This “This “PowerPointPowerPoint” slide show was used in one of Dr. Mac’s workshops ” slide show was used in one of Dr. Mac’s workshops regarding youngsters with PDD regarding youngsters with PDD (Pervasive Developmental Disorder…Autism, (Pervasive Developmental Disorder…Autism, Aspergers Syndrome, etc).Aspergers Syndrome, etc). Certain “notes’ slides Certain “notes’ slides (like this one)(like this one) have been added have been added to help to explain the slides.to help to explain the slides. Understand, however, that there was three hours of narration accompanying Understand, however, that there was three hours of narration accompanying this slide show. The notes provided will certainly not provide the detail and this slide show. The notes provided will certainly not provide the detail and explanations provided during the workshop.explanations provided during the workshop.

There is also a “There is also a “codecode” to running the slide show. The slide show will run by ” to running the slide show. The slide show will run by itself unless you see a itself unless you see a red red or or greengreen punctuation mark. A red question mark, punctuation mark. A red question mark, colon, or period indicates that the show has stopped and that you must click colon, or period indicates that the show has stopped and that you must click your mouse to continue. A green punctuation mark means that you have your mouse to continue. A green punctuation mark means that you have reached the end of the material on a particular slide. You must left-click on reached the end of the material on a particular slide. You must left-click on your mouse to advance to the next slideyour mouse to advance to the next slide. . (click to advance to the next slide)(click to advance to the next slide)

..““DefianceDefiance””

(failure to comply)(failure to comply)

from Kids with Pervasive from Kids with Pervasive Developmental Disorders Developmental Disorders

(Autism, Aspergers Syndrome)(Autism, Aspergers Syndrome)

Understanding It, Assessing It, & Understanding It, Assessing It, & Doing Something About ItDoing Something About It

(in effective, respectful & professional ways)(in effective, respectful & professional ways)Tom McIntyre,Tom McIntyre, Ph.D., www.BehaviorAdvisor.comPh.D., www.BehaviorAdvisor.com ..

Our Kids: A ReviewOur Kids: A Review What is What is ITIT that brings out the that brings out the

“autistic-like” actions that our “autistic-like” actions that our kids displaykids display

?? Demanding samenessDemanding sameness Displaying Displaying oddodd rituals rituals ““Stimming” (self stimulation actions)Stimming” (self stimulation actions) Uttering impolite remarksUttering impolite remarks Resisting assistance or directionResisting assistance or direction Refusing to complyRefusing to comply Aggression against others…push, bite, hit, kick, grab hair, etc.Aggression against others…push, bite, hit, kick, grab hair, etc. Self abuseSelf abuse etcetc..

IT’S ALL ABOUTIT’S ALL ABOUT A N X I E T YA N X I E T Y..

Anxiety? From WhatAnxiety? From What?? Life being experienced asLife being experienced as

a a series of random eventsseries of random events..

The student remains in a heightened state of The student remains in a heightened state of tension and alertness, not knowing what tension and alertness, not knowing what might happen nextmight happen next..

Unlike most youngsters, our PDD kids’ brains are Unlike most youngsters, our PDD kids’ brains are unable to:unable to: organizeorganize the world effectively the world effectively learn quicklylearn quickly from experiences from experiences recognize repeating patternsrecognize repeating patterns in life in life..

Life is uncertain & it’s happenings unpredictableLife is uncertain & it’s happenings unpredictable.. Unstructured environments, and adults who are Unstructured environments, and adults who are

““emotionally emotionally unpredictable”, add to our unpredictable”, add to our students’ problems with organization.students’ problems with organization.

Stress develops from being unsure of what will Stress develops from being unsure of what will happen next & defenses against the building happen next & defenses against the building anxiety are employedanxiety are employed..

Which Common TraitsWhich Common Traits(the appearance of which lead to the diagnosis of PDD)(the appearance of which lead to the diagnosis of PDD)

Make Them Prone To StressMake Them Prone To Stress??

Difficulty interpreting events accuratelyDifficulty interpreting events accurately Difficulty adapting to changeDifficulty adapting to change Limited ability to self sootheLimited ability to self soothe Limited expressive language to tell us what Limited expressive language to tell us what

they are thinking & feeling.they are thinking & feeling. Limited receptive language skills to make Limited receptive language skills to make

sense of the words spoken to themsense of the words spoken to them..

