Assessment And Treatment Of Challenging Behaviors

Assessment and treatment of Assessment and treatment of Challenging BehaviorsChallenging Behaviors

Using Positive ApproachesUsing Positive Approaches“Breaking Down the Walls of Defiance”“Breaking Down the Walls of Defiance”

Presented by Steven Vitto, M.A., BTC. CTCIIPresented by Steven Vitto, M.A., BTC. CTCII

Muskegon Area Intermediate School DistrictMuskegon Area Intermediate School District

The Evolution of Adversarial The Evolution of Adversarial Relationships and Subversion Relationships and Subversion

As aberrant behaviors begin to surface an As aberrant behaviors begin to surface an unhealthy communication paradigm emergesunhealthy communication paradigm emerges

A phone call home, a detention slip, a A phone call home, a detention slip, a suspensionsuspension

THE STAGE IS SET THE STAGE IS SET

The Reaction ContinuumThe Reaction Continuum ““My son wouldn’t do that!!My son wouldn’t do that!! ““I will punish him.”I will punish him.” “ “ What do you expect me to do?”What do you expect me to do?” ““You guys are always kicking him out!!You guys are always kicking him out!!At this point a shift begins and the parent and school At this point a shift begins and the parent and school

are at risk for developing an adversarial are at risk for developing an adversarial relationship.relationship.

THE FIRST SIGNSTHE FIRST SIGNS “ “ He says other kids were doing the same thing He says other kids were doing the same thing and nothing happened to them”and nothing happened to them”

The Downward SpiralThe Downward Spiral

Without evidenced based decision making the Without evidenced based decision making the school continues to respond in the only way school continues to respond in the only way they know how-punishment and exclusion.they know how-punishment and exclusion.

Without proper supports, the parent becomes Without proper supports, the parent becomes trapped in a dilemma. Do I blame myself, my trapped in a dilemma. Do I blame myself, my child, or the school?child, or the school?

And a day comes when the parent begins to And a day comes when the parent begins to blame the school, and the real damage blame the school, and the real damage begins…begins…

What Johnny LearnsWhat Johnny Learns Johnny is becoming increasingly dis-enfranchised with schoolJohnny is becoming increasingly dis-enfranchised with school Johnny figures out that he if he tells his parents he was picked Johnny figures out that he if he tells his parents he was picked

on, singled out, overly or repeatedly punished, then his on, singled out, overly or repeatedly punished, then his parents will begin to focus on the school rather than his parents will begin to focus on the school rather than his behaviors.behaviors.

It becomes increasing probable for Johnny to misrepresent the It becomes increasing probable for Johnny to misrepresent the school. He escapes punishment and takes the focus off of him.school. He escapes punishment and takes the focus off of him.

By blaming the school, the parents avoid blame, and are By blaming the school, the parents avoid blame, and are relieved of the feeling of helplessness,relieved of the feeling of helplessness,

The end result: a parent who rescues, defends, accusesThe end result: a parent who rescues, defends, accuses a child who has a escape card-any time he wants to use it.a child who has a escape card-any time he wants to use it.

When Co morbidity Sets InWhen Co morbidity Sets In The child with Social Maladjustment receives a diagnosis of The child with Social Maladjustment receives a diagnosis of

ADHDADHD The parent looking for something to explain all of the child’s The parent looking for something to explain all of the child’s

behaviors focuses on the ADHD diagnosisbehaviors focuses on the ADHD diagnosis The parents use the ADHD diagnosis to defend the child’s The parents use the ADHD diagnosis to defend the child’s

behavior at schoolbehavior at school Once again the child makes a connection. If I get in trouble I Once again the child makes a connection. If I get in trouble I

can use my disabilitycan use my disability How do you know when this is happening?How do you know when this is happening? The child will say my disability caused the behavior!The child will say my disability caused the behavior! The challenge: to separate ADHD behavior and learned The challenge: to separate ADHD behavior and learned

behavior.behavior.

