Top Down or Bottom Up: Before we respond
Chapter 2 focuses on a developmental perspective to consider how “in control” a child is of their own behavior. Analyzing the top down or bottom up origin of a behavior helps us to understand if the behavior is intentional or if it is a reaction to an underlying (foundational) cause. Discerning the difference requires a relationship with the child, knowledge of the child’s prior experiences, and the child’s social-emotional development.
In the chapter you explore six processes of social-emotional development through an analogy of the structures of the house. The foundation, frame, electrical wiring, rooms and hallways, decorating, and then the driveway are developmental structures to consider, “Where does the child stand?” in developmental readiness to respond differently to the current circumstances. For some this analogy will flow smoothly. For others, it may create confusion. If you experience the later, just skip this perspective and focus on the color pathways. Don’t let the “house’ bog you down. You will follow the color pathways more through the remainder of the book. But, the last infographic on page 56 does a nice job of giving the big picture of where the color pathways fit and the questions to consider in the big picture of social-emotional development.
Question of the week
What strategies do you use or can you use to build a relationship, understand a child’s previous experiences, and gain understanding of a child’s social-emotional development when supporting a child with behavioral challenges? What do you see as “first steps” to discovering whether a behavior is top down or bottom up? What do you think should be the focus when supporting a child in the blue pathway, red pathway, and green pathway?
Remember to not only post your thoughtful response to the question of the week, but also check back to review other’s postings and reply to at least one to engage in a true virtual and asynchronous discussion.
Goodrich-Garza Education 
To create a strong bond with a child, it’s important to use effective methods. Start by showing a real interest in the child by asking about their likes, dislikes, and what they enjoy doing. This is crucial to begin forming a connection. When we have a good relationship with a child who is having behavior issues, we can work together to figure out why. We can either look at the overall situation first or start by looking closely at the details.
To understand if a behavior comes from thinking or is more automatic, we need to think about whether it’s gradual and planned (top-down) or instinctive and about survival (bottom-up).When helping a child on different paths, like the blue, red, and green ones, we should focus on what the child needs.
Personal Note: I really like this topic. When I got the book, I read up to chapter 6. Now, I have to read those chapters again. I found it fascinating how they used a house to show how kids grow emotionally and socially. The pathways were easier to understand in some ways, as they used simple words.
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I like this book very much! Though targeted for children, this book also makes me think of some of the adults/co-workers that I have interacted with before. I believe Eileen stated this in a previous post, but chronological age does not correlate with the ability to regulate ones emotional responses or behaviors. It makes me think of adults who have not dealt with traumatic experiences.
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Totally agree. I can see me pulling this out when I’m confused by some adult reactions….or I need to go close my door because I’m getting ready to walk down a red pathway and need to figure out a better choice. All kidding aside this is very insightful.
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Very true, Whitnee!
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It does help us understand behaviors by adults and children we work with. But also, it makes me look back and learn about my own behaviors as well.
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Well said! Show a ‘REAL’ interest in the child. I think this is the key to form a connection. Children know and can feel what is real! Thanks Nelly!
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What strategies do you use or can you use to build a relationship, understand a child’s previous experiences, and gain understanding of a child’s social-emotional development when supporting a child with behavioral challenges?
My first strategy is building relationships with the child’s family. From them I can learn more about the child’s history and interests along with what has worked and hasn’t worked in the past. Engaging in play and observing kids in different environments can help build a relationship with the child. I like finding something positive that the child does or something they are really excited about and making positive comments to them about it.
What do you see as “first steps” to discovering whether a behavior is top down or bottom up?
My first steps would be to learn and understand more about the child’s history. The next steps would be understanding the child’s social emotional development and reading the cues in the moment that help reveal what underlies the behavior.
What do you think should be the focus when supporting a child in the blue pathway, red pathway, and green pathway?
Green Pathway – Social Engagement. Build relationships work on behavioral management techniques.
Red Pathway – Fight or Flight. Safety for child and others in the environment.
Blue Pathway – Shutting Down. Engage the child. Focus on ensuring the child feels safe.
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Hi Whitnee,
You did a very helpful job of putting the pathways in cause-effect-response order. A valuable simplification.
Best,
Beth
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I like how you always make a point to learn the child’s history. I believe this is so important and forms why the child is the way they are. The more we know about the “bottom” the better we know the child.