Life as a Series of Random Life as a Series of Random EventsEvents

Imagine that you’re the rat in a Imagine that you’re the rat in a ““shock boxshock box”, a walled-in floor with a ”, a walled-in floor with a center line dividing the two halves.center line dividing the two halves. You move across the center line of the box to other side when you’re You move across the center line of the box to other side when you’re

electrically shocked on the side where you were placed. You’re certainly electrically shocked on the side where you were placed. You’re certainly ““on edgeon edge” and wary after this event (and subsequent shocks to ” and wary after this event (and subsequent shocks to whatever side you are currently on), but your coping strategies allow you whatever side you are currently on), but your coping strategies allow you to escape punishment and continue functioning wellto escape punishment and continue functioning well..

Imagine then an electrical shock periodically and suddenly administered Imagine then an electrical shock periodically and suddenly administered to your side. Sometimes you can escape to the other side of the box. At to your side. Sometimes you can escape to the other side of the box. At other times, the other side is also electrified. Might you develop other times, the other side is also electrified. Might you develop oddodd rituals rituals (much like some sports professionals who engage in certain actions (much like some sports professionals who engage in certain actions previous to engaging in the event),previous to engaging in the event), “ “withdrawwithdraw” ” (just like some rats that give (just like some rats that give up trying to figure out the system, lie down, and endure the pain),up trying to figure out the system, lie down, and endure the pain), and/or and/or

strike outstrike out at the approach of others at the approach of others (because we’re tense, afraid, (because we’re tense, afraid, and unsure of their intentions…especially when they react differently at and unsure of their intentions…especially when they react differently at different timesdifferent times))..

Sorry for the comparison, but Sorry for the comparison, but we’re mammals too, and react like others we’re mammals too, and react like others of our ilkof our ilk..

Rats & Other MammalsRats & Other Mammals (Like Us)(Like Us)

““OddOdd” reactions are best understood as an ” reactions are best understood as an expression of the “expression of the “fightfight-or--or-flightflight” dynamic in the ” dynamic in the face of a threatening situation.face of a threatening situation.

(real or imagined)(real or imagined)

Inconsistent environments create confusionInconsistent environments create confusion

and anxiety which lead to:and anxiety which lead to: AgitationAgitation AggressionAggression Ritualistic behavior & other ways to withdraw fromRitualistic behavior & other ways to withdraw from

the the “real world”“real world”..

Reactions to ThisReactions to ThisGranite PlanetGranite Planet’s’s

“ “Shock BoxShock Box””

For psychological defense in the face of profound For psychological defense in the face of profound anxietyanxiety (caused by randomness)(caused by randomness), our PDD kids:, our PDD kids: Retreat into isolated worlds of fantasy orRetreat into isolated worlds of fantasy or

“ “soothing” self stimulationsoothing” self stimulation (rocking, chanting, head banging, fingerplay) (rocking, chanting, head banging, fingerplay)

Aggress toward themselves or others Aggress toward themselves or others

Perseverate in soothing rituals, adhere toPerseverate in soothing rituals, adhere torigid rules of behaving, or turn conversationrigid rules of behaving, or turn conversationto favorite topicsto favorite topics..

Antecedents To “Fight-or-Flight” ResponsesAntecedents To “Fight-or-Flight” Responses

Unfamiliar settings/experiencesUnfamiliar settings/experiences (even if (even if

nearly identical to one with which they are familiar)nearly identical to one with which they are familiar)

Experiences in a familiar environment that are Experiences in a familiar environment that are inconsistent with the student’s expectations. Likeinconsistent with the student’s expectations. Like??

New bulletin board, student, or seating arrangementNew bulletin board, student, or seating arrangement Asst. teacher didn’t park his/her car in the usual spaceAsst. teacher didn’t park his/her car in the usual space..

Same-time exposure to multiple familiar stimuliSame-time exposure to multiple familiar stimuli Former teacher visits the present classroomFormer teacher visits the present classroom What elseWhat else??

Intermixing of reality and fantasy worldsIntermixing of reality and fantasy worlds From subtle magical beliefsFrom subtle magical beliefs

(“It’s only safe to drink from red smiley-faced (“It’s only safe to drink from red smiley-faced cups.”)cups.”) OTHERSOTHERS??

To gross auditory and visual hallucinationsTo gross auditory and visual hallucinations..

Shutting Out This WorldShutting Out This World

What “benefits” result from using social isolationWhat “benefits” result from using social isolation?? Cuts off overwhelming anxiety and confusionCuts off overwhelming anxiety and confusion

Unfortunate consequences to withdrawalUnfortunate consequences to withdrawal?? Undermines caretakers’ ability to Undermines caretakers’ ability to gather informationgather information

from youngster that would help us to understand the from youngster that would help us to understand the situation and respond effectively.situation and respond effectively.

