Brain-based Behavior Intervention Strategies

Format

Individual Presentation

First Presenter's Institution

Neurologic by Lakeside

First Presenter’s Email Address

katd@lakesidetraining.org

First Presenter's Brief Biography

Kathryn is an Educational Psychologist and Licensed Professional Counselor who is passionate about helping schools to create sustainable, supportive, and emotionally safe environments. She has spent many years in private practice working with clients who have experienced trauma. In 2010 she became certified in the Neurosequential Model of Therapeuetics (NMT) with the Child Trauma Academy under the leadership of neurodevelopmental expert Dr. Bruce Perry. Kathryn became a trainer of NMT for Lakeside staff in 2017. She currently works as part of the Neurologic by Lakeside leadership team as the Coordinator of Research and Development. She presents regularly to schools as well as at educational conferences such as NYAR, The Annual Philadelphia Trauma Training Conference and Family Focused Treatment Association.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Scarbrough 4

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Heart: Social & Emotional Skills

Relevance

This topic addresses Head strand in suggesting ways of keeping students in the classroom by understanding student needs through accurate behavioral interpretations. It also addresses Heart strand by promoting ideas for fostering social and emotional skills through behavior intervention strategies which are matched to student needs.

Brief Program Description

Brief Description:

Addressing poor classroom behavior is the most requested topic among the schools we work with at NeuroLogic®. This discussion proposes a paradigm shift toward identifying the brain state, missing developmental skill or need for belonging and pairing it with practical behavior interventions for the classroom which address these needs. The presentation offers practical and applicable suggestions for developing classroom and school wide behavioral intervention practices.

Summary

Summary of Proposal

Addressing poor classroom behavior is the most requested topic among the schools we work with at NeuroLogic®. This discussion proposes a paradigm shift toward identifying the brain state, missing developmental skill or need for belonging and pairing it with practical behavior interventions for the classroom which address these needs.

Brain State

Interpreting Behavior

  • Children with a history of trauma have a sensitized stress response, is this true for that child?
  • Is this a response which is atypical for this child?
  • What is their behavior telling us?

Interventions

  • General regulating practices in the classroom and helping students feel they belong.
  • Targeted regulating practices in response to behavior issues.

Executive Function Skill Development

Cool Executive Functioning

  • Do they understand the rules?
  • Do they know where to apply them?
  • Do they know what happens if they don’t follow the rule?

Hot Executive Functioning

  • Do they have emotional regulation skills?
  • Do they have distress tolerance skills?
  • Do they have relational tolerance skills?

Interventions

  • General practices for regulating students and helping them feel they belong.
  • General practices for developing hot and cold executive functioning skills.
  • Targeted practices for students who have need for further self-regulation skills.

Evidence

Cobb, Floyd & Krownapple, John. (2019). Belonging through a culture of dignity: The keys to successful equity implementation.

Perry, B. D. (2001). The Neurodevelopmental impact of violence in childhood. Chapter 18: Textbook of Child and Adolescent Forensic Psychiatry, January 2001, 221–238.

Ross W. Greene & Stacy Haynes (2021) An Alternative to Exclusionary Discipline, Childhood Education, 97:5, 72-76, DOI: 10.1080/00094056.2021.1982300

Ross W. Greene & Stuart Ablon (2006) Treating Explosive kids: the collaborative problem-solving approach, Guilford Press, 2006.

Zelazo, P. D. (2020). Executive function and psychopathology: A neurodevelopmental perspective. Annual Review of Clinical Psychology, 16, 431–454. https://doi.org/10.1146/annurev-clinpsy-072319-024242

Learning Objective 1

Be able to identify the difference between student behavior associated with a brain state change versus behavior associated with underdeveloped executive functioning skills.

Learning Objective 2

Be able to describe, from a brain-based perspective, how addressing inappropriate behavior relates to brain-states, development of executive functioning skills and feeling of belonging.

Learning Objective 3

Describe at least 1 classroom-based behavior intervention which promotes either a regulated brain state, the development of executive functioning skills or feeling of belonging.

Keyword Descriptors

Behavior Intervention, Brain-based, Trauma Informed

Presentation Year

2025

Start Date

3-3-2025 2:45 PM

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Mar 3rd, 2:45 PM

Brain-based Behavior Intervention Strategies

Scarbrough 4

Brief Description:

Addressing poor classroom behavior is the most requested topic among the schools we work with at NeuroLogic®. This discussion proposes a paradigm shift toward identifying the brain state, missing developmental skill or need for belonging and pairing it with practical behavior interventions for the classroom which address these needs. The presentation offers practical and applicable suggestions for developing classroom and school wide behavioral intervention practices.