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I really like Nelly’s comment that it is important to show a real interest in each child by getting to know their interests and likes and dislikes. This can go a long way in supporting their foundation and framing. I feel some good ways to know and understand a child from their previous experiences are to speak with current and previous teachers and staff if possible, review the students’ previous evaluations, PLAAFPS, IEP goals and other information in their records. Spending time with the student during various parts of their school day and talking to their parents can also be very helpful. After this student research, I think it may be a good start to determining if a student is responding in a top down or bottom up format. Green pathway – focus may be on supporting the student with re-enforcers and encouragement for their positive and engaging behaviors. Red Pathway – create a safe environment with a calming area, note any behaviors to give positive encouragement, positive re-enforcers. Blue pathway – possibly use a more stimulating environment with use of colors, visuals, varied seating options, peer buddy, positive re-enforcers, include in classroom “jobs”, etc…
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What strategies do you use or can you use to build a relationship, understand a child’s previous experiences, and gain an understanding of a child’s social-emotional development when supporting a child with behavioral challenges?
One way to build a relationship with a child is to get to know them, including their likes and dislikes, by talking to them, engaging in play, and taking a genuine interest in what they are interested in. I also think it is important to develop a relationship with the student’s family and other teachers to gain a better understanding of their social-emotional development, the student’s strengths, and the successful strategies they have found to support behavioral challenges.
What do you see as “first steps” to discovering whether a behavior is top-down or bottom-up?
The first step would be figuring out the stage in which the building of their house is at. If the child has “decorated their house,” then we know the child has “the ability to understand their own behavior through top-down thinking.”
What do you think should be the focus when supporting a child in the blue pathway, red pathway, and green pathway?
If a student is in the blue pathway, it means that their body is responding to cues of extreme danger by shutting down. The focus should be on making the student feel safe. The red pathway shows us that the student is in a fight or flight response, using mobilization to get to safety. The focus should be on providing a safe space for the student and others to process the threat they are feeling. In the green pathway, the child feels safe and connected, so the focus should be on building relationships.
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Hi Gisselle,
You make an important point that in building a relationship with a child it is important to have a relationship with the child’s family. I know we all try to partner with families throughout the school year. You’ve made me reflect some on how I can improve on building relationships with families. As an itinerate person these types of relationships do not occur as naturally as for a classroom based person. Thank you for the thought.
Best,
Beth
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I really like that you added the part about having a relationship with the parents. It is so important to be in sync with them and let them know, too, that you are there for their child. I agree that we need to find out something to be able to connect with them, even if it is something that we don’t particularly care for. Find out why it means so much to them. Rarely have I seen a student who won’t talk about their favorite things.
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I have found that relationship with the parents is paramount for all children. No one knows that student better than their parents and their parents view on you as an educator will show. The better the relationship with the parent I have seen first hand the better the relationship with the student. For example I have one student who I had for 3 years. His parents and I built an amazing relationship. One day the parents came to me to tell me a story about their child. His dad was always his person (his number 1, the one who he always went to) well surprisingly I found out one day that was no longer the case. I was his person the one he was asking about and felt the safest with. His dad told me he was heartbroken not because I was the one he trusted the most but because it was always him. He also said it was a major accomplishment for his child to feel that way. I’m sure if the relationship with all of us were not there that is something that would have never happened.
I also agree with your analyzes of the pathways. I have learned that safety and compassion is the root of all three pathways because without that it would be impossible for our students to show us the many different emotions that make them who they are. No human is without complications it is just how we can navigate them and with most of the student population I teach there is a lack of navigating their “BIG” emotions.
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I agree with your statement “genuine” relationships.
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The discussion this week has been challenging my thoughts on how better to learn about the child. One strategy I have is asking the parent, “when do you see your child the most relaxed?” Sometimes I can set up a similar activity and engage the child. I think pacing, developing rapport, is very important. I will often go spend time in a classroom before I attempt to work with a student so that he or she gets familiar with me and sees the staff interacting with me. In my mind that sets the child up so that he knows I am not a person to fear. I also will engage them in some odd type activity, like using a wrench to tighten a screw on a laptray or helping adjust another student’s equipment. It establishes a level of competence and confidence. Just like our own children, sometimes the student will let guard down and talk freely when engaged in an activity. The resounding theme to the posts this week is authenticity. Each of us has a genuine interest in supporting the students. We will find some variability in the way that we do that based on our own personalities and skills, but overall focus on creating a safe environment and providing the right “press” of expectations will help our students grow.