Allows the student to Allows the student to ruminateruminate in his/her own confused in his/her own confused thoughts thoughts without inputwithout input from others to help him/her from others to help him/her perceive reality more clearlyperceive reality more clearly..

Purposes of AggressionPurposes of Aggression??

Protection against a Protection against a (perceived)(perceived) threat threat Make the source of anxiety withdrawMake the source of anxiety withdraw..

Obsessions, Rituals & “Stimming”Obsessions, Rituals & “Stimming” Can be personal “Can be personal “quirksquirks” or major interferences in one’s life” or major interferences in one’s life

What are some common rituals seen among yourWhat are some common rituals seen among your kids with autism, Aspergers, and other PDDs: kids with autism, Aspergers, and other PDDs: ???????? Head banging (to sooth oneself after being touched softly by you)Head banging (to sooth oneself after being touched softly by you) RockingRocking Finger playFinger play Repeating verbal utterancesRepeating verbal utterances Turning all conversations to topics in which one is learned/interestedTurning all conversations to topics in which one is learned/interested Rigid adherence to idiosyncratic rulesRigid adherence to idiosyncratic rules Required procedures for “setting the stage”Required procedures for “setting the stage”..

Linked to a “Linked to a “neuro-cognitive tendency for perseverationneuro-cognitive tendency for perseveration”” (locking into a repetitive thought or behavior, like a skipping record)(locking into a repetitive thought or behavior, like a skipping record)..

Purposes of Repetitive BehaviorPurposes of Repetitive Behavior?? Familiarity is soothing and self-reinforcing Familiarity is soothing and self-reinforcing

(Although the actions may also have been unintentionally reinforced by others)(Although the actions may also have been unintentionally reinforced by others) Rituals give a sense of:Rituals give a sense of:

AccomplishmentAccomplishment MasteryMastery Safety from anxietySafety from anxiety SecuritySecurity Control over a situationControl over a situation..

Extreme things that manyExtreme things that many ““normalnormal”” people do might include: people do might include: Vacuuming several times a day (keeps the environment looking Vacuuming several times a day (keeps the environment looking

unchanged)unchanged) Excessive care of pets (one feels worthwhile & nurturing when Excessive care of pets (one feels worthwhile & nurturing when

treating the animal like a child in one’s care)treating the animal like a child in one’s care) What things do you return to that give your solace, comfort, or sense of What things do you return to that give your solace, comfort, or sense of

accomplishmentaccomplishment?? Re-read a book, watch a movie again, visit familiar placesRe-read a book, watch a movie again, visit familiar places Me: At night; visit with daughter and wife, watch “West Wing” on TV Me: At night; visit with daughter and wife, watch “West Wing” on TV

with glass of wine while holding handswith glass of wine while holding hands..

Routines & consistency give kids comfort in a Routines & consistency give kids comfort in a world that can seem random. It gives them world that can seem random. It gives them

respite from trying to comprehend the what they respite from trying to comprehend the what they experience.experience.

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General General Reasons for Reasons for

Defiance in Kids Defiance in Kids with PDDwith PDD??

Misunderstandings due to a Misunderstandings due to a weak ability to organize life’sweak ability to organize life’s

Misperceives the situation:Misperceives the situation: Misinterprets approach as having hostile intentMisinterprets approach as having hostile intent Displays inappropriate behavior because of difficulty Displays inappropriate behavior because of difficulty

generalizing what has been learned about the world and generalizing what has been learned about the world and appropriate behavior to similar settings/eventsappropriate behavior to similar settings/events

OROR has formed rigid models for understanding how has formed rigid models for understanding how the world worksthe world works Exceptions to their expectations, even minor discrepanciesExceptions to their expectations, even minor discrepancies

Produce anxietyProduce anxiety Bring about the fight-or-flight reactionBring about the fight-or-flight reaction ..

Because They Are ConfusedBecause They Are Confused & Uncomfortable & Uncomfortable

They remain in a constant state of hyper-They remain in a constant state of hyper-arousal to possible threatsarousal to possible threats

OROR RRetreat etreat (when overwhelmed)(when overwhelmed) into social into social

isolation, rituals, or a fantasy worlds in isolation, rituals, or a fantasy worlds in order to minimize confusion, obtain order to minimize confusion, obtain comfort, and limit his/her psychological comfort, and limit his/her psychological vulnerabilityvulnerability..