THE SOLUTIONTHE SOLUTION

11. DON’T RELY ON A PUNISHMENT AT HOME FOR A . DON’T RELY ON A PUNISHMENT AT HOME FOR A BEHAVIOR THAT OCCURS AT SCHOOL-THE BEHAVIOR THAT OCCURS AT SCHOOL-THE PHONE CALLPHONE CALL

2. WHEN YOU MEET, HAVE ALL THE PLAYERS IN 2. WHEN YOU MEET, HAVE ALL THE PLAYERS IN THE ROOM TOGETHERTHE ROOM TOGETHER

3. DESIGNATE ONE COMMUNICATION POINT 3. DESIGNATE ONE COMMUNICATION POINT PERSONPERSON

4. HAVE THE PLAN CLEARLY STATED4. HAVE THE PLAN CLEARLY STATED5. DOCUMENT, DOCUMENT, DOCUMENT!!5. DOCUMENT, DOCUMENT, DOCUMENT!!6. AGREE TO ADVOCATE, AGREE TO DISAGREE BUT 6. AGREE TO ADVOCATE, AGREE TO DISAGREE BUT

NEVER NEVER IN FRONT OF THE CHILD!!!!NEVER NEVER IN FRONT OF THE CHILD!!!!7. FOR THE PARENT THAT DOESN’T FOLLOW 7. FOR THE PARENT THAT DOESN’T FOLLOW

THROUGH, FOCUS ON THE POSITIVES!!!!THROUGH, FOCUS ON THE POSITIVES!!!!

A functional A functional assessment assessment

doesn’t leave doesn’t leave treatment treatment

selection to selection to chancechance

Ms. Jones gambles Jenny’s Education on a

hunch

Let’s see what I can do to get Jenny to behave!!

What is the Function of the What is the Function of the Behavior?Behavior?

ObtainObtain…… Peer AttentionPeer Attention Adult AttentionAdult Attention Items/ActivitiesItems/Activities SensorySensory

Avoid…Avoid… Peer(s)Peer(s) AdultAdult Task or ActivityTask or Activity SensorySensory

What is the function of Eddie’s What is the function of Eddie’s behavior?behavior?

Obtain Adult AttentionObtain Adult Attention Avoid AdultAvoid Adult Avoid Task or ActivityAvoid Task or Activity Don’t KnowDon’t Know OtherOther

Scott, Liaupin, Nelson (2001) Behavior Intervention Planning. Sopris West

What is the function of Eddie’s What is the function of Eddie’s behavior?behavior?

Avoid Task or ActivityAvoid Task or Activity


What is the function of Shane’s What is the function of Shane’s behavior?behavior?

Obtain Peer AttentionObtain Peer Attention

Obtain Adult AttentionObtain Adult Attention Avoid Task or ActivityAvoid Task or Activity Don’t KnowDon’t Know OtherOther


What is the function of Shane’s What is the function of Shane’s behavior?behavior?

Avoid Task or ActivityAvoid Task or Activity


Shane: Avoid ActivityShane: Avoid Activity

What is the function of Tracy’s What is the function of Tracy’s behavior?behavior?

TRACY’S MOTIVATIONTRACY’S MOTIVATION

Peer attentionPeer attention StatusStatus AcceptanceAcceptance

What is the function of Sarah’s What is the function of Sarah’s behavior?behavior?


Obtain Obtain Items/ActivitiesItems/Activities

Obtain Adult AttentionObtain Adult Attention Avoid AdultAvoid Adult Avoid Task or ActivityAvoid Task or Activity

Center on the Social and Emotional Foundations for Early Learning

What is the function of Sarah’s What is the function of Sarah’s behavior?behavior?

Obtain Adult Obtain Adult AttentionAttention

What is the function Scott’s What is the function Scott’s behavior?behavior?



Avoid Peer(s)Avoid Peer(s) Don’t KnowDon’t Know OtherOther

What is the function Scott’s What is the function Scott’s behavior?behavior?


What is the function Billie’s What is the function Billie’s behavior?behavior?



Obtain Adult AttentionObtain Adult Attention Avoid Task or ActivityAvoid Task or Activity OtherOther


What is the function Billie’s What is the function Billie’s behavior?behavior?

Obtain Peer Obtain Peer AttentionAttention


The Grocery StoreThe Grocery Store

What is the function of Johnny’s What is the function of Johnny’s behavior?behavior?

FunctionFunction

Obtain tangibleObtain tangible


ObtainObtain…… Peer AttentionPeer Attention Adult AttentionAdult Attention Items/Activities (tangible)Items/Activities (tangible) Sensory (seeking)Sensory (seeking)

Avoid…Avoid… Peer(s)Peer(s) AdultAdult Task or ActivityTask or Activity Sensory (defensive)Sensory (defensive)

Control


ObtainObtain…… Peer AttentionPeer Attention Adult AttentionAdult Attention Items/Activities (tangible)Items/Activities (tangible) Sensory (seeking)Sensory (seeking)

Avoid…Avoid… Peer(s)Peer(s) AdultAdult Task or ActivityTask or Activity Sensory (defensive)Sensory (defensive)

An Initial Line of InquiryStrengths of student: What the student does well. Student’s strengths, gifts, & talents.