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Relationships are very important. We hear all the time that relationships can cure it all. They definitely help, but they have to be real/authentic. Relationships take time and effort. It isn’t just saying “Good Morning” at the door each day. It is taking that extra time to connect with a student. I had a student who wore a t-shirt from A DCI Drum Core. I love Drum Corps, so that was a topic we loved to talked about. Notice the little things! It might not be that big of a deal to you, but to a student it is everything.
If there is a behavior issue, there should be a meeting of all the student’s teachers to see if it is all day or just certain classes. Then, start looking for why those classes.
I always let my students know I am there for them. I have used the “Things my teacher needs to know” for many years. That can be eye-opening! If I see there seems to be something off, I try to speak with the child one on one, instead of when lots of students are around. Most students just want to know that you care.
After getting to know the student, you can start being able to tell if the behaviors are top-down or bottom up. You need to notice what is happening around the time off the behaviors. Keep a journal. It helps!
The pathways are pretty straight forward-watch for the clues as to which path the student is heading down. With any pathway, we always need to be present and know what works/ doesn’t work for each child.
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Sheri, you are the second person that has talked about keeping a journal or log so that you have a reference for reviewing things deeper. Is this only with students where concern is building or is this with all students? I can see how it might also be helpful in gaining perspectives of a student’s interests.
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Sheri, I loved and agreed with you saying to notice the little things. When developing a relationship with a student, I believe those little things can and will make a difference. A relationship might start by saying good morning at the door each day, letting them know that you are happy to see them, but that won’t be enough to build an authentic relationship with the student. Those little things can serve as clues for getting to know the student better and building a relationship with them. Thank you for sharing!!
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What strategies do you use or can you use to build a relationship, understand a child’s previous experiences, and gain understanding of a child’s social-emotional development when supporting a child with behavioral challenges? What do you see as “first steps” to discovering whether a behavior is top down or bottom up? What do you think should be the focus when supporting a child in the blue pathway, red pathway, and green pathway?
First I want to say reading this chapter was overwhelming yet confusing for me as I can relate to all the different scenarios and also reflect on my past students and how I could possibly change the outcome for some. But I also feel like it is never this black and white as we read further into the book.
The strategies I start with when meeting a new student is building relationships, not only with the student but with the families. If we do not build the relationships with family we truly don’t know our students to their full potential. The families are the ones that know our students the best and they are the ones who will give us a lot of insight into their daily life. I start with sending information packets to the families to gain knowledge into their daily routine, their life “history” as a sense of the word, letting parents know I am an extension of them and want to plan what is going to work best for the student, as well as demonstrate my dedication to those who love them (which we often become a part of the love). While building those relationships we begin to show parents we are not only there for their child’s educational needs but the needs of the student as a whole. The families are the ones that know the student the best and will be better able to facilitate different paths that we take along our journey together. Another strategy is building a relationship with the student so they begin to trust you are there to keep them safe and teach them additionally to the social-emotional aspect. Once that trust is built you have to also maintain that safety for all the students.
The first steps in determine if a behavior is top down or bottom up is really learning you student from all angles. You can not go into the relationship not learning the difference between all those emotions they are feeling. You learn more everyday and how they emotionally, socially, and academically learn to manage the feelings that are hard to see but easy for them to feel. In some situations I have seen even those the student is an older student they still do not have the cognition past 2nd grade which is where we are learning the rights and wrongs. That is when we take in affect their medical diagnosis and what that means for them in relation to the behaviors we are seeing. It also can manifest in so many different scenarios. When they are cognitively not past a certain “age” we have to accept that we are most likely going from the bottom up which honestly I feel is harder in managing those behaviors and navigating a path to take can be time consuming and difficult on a good day. When we are working with students who are top down they tend to be more intentional with the behaviors that we see and I have seen they are harder to manage without breaking that safety barrier. We see that they are better at navigating their emotional response to the feeling initially but quickly becomes unmanageable and unstoppable once started until the “fight” response is over.
When working the green, red, blue pathways the key is to look at the child as a whole not just what emotional pathway they are on at the time. Compassion and understanding is the key to all three pathways. The reaction of ourselves depending on the pathway will help them determine the safety of the situation. No matter what pathway they are on at the moment our full attention and reaction to the situation is going to impact them and show them what a possible solution is. Staying calm and compassionate even on the worse days are going to show the student we are not giving up on them but just going to work through those emotions and start fresh right after like it never happened.