Show Show Time!Time!In this video clip, imagine that the student has a form of PDDIn this video clip, imagine that the student has a form of PDD

Phil is a kids with Asperger’s Syndrome. Phil is a kids with Asperger’s Syndrome. In this situation, what is the stressor?In this situation, what is the stressor?How does he react to the anxiety?How does he react to the anxiety?How might teachers other than this one react?How might teachers other than this one react?

UnproductivelyUnproductivelyProductivelyProductively

How Anxiety Due to Randomness Affect How Anxiety Due to Randomness Affect STAFFSTAFF Who Work With Kids With PDD Who Work With Kids With PDD

Because our students react in unpredictable Because our students react in unpredictable ways, we have a career equivalent of a ways, we have a career equivalent of a “shock box”.“shock box”.

We experience “random” reactions to our We experience “random” reactions to our interventions, often developing strategies interventions, often developing strategies similar to those of our studentssimilar to those of our students..

The Staffs’The Staffs’ “Shock Box”“Shock Box” Student Student actions seem inexplicableactions seem inexplicable, unpredictable, , unpredictable,

personally charged, or random. Student personally charged, or random. Student behavior behavior may be viewed as a threatmay be viewed as a threat (to our authority, (to our authority, professional self image, physical safety).professional self image, physical safety). We often We often respond in “respond in “shock boxshock box” ways to the “random” or ” ways to the “random” or “threatening” environment“threatening” environment ( (just like our kidsjust like our kids react to react to these stressful circumstances).these stressful circumstances). Hostility Hostility (verbally or physically)(verbally or physically) Rejection Rejection (refusal to work with the student)(refusal to work with the student) ““Flight” Flight” (pull back or leave when feel ineffective/threatened)(pull back or leave when feel ineffective/threatened) Withdrawl Withdrawl (avoid approaching students who cause us “pain”)(avoid approaching students who cause us “pain”) ““Odd” rituals to prevent behavior or make it go away Odd” rituals to prevent behavior or make it go away

(because it worked once or twice before)(because it worked once or twice before)..

? ? What are some examples of:What are some examples of: Staff hostility when agitatedStaff hostility when agitated??

Angry wordsAngry words Physical attack Physical attack (pinching, pushing, restraining)(pinching, pushing, restraining) Threatening postures/gestures/facial featuresThreatening postures/gestures/facial features Punishment without instruction in how to behave in new waysPunishment without instruction in how to behave in new ways

Withdrawal when unable to influence the situationWithdrawal when unable to influence the situation?? Ignoring/walking away from head bangingIgnoring/walking away from head banging Failing to intervene in a developing situation because of uncertainty Failing to intervene in a developing situation because of uncertainty

as to what to do (or fear of experiencing “professional pain”)as to what to do (or fear of experiencing “professional pain”)

Ineffective reactions/rituals to unpredictable situationsIneffective reactions/rituals to unpredictable situations?? Telling a student to “Be good.” or “Be careful.”Telling a student to “Be good.” or “Be careful.” Rituals Rituals (holding up finger to warn to stop, saying “Don’t be getting all huffy (holding up finger to warn to stop, saying “Don’t be getting all huffy

nownow..”)”)

So What Do Responsible Staff Members Do?So What Do Responsible Staff Members Do?

True professionals are in control of their emotions. True professionals are in control of their emotions. In stressful situations with students, they stand In stressful situations with students, they stand back and say to themselves:back and say to themselves: ““Here is a kid in crisis who needs help. What would a Here is a kid in crisis who needs help. What would a

caring and competent professional do in this situationcaring and competent professional do in this situation??”” We need to be consistently calm, gentle, and We need to be consistently calm, gentle, and

supportive in our interactions with kids with PDDsupportive in our interactions with kids with PDD.. Staff members who become irritated or skittish Staff members who become irritated or skittish

create a non-consistent stimuli create a non-consistent stimuli (a (a shock boxshock box)) for the for the student with PDDstudent with PDD..

Consistently calm, gentle, and supportive staff have Consistently calm, gentle, and supportive staff have their effective interactions sabotaged by colleagues their effective interactions sabotaged by colleagues who are unable to manage their emotions wellwho are unable to manage their emotions well..

