low in gluten and diary for assisting with his daily life and education. As looked into this further I found some great references of research into diet as a strategy for supporting children, and adults, with behavioural difficulties. There are many articles about the effect of a gluten-free and casein-free diet for treating children with Autism, and studies have been performed in this area showing some positive results in the area's of communication, interaction and reduction in Autistic traits. This is something that could be addressed in schools as a suggested strategy for children with Autism and behavioural problems. A therapeutic approach such as maintaining a healthy diet for student's health and well-being would be well worth discussing in an open forum such as an ILP meeting with the full support of parents, carers and the wider school community.

Silberberg, B., (2009) //The Autism and ADHD Diet – A step-by-step guide to hope and healing by living gluten free and casein free (GFCF) and other Interventions,// Sourcebooks, Illinois USA.

Autism Web – A Parent's Guide to Autism Spectrum Disorders The GFCF Diet for Autism Spectum Disorders [] – retrieved 20/7/2011

Food and Behaviour Research, Information About Conditions, [] retrieved 18/7/2011

The National Autistic Society, //Diet and vitamins: therapeuitc approches,// [] – retrieved 21/7/2011


 * HOW TO ASSIST STUDENTS WHO ARE SHY**


 * Explain the resource: **

Early Childhood Australia website offers information on how to assist a child in your class who is shy.

http://www.earlychildhoodaustralia.org.au/feelings_and_behaviours/everyday_feelings/feeling_lonely_and_shy.html


 * Why is it useful: **

Shyness can be an obstacle to creating friendships and participating in class. As it is not an obvious behavior, such as anger or aggression, I felt it was important to include this resource in the light of inclusive teaching. It is in the context of assisting children in early childhood settings.

The following text has been taken directly for the Early Childhood Australia website, linking to informative articles on how to assist a student in your class who is shy. When you access the website:

**http://www.earlychildhoodaustralia.org.au/feelings_and_behaviours/everyday_feelings/feeling_lonely_and_shy.html** the headings in the following text will take you to links that further explain the introductions listed below.

Shyness in young children

Shy children want to join in but are not able to. This overview provides strategies to include the shy child including not naming a child as shy. Australia

Shy and withdrawn children in the classroom

This article suggests a number of broad and specific strategies for engaging shy and withdrawn children in classrooms. United States

__ **Intervening Disruptive Behaviour** __ ﻿By U3046837 __

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Teachers in Australian special and mainstream schools are dealing with increasingly challenging behavior. Teachers use a wide range of strategies for dealing with problem behavior, but knowing exactly which approach is best can be a challenge (Murik et al, 2005) Children who are severely disruptive in the classroom could have a variety of psychiatric disorders, including attention deficit hyperactivity disorder, (ADHD), oppositional defiant disorder (ODD), or conduct disorder (CD).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Attention Deficit Hyperactivity Disorder** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">It is estimated that around 3-5% of school aged children are diagnosed with ADHD. The criteria for ADHD can be divided into two categories: inattentive and impulsive-hyperactive (Cook, 2005). This includes symptoms such as:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Disorganization
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Forgetfulness
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Distractibility
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Not listening
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Over activity
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Excessive talkativeness
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Failure to remain seated
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Blurting things out
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Interrupting

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Children with ADHD are likely to have other psychiatric disorders stemming, including learning disabilities, ODD, CD, anxiety and depression (Cook 2005).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Oppositional Defiant Disorder** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">ODD is characterized by constant disobedience and hostility. Like ADHD, ODD tends not to occur by itself. Around 80% of children with ODD also have ADHD. Children with ODD are also likely to have problems with learning, anxiety or depression (Cook, 2005).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">The criteria for ODD include:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Hostile attitude
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Easily angered, annoyed or irritated
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Negativity
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Tendency to lose temper
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Argumentativeness
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Defiance
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Deliberate disruption to others
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Vindictiveness

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Conduct Disorder** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">CD is characterised by behavior that violates a person, or their rights or property. These behaviors could include:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Bullying
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Physical fights
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Use of weapons
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Law breaking activity including vandalism, forced sexual activity, theft, arson
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Dishonesty
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Theft
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Running away
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Truancy

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**__Classroom Intervention__**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Strategies to Improve Attention** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Cook (2005) has listed a number strategies that to help improve the attention of students with ADHD:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Sit children with ADHD at the front of the class
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Provide one instruction at a time, repeat the instruction, and keep instructions brief. The child should be asked to repeat the instruction.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Written instructions should be given along with oral instructions.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Use visual aids
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Assignments should be broken up into small steps.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Teach child active reading techniques such as highlighting or underlining
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Structured classroom
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Clear rules and expectations
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Frequent breaks

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Strategies to Improve Compliance** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Below is a list of strategies compiled by Cook (2005), to improve compliance in the classroom:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Positive reinforcement and rewards for good behavior
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Any improvement in behavior should be praised
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Ignore low-level negative behavior
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Acknowledge the child’s feelings

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Behavioural Contracts** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">These are helpful in cutting the vicious cycle of negative behavior and teaching the child how to get positive attention. A behavioural contract involves the children, teacher, counselor and parents involved in working towards a prosocial goal. There are three major components to a behavioral contract: target behaviors, a tracking system, and a rewards menu. Involving the relevant people in building the behavioural contract will have more chance of success, as they will be more invested. Below is an example of a behavioral contract.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">**___’s Behavioural Contract__**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">**Targets:** 1. “I will speak only when its my turn” <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">2. “I will follow directions by the count of 5” <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">3. “I will keep hands and feet to myself”