Slow TriggersSlow Triggers(Setting Events)(Setting Events)

Fast TriggersFast Triggers(Antecedents)(Antecedents)

Behavior Behavior ProblemProblem

Actual Actual ConsequencesConsequences

Perceived Perceived FunctionFunction







An observable and measurable description of the behavior(s) of concern.







Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction)







Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way.Specific conditions, events, or activities that make the problem behavior worse? (missed meds, academic failure, conflicts at home, lack of sleep, missed meals, poor interactions with peers/teacher(s), school/classroom behavioral expectations unclear…

Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction). “Make it Happen”








Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way.Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers…



Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …)What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …)











Obtain

Escape or Avoid











Obtain

Escape or Avoid


Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis٭

Setting event Antecedent Response Consequence

When you wake up Christmas morning and realize that Santa came, but only left you a lump of coal and you begin to cry and beat up your sister, and then your dad whips you with his new Christmas belt.

You’ve been romping on your sister all year long

You received a lump of coal

You beginto cry and hit your sister

Your dad whips your butt withhis newChristmasbelt

What function?Obtain sensorysensory


The football game is coming on in 2 minutes. Your significant other asks you to wash the dishes. You happily oblige. After one minute, you have broken two glasses and one dish. Your significant other pushes you out of the way and says, “Just let me do them.” You sigh and go watch the game.

You know ifyou pretend you can’t do somethingshe willdo it for you

The football game is comingon andyour spouse asks you towash dishes

You break twodishes anda glass

Your spousetakes overand washesthe dishes herself

What function?Avoid activity

When Sequoia misses her 12:30 medication & teachers make multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.


Misses 12:30medication

Teachersmakemultipletask demands

Sequoia makesnegative self-statements &writes profanelanguage

Teacher sendsSequoia to office for beingdisrespectful

What function?Avoid difficult taskstasks

From Hypothesis to Strategieswhen this occurs…

Slow triggerSlow triggerStrategiesStrategies

Fast trigger Fast trigger strategiesstrategies

Alternative/ Alternative/ Competing Competing Behavior Skills: Behavior Skills:

Teaching Teaching Strategies:Strategies:

Long Term Long Term Desired Skills:Desired Skills:

Teaching Teaching Strategies:Strategies:

ReinforcementReinforcementStrategies:Strategies:

Alternative Alternative Behaviors:Behaviors:

Long Term Long Term Skills:Skills:

Class Class Behavioral Behavioral ExpectationsExpectations

Reduction/ Reduction/ PunishmentPunishmentStrategiesStrategies

Given these circumstances

Slow Triggers

Fast Trigger

s

the person does…

Problem Behavior

in order to…

Get/Avoid

because…

Function

Given these Given these circumstances…circumstances… SicknessSicknessMissed mealsMissed mealsMissed medicineMissed medicineConflicts with Conflicts with certain peerscertain peersMrs. Coffey Mrs. Coffey being absentbeing absent

when this when this occurs….occurs….Other students Other students unwilling to unwilling to play/interact with play/interact with DominickDominickStanding in line Standing in line near someone near someone with whom he with whom he does not get along does not get along Other students Other students teasing himteasing himMrs. Coffey being Mrs. Coffey being out of sightout of sightUnstructured timeUnstructured time(playground, (playground, transitioning in transitioning in line from or to line from or to classroom)classroom)

person does…person does…

HitsHitsPinchesPinchesGrabs another Grabs another person with both person with both armsarmsSpits on another Spits on another personperson (Sometimes(Sometimes scowls/grimaces scowls/grimaces and clinches and clinches fists before fists before engaging in engaging in one of the one of the other behaviors) other behaviors) (May cry or (May cry or scream after scream after behavior)behavior)

in order to…in order to…

Gain peer Gain peer attention/ attention/ interactioninteractionTerminate/Avoid Terminate/Avoid undesired peer undesired peer interactioninteractionCope with Cope with frustration of frustration of other students other students unwilling to unwilling to play/interact with play/interact with himhim

Building DJ’s Hypothesis(es) to the Function(s)

Hypothesis StatementHypothesis Statement

Given circumstance when DJ is sick, or has missed meals, missed medicine, had

conflicts with certain peers and/or when Mrs. Coffey is absent, and

when other students are unwilling to play/interact with him, when he is standing in line near someone with whom he does not get along , or when other students are teasing him and Mrs. Coffey is out of sight (often during unstructured times, DJ will hit, pinch. grabs others, spit on others, in order to gain peer attention, terminate/avoid undesired peer interactions, as a coping mechanism with frustration of other students unwilling to play/interact with him