Effective Staff DemeanorEffective Staff Demeanor Emotionally, verbally, and physically Emotionally, verbally, and physically calm & calm &

consistentconsistent (inter)(inter)action, even when under stress. action, even when under stress. This consistent, This consistent, restrained approachrestrained approach reduces reduces anxiety in the student, and thus the likelihood of anxiety in the student, and thus the likelihood of inappropriate behaviorsinappropriate behaviors..

However, the chances of us engaging in However, the chances of us engaging in (continued)(continued) inappropriate, unprofessional, & inappropriate, unprofessional, & ineffectiveineffective

behaviors are increasedbehaviors are increased, unless we search out:, unless we search out: New modelsNew models for understanding our students for understanding our students Better intervention strategiesBetter intervention strategies for reducing for reducing

and handling stressand handling stress..

We are calm and tolerant of young children because we realize We are calm and tolerant of young children because we realize that they arethat they are doing their bestdoing their best to function and communicate given to function and communicate given their developmental level.their developmental level. As professionals, we are As professionals, we are paid paid to be tolerant, supportive, and to be tolerant, supportive, and nurturing to youngsters who arenurturing to youngsters who are doing their best, under difficult doing their best, under difficult circumstancescircumstances, to function and communicate. Consummate , to function and communicate. Consummate professionals do it because they believe that all individuals are professionals do it because they believe that all individuals are deserving ofdeserving of dignified & respectful treatmentdignified & respectful treatment..

Is it defiance? What common traits Is it defiance? What common traits might account for these behaviorsmight account for these behaviors??

In a staff member’s absence, the student refuses to respond In a staff member’s absence, the student refuses to respond verbally or give eye contact to the replacement person verbally or give eye contact to the replacement person (substitute (substitute teacher, supply teacher, person from other part of facility)teacher, supply teacher, person from other part of facility).. (Withdrawal from overstimulation; Not yet done with a ritual when the (Withdrawal from overstimulation; Not yet done with a ritual when the

new staff member intervenes)new staff member intervenes) Laughing at other’s misfortuneLaughing at other’s misfortune..

(Unusual affect found in kids with PDD)(Unusual affect found in kids with PDD) Your direction brings a destruction of materials or self abuseYour direction brings a destruction of materials or self abuse..

(Misinterpretation of an event; paranoid thinking that others are (Misinterpretation of an event; paranoid thinking that others are conspiring to harm him; Your voice and image were distorted by an conspiring to harm him; Your voice and image were distorted by an hallucination and was threatening to the youngster)hallucination and was threatening to the youngster)

Looks at you blankly after your direction or questionLooks at you blankly after your direction or question.. (Receptive language problem; Literal interpretation of your language —(Receptive language problem; Literal interpretation of your language —

”What’s shaking?”)”What’s shaking?”) Refusal to sit down immediately upon entry to roomRefusal to sit down immediately upon entry to room..

(The direction is contrary to the youngster’s ritual of touching all handles (The direction is contrary to the youngster’s ritual of touching all handles on drawers before sitting in an environment)on drawers before sitting in an environment)

Barks rude order at youBarks rude order at you.. (A social skills deficit evidencing the need for us to instruct in new ways)(A social skills deficit evidencing the need for us to instruct in new ways)

InterventionsInterventions Any attempts to replace anxiety-reducing behaviors Any attempts to replace anxiety-reducing behaviors

must involve:must involve: Assessing the circumstances surrounding the behavior in Assessing the circumstances surrounding the behavior in

order to determine the…order to determine the…?? stimuli, reinforcers & other variables that contributestimuli, reinforcers & other variables that contribute

(see www.BehaviorAdvisor.com page titled “Figuring out why kids misbehave” & “FBA”)(see www.BehaviorAdvisor.com page titled “Figuring out why kids misbehave” & “FBA”)

Reducing ___________in the environmentReducing ___________in the environment?? unpredictability unpredictability (via consistency which reduces stress/anxiety).(via consistency which reduces stress/anxiety).

Building a ______________ relationship with studentBuilding a ______________ relationship with student?? a supportive & trusting a supportive & trusting (see www.BehaviorAdvisor.com page titled “nice ways”).(see www.BehaviorAdvisor.com page titled “nice ways”).

Teaching alternative behaviors that do whatTeaching alternative behaviors that do what?? serve the same function in a more socially acceptable mannerserve the same function in a more socially acceptable manner

(see www.BehaviorAdvisor.com page titled “Differential Reinforcement.”)(see www.BehaviorAdvisor.com page titled “Differential Reinforcement.”) ..

