COURSE TITLE:

HIGH MAINTENANCE BEHAVIORS & INTERACTIONS

NO. OF CREDITS:

5 QUARTER CREDITS
[semester equivalent = 3.33 credits]

WA CLOCK HRS:
OREGON PDUs:
PENNSYLVANIA ACT 48:

50
50
50

INSTRUCTOR:

Michael Sedler
mike@communicationplus.net

COURSE DESCRIPTION:

This course will investigate the multi-faceted aspects of high needs people and their behaviors. In examining personality and behavior profiles, each participant will gain greater understanding of how to interact with such needy behaviors as a “grenade person” (explosive behavior), the “clingon” (the sponge type behavior), the “wall” (the poor listener), to name a few. The focus of the course will be to investigate our own personal patterns of behavior as well as the behaviors of others. It will help each educator as they work with both students and adults. Specific identifying attitudes and behaviors will be presented. In addition, participants will learn helpful strategies to minimize problematic behaviors, attitudes, and actions. This will be an enjoyable approach and will teach participants to identify behaviors prior to intervening.

This course is appropriate for all educators K-12.

LEARNING OUTCOMES: Upon completion of this course, participants will have:

1. Identified problem behaviors and their impact on others.

2. Developed successful intervention approaches for the above identified behaviors.

3. Written an effective behavior plan for students involving all significant systems that are

involved in the students’ life.

4. Studied and analyzed behaviors and sequenced them according to their order of occurrence.

5. Taught specific behavior reducing strategies to students and helped students to implement them

with peers.

6. Shared information with students and colleagues in a non-threatening manner.

7. Effectively transferred programs and interventions across school, home, and community.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

The use of artificial intelligence is not permitted. Assignment responses found to be generated by AI will not be accepted.

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

Completion of Information Acquisition assignments 30%
Completion of Learning Application assignments 40%
Completion of Integration Paper assignment 30%

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

Each student will choose their own textbook for this course which allows for personal areas of focus within the course information. At the end of the course manual is a bibliography of potential books. However, feel free to pick one not on the the list that is compatible with this course.

None. All reading is online.

MATERIALS FEE

A course manual may be downloaded, from the instructor’s website at http://www.michaelsedler.com/ without charge, once you have registered for this course. Click on classes, from there scroll down the page and click on the orange lettering ‘Manual’ next to the class “High Maintenance”. It will download as a PDF. While there is no fee for the manual, you may have to pay in order to order a book from the bibliography. Or, you may borrow one from a friend or check one out at the public library for free.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mike Sedler, M.S.W., D. Min., brings over 40 year of educational experience as a special education director, social worker, behavior specialist and teacher to each of his classes. He provides consultation and seminars throughout the United States and Canada for schools, agencies and businesses. He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification. Mike has worked with children of all ages, specifically with children exhibiting behavioral challenges, mental health concerns, and characteristics of Autism Spectrum Disorder. In addition, he taught general education classes in the elementary school and middle school arenas. All of Mikeʼs classes are practical and “field tested” in schools and classrooms. Educators have found success in implementing Mikeʼs clear and concise approaches. All of his course material may be immediately implemented into a school or a home.

BIBLIOGRAPHY

HIGH MAINTENANCE BEHAVIORS & INTERACTIONS

You may choose a book from this list or one of your own choosing that is compatible to this course. Please let the instructor know if you choose a book that is not on this list.

50Minutes.com. Working With Difficult Personalities. www.50Minutes.com , 2017. What causes conflict and ways we can reduce it. (P-12).

Hall, Maria. Setting Boundaries For Teenagers. Independent, 2020. Simple steps to helping teens be responsible. (Grades 7-12). Amazon Books. www.amazon.com

Hasson, Gill. How to Deal With Difficult People. Capstone Publishing, 2015. Understanding problem people. (P-adult). www.capstonepub.com

Jackson, Jay. Up To The Challenge. Solution Tree Press, 2023. Helping students with character development. (P-12). www.solutiontree.com

Kerson, Tony. How to Work With Anybody. Independently Published, 2024. Mastering communication with challenging people. (P-adults). www.amazon.com

McKinney, Terry. Working with Porcupines. Meripoint Books, 2023. 24 strategies to work with difficult people. (5- adults). www.meripointsbooks.com

Mendler, Allen. Motivating Students Who Don’t Care. Solution Tree Press, 2021. Ideas to help students learn to self-regulate, focus and achieve. (grades P-12). www.solutiontree.com

Munford, John. How to Deal With Difficult People. Independently Published, 2022. Discusses an array of difficult people. (P-adult). www.amazon.com

Ntung, Joseph. Difficult Parents and How to Work With Them. Joe Ntung Publishing, 2020. Strategies to work with challenging parents. (Grades P-12. www.amazon.com

Parrott, Les. High Maintenance Relationships. Tyndale Press. 1997. Variety of high impact behaviors and strategies for working with them (grades K – 12; adult.) www.tyndale.com Older book, but a classic.

Rey, Alex. How to Deal with Challenging Behaviors in the Classroom. Independent, 2021. Essential ideas for promoting guidelines in schools. Amazon books. www.amazon.com

Turner-Bumberry, Tracy. 2, 4. 6, 8 This Is How We Regulate. PESI Publishing, 2018.. Activities to assist in teaching mindfulness and regulation (grades P-12). www.publishing.pesi.com