Teaching Appropriate Behaviors and Effective Coping Skills Presented by : Melanie Thrift, Behavior Support Liaison, Exceptional Childrens Department, Lincoln County Schools Agenda 0 Welcome and Introduction 0 Differentiating defiance from childhood disorders 0 Build coping skills/teach replacement 0 Break 0 Effective consequences = fewer power struggles 0 4 step approach/ guided compliance 0 Reinforcement strategies and motivators 0 Problem solving and Q&A All Behavior is Meaningful Strong-will or Disorder? 0 Characteristics of a strong- willed child 0 Need for control 0 *Unable to see their role in problems 0 *Ability to tolerate negativity 0 *Socially exploitive 0 *Competitive 0 *Difficulty in acknowledging sadness 0 Characteristics of a disorder 0 Aggression( physical and verbal 0 Noncompliance 0 Social withdrawal 0 Anxiety 0 Depression 0 Attention Deficits 0 Poor social skills 0 Academic deficits 0 Distorted thinking What is a behavioral disorder? When the child presents behavior that is noticeably different from that expected in the school or community Or in simple terms.. Or in simple terms When a child is not doing what adults want at a particular time Common Childhood Behavior Disorders Most childhood behavior disorders can be broken down into 5 categories: Anxiety Disorders Disruptive Behavioral Disorders Dissociative Disorders Emotional Disorders Pervasive Developmental Disorders Most Common 1.Social Anxiety Disorder intense fear of social situations that impair ability to function to some degree 2.Panic Disorder panic attacks characterized by intense physical and mental sensations 3.Obsessive-Compulsive Disorder obsessive thought patterns, compulsive behavior patterns to relieve stress 4.Post-Traumatic Stress Disorder - occurs after a traumatic experience symptomatic of reliving the trauma 5.Generalized Anxiety Disorder - most commonly recognized as a persistent restlessness, out of control 6.Phobias - disaster thinking caused by intense feelings of fear involving objects, scenarios, animals, etc. Diagnostic and Statistical Manual of Mental Disorders American Psychiatric Associati. (5th ed.). Arlington: American Psychiatric Publishing pp. 189195. ISBN ISBN Disruptive Behavior Disorders Attention-Deficit/Hyperactivity Disorder inattention, hyperactivity, and impulsivity Oppositional Defiant Disorder lose temper easily and repeatedly, argumentative with adults, defiant with adults, refuse to obey rules, deliberately annoy people, blame others for own actions, easily angered, spiteful and vindictive Conduct Disorder aggression toward people or animals, destruction of property, deceitfulness, lying, stealing, serious violations of adult rules Disruptive Mood Dysregulation Disorder New. Added to the DSM-5 in 2013 to replace diagnosis of childhood bipolar disorder. Onset occurs before age 10, with no diagnosis before age 6 or after age 18. Temper outbursts are frequent, grossly out of proportion in intensity or duration to the situation or event. Temper outbursts are inconsistent with developmental level. Temper outbursts occur 3 or more times per week and in more than one setting. Between temper outbursts, mood is generally irritable or angry during most times. This diagnosis is new to the DSM-5. Code: (F34.8) Dissociative Disorders Dissociative Identity Disorder 2 or more personality states with limited recall between states, alters Dissociative amnesia temporary loss of recall due to traumatic experience Depersonalization disorder - detachment from self or surroundings, may be experienced as "unreal" (outside of self) while retaining awareness that this is only a feeling and not a reality (Miller, 2010, p.1) Miller, J. (30 Dec 2010). Dissociative Disorders Retrieved May 5, 2015, from Emotional Disorders Depression sadness, frequent crying, withdrawal, loss of interest in play or pleasurable activities, tension, anxiety, worried, irritable, change in appetite, clingy, demanding, self -harm Pediatric Schizophrenia rare. Lags in language and motor development, hallucinations, disorganized, social withdrawal, decreased ability to perform daily activities, lack of self-care skills, changes in affect, lack of impulse control, aggression, lethargy, detachment Bipolar-severe irritability, abrupt mood swings, hyperactivity followed by lethargy, intense temper tantrums, frustration and defiance. Pervasive Developmental Disorders *Term sometimes used interchangeably with autism spectrum disorders *Delays in the development of socialization and communication skills *Autism, Aspergers Syndrome, Childhood disintegrative disorder (rare), Rett Syndrome (rare) *Unusual play behaviors *Difficulty adjusting to changes in routine or familiar surroundings *Repetitive body movements or patterns of behavior *Temper tantrums and aggressive behavior *Anxiety, phobias, and sleep disorders Build Coping Skills Why do we need to teach coping