Questions to Ask Before InterveningQuestions to Ask Before Intervening

Is the anxiety-relieving behaviorIs the anxiety-relieving behavior Quirky and socially odd, but non-harmful? ExamplesQuirky and socially odd, but non-harmful? Examples??

RockingRocking Turning conversation to a favorite topicTurning conversation to a favorite topic Repeatedly asking questions without having listened to the Repeatedly asking questions without having listened to the

responses of the previous onesresponses of the previous ones Uttering repetitive phrasesUttering repetitive phrases

Debilitating enough to justify denying it to a student with Debilitating enough to justify denying it to a student with limited adaptive capacity to develop alternative useful limited adaptive capacity to develop alternative useful strategies. Examplesstrategies. Examples??

Self-abuseSelf-abuse Physical aggression directed toward othersPhysical aggression directed toward others

SHOWTIME : A VIDEOSHOWTIME : A VIDEO

Your students have been given the task of . . . Your students have been given the task of . . . and you notice that one young lady is “off task”. and you notice that one young lady is “off task”. What might be the reason for her behavior? What might be the reason for her behavior? What setting events and stimuli might have What setting events and stimuli might have sparked the behavior? What consequences sparked the behavior? What consequences maintain this behavior? maintain this behavior?

Behaviorist view: All behaviors have a benefit…Behaviorist view: All behaviors have a benefit…so what is it in this case. so what is it in this case.

Our Continuing RoleOur Continuing Role(s)(s) Identify the often counterintuitive, highly idiosyncratic Identify the often counterintuitive, highly idiosyncratic

dynamics driving many of the problematic behaviors. Create dynamics driving many of the problematic behaviors. Create environments that areenvironments that are??:: highly predictable, so they don’t require kids to use own internal highly predictable, so they don’t require kids to use own internal

resources to create structureresources to create structure..

Scan new environments forScan new environments for??:: possible sources of change and stress.possible sources of change and stress.

Be attuned to early indicators of student’s quality of thought Be attuned to early indicators of student’s quality of thought and affective state, becauseand affective state, because??:: if they get anxious, their ability to think and learn is impaired. if they get anxious, their ability to think and learn is impaired.

Chances for “defiance” increaseChances for “defiance” increase..

Apply support early. Once agitated or confused, it is often Apply support early. Once agitated or confused, it is often difficult to calm the student.difficult to calm the student.

Discovering Counter-Intuitive DynamicsDiscovering Counter-Intuitive Dynamics Conduct an “Environmental Assessment”Conduct an “Environmental Assessment”

A-B-CA-B-C and and FBAFBA for sources of stress for sources of stress (e.g., transition, new staff member)(e.g., transition, new staff member) for lower functioning (it’s for lower functioning (it’s one partone part of analysis for higher functioning) of analysis for higher functioning)

(see www.BehaviorAdvisor.com pages by these titles)(see www.BehaviorAdvisor.com pages by these titles)

Is the soothing ritual’s quality more Is the soothing ritual’s quality more kinesthetickinesthetic (movement oriented)(movement oriented) as is as is likely with low-functioning kids, or more likely with low-functioning kids, or more symbolicsymbolic (need to touch drawer (need to touch drawer handle in room before sitting)handle in room before sitting) as is more typical of high-functioning as is more typical of high-functioning youngsters?youngsters?

For For higher functioninghigher functioning kids, follow the “E-A” with psychological testing and kids, follow the “E-A” with psychological testing and analysis of the child’s inner experience to determine the quality and analysis of the child’s inner experience to determine the quality and character of the:character of the: thought processesthought processes affective profileaffective profile

Determine if the child in need of Determine if the child in need of medicationmedication for for??:: anxiety disorderanxiety disorder distractibility distractibility (see www.BehaviorAdvisor.com page titled “ADhD”)(see www.BehaviorAdvisor.com page titled “ADhD”)

hyperactivity hyperactivity (see www.BehaviorAdvisor.com page titled “ADhD”)(see www.BehaviorAdvisor.com page titled “ADhD”)

depression depression (see www.BehaviorAdvisor.com page by this title)(see www.BehaviorAdvisor.com page by this title)

psychotic thought processespsychotic thought processes

Scanning New EnvironmentsScanning New Environments for Possible Stressors for Possible Stressors

How would you prepare students for a trip to the How would you prepare students for a trip to the firehouse so that it is a “firehouse so that it is a “familiarfamiliar” experience when ” experience when the day arrives to visitthe day arrives to visit??