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I like that you bring the entire family into getting to know the student. We can learn a lot fom the people who also know the person we are trying to get to know. Building trust is also so important. Great ideas to thiink about.
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I agree with how you mentioned working with students who are bottom-up thinkers and how you help them without breaking that safety barrier. It can become overwhelming, but I am hoping that once we get further into the book we will get more answers.
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I very much agree with what you said Joanne about behavioral challenges not being so black and white. It is challenging to figure out what is going on with a child that is fine one minute then suddenly something changes and then you see different behaviors.
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So true Joanne, it is never black and white or easy to interpret in the moment it’s always a guess, a hypothesis, and then a response. The pathways really give me a processing tool in approaching behavior. Maybe helps me to develop a better hypothesis. I also agree though that it’s typically not about a moment in time but a build up and we may not know the foundation of what is building unless we have a relationship with both the child and the family.
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I am late to the comments but just know that I don’t read anyone’s comment until I post. That also leaves me wondering if I’m going to say something that totally misses the point but such is the risk. I will then read everyone’s comments.
When working with students the first thing I like to do is observe. I’m never one to jump right in which I think makes people think I am hesitant to work with kids. I like to listen to what they say and do and ask questions. It’s important to be respectful of their space. How they respond to me tells me a lot. Are they guarded or open? I will work beside them and see if I can draw them into what I am doing or if they will invite me into what they are doing.
So am I understanding the house analogy correctly? Could a person be having a conversation in the driveway (Process 6) and find themselves back at the foundation (Process 1) because they are shutdown and frozen in fear of rejection about being vulnerable/ lack of safety (heading down the blue path)? Or would they still be at Process 6 but on the blue pathway.
I think in the blue or red pathways you would have to understand what is out of sync. What is causing dysregulation of lack of control? Is it bottom up or top down? Does the child have control over their responses and how can we help them with what they need? As was said in the book, it’s a lot about knowing the child, observation, and creating a safe environment.
In the green pathway, I think it is about continuing to nurture their growth, helping them to move forward in their development, and give them opportunities for new experiences and new learning.
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I do the same thing! I write my own response before reading so that my thoughts don’t become influenced by others. Then I go back and read and sometimes it appears as though I am just echoing what others have said. I have to remind myself that what it really means is that I was on the right path in my thinking.
I like what you said about observing the students. I have this natural ability to hear what is going on in multiple places at a time (this ONLY applies to the classroom, at home, I hear nothing.) It helps me to be aware of situations I might miss. When I was a senior in high school I was having a quiet conversation with someone in class about something traumatic that had happened. Shortly after I was called to the counselors office. I was stunned that my teacher had heard me and intervened, but I recognized why she did it. To this day, she is one of my biggest inspirations as an educator simply because I knew she cared. We have to be careful observers or we might miss big things.
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Kathy, I have the same questions. Can you go back to the foundation, framing, wiring, or rooms with any experience, the book states that all four of these are bottom-up functions. So, if the conversation you are having makes you uncomfortable or upset and you end up in a flight or fight response or you freeze then you would not be in the driveway, right? Unless when you were in this situation you could still respond and react in and intentional manner?
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Good making us think Kathy. My thought is that the house analogy and the pathways are two separate perspectives. The house analogy gives us a perspective of development/readiness where the pathways tell us in the moment emotional/readiness. Just my thought.
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As a specialized support teacher, my interactions with kids are sometimes limited. I aim to build or find time to just “hang out” and get to know each other instead of always trying to get work done (i.e finish those dyslexia mastery checks before a break, etc.). There are some days when you know a kid is feeling off. The book does a fantastic job describing what to look for. I love the idea of the foundation being a calm and engaged affect (green- ventral vagal). That’s always the starting point. Sometimes I invest the time to hear students talk and share so that we can move on with learning that day, or even the next day if that’s how it has to be. Parents are also obviously an invaluable part of building relationships. They have known their child for the longest, especially when the family moves or changes schools frequently. Partnership with parents also shows the child that you are part of the team that is rooting for them. I appreciated how Eileen said that she likes to ask parents when/where they see their children the most relaxed. Honestly, sometimes they don’t feel that way very often at school and we may not get to observe it until we know them better.
