Behavior

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15 Apr: 5 Second Interventions

5 Second Interventions by Dr. Will Henson I spend a lot of my time training staff and consulting to districts about challenging behavior. In almost every training I get the same question which is some version of this: “How do I find the time in my busy schedule to do all these behavior interventions?” It’s true that many interventions taught today require a lot of time of the educator. We are told to make plans, check in, teach skills, help the student evaluate their progress, stop and listen (etc…). Many of these require between five and fifteen minutes – or more! So in this post I’d like to talk about four interventions that take only between 1 and 5 seconds….

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10 Apr: Better Together: A Trauma Informed Approach to SEL Guide Available

Although they are commonly thought of as two separate initiatives, Social and Emotional Learning (SEL) and trauma informed practices support student growth more effectively when they are implemented together. SEL and trauma informed practices have many conceptual and practical similarities. At the same time, each has unique components that can help make the other more effective in helping students learn and grow. As educators look for ways to more effectively support student growth, there is logic in considering SEL and trauma informed practices not as separate or competing mechanisms, but as practices that work better together.  This guide provides examples of ways SEL and trauma informed practices, implemented together, offer a more powerful and comprehensive support for student growth than either can…

EdWeek Interventions

02 Apr: Why Aren’t Our Behavior Interventions Working?

Why Aren’t Our Behavior Interventions Working? by Dr. Will Henson If you missed our recent webinar with Education Week on this same topic, please check it out here. In this post, I’d like to discuss one of the key reasons why school-based behavior interventions work. As educators, we like interventions that make logical sense. It makes sense that: (a) If you do something right, you should get some kind of reward (b) If you do something wrong, there should be some type of consequence (c) If something goes wrong, you should come up with a plan to fix it (d) If you have consistent trouble in an area, you may need to learn some new skills to help you do better….

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18 Mar: Trauma Informed Series Exercises – Week 7- Relationship Builders

WEEK SEVEN: RELATIONSHIP BUILDERS by Dr. Will Henson Relationships are a critical component of working with kids who have ACEs. Kids who have ACEs take longer to trust adults and need more repetitions of positive adult interactions to help them succeed. So pick a kid. Any kid. You may or may not know they have ACEs. This week, you are going to have three positive interactions with that kid each day. Maybe it’s listening to them talk about something they are into. Maybe you are going to give a few more compliments, notice some more of their appropriate behavior, or just say hello. Three times a day. One week. And you have to mean it. You can’t fake a relationship!…

EdWeek Interventions

11 Mar: Answers to Questions from our recent webinar, “Why Aren’t Our Behavior Interventions Working? Using Trauma-Informed Approaches to Enhance Interventions”

Questions and Answers from “Why Aren’t Our Behavior Interventions Working? Using Trauma-Informed Approaches to Enhance Interventions” Education Week Webinar with Dr. Will Henson. Thanks again to everyone who attended the Education Week webinar on Tuesday, March 5.  If you missed it, you can watch the recorded version here! And special thanks to all who submitted questions. We had so many good questions come in, but were only able to answer a fraction of them on the webinar. If you don’t see your exact question here, it’s because we combined a few similar questions.  If you’ve since thought of something else, please send it to info@321insight.com and we will do our best to answer it as well. Thanks again! Dr. Will Henson…

Trauma-Informed Solutions

11 Mar: Trauma Informed Series Exercises- Week 6: Predictability

WEEK SIX: PREDICTABILITY by Dr. Will Henson Students who have experienced adverse experiences in childhood do not like surprises. A key element of a trauma-informed classroom (or any trauma-informed environment or interaction) is predictability. Here are a few things you can do to provide predictability: (a) Create a consistent schedule (b) Inform kids about changes ahead of time (c) Pre-teach and prepare kids for new experiences or material (d) Post visual schedules and reminders (e) Keep your behaviors and responses consistent. This week I want you to pick one way that you can be more predictable from the list above. Spend some time thinking about how you are going to do it. I would advise you overdo it a little…

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04 Mar: Trauma Informed Series Exercises: Week Five – Active Listening

Week Five: Active Listening by Dr. Will Henson Active listening is a super skill in terms of supporting kids with trauma, building relationships, and also getting kids to listen to YOU. This week we (i.e. you) are going to give it a try. Let’s make this simple…in three conversations this week, you are going to do the following: Just listen – Don’t think about what you are going to say next, just listen. Even if you don’t agree, really listen to try to understand what the person is saying. Show it – Show you are listening by making eye contact, nodding, and maybe occasionally giving a one-word verbal response (yes, I see etc…) Remember a few more things: All this…

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27 Feb: The “Goldilocks Zone”: Building Resilient Regulation Skills

The “Goldilocks Zone”: Building Resilient Regulation Skills by Dr. Rick Robinson In the third installment of our Regulation Skills blogs, we will focus on several ideas that can help students increase their stamina when it comes to regulation. In our first two blogs, we focused on approaches to group and individual regulation, discussing a number of key skill development strategies. Once students have tools in their regulation kit, it is important to help them use those tools effectively under increasingly demanding situations. One way to work on this goal is to focus on increasing stamina. That is, help students increase their skills in maintaining a state of regulation that will allow them to complete tasks requiring effort, over longer chunks…