The Tough Kid Tool Box - Copperas Cove ISD

THE TOUGH KID T

TOOL BOX Sharon Dacus, Ed.S., LSSP, NCSP

Special Education Behavior Coordinator

THE TOUGH KID TOOL BOX

practical
Classroom-tested

Ready to use

…guide to managing and
motivating tough-to-teach st

William R. Jenson, Ph.D., Ginger Rho

X

tudents

ode, Ph.D., H. Kenton Reavis, Ed.D.

WHAT DOES A TOUGH

KID LOOK LIKE?

THE
COERCIVE
PAIN
CONTROL
CYCLE



2 PROACTIVE INTERV

1. Classroo

2.Structured

VENTION STRATEGIES

om rules

d classroom

CLASSROOM RULES

 Keep the number of rules to a minimum
 Keep the wording of rules simple
 Have the rules logically represent your bas

expectations for behavior
 Keep the wording positive when possible
 Make your rules specific
 Make your rules describe behavior that is o
 Publicly post the rules in a prominent place

sic

observable
e

CLASSROOM RULES (CONT.

5 Steps to TEACH classroom rules…

1. Read the posted rule.
2. Discuss why the rule is important.
3. Role play the rule.
4. Explain what will happen if the rule is follo
5. Explain what will happen if the rule is not

.)

…

owed
followed.

F

FIRST

DATES





Non Examples •
•
• Be responsible •
• Be a good citizen
• Pay attention •
• Be ready to learn •
• Demonstrate respect for others •
• Respect others’ rights
• Treat school property appropriately •
• Do your best •
• Take care of your materials •
• Maintain appropriate behavior •
•
in classroom •
• Be kind to others
• Be polite

Examples

Turn in completed assignments on time
Bring paper, pencil, and books to class
Sit in your seat unless you have permission to
leave it
Do what your teacher asks right away
Raise your hand and wait for permission to speak
Unless you have permission to speak, talk only
about work
Follow directions the first time given
Keep hands, feet, and objects to yourself
Bring books, notebooks, pens, and pencils to class
Be in your seat when the bell rings
Be in the classroom when the bell rings
Walk, don’t run, when moving around the
classroom

STRUCTURED CLASSROOM

Seating rules for tough kids:
1. Move them close to you.
2. Do not let tough kids sit together.

Having tough kids close benefits YOU becaus
1. It invites less trouble.
2. Proximity control is an effective anteceden
3. You can reinforce the student more easily.

se:
nt strategy.

STRUCTURED CLASSROOM:

Step 1. On the first day of school (or a day
letter home to all parents to inform them abo
about the student.

 Pair this with an incentive for the student to increase m

Step 2. Have all students complete a “studen
Step 3. Gather the parent info, student info,
RtI, etc.) and set up a seating chart.
Step 4. Create a typical seating chart that a
Step 5. Create a larger seating chart in whic
student.

: SEATING CHART STRATEGY

selected to begin the strategy) send a
out your class and gather information

motivation to return the info!

nt info page”
and any other pertinent info (SpEd, 504,

a substitute can use.
ch you plug in pertinent info about the

Liz Thomas Jacob Birch

Asthma; doesn’t like to be Slow to warm up; doesn’
redirected in front of peers; older get breakfast; needs sna
brother deployed (Korea) sugar

Loves cats; So you think you can Dallas Cowboys; Nike sh
dance; Jennifer Lawrence 3 hours a day after scho
hut; blue; wants to own a
OHI for ADHD (sped); BIP
(proximity, verbal reinforce, choices, Visual learner
advance notice, visual cues for back
on task, limit repetition of mastered
work)

Kip King Drew Hale

Parents divorcing currently; living Likes attention from peer
with dad (works nights) adults; struggle with rea

Writes stories and creates video Runs in 5Ks; football (JV)
games; 4 siblings-split; abuse in Titans; dad ex-military;
history; trying to learn guitar; red subject; went to Grand C
summer
Takes medication (mood)
SLD (Rdg fluency); Resou
place marker, extra time
in front of peers, check f
understanding

Parent Info; Student Info; Other (teacher info)

’t always Kristal Strand
acks, but no
“Perfectionist”; follows directions;
hoes; works mom teaches at elementary
ool at Pizza
a business Sports (bball, softball, tennis); club
soccer; went to Disney/HP this
rs and summer; wants to go to Baylor
ading
); Tennessee Use as a peer tutor
math is fav
Canyon this Terra Parker
urce Rdg;
e, limit rdg New to school and trying to make
for friends (but going slowly)

Cheerleading; rides horses (rodeos
on weekends); wants to be makeup
artist or do equine therapy; “bling”

Transfer; retained in 1st grade

PRACTICAL REDUCTI

• State the student’s name
• Do not use a question format when making a request
• Get close to the student when making a request
• Use a quiet voice, and do not yell
• Look students in the eyes
• Give the student time
• Do not nag
• Do not give multiple requests
• Describe the behavior you want
• Be unemotional
• Make more start requests than stop
• Verbally reinforce compliance

IVE TECHNIQUES

PRECISION
REQUESTS:

THE
MAGIC
FORMULA



CONSEQUENCES: FOLLOWIN

 Consequences should be ONE component of bu

 Ratio of praise to consequence should be at lea

 Consequences should be appropriate given the
 Consequences are best when mild and brief
 Use restitution (building positive behaviors) as a
 Do not punish when you are angry
 Avoid using a task/activity that you want to tea
 If you are repeatedly giving consequences for t
your program