Slow TriggerSlow TriggerStrategiesStrategies

•Call home if Call home if DJ has a fever DJ has a fever or is throwing or is throwing upup•Let DJ lie Let DJ lie downdown•Provide Provide snacks/ food if snacks/ food if DJ is hungryDJ is hungry•Use Use cooperative cooperative groups/teams/ groups/teams/ structuresstructures•Develop and Develop and use social use social stories to let stories to let DJ know that DJ know that Mrs. Coons is Mrs. Coons is absent and absent and what happens what happens when she is when she is absent absent

Fast Trigger Fast Trigger StrategiesStrategies

Develop and use T-Develop and use T-charts to teach rules charts to teach rules for line and for line and playgroundplaygroundProvide guidance to Provide guidance to substitute teacherssubstitute teachersTeach DJ to move Teach DJ to move places in lineplaces in lineRole play appropriate Role play appropriate peer attention peer attention getting/interaction getting/interaction skillsskillsRole play appropriate Role play appropriate avoidance/termination avoidance/termination of peer interaction of peer interaction skillsskillsDevelop and use Develop and use social stories to let DJ social stories to let DJ know that when Mrs. know that when Mrs. Coons is not close to Coons is not close to him what he should him what he should dodo

Alternative SkillsAlternative Skills Teaching Teaching StrategiesStrategies

•Teach DJ to use Teach DJ to use self-management self-management strategy to cope strategy to cope with frustration with frustration when other when other student(s) are not student(s) are not willing to willing to play/interact with play/interact with him or when the him or when the students tease students tease him.him.•Teach DJ to Teach DJ to initiate peer initiate peer interaction interaction appropriatelyappropriately•Teach DJ to Teach DJ to avoid/terminate avoid/terminate peer interaction peer interaction appropriatelyappropriately

ReinforcementReinforcementStrategiesStrategies

•Verbal praiseVerbal praise•HugsHugs•Positive PEP Positive PEP cardscards•StickersStickers•Treasure BoxTreasure Box

PunishmentPunishmentStrategiesStrategies

•Classroom Classroom System for Rule System for Rule Infractions:Infractions: -loose 1-loose 1stst

cardcard -loose 2-loose 2ndnd

cardcard -loose 3-loose 3rdrd cardcard -miss play-miss play timetime -sad note -sad note homehome•Crisis Level – Crisis Level – Goes to ISS for Goes to ISS for no more than no more than one hourone hour

COMPETINGCOMPETING

PATHWAYSPATHWAYS

Competing Behavior ModelCompeting Behavior Model

Setting Setting Events/ Events/

Slow TriggersSlow Triggers

AntecedentsAntecedents/Fast /Fast

TriggersTriggers

Desired Desired BehaviorBehavior

Problem Problem BehaviorBehavior

ReplacemeReplacement Behaviornt Behavior

Reinforcing Reinforcing ConsequenConsequen

cece

Reinforcing Reinforcing ConsequenConsequen

cecealternative, functionally equivalent behavior

Long-term Long-term desired desired

behaviorbehavior

Competing Behavior ModelCompeting Behavior Model

Setting Event

Antecedent

Desired Behavior

Problem Behavior

Replacement Behavior

Reinforcing Consequen

ce

Reinforcing Consequen

ce

Academic engagement

Anger Control Self Management

Request to leave class/school

Verbal & Physical Aggression

Profanity

Limited group of friends

Lack of sleep

Peer negative comments about size/physique or character

Adult directions/ comments provided in officious, chiding, or condescending fashion

Escape current demands/ situation

Personal satisfaction

Passing grades

REPLACEMENT BEHAVIORREPLACEMENT BEHAVIOR

SWEARINGESCAPE TASK

DEMANDS (WRITING)

Function

Behavior

REPLACEMENT BEHAVIORREPLACEMENT BEHAVIOR

SWEARING

ESCAPE TASK DEMANDS (WRITING)

REQUEST A BREAK

Behavior

Function

REPLACEMENT BEHAVIOR

SWEARING ESCAPE TASK DEMANDS

(SPECIFICALLY WRITING)

ESCAPE TASK DEMANDS

(SPECIFICALLY WRITING)

REQUEST A BREAK

SWEARING

!?!?EXTINCTION

1

2

Replacement BehaviorReplacement Behavior Components:Components:

**Identify functionally equivalent Identify functionally equivalent replacement replacement behavior. behavior.

**Replacement BehaviorReplacement Behavior (teaching and maintaining)(teaching and maintaining)

Consider…Consider…•Is the replacement behavior effective Is the replacement behavior effective and efficient for the student to use?and efficient for the student to use?•The Response EffortThe Response Effort: how difficult is it : how difficult is it for the person to perform the behavior? for the person to perform the behavior? (physically and/or cognitively)(physically and/or cognitively)

