The textbook defines setting events as circumstances in an individual’s life, ranging from cultural influences to an uncomfortable environment, that temporarily alter the power of reinforcers. I currently have a student who comes from a group home and the second he walks in my door, I can usually tell what kind of morning he has had (and consequently, what kind of morning I will have). Setting events can be powerful influences in a student's life and can be huge determinants in the type of behavior that we can expect to see in our classrooms.
One way to manage setting events is to make sure that we have a good relationship with our students, so that we can identify when we may need to intervene to manage those setting events. One of the strategies that I use with my student is to allow him to take a walk around the building, take a few minutes alone in our conference room, or have him talk to our therapist for a few minutes before he is asked to start his academic day. Does anyone else have any ideas for managing setting events?
6 comments:
Like you, I also allow my students to take a lap around our blacktop area when they need to clear their heads from their morning.
I have a student who lost both of his parents when he was 2 or 3. Although the doesn't remember much, he is being raised by his paternal grandmother. I know that she has pictures around the house and he knows where she keeps other things that belonged to his parents. We can tell when he has been looking at their things or talking about his parents when he gets to school, because he is usually pretty sad and just wants to be alone. When this happens, we allow him to take some time and get himself together before he is asked to get to work.
I always know my student is frustrated or having a bad day when he stims more than usual and begins to hit. He is a typically non-violent and non-aggressive person, so that is a clear warning sign. When this happens, I first always give him the opportunity to discuss the matter and then give him what we call "car therapy". He is allowed to sit in a car for about 20 minutes to cool down. Sitting in a moving vehicle is his favorite thing to do and has always proved an effective calming mechanism.
My student recently moved to a new home, and since that move he has had a hard time coming to school. He doesn't want to come and when he does he cries for the first 15 - 20 minutes. So I started talking to him about the change and trying to bring up the positive things about it. I know he lives close to a park now and he loves that. Change is hard on anyone, especially if you don't really understand why something had to change. I have been letting him have his space and giving him some extra attention when he walks in the room. I also gave him some extra free time with his friend so hopefully his crying will decrease and he will start enjoying his new setting soon. I may try letting him run a few laps as well to help him calm down when he first enters the classroom.
I have a student and it is really easy to see if he has had a good start to his mourning or not. When he gets off the bus he is given several options to help make the day run smoother. He is resistant to making verbal requests so we give him options and follow procedures throughout the day. He is given options like he can have some cereal or watch a few minutes of a movie. After that, he is usually ready to start instruction. But then sometimes he isn't. That's when him being resistant to speech so much fun and when environment and antecedent management is so important.
Jeanette, I have a student in a simiilar situation as your student although my student's losses are more recent. This student has a very difficult time being in school right now. I have been letting him go outside to water the plants as a built in break for him about half way through class. Sometimes he will request this if I don't tell him to go. This seems to help him make it through the class. If you have any strategies for helping students deal with loss let me know
Like Elizabeth my student also recently moved here from Maine. Maine and California are very different states so the transition was rather hard on my student. When he first arrived he was a very good student and had no problem completing work or staying on task. Now that he has friends he is constantly disruptive and hardly ever completes his assignments. I am happy that he has made friends, but his behavior is horrible, anyone have any suggestions?
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