Consider the student’s knowledge base, Consider the student’s knowledge base, transportation, familiarization with the site and transportation, familiarization with the site and equipment, preparation for frequent events at the equipment, preparation for frequent events at the firehouse, & preparing the student to handle firehouse, & preparing the student to handle anxiety if it developsanxiety if it develops..

Field Trip PrepField Trip Prep Mark on calendar 7 days in advanceMark on calendar 7 days in advance Review on calendar each dayReview on calendar each day Show photos of firehouse & ask to draw what he thinks it will look like Show photos of firehouse & ask to draw what he thinks it will look like

when visitswhen visits.. Meet bus driver. Visit bus on day before to?Meet bus driver. Visit bus on day before to?

Select a seatSelect a seat See where teacher and others will sitSee where teacher and others will sit Look at map of route & identify things will see on way to firehouse. Look at map of route & identify things will see on way to firehouse.

Have students draw themHave students draw them..

Describe what will probably be seen at firehouse.Describe what will probably be seen at firehouse. Discuss rules for behavior in this unfamiliar settingDiscuss rules for behavior in this unfamiliar setting Discuss events that might happen while there Discuss events that might happen while there (emergency call, jovial humor (emergency call, jovial humor

uttered)uttered).. Discuss what will do if feel anxious or confused.Discuss what will do if feel anxious or confused.

Who to tell about the emerging and escalating feelingsWho to tell about the emerging and escalating feelings How to express themHow to express them..

Review the plan several times prior, and again before leaving. Give Review the plan several times prior, and again before leaving. Give students a copy of plan students a copy of plan (pictures/words)(pictures/words)

Building Student Capacity to Accept Building Student Capacity to Accept & Seek Out Our Support & Seek Out Our Support

Trust and reliance upon relationships during times of stress Trust and reliance upon relationships during times of stress depends on matching the student with skilled, caring, and depends on matching the student with skilled, caring, and persistent professionals who create a predictable environmentpersistent professionals who create a predictable environment..

How can we reach the goal of becoming an empathetic & trusted How can we reach the goal of becoming an empathetic & trusted guideguide?? Build a history of positive interactions/eventsBuild a history of positive interactions/events

Even though making mistakes, believes we’re trying hardEven though making mistakes, believes we’re trying hard Be predictable by being:Be predictable by being:

unswervingly calm, positive, supportive, understanding & nurturingunswervingly calm, positive, supportive, understanding & nurturing Create “a symphony”…get everyone on the same note on the same line of Create “a symphony”…get everyone on the same note on the same line of

musicmusic Realize that disallowing an established strategy is generallyRealize that disallowing an established strategy is generally

a slow, difficult, and to some degree, traumatic process. a slow, difficult, and to some degree, traumatic process. Be highly attuned to the student’s emotional state so that weBe highly attuned to the student’s emotional state so that we

are there when neededare there when needed Speak in an effective and positive mannerSpeak in an effective and positive manner..

Building & Maintaining Relationships: Building & Maintaining Relationships: The way we talk to kids is importantThe way we talk to kids is important

Right now,Right now, pull the pull the ““Nice Ways…”Nice Ways…”

packet out of your folder packet out of your folder

(for those of you viewing the slide show on your (for those of you viewing the slide show on your computer, this material can be found at computer, this material can be found at

www.BehaviorAdvisor.comwww.BehaviorAdvisor.com inside the page titled inside the page titled “Nice “Nice Interventions that build self discipline in kidsInterventions that build self discipline in kids” )” )

Trading In Old Behaviors for NewTrading In Old Behaviors for New Use our Use our understandingunderstanding of the student and the of the student and the

stressors, and the inappropriate ritual’s soothing stressors, and the inappropriate ritual’s soothing quality to identify possible quality to identify possible alternativealternative responses responses..

TeachTeach new soothing behaviors while reducing new soothing behaviors while reducing the inappropriate ritual throughthe inappropriate ritual through

strategies such as negative strategies such as negative consequencesconsequences

or or removalremoval of reinforcement of reinforcement..

Teaching Visit www.BehaviorAdvisor.com and check out the links titled:

The practices of ABA (8 links under this section) What is ABA? (Applied behavior analysis) Contracts Differential Reinforcement Procedures (reducing misbehavior in positive ways) Overcorrection Response Cost Schedules of Reinforcement (Deciding how often to give rewards) Self monitoring (Students keep track of their behavior, thus building self-control) Shaping (Building a desired behavior that the student doesn't show at present) Task Analysis Time Out Token Economies and Point Systems Managing behavior with your teaching style Autism Aspergers Syndrome

Take a look at the handout you’re about to receive that will offer lots of tips for various scenarios.