Replacement BehaviorReplacement Behavior

Replacement BehaviorReplacement Behavior

Identify a plan for instruction in the Identify a plan for instruction in the replacement behaviorreplacement behavior

Identify plan for systematically adjusting Identify plan for systematically adjusting the use of the replacement behavior the use of the replacement behavior requirements over time (based on datarequirements over time (based on data and and reliant upon instruction)reliant upon instruction)

Horner and Sugai, 2006

Reinforcement HistoryReinforcement History

Has reinforcement been used as a means of Has reinforcement been used as a means of acknowledging approximations of desired acknowledging approximations of desired behavior?behavior?

Has reinforcement been used as a means of Has reinforcement been used as a means of control, leading to resentment, and loss of control, leading to resentment, and loss of motivation?motivation?

The spirit of reinforcementThe spirit of reinforcement

TommyTommy

Preferred Activities and Preferred Activities and ReinforcersReinforcers

Activities the student has identified, or Activities the student has identified, or demonstrated to be highly motivatingdemonstrated to be highly motivating

Items the student actively seeks out and/or Items the student actively seeks out and/or are known to be reinforcingare known to be reinforcing

Involve the student in reinforcer Involve the student in reinforcer identificationidentification

FOR THE OPPOSITIONAL STUDENT, IT FOR THE OPPOSITIONAL STUDENT, IT IS ESSENTIAL THAT HE TAKES PART IN IS ESSENTIAL THAT HE TAKES PART IN DEVELOPING THE PLAN!!!DEVELOPING THE PLAN!!!

InterventionsInterventionsInterventions should:Interventions should:

Be linked to the results of a data-based functional Be linked to the results of a data-based functional assessment that answers the question assessment that answers the question

““WHY is the referred problem occurring?”WHY is the referred problem occurring?”

Intervention Plans should identify:Intervention Plans should identify:

Short-term outcomesShort-term outcomesLong-term outcomesLong-term outcomesImplementation steps and needed resourcesImplementation steps and needed resourcesTime-frame needed before outcomes will be seenTime-frame needed before outcomes will be seenHow implementation integrity and outcomes How implementation integrity and outcomes

will be evaluatedwill be evaluated

Behavior MantraBehavior Mantra::

““It is easier to prevent a It is easier to prevent a behavior from occurring behavior from occurring than to deal with it than to deal with it after it has happened.”after it has happened.”

If you’ve told a child a thousand If you’ve told a child a thousand timestimes

and she/he still doesn’t and she/he still doesn’t understand,understand,

then it is not the CHILDthen it is not the CHILDwho is the slow learner!who is the slow learner!

Anonymous Anonymous

61

Barriers to Successful BIPSBarriers to Successful BIPS

not including all team members (including parents and the student) in the development, implementation and evaluation of the plan

having too vague a definition of a target behavior incomplete measurement or data collection an inaccurate hypothesis inappropriate interventions a lack of skill or support to carry out the interventions failing to take into account other issues (like environment,

culture, mental health, physical health, drug use, out of school activities, etc.) that are affecting the student's behavior.

The Behavior-Instruction The Behavior-Instruction ConnectionConnection

Procedures for Academic ProblemsProcedures for Academic Problems Procedures for Behavioral ProblemsProcedures for Behavioral Problems

*Assume the student has learned*Assume the student has learned *Assume student refuses to cooperate*Assume student refuses to cooperate the wrong waythe wrong way

*Assume student has been taught*Assume student has been taught *Assume student knows what is right*Assume student knows what is right (inadvertently) the wrong way(inadvertently) the wrong way and has been told often enough and has been told often enough

*Diagnose the problem*Diagnose the problem *Provide more negative consequences*Provide more negative consequences withdraw student from normal contextwithdraw student from normal context

*Adjust presentation, use effective *Adjust presentation, use effective *Provide more negative consequences*Provide more negative consequences instructional strategies, provideinstructional strategies, provide maintain removal from normal context maintain removal from normal context feedback, practice & reviewfeedback, practice & review

*Assume student has learned the skill*Assume student has learned the skill *Assume student has learned his/her *Assume student has learned his/her lessonlesson

Frequent Errors

Interventions based on Function of Interventions based on Function of BehaviorBehavior

Once the function for the problem behavior Once the function for the problem behavior is identified, we can then:is identified, we can then: Teach and encourage an alternative Teach and encourage an alternative

behavior that serves the same purpose behavior that serves the same purpose (function)(function)