The pathways seem to root in safety and relationships. Is the child feeling safe or not? I loved how Joanne said, “I have learned that safety and compassion is the root of all three pathways.” If they are green, they are in the right place and we need to support continued safety in this place. Red means they are physically seeking safety so we need to consider how and where we can provide more safety. I thought it was a great point to be careful of a child in the blue pathway. Overt behaviors seem to get immediate attention, but quiet behaviors may also indicate crisis. If we have a relationship with a child and know their signs of distress, we can help meet their needs and guide them back to safety with more resiliency and less chance of escalation or shutting down. I also think it’s important to note how the book addressed that all kids (all of us) cycle through the different pathways. What’s important is to help them build the skills to come back to their green (ventral vagal) state in which they are calm, safe, and engaged.
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Creating time just to “hang out” and get to know the students can make a significant difference in their willingness to engage and trust us. It’s essential to recognize when a child is feeling off and prioritize their emotional well-being over immediate academic goals. The foundation of a calm and engaged affect, as described in the book, is indeed crucial and sets the stage for effective learning.
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Good point Sarah. I like the social circle process especially at the beginning of a school year.
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I agree Molly, when children withdraw or shut down they may not capture our attention right away like the child that disrupts with avoidance or outburst. I think it is highly likely this happens in the child’s homelife as well. Something to pay attention to.
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I like how you plan a “hang out” time for you and your students. I am also a specialized support teacher and find it difficult to connect with my students in the short 30 minutes I see them. I like to take the first 5 minutes of our time together to ask questions and see how they are doing and where they are struggling. It helps me also to know how I can show then I care and support them in their goals.
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Molly, I completely understand what you mean about feeling like we have limited time with our students who we may only see during intervention times. When I’m completely honest with myself, I sometimes worry that I may become overly focused on working on each day’s lessons or academic piece instead of taking an occasional pause to connect with students. While I know building relationships is the key to better understanding our students and their behaviors, if I don’t actively work to build that connection, the academic portion that I focus on during intervention time will not be as beneficial.
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From the teacher standpoint, building relationships starts on the first day. I’m lucky to have a principal who values relationships over everything. She wants to see engaging activities in that first week of classes and does not expect to instruction to start on day one. I have seen a clear difference in teacher/student connections. Teachers take the time to get to know the kids and create a safe space for everyone are the same ones that students tend to trust and lean on throughout the year. If a teacher skips over the opportunity to build that positive classroom culture, they will struggle with kids all year. Being present and attentive comes more naturally when we get to know the kids. This will also help us to recognize when a child’s needs aren’t being met and they are in need of some kind of intervention. One thing is have done for the last several years in to encourage open communication. In that first week of school I tell them that I want to know if something is going on that may affect their behavior or performance so that I can best support them. This opens the door for them to be able to ask for what they need, and it shows them that I care about them as people. This is all foundational and ties to recognizing shifts in their behaviors and pathways. The best thing to do in any of the pathways is to ensure safety. When they are in green, focus on how to keep them there. When red or blue are occurring, figure out how to get them back to green. That’s going to be different for every child, but building that connection will help to determine how to best meet their needs.
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Now that’s a real focus on relationships when the Principal supports you with the whole first week. Is that for every grade? I have worked in school districts with many more challenges than what is experienced in Tomball and would have loved it if the Principals saw this need.
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What strategies do you use or can you use to build a relationship, understand a child’s previous experiences, and gain an understanding of a child’s social-emotional development when supporting a child with behavioral challenges?
I always invite a student and family to meet me before they start in our class; relationship building begins right then. Inviting the family helps you gain more information about the student. You get to see them interact with parents and in exchange, the parents interact with their child. This meeting also gives you time to do an informal interview, you can gain information about things they like, things they are good at, and also things that they struggle with and that might make them upset or act out. In early childhood a lot of the time you are writing goals based of someone else’s evaluation, to help me with this process I talk to the parents. I let them know what I am thinking for goals but make sure parents feel like the goals will benefit the child and address behaviors that need to be addressed. I make sure parents know that we are a team. I also make time for one-on-one time with students with behavioral challenges to build relationships and give them my attention when doing something together they enjoy. When we have this time, it allows me opportunities to talk to them and try to get a better understanding of how they feel.
What do you see as “first steps” to discovering whether a behavior is top down or bottom up?