General Principles for InterventionGeneral Principles for Intervention Go positive!Go positive!

Punishment Punishment does notdoes not teach new behavior! teach new behavior! Use the least intrusive intervention possible.Use the least intrusive intervention possible. Be predictable. Always follow through.Be predictable. Always follow through. Hate the behavior, but stay attached to the Hate the behavior, but stay attached to the

child.child. NEVERNEVER give up on a kid. give up on a kid.

The Future The Future (at present)(at present)

Our kids will live their entire lives within the Our kids will live their entire lives within the supportive structure provided by others.supportive structure provided by others.

They measure the quality of their lives by their They measure the quality of their lives by their capacity to obtain security and remove fear.capacity to obtain security and remove fear.

That optimal state is largely influenced by the That optimal state is largely influenced by the ability to accept and trust in the support and ability to accept and trust in the support and structure created by others.structure created by others.

THE ENDTHE END• Feel free to contact me at

Thomas.McIntyre@Hunter.cuny.edu

• And check out www.BehaviorAdvisor.com

where you can post your concerns on our bulletin board and receive help from teachers around the world.

Stop HereStop Here . . . . Unless time . . . . Unless time remains in the session. In that remains in the session. In that case move on to “Social Skills”case move on to “Social Skills”

Assessment of Social SkillsAssessment of Social Skills

Assess adaptive functioningAssess adaptive functioning Capacity for appropriate social behaviorCapacity for appropriate social behavior

Ability to manage social anxietyAbility to manage social anxiety Understanding of social conventionsUnderstanding of social conventions Ability to read social cuesAbility to read social cues

Capacity to use relationships as a source of Capacity to use relationships as a source of emotional supportemotional support

Social SkillsSocial Skills

Facilitate their ability to establish an accurate Facilitate their ability to establish an accurate perception of social behavior. How soperception of social behavior. How so?? Provide consistent and simple patterns of social Provide consistent and simple patterns of social

experiences from which to learn.experiences from which to learn. Create school environments in which social Create school environments in which social

interaction is predictable, consistent, and interaction is predictable, consistent, and governed by explicit rules.governed by explicit rules.

Once established, promote the student’s Once established, promote the student’s effective use of this understanding to make effective use of this understanding to make decisions with the social arena.decisions with the social arena.

Examples of Social RulesExamples of Social Rules(consistently applied and reviewed often with the student)(consistently applied and reviewed often with the student)

Hands, feet & objects to selfHands, feet & objects to self

(unless part of activity or have permission)(unless part of activity or have permission)

Use only the real names of othersUse only the real names of others Ask permission to touch the food & belongings of Ask permission to touch the food & belongings of

othersothers Raise hand and ask permission to leave seatRaise hand and ask permission to leave seat If another kid is having a difficult time, inform the If another kid is having a difficult time, inform the

teachers and let them handle thingsteachers and let them handle things If you are feeling upset or angry, ask the teacher for a If you are feeling upset or angry, ask the teacher for a

time out or a chance to discuss the problemtime out or a chance to discuss the problem

So Why the Refusals or RetreatsSo Why the Refusals or Retreats?? Manage anxiety fromManage anxiety from

Task complexity or volumeTask complexity or volume Situational inconsistenciesSituational inconsistencies Staff Staff (re)(re)actionsactions

Misinterpretation of student behaviorMisinterpretation of student behavior Take it personallyTake it personally Unable to handleUnable to handle

Student perception of staff intent or threat potentialStudent perception of staff intent or threat potential Misinterpretations of intentMisinterpretations of intent Accurate perception of rejecting or hostile actionAccurate perception of rejecting or hostile action

More QuestionsMore Questions Have we conducted an analysis of the child’s Have we conducted an analysis of the child’s

environment to correlate inappropriate ritualized environment to correlate inappropriate ritualized behavior with specific events or environmental behavior with specific events or environmental dynamics? dynamics? (We’ll need more than conventional perception or (We’ll need more than conventional perception or empathic insight to determine the sources of stress when someone empathic insight to determine the sources of stress when someone views the world much differently than us).views the world much differently than us).

Do we have a procedure/plan?Do we have a procedure/plan?(DR, Shaping, Chaining)(DR, Shaping, Chaining)

Do we have the necessaryDo we have the necessary permissionpermission materialsmaterials staffstaff