skills? We are born with coping IMPULSES.Coping skills must be LEARNED Coping skills are acquired in three basic ways: Through observing others Through trial and error Through educational intervention Why should I teach coping skills? Improves self-confidence Increases instruction time Improves independence Decreases time spent on students crises, meltdowns, and other issues Improves overall behaviors Improves individual problem solving Establish positive life long skills When should I teach coping skills? When a student frequently cries, has melt downs, presents anxiety or has low resilience When students present difficulty with handling criticism, failure, conflict, disappointment, decision making. When students appear to struggle with expressing emotions such as sadness, disappointment, frustration, happiness, excitement and anger. Its ok to feel angry. When you frequently have to stop to console, comfort, encourage or settle students down How do I teach coping skills? Always try to use active listening skills Always use a calm tone of voice. Be firm when setting boundaries. Non-judgmental, not value-based Use support and available resources for specific ideas, strategies and skills. * links to resources at end of presentation. You're welcome* Emphasize that everyone gets stressed/frustrated/ worried/ overwhelmed/angry Talk with an individual student that presents frequent need, as well as small groups or the entire class Establish a place, time, and method students will use to get a break to relax Teach students the signs of stress.heavy breathing, heart rate, sweating, clenched fist or lips, difficulty speaking Teach, encourage, and practice use of control skills Deep breathing Count to 10 Draw or Write Read Take a break Antiseptic bounce Practical Strategies Some extra tips. Be creative when teaching control skills Superman, Batman, Spiderman, Blowing out candles on the birthday cake, Climb invisible ladder, Cool bands, Singing a song-(student can write simple song, or you can help choose) Stress ball or fidget Wadding up recycle paper or old newspaper Masking Tape Circle Origami-Paper Folding Pillow scream (love this) And always allow time for recovery when student is visibly in control and able to rejoin class Teach Appropriate Behaviors Step- by- Step If students can manipulate adults to show they are upset, frustrated, angry or out of control..then students can excuse themselves for their own out-of-control behavior. Relationship Relationship = Influence Children need to know that we care Attitude, Tone, Respect Modeling expected behavior to others Acknowledge students interests What are some ways we can create relationships with students? Identify and Clarify In order to intervene and teach a replacement behavior you must first identify the behavior you want to change and clarify its function All behaviors derive from some level of motivation Escape motivated Tangible motivated Sensory motivated Attention motivated TEACH!!! Tell them in terms students will understand with a directive rather than a question in short, specific terms in an appropriate tone of voice NO BABY TALK Provide a replacement behavior Instead of doing thisdo this. Enables students to get their needs met more appropriately while developing skills they need Must be relevant to students developmental ability, not too difficult for students to understand or manage. Must be as convenient to implement as the undesired behavior, or it wont be effective Ex: When Rosebud is feeling overwhelmed and needs a break, instead of throwing everything off her desk, she will hold up a break card, then go to the previously agreed upon quiet area to calm down. *No verbal exchange- Rosebud does not have the skills to wait for permission or verbally express her frustration. Know the student. Practice If a student fails to engage in a desired behavior. Be calm and state that the specific behavior is telling you they need to practice using appropriate behaviors Pick a time when you can supervise and when the child has an opportunity to do a preferred activity-IMPACT Continue to practice until the child has mastered skill -bored Reinforce The most effective reinforcement is always acknowledgement or praise, using sincere, authentic, genuine delivery. Level of praise should match level of demand. Keep it specific, brief, positive, and focused. Acknowledgement vs. Praise AcknowledgementPraise 0 A description of the appropriate behavior. Must be specific and void of value statements. Hit and run. Ex: I see that you are sitting quietly. 