Oppositional, Explosive and Disruptive Behaviors in the Classroom: Effective Strategies for Intervening Before, During and After a Meltdown

CPD

Handouts

Faculty

Kathy Morris, M.Ed., B.S. Related seminars and products

Director/Owner

igivuWings

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Kathy Morris, M.Ed., B.S., has over 42 years of experience working with children and adolescents with severe behavioral difficulties, autism, ADHD, executive dysfunction, and cerebral palsy. She has been a speech therapist, teacher for self-contained programs, resource teacher, and first grade teacher. Kathy's business, igivuWings, has reached families, educators, counselors, speech pathologists, occupational therapists, and medical professionals throughout the world.

Kathy was a diagnostician/supervisor for all grade levels and a LIFE Skills/autism/behavior/assistive technology consultant at a Texas education service center before leaving to start her own business. A prolific speaker, Kathy has keynoted many national/international conferences. She provides technical assistance in classrooms across the US, Canada, and several international countries. Kathy is a frequent guest on a local news program promoting research-based techniques for working with children and adolescents with executive functioning deficits, ADHD, and Autism Spectrum Disorder.

Kathy was honored as Outstanding Educator for Children with Disabilities (1997) and a delegate for the President's Commission on Special Education (2002).

Speaker Disclosures:

Financial:  Kathy Morris maintains a private practice.  She has authored an audio product and a DVD product which are published by the Bureau of Education & Research. She receives a speaking honorarium from PESI, Inc. 

Non-financial: Kathy Morris is the mother of adult children with autism spectrum disorders.

Additional Info

Program Information

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Objectives

1. Discriminate functions of behaviour during a tantrum vs. meltdown.
2. Illustrate the connections and breakdowns between communication, social skills, and behaviours.
3. Employ a breathe card and emotions chart to develop self-control and self-management skills.
4. Design optimal classroom structure to prevent overstimulation and sensory breakdowns.
5. Employ SOCCSS, keychain rules, and t-charts to prevent, intervene, or consequate targeted behaviours.
6. Utilize surprise cards, change of schedule cues, and transition markers to alleviate anxiety.

Outline

Functions of a Meltdown

• Tantrum vs. meltdown
• Stages of a meltdown
• Sensory issues vs. behaviour issues
• Meltdown intervention video

Identify Triggers that Drive Challenging Behaviors Related to:

• Attention Deficit Hyperactivity Disorder (ADHD)
• Oppositional Defiant Disorder (ODD)
• Autism Spectrum Disorder (ASD)
• Learning disabilities
• Executive functioning deficits
• Anxiety disorder
• Depression

Sensory Strategies

• Easy-to-use sensory tools and apps to calm
• Overstimulation and sensory breakdowns
• Classroom structure for optimal learning

Executive Functioning Strategies

• Visual cues, music, and software designed to increase attention and focus
• High interest areas to strengthen motivation and engagement
• Visual reminders for routines and predictability
• Visual structures to promote organization

Self-Regulation Strategies

• Video modelling, t-charts, social stories, social scripts, emotions charts to develop self-control
• Tools that promote self-monitoring of behaviour
• Power cards and visual checklists as powerful incentives to change behaviour

Social/Emotional Communication Strategies

• Social scripts and social stories to develop social interaction
• Video modelling and role playing to demonstrate appropriate interactions
• First person stories for positive behaviour changes and affirmations

Explosive Behavior Strategies

• Recognize the warning signs of a meltdown to prevent it
• Surprise cards, change of schedule cues, and transition markers to alleviate anxiety
• Visual cues to depict expected behaviour
• Converting the verbal to a visual

Techniques for After the Meltdown

• Strategies for instructional consequences
• Chart appropriate/inappropriate behaviours
• Activities for reviewing behaviours when calm
• Cartooning to facilitate feedback
• Strategies for providing systematic feedback
• Reinforcement for communication strategies
• Identify feelings and review behaviour

Hands-on Activities

• Demonstration video of child having a meltdown
• Appropriate and meaningful replacement behaviours for physical aggression
• Instructional consequences for a meltdown

Target Audience

• Educators
• School Administrators
• Educational Paraprofessionals
• School Counselors
• School Social Workers
• School Psychologists
• School Guidance Counselors
• Speech-Language Pathologists
• Speech-Language Pathology Assistants
• Occupational Therapists
• Occupational Therapy Assistants
• Counselors
• Social Workers
• Psychologists
• Marriage and Family Therapists
• Physical Therapists
• Physical Therapist Assistants
• Other Helping Professionals who Work with Children

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