Top-down and bottom-up have been a bit confusing for me. I am going to start with my thinking. From what I understand you are not born with top-down thinking it develops over time with experiences and your experiences can help or hinder top-down thinking. We rely on bottom-up thinking, we are born with bottom-up thinking which helps us with staying alive. With this in mind, looking at behaviors and trying to discover if it is top-down or bottom-up, I would observe and interact with the child to see how they react to different situations. During and after the observation I would document the reactions and behaviors. I would look at the child’s overall demeanor, were they happy, talking, playing, socializing, etc. For example; when I observed my student playing in a center with a car and another student came close to the student with a car the student with the car hit the other student. This would be bottom-up thinking because he has not had the experience to know how to share or play with others. His reaction was not intentional, maybe he felt there was a threat of the other student taking his car. Instead of reacting and saying, “you need to share” I would know he needs work in this area when he does not feel a threat. I would know he is not socially or emotionally ready to share. Observation and interaction would be the first steps to discovering top-down or bottom-up thinking.
What do you think should be the focus when supporting a child in the blue pathway, red pathway, and green pathway?
The focus should be helping a child not stay in the blue and red pathways. Helping students to get to the green pathway is crucial. Teaching students, giving them the experiences to help with top-down thinking, show them love and support so they can feel calm and safe, and helping them understand their feelings and others’ feelings to get them to the green pathway should be the focus.
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Shannon I think you have provided a good differentiation between top-down and bottom-up. I would add, any maybe it’s obvious, but a point I thought of in reading your response was how our experiences with different environments facilitate our development. Sometimes we take away appropriate adaptive responses from an environment and sometimes not. Good point about providing those learning experiences.
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What strategies do you use, or can you use to build a relationship, understand a child’s previous experiences, and gain understanding of a child’s social-emotional development when supporting a child with behavioral challenges?
Strategies that are useful in building a relationship and gaining an understanding of a child’s social-emotional development begin with observation in various settings and situations, discussion with teachers, paraprofessionals and school psychologists as needed, and building a rapport with the student.
What do you see as “first steps” to discovering whether a behavior is top down or bottom up?
“First steps” to help with determining if a behavior is top down or bottom up is challenging due to the different developmental ages versus chronological age of the students that we see. We also have several students that are nonverbal along with having physical disabilities that limit communication. Observation and discussion with everyone that supports the student is a key factor.
What do you think should be the focus when supporting a child in the blue pathway, red pathway, and green pathway?
The focus when supporting a child in the red pathway would vary depending on what the child finds comforting. This can include calming strategies such as a calming area away from others, bean bag, floor chair, pillows, calming music or visuals, coloring or drawing or proximity of a teacher/paraprofessional.
The focus when supporting a child in the blue pathway would be to find something that engages the child, possibly upbeat music with movement, simple one step activities that are familiar and not overwhelming.
The focus when supporting a child in the green pathway would be more of social engagement.
Activities and supports will vary greatly depending on the child, trial and error and observation will be beneficial in helping determine what works in the moment.
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The team is always such a great help when behavior occurs. I think even in general education the teaching teams tend to rely on one another’s perspectives when a student’s behavior is interfering with their participation.
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What strategies do you use or can you use to build a relationship, understand a child’s previous experiences, and gain understanding of a child’s social-emotional development when supporting a child with behavioral challenges?
I can see myself using observations and interacting with the child in the environment, and interviewing parents and teachers. I think this will allow me to have an idea of what the child is experiencing and then determine whether the behavior is top down or bottom up.
What do you see as “first steps” to discovering whether a behavior is top down or bottom up?
It is necessary for adults to first understand what developmental level the child is in.
What do you think should be the focus when supporting a child in the blue pathway, red pathway, and green pathway?
Blue: focus on what is causing the child to feel that he/she is in extreme danger?
Red: focus what is the perceived threat? Why is it perceived as a threat?
Green: maintaining/ nurturing the skills that contribute to the child’s engagement and connection to the environment making them feel safe
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So true Gay. Many times I see people are familiar with motor, language, or cognitive development but forget about emotional developmental levels.
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What strategies do you use or can you use to build a relationship, understand a child’s previous experiences, and gain understanding of a child’s social-emotional development when supporting a child with behavioral challenges?