Eliminate or reduce the “pay-off” for the Eliminate or reduce the “pay-off” for the problem behaviorproblem behavior

Common Individual and System Common Individual and System Responses to Problem BehaviorResponses to Problem Behavior

Clamp down on rule violatorsClamp down on rule violators Extend continuum of aversive consequencesExtend continuum of aversive consequences Improve consistency of use of punishmentImprove consistency of use of punishment Establish “bottom line”Establish “bottom line” In-school suspensionIn-school suspension Zero tolerance policiesZero tolerance policies Security guards, student uniforms, metal Security guards, student uniforms, metal

detectors, surveillance camerasdetectors, surveillance cameras Suspension/ExpulsionSuspension/Expulsion Exclusionary options (e.g. Alternative Exclusionary options (e.g. Alternative

programs)programs)

According to Research, According to Research, the LEAST EFFECTIVE responses to the LEAST EFFECTIVE responses to

problem behavior are:problem behavior are:• CounselingCounseling• PsychotherapyPsychotherapy• PunishmentPunishment (Gottfredson,1997; Lipsey, 1991; Lipsey & (Gottfredson,1997; Lipsey, 1991; Lipsey &

Wilson, 1993; Tolan & Guerra, 1994)Wilson, 1993; Tolan & Guerra, 1994)

Exclusion is the most common response Exclusion is the most common response for conduct-disordered, juvenile for conduct-disordered, juvenile delinquent, and behaviorally disordered delinquent, and behaviorally disordered youth youth (Lane & Murakami, 1987) (Lane & Murakami, 1987) but it is largely but it is largely ineffective.ineffective.

Why Then, Do We Educators, Resource Why Then, Do We Educators, Resource Officers, and Counselors Employ These Officers, and Counselors Employ These

Procedures?Procedures?

When WE experience aversive situations, we When WE experience aversive situations, we select interventions that produce immediate select interventions that produce immediate (rather than sustained) relief. We tend to (rather than sustained) relief. We tend to focus on our concerns, not the student’s.focus on our concerns, not the student’s. Remove the student.Remove the student. Remove ourselves.Remove ourselves. Modify the physical environment.Modify the physical environment. Assign responsibility for change to Assign responsibility for change to

student and/or others.student and/or others.

What results from these responses?What results from these responses? Punishing problem behaviors without a Punishing problem behaviors without a

school-wide system of support is associated school-wide system of support is associated with increased:with increased:– aggressionaggression– vandalismvandalism– truancytruancy– tardinesstardiness– dropping out (Mayer, 1995; Mayer & Sulzer-dropping out (Mayer, 1995; Mayer & Sulzer-

Azaroff, 1991)Azaroff, 1991) Fosters environments of controlFosters environments of control Occasions and reinforces antisocial Occasions and reinforces antisocial

behaviorbehavior Shifts ownership away from schoolShifts ownership away from school Weakens child-adult relationshipWeakens child-adult relationship Weakens relationship between academic & Weakens relationship between academic &

social behavior programmingsocial behavior programming

Traditional Approaches to Traditional Approaches to Dealing with Difficult BehaviorDealing with Difficult Behavior

PunishmentPunishment

ExclusionExclusion

Challenge #3Challenge #3

Research on CoercionResearch on Coercion

Coercive interchanges are much more frequent in the Coercive interchanges are much more frequent in the families of aggressive children.families of aggressive children.

The aversive behavior of one person is usually responded to The aversive behavior of one person is usually responded to with aversive behavior of the other person.with aversive behavior of the other person.

The mother is the focus for the majority of coercive The mother is the focus for the majority of coercive behaviors.behaviors.

When mothers give in or comply with the child’s coercive When mothers give in or comply with the child’s coercive behavior, such behavior immediately decreases.behavior, such behavior immediately decreases.

Mothers of children with behavior problems are more likely Mothers of children with behavior problems are more likely to provide attention following deviant behavior.to provide attention following deviant behavior.

Mothers of problem children are more likely to provide Mothers of problem children are more likely to provide commands.commands.

Mothers of problem children administer more frequent Mothers of problem children administer more frequent punishment.punishment.

Parents of problem children utilize more punishment than Parents of problem children utilize more punishment than parents of non-problem children.parents of non-problem children.