NG THROUGH

uilding better behavior

ast 4:1

e severity of the problem behavior

an alternative to punishment

ach as a consequence
the same behavior, stop and evaluate

WHAT IF? CHART

Positive Consequences Negative Conseque

• Good job! • Verbal warning
• Lottery ticket • Name in conseq
• Superstar list • 5 minutes off rec
• Classroom helper • Mystery consequ
• Planned free time • Not eligible for
• Seat scramble • Lose computer re
• Eligible for home note • Eat lunch away f
• Spinner surprise • Call home
• Mystery motivator • Stay after class
• Inter-class timeo

ences Serious Behavior Clause:

quences book • Out of class timeout
cess • Visit to principal
uence • Suspension
this week’s lottery
eward time
from peers

out (buddy room)

POSITIVE REINFORCE

The Tough Kid Book will teach you:

 The basics of positive reinforcement

 Arguments for and against positive reinforc

 Types of positive reinforcement

 Effective use of positive reinforcement

 Selecting positive reinforcement

 Ideas for positive reinforcement systems

• Wandering social reinforcer
• Chart moves
• Magic pens
• Spinners
• Mystery motivators

EMENT STRATEGIES

cement

• Grab bags
• Lottery/Raffle Tickets
• Yes/No program
• Dots for motivation
• Classroom auctions

POSITIVE REINFORCEMENT

Giving something value
student after he or s

desired behavior that
improv

Replacement behavior occurs

T: THE BASICS

ed or desired to the
she has done the
you are focusing on
ving.

Reinforcement provided

POSITIVE REINFORCEMENT

http://www.youtube.com/watch?v=JA96Fba

T IN ACTION

a-WHk

SELECTING POSITIVE REINF

Methods of selecting:

 Reinforcer survey or interest inventory
 Spending time with the student
 Watch and listen

How to select reinforcement:

 Select age-appropriate reinforcement
 Use natural (and FREE!) reinforcement whenever it is eff
 Think of the student as a “customer”
 Use reinforcement appropriate to the student’s level of
 Avoid partial praise statements
 Do not confuse reinforcement with a student’s basic righ

FORCEMENT

fective
functioning
hts

USING POSITIVE REINFORC

I : Reinforce IMMEDIATELY!
F : Reinforce FREQUENTLY!
E : Be ENTHUSIASTIC!
E : Make EYE CONTACT!
D : DESCRIBE what you like!

Bonus Formula: A + V = X
ANTICIPATION + VARIETY = extra long-lasting suc

CEMENT: IFEED!

ccess

…AND LAST BUT NOT LEA

Never, ever p
student with the r
he or she gives

behav

AST!

provide your
reward before
you the good
vior!

VERBAL PRAISE: WHEN A ST

• Dynamite follow-through! •W
• Cool when you do that! •H
• You’re on target and a big help! • Yo
• Magnificent following my directions! • Sp
• Super work! • Bi
• Fantastic job! • Yo
• You learned it correctly--good job! •W
• How smart of your to do it that way! •W
• I’m so proud of you! •W
• That’s the best! • Yo

UDENT FOLLOWS THROUGH

Wow--super follow-through!
Hurray for you!
ou’re a winner!
pectacular!
ingo--wonderful job!
ou’re on your way!
Well done!
What a good listener!
What fine work!
ou’re right on target!

REWARD SUGGESTIONS: WHEN

Potential Social Motivators • Show and tell • Dance
• Hugs • Solve codes/puzzles • Be swung aro
• Congratulations • Blocks • Jump rope
• Handshakes • Board games • Blow up ballo
• Winks • Teacher wears a funny hat go!
• High five! • Play instrument • Be pushed on
• Touches or pats • Pop balloons • Walk the dog
• Praise • Draw or color • Computer tim
• Tickling • Water paints • Make a sand
• Peer approval • Roll a wheeled toy • Use the teleph
• Thumbs up! • Go on a walk • Time to sleep
• Smiles • Sing a song • Take shoes of
• Kisses • Comic book • Wear a hat to
• Applause • Turn in a swivel chair
• Recognition • Arts and craft project
• Nods Potential Mate
• String beads • Molding clay
• Announcing success to others • Look through binoculars • Crayons
• Listen to a song • Color markers
Potential Activity Rewards • Play with voice recorder • Books
• Free time • Foot races • Compass
• Pick a story • Use a camera • Fake spiders
• Choose the activity • Extended time at a favorite • Buttons
• Work a puzzle • Stickers
center

N A STUDENT FOLLOWS THROUGH

• Kaleidoscope • Coin bank
• Fake fingernails • Paints and brushes
ound • Flashlight • Whistle
• Trading cards
oon then let it • Jacks Potential Material Motivators
• Play money • Molding clay
• Fake tattoos • Popcorn
n swing • Jelly beans
g • Bubble-blowing set • Favorite candy or candy bar
me • Marbles • Chocolate milk
• Jumping beans • Raisins
castle • Pretzels
hone • Sidewalk chalk • Goldfish
• Striped straws • Ice cream
ff during class • Jump rope • Soda
• Stamps • Cereals
o class • Pencils with name • Animal crackers
• Snack packs
erial Motivators • Balloons • Chewing gum
• Cards or games
• Magazines
s • Model kits
• Miniature cars
• Dinosaurs
• Comics
• Yo-yos
• Cowboy hat