As a special education teacher and administrator, building a strong relationship with each student is foundational to effectively supporting their behavioral and academic needs. I use several strategies to achieve this. First, I prioritize consistent and open communication, engaging in daily check-ins and informal conversations to create a safe and trusting environment. Active listening is crucial, as it ensures students feel heard and valued. To understand a student’s previous experiences, I review their educational records, including past IEPs, evaluations, and teacher notes. I also involve parents and guardians, seeking their insights and perspectives on their child’s history and behavior. Additionally, I encourage students to share their own stories and experiences through conversations, journals, or creative activities, which provides deeper insight into their emotional world. Observing students in various settings allows me to gather data on their social-emotional development and identify patterns in their behavior. Collectively, using all of these strategies, allows me to build a meaningful relationship and a comprehensive understanding of each student’s unique needs.
What do you see as “first steps” to discovering whether a behavior is top down or bottom up? What do you think should be the focus when supporting a child in the blue pathway, red pathway, and green pathway?
The first step would be to observe the student across different settings and note the specific circumstances that trigger the behavior. This will help identify patterns and potential stressors. I also think it’s important to engage in discussions with the student about their feelings and thoughts during these incidents to help provide additional insight into whether the behavior is a deliberate response or reaction to stress.
Blue – the focus should be on creating a safe and predictable environment
Red – introducing calming techniques and structured routines
Green – encouraging positive social connections and reinforcing appropriate behaviors
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Sarah I like how you have taken each of the pathways and focused on the strategy to use in the moment. And that even in the green pathway there is a strategy to use. Student’s in the green pathway still need our behavioral support.
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As a high school computer science and cybersecurity teacher, I find that building relationships with my students is crucial for understanding their behavioral challenges. One effective strategy is to engage students in discussions about their interests, particularly related to technology and cybersecurity. This not only helps me connect with them but also allows me to tailor my lessons to their interests, making them more engaged and less likely to exhibit behavioral issues. Additionally, I make it a point to communicate with their families to get a better understanding of their backgrounds and any challenges they might be facing at home. This holistic approach helps me support the students more effectively.
First Steps to Discovering Whether a Behavior is Top-Down or Bottom-Up:
The first step in identifying whether a behavior is top-down or bottom-up is to observe the student’s actions in different contexts. For example, in my cybersecurity classes, I might notice that a student becomes disruptive during a group project but is focused and attentive during solo tasks. This observation, combined with discussions with the student and their family, helps me determine if the behavior is intentional or a reaction to underlying stress or anxiety.
Focus When Supporting a Child in Different Pathways:
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Good point Luis on differentiating a student’s responses in different circumstances (e.g. group work or individual work). I wonder if sometimes dealing with the blue pathway is less disruptive to the classroom than dealing with the red pathway. While we don’t want a student to shut down, sometimes it may be that the shut down allows them to regroup.
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I deeply understand the importance of building strong relationships with my students as a high school Spanish teacher. I make it a point to learn about their interests, both in and out of school, to make our lessons more engaging and relevant. For instance, knowing that a student loves music, I might incorporate Spanish songs into our curriculum. It’s also crucial for me to connect with their families to understand their backgrounds and any challenges they might be facing. This holistic approach helps me support my students more effectively.
When trying to understand whether a student’s behavior is top-down or bottom-up, I start by really getting to know them. This means observing their behavior in various contexts and having open conversations with them and their parents. For example, if a student seems disengaged during class, I consider their emotional and social development. Are they overwhelmed or anxious? This insight helps me determine if their behavior is a deliberate choice or a reaction to underlying stress.
This chapter has challenged my thinking and made me reflect on past students and how I might have approached their situations differently. Here’s how I think about supporting students in the different pathways:
In the green pathway, I focus on building strong, positive relationships. I encourage group activities, like Spanish conversational practice and cultural projects, to help them feel more connected and engaged.
When a student is in the red pathway, my priority is ensuring their safety and emotional stability. I use calming techniques and provide a quiet space for them to decompress before they rejoin the class.
If a student is in the blue pathway, I aim to gently re-engage them. Sometimes, this means giving them a low-pressure task, like listening to a Spanish song or working on a simple assignment, to help them feel a sense of accomplishment and gradually bring them back into the fold.
Reading this chapter has deepened my understanding of the root causes of behavior. By responding with compassion and tailored support, I can make a significant difference in my students’ educational journeys.
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Great application Marianna of differentiating instruction when addressing student needs in different pathways. Not focused on redirecting away from the behavior alone but also redirecting back into instruction. Love it.