Kazdin, 1985Kazdin, 1985

•Social skills training•Academic and curricular restructuring

•Behavioral interventions(Gottfredson, 1997; Lipsey, 1991,

1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994)

According to Research, According to Research, the MOST EFFECTIVE the MOST EFFECTIVE responses to problem responses to problem behavior are:behavior are:

AntecedentAntecedent**

Pay close attention to:Pay close attention to: The activityThe activity The adult(s) The adult(s) The peer(s) The peer(s) The location/environmentThe location/environment The demand or requestThe demand or request

Nothing is not an option!!!Nothing is not an option!!!

Deal with behavior problemsDeal with behavior problems Separate students with a high probability or history of having Separate students with a high probability or history of having

behavioral problemsbehavioral problems Relocate the student, relocate othersRelocate the student, relocate others Change physical environmental factorsChange physical environmental factors Move the locale of the activitiesMove the locale of the activities Use of warnings and loss of privileges may be necessaryUse of warnings and loss of privileges may be necessary

Only when procedures to increase positive Only when procedures to increase positive behavior are combined with those to behavior are combined with those to

decrease negative behavior do teachers decrease negative behavior do teachers achieve the best results in the classroom.achieve the best results in the classroom.

Antecedent Interventions

Antecedent Interventions

Deal with Difficult BehaviorsDeal with Difficult Behaviors Provide frequent non-contingent attention and interactionProvide frequent non-contingent attention and interaction

““Fix” difficult tasksFix” difficult tasks

Build behavioral momentumBuild behavioral momentum Ask for 2-3 likely behaviors before an unlikely Ask for 2-3 likely behaviors before an unlikely

behavior.behavior.

Prompt incompatible, desired behavior Prompt incompatible, desired behavior

Three Classes of Prevention

1. Environmental Enhancements1. Environmental Enhancements 2. Teaching Students Replacement Skills2. Teaching Students Replacement Skills 3. Enhancing Staff Competencies and 3. Enhancing Staff Competencies and

Approach Strategies Approach Strategies

The Horse WhispererThe Horse Whisperer“I’ve heard you help people with horse problems”“I’ve heard you help people with horse problems”

““Truth is, I Truth is, I help horses help horses with people with people problems”problems”

Tom Booker,The Horse Whisperer

1998

HORSE SENSE?HORSE SENSE?

Many teachers and Many teachers and administrators believe administrators believe their schools need help their schools need help with student behavior with student behavior

problems. problems.

Truth is, our students Truth is, our students need help with school need help with school

problems.problems.

The 1-7%The 1-7%

We take them home with us every day.We take them home with us every day. Our family knows them without ever having met them.Our family knows them without ever having met them. We dream about them.We dream about them. They learn how to push our buttons.They learn how to push our buttons. They can take us down a road we don’t want to travel.They can take us down a road we don’t want to travel. They make us think that maybe we should have gone into They make us think that maybe we should have gone into

marketing or real estate.marketing or real estate. They are extremely difficult to like at times…They are extremely difficult to like at times…

Our most challenging childrenOur most challenging children

May not respond to traditional consequencesMay not respond to traditional consequences Will require more support and change on our partWill require more support and change on our part Will need a significant positive relationship at Will need a significant positive relationship at

schoolschool Will need another way to find acceptance in the Will need another way to find acceptance in the

school environmentschool environment May be resistant to strategies to develop self May be resistant to strategies to develop self

controlcontrol

What does “Positive” mean?What does “Positive” mean?

Climate of Mutual RespectClimate of Mutual Respect

Relationship Driven Relationship Driven

Teaching and Guidance Teaching and Guidance

Developing Self ControlDeveloping Self Control

Clear ExpectationsClear Expectations

Focus on PreventionFocus on Prevention

Acknowledge Desired BehaviorsAcknowledge Desired Behaviors

Five Conditions of Potential ImpactFive Conditions of Potential Impact

Setting Event StrategiesSetting Event Strategies Antecedent StrategiesAntecedent Strategies Alternative Behavior StrategiesAlternative Behavior Strategies Reinforcement StrategiesReinforcement Strategies Consequence StrategiesConsequence Strategies

Generating & Prioritizing Recommendations

Select interventions that will make the problem behavior irrelevant Select interventions that will make the problem behavior irrelevant (e.g., preventive, slow and fast trigger strategies)(e.g., preventive, slow and fast trigger strategies)

Select interventions that will make the problem behavior inefficient Select interventions that will make the problem behavior inefficient (e.g., disregard, consequences to discourage challenging behavior)(e.g., disregard, consequences to discourage challenging behavior)

Select interventions that will make the problem behavior ineffective Select interventions that will make the problem behavior ineffective (e.g., teach alternative competing strategies and reinforce, ensuring (e.g., teach alternative competing strategies and reinforce, ensuring alternative behavior is as, or more, effective and efficient than alternative behavior is as, or more, effective and efficient than challenging behavior)challenging behavior)

Identify long/longer term desired behaviors and teaching strategies Identify long/longer term desired behaviors and teaching strategies to teach them.to teach them.