0 A comment on the appropriate behavior that also has a value judgment. Ex: You are drawing such a pretty picture. By using acknowledgment, the student is more likely to accept the statement. Acknowledgment statements are short and sweet. Many can be given over the course of the day. Easiest way to obtain the 10:1 ratio necessary to build a working relationship with the student. (10 positive statements/interactions to one negative) Praise is often overused. With praise, a child with poor self- concept is more likely to reject your statement. It does not align with the students self-concept. Positive reinforcement Provides verbal affirmation Contributes to Self-Esteem Boosts Character Development Stimulates intrinsic motivation Fade Strategy that refers to decreasing the level of assistance or reinforcement needed to complete a task or activity. The goal is for students to be intrinsically motivated to use appropriate behaviors rather than wait to be prompted, praised, or rewarded. 4 Consequences Consequences give children the opportunity to learn by making decisions and experiencing the natural or social outcome of those decisions. In order for consequences to be effective, they must be delivered with empathy, respect, or sadness. If possible, allow the consequence to teach the lesson. Say nothing when the child realizes what they have learned. Natural Consequences Occur as an act of nature, not human created This is single most powerful and effective consequence. Allow for natural consequences whenever possible, allow student to learn from natural order of physical world Relevant Consequences Directly related and relevant to directing a child closer to desired behavior. Ex. Rosebud is continually taking things away from other students. She will practice asking, waiting, and finding other items to play with-during a preferred activity. She can first practice with staff until she is presenting more consistently, then she can practice with peers with adult guidance. Related Consequences Consequences that are not directly relevant but have a relationship the problem behaviors. Ex. Jim Bob has been vandalizing the bathroom by writing on the walls and dumping garbage on the floor. The consequence may be that he will have to clean the walls, pick up the garbage, or speak to the custodial staff about his behaviors. Significant Consequences Consequences that are not directly related to the problem behavior, but motivate the student to use appropriate behavior by withdrawing or preventing certain things the child wants. Ex. Time away from activity, restricting time for computer games, etc. Guided Compliance Guided Compliance is a 4-step strategy that is used to increase compliance and attending skills Step 1 - Give a command * Always practice voice control. Always. *One command at a time. *Small, simple tasks that take less than 10 seconds to complete *Must be a directive, not a request. Tell dont ask. Step 2 - If the student follows the command, praise them. Step 3 If the child doesnt comply with command within 5 seconds.. Repeat the command in exactly the same wording and tone. Guide the child through the action you have requested Compliment the student as if they had completed the command the first time. Do not repeat the command without guiding them. Illustrate the difference between first and second command is voluntary vs. involuntary control for the student Step 4 - Conditions for a time out If the student passively resists by going limp or If the student actively resists by digging in or becoming assaultive Reinforcement Strategies Remember o Reinforce behaviors, not people o Be clear about which behavior to reinforce o The most effective reinforcement systems are those that are individualized to the child o Preferences and reinforcers are not necessarily the same ( if you really like M&Ms, will you detail the car for some?) o Reinforcement is not something someone likes, it is simply something that follows a behavior, which increases the likelihood the behavior will occur again in the future. Keep it simple 0 Positive Reinforcement 0 Gets a person something 0 Negative Reinforcement 0 Gets a person out of something Motivating Reinforcement Strategies Music Time with peer Time with a teacher Time alone Verbal praise Non-verbal praise Tokens Special jobs Leadership opportunities Fidgets Ipad or technology device Points Scavenger Hunt What are some strategies that have been successful in your classroom? Problem Solving/ Q&A What are some of the specific behavior challenges you face in the classroom? What are some of the barriers that impede teaching appropriate behaviors? Who is included in your professional support system? Do you have a plan? What training would you like to receive in order to strengthen your capacity to teach appropriate behaviors? Do you have enough resources, and do you know where to obtain them? Do you have a personal, classroom, or school crisis plan ? Are you included in developing ways to implement behavior intervention plans? Resources Coping Skills https://suite.io/susan-carney/4zf2bc https://www.parentingbookmark.com/pages/articleMB01.htm Resources cont https://suite.io/karen-plumley/1b1d2g6 https://suite.io/susan-carney/d0x2bc