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Lots of good thoughts going on this week. Everyone has been able to focus on the illustration of the house and the color pathways. I think that we need to remember that these are not sequential, but that we could see some movement between levels, even with the house, based on what is going on. Page 33, reflection on Wieder, describes the levels as processes rather than milestones or phases. They are non linear in nature because they are dynamic and can shift depending on many variables. To me this implies that while a person may be developmentally able to analyze their top-down behaivors, they can still end up in a red or blue zone and require support because of a different challenge. Trauma can happen throughout life and throw a wrench into our emotional wellbeing-think of all of the disruption of Covid. Even when we are emotionally mature, we can end up reacting to a situation in a strong, non-adaptive way. We will just have additional coping skills, sometimes guided by our teachers, that we can apply to reestablish ourselves.
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Eileen, I also think that we always need to remember that new challenges can lead to new behaviors, or bring back old ones. Covid is such a great example for us as adults. There are still some things that stress me out because they remind me of Covid times- like Schoology, haha. I loved how so many people talked about observing and evaluating each individual moment before choosing an action to support a student. That fluidity between the pathways can really impact student behaviors and well as our behaviors and reactions.
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What strategies do you use or can you use to build a relationship, understand a child’s previous experiences, and gain understanding of a child’s social-emotional development when supporting a child with behavioral challenges?
A strategy I use is to find out what the student is interested in. Do they like video games or a favorite character from a book or TV? Do they play sports? Finding out what they are interested in helps me to make connections with them. We can find a common interest and that gets the student talking.
What do you see as “first steps” to discovering whether a behavior is top down or bottom up?
The “first steps” I see in discovering top down or bottom up behaviors is to watch what the student is doing. What behaviors are they displaying and then ask what caused that behavior?
What do you think should be the focus when supporting a child in the blue pathway, red pathway, and green pathway?
I think the focus should be to support a child in the blue and red pathways by helping them to feel safe. Whether they withdraw or show emotions they need to feel security and that I am there to help and protect them. Supporting a child in the green pathway will look like play or positive interactions with you.
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I like the idea of finding out what the child is interested in and using that to reach them. I have found that I can use areas of interest to encourage students to participate in some less preferred activity by letting go of some of “my” plans to embrace where they are. It can be a good use of time up front that will support their participation in the classroom more as they learn that trust and build confidence.
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What strategies do you use or can you use to build a relationship, understand a child’s previous experiences, and gain understanding of a child’s social-emotional development when supporting a child with behavioral challenges? I feel the best strategy to begin building a relationship with a child is being present and interested in our students. We can do this by being observant of their interests as they express them orally or through t-shirts/school supplies they choose. Sometimes, this can also look like spending open time with our students. I like how the author talks about returning from a business trip to find her daughter struggling with her homework. Instead of taking an “authoritative” stance or ignoring the behavior and leaving her daughter alone, the author just quietly sat with her daughter, reassuring her of her presence and support. The best first steps to determine if a behavior is top down or bottom up is to build a relationship so you can better identify a child’s behaviors. Without that connection, it is impossible to determine the difference, making it challenging to know the steps to take to support an emotionally struggling student. Once we better know our students, we will be able to identify which pathway they are on. Even when on the green pathway where a student if firmly grounded in their calm, safe area, this looks very different for each child. This will continue to change for the blue or red pathways.
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Nice reflection. I think sometimes we are too quick to react or maybe ascribe a cause to the behavior that is not grounded in the child, their experiences or their developmental level.
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What strategies do you use or can you use to build a relationship, understand a child’s previous experiences, and gain understanding of a child’s social-emotional development when supporting a child with behavioral challenges?
Greeting and speaking to children at eye level, listening to their stories, playing games, listening, observing to learn about their interests and encouraging them by providing materials and activities that are geared toward their interests.
Talk to parents, let them know I care about their child. Ask them about their concerns, what works for them, what do they want me to know about their child.
What do you see as “first steps” to discovering whether a behavior is top down or bottom up?
The “first steps” to discovering whether a behavior is top down or bottom up is to develop a relationship with the child. Get to know what “pushes their buttons” and how they react when they are upset.
What do you think should be the focus when supporting a child in the blue pathway, red pathway, and green pathway?
Green Pathway- Use this opportunity to get to know the child and establish a relationship, so the child feels that I am a source of safety.
Red and Blue Pathway-Give the child space, but be a quiet, calming presence. It’s very important that we are in the Green Pathway, otherwise we need to take a break and let someone else step in.
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