Develop an effective strategy to monitor and evaluate outcomes.Develop an effective strategy to monitor and evaluate outcomes.

Role-playRole-play

Provide student with opportunities to Provide student with opportunities to “Practice for Mastery“Practice for Mastery

Opportunities for practice must be positive Opportunities for practice must be positive practicepractice

New skills need 45 to 70 positive practice New skills need 45 to 70 positive practice opportunities to move to long-term memoryopportunities to move to long-term memory

Acknowledge Appropriate Acknowledge Appropriate BehaviorBehavior

Make a habit of noticing appropriate Make a habit of noticing appropriate behaviorsbehaviors

Be genuine and personalBe genuine and personal Use positive behavior as an opportunity to Use positive behavior as an opportunity to

develop a positive relationshipdevelop a positive relationship Avoid pitting good behavior against “bad” Avoid pitting good behavior against “bad”

behaviorbehavior

Ratio of Corrective Ratio of Corrective FeedbackFeedback

5 to 7 : 15 to 7 : 1

Positives NegativePositives Negative

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Designing School-Wide Systems for Student SuccessSuccess

Strategies for DefianceStrategies for DefianceThe I-ASSIST MODELThe I-ASSIST MODEL

I-Isolate the young personI-Isolate the young person A- Actively listenA- Actively listen S-Speak CalmlyS-Speak Calmly S-Statements of Understanding proceed requestsS-Statements of Understanding proceed requests I- Invite student to consider positive outcomes and I- Invite student to consider positive outcomes and

behaviorsbehaviors S- Space reduces pressureS- Space reduces pressure T-Time helps students to respond to requestsT-Time helps students to respond to requests

Cornell University. 2006

OTHER DIFFUSION OTHER DIFFUSION STRATEGIESSTRATEGIES

Managing the EnvironmentManaging the Environment PromptingPrompting Caring GestureCaring Gesture Hurdle HelpHurdle Help RedirectionRedirection ProximityProximity Planned Ignoring and Positive AttentionPlanned Ignoring and Positive Attention Time AwayTime Away

Physical Management ConcernsPhysical Management Concerns

FBA/BIP ??? reviewing use-formal or informalFBA/BIP ??? reviewing use-formal or informal Indication: imminent risk of safety to individual students or othersIndication: imminent risk of safety to individual students or others Reoccurring Behavior: FBA.PBSPReoccurring Behavior: FBA.PBSPDEFINITIONSDEFINITIONS Student is resistant or persisting in dangerous behavior –Student is resistant or persisting in dangerous behavior – NO INSTRUCTIONAL CONTROLNO INSTRUCTIONAL CONTROLPhysical RestraintPhysical Restraint (Immobilizing extremities)(Immobilizing extremities) For safety- aggression, violenceFor safety- aggression, violence Mechanical RestraintsMechanical Restraints (Using Devices to immobilize extremities or restrict (Using Devices to immobilize extremities or restrict movement- seatbelts, harnesses. Wrist cuffs, wraps)movement- seatbelts, harnesses. Wrist cuffs, wraps)Physical ManagementPhysical Management a. Forcing Compliance-e.g...., pick up the toys, forced exercise, forced a. Forcing Compliance-e.g...., pick up the toys, forced exercise, forced participation, forced naps, forced eating, forced toileting participation, forced naps, forced eating, forced toileting b. Blocking access to a preferred or restricted activityb. Blocking access to a preferred or restricted activity c. Physical Transports -e.g., caring a resisting student in from outside, carrying a c. Physical Transports -e.g., caring a resisting student in from outside, carrying a student to the office, carrying a studentstudent to the office, carrying a student to time-out) to time-out)

Student is Under Verbal ControlStudent is Under Verbal Control

Physical EscortsPhysical Escorts (Brief holding of student with minimal contact for purposes of directing a (Brief holding of student with minimal contact for purposes of directing a

studentstudent from point A to point B)from point A to point B)Physical AssistancePhysical Assistance Helping a student do something he wants to do but is physically incapable or Helping a student do something he wants to do but is physically incapable or

limitedlimited Evidence Based Programs: CPI/TCI-OtherEvidence Based Programs: CPI/TCI-Other Procedural Guidelines Procedural Guidelines Other Interventions outside the context of CPI/TCIOther Interventions outside the context of CPI/TCI Need written procedural guidelines re: when and how these