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">**Tracking:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">I will receive 1 point per target met at 10am, 12noon, and 2pm, for a possible total points of 9 per day.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">My teacher will log the points into my log book and initial them three times per day.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">I will review the log book with my parents each evening, and they will also track my points.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">**Rewards Menu:** 50 points = Get to order pizza for dinner <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">100 points = Trip to bowling alley with dad <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">150 points = Game of Nintendo

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Sample Behavioural Contract** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**(Cook, 2005)**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Target Behaviours**: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Developing targets involves identifying the most problematic behaviors, and making goals that will correct the behavior. Only a few targets should be identified at one time. The targets should be specific and worded affirmatively, for example, rather than a goal that says, “Don’t hit”; more appropriate wording would be “Keep your hands and feet to yourself.” (Cook, 2005)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Tracking** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Tracking enables the children/teachers record and reflect on the progress of their behavior. There are several ways to do this including stickers, tokens or points. Their should be set times in which the stickers, tokens or points are rewarded e.g. at the end of each period, at the end of each day, or at certain designated times.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Rewards Menu** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Children should be involved in the development of a rewards menu in order to ensure the child is highly motivated to attain their goal. A good idea for a rewards menu is having different levels of rewards, e.g. 50 points, 100 points, 150 points, that build up to a main prize. Visual cues for the rewards menu can also increase motivation.

<span style="font-family: Arial,Helvetica,sans-serif;">**References:** __

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Cook, M. 2005. “The Disruptive or ADHD Child: What to D When Kid’s Won’t Sit Still and Be Quiet”. Love Publishing Company.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Murik et al. 2005. “Reported Strategies for responding to the Aggressive and Extremely Disruptive Behaviour of Students Who Have Special Needs.” AASE Inc.

**__<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 21px;">Anger __****__<span style="color: #c0bc00; font-family: 'Times New Roman','serif'; font-size: 21px;">Management __****__<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 21px;"> Traffic __****__<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 21px;"> Light __****__<span style="color: #c0bc00; font-family: 'Times New Roman','serif'; font-size: 21px;"> System __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A ‘traffic light system’ could be used with both mainstream and special needs students for a variety of reasons, including to identify stages of anger and to apply problem solving techniques. The idea is that three difficult colours lights are used to represent a different feeling or strategy that can be used. This system can be applied in an educational setting in the following ways:

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) ** **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Representing stages of anger __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This strategy may be useful to help students become more aware of their emotions, identify triggers of anger, and learn how to control their reactions ( <span style="color: #7030a0; font-family: 'Times New Roman','serif'; font-size: 16px;">Ketcham, 2011) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This could be used with:


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mainstream students.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Special needs students from middle/upper primary and beyond (i.e. moderate learning disabilities).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Additional needs students from early primary and beyond (i.e. ADHD).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Once the individual can recognize what stage of anger they are in, they can apply the best personal coping strategy and prevent the progression of their emotions to red. This is similar to the anger management strategy ‘CALM’ discussed by Foreman (2008).

**__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The traffic lights symbolize: __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> three phases of emotion that an individual passes through when they are becoming angry:


 * **__<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 16px;">GREEN: __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> signifies calm and relaxation – the state before anger starts to develop.
 * **__<span style="color: #dbd600; font-family: 'Times New Roman','serif'; font-size: 16px;">YELLOW: __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">representing the build-up of anger – usually occurring when an individual first encounters a stressor.
 * **__<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 16px;">RED: __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> standing for the individuals’ reaction to the emotion.

**__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In the classroom: __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This strategy could be utilized by students - allowing them to recognise when and why they are angry; as well as to know how to calm themselves down and settle back into the class.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This strategy may help minimise the disruptions caused by the students’ behaviour and allow other students to continue learning.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 0px; overflow: hidden;"> **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) ** **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Anger Management strategy “Stop, Think, Go”. __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each light can be used to represent a different stage in the process of anger management and can be used to cope with anger:   <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This method can be:   **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Adapting BOTH ‘Traffic Light’ strategies for special needs/additional needs students in the classroom: __**  **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">BOTH ‘Traffic Light Systems’ could be used in the classroom by: __**  **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">References __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://randompanda7812.deviantart.com/art/Happy-Neutral-and-Angry-face-184960196
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__ STOP: __** define the problem and recognise the feelings.
 * **__<span style="color: #dbd600; font-family: 'Times New Roman','serif'; font-size: 16px;">THINK: __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">generate solutions to can be used.
 * **__<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 16px;">DO: __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> select a individualised strategy and initiate action.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Used with mainstream students.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Modified and tailored to the needs of those that may have difficulty grasping the problem solving process (i.e. those with moderate-to-severe disabilities or limited verbal abilities; Rossiter, Hunnisett & Pulsford, 1998).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Particularly useful with additional needs students (i.e. ADHD).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use visual cues (photos, slides, video demonstrations, prompt aid’s and role-play)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use thinking activities (thought bubbles/Y-charts)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use in combination with relaxation techniques (tensing and relaxing muscles from your hands to your feet)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Create opportunities for students to monitor their mood (activities/homework)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Displaying the strategy as a poster around the classroom for all students to learn.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Placing it on the desk of individual students so that it can be easily referred to.
 * Foreman (2008). //Inclusion in action: second edition//. Centage Learning, Melbourne, Victoria.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ketcham, S. (2011). Using a Traffic Light for Anger Management. LoveToKnow Stress Management. Retrieved from http://stress.lovetoknow.com/Using_a_Traffic_Light_for_Anger_Management
 * <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">[|RandomPanda7812] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. (2011). [|//Happy, Neutral, and Angry face//]<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[Image]. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">[|Deviant ART. Retrieved from]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rossiter, R., Hunnisett, E., & Pulsford, M. (1998). Anger Management Training and People with Moderate to Severe Learning Disabilities. [|//British Journal of Learning Disabilities//]//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">, //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">26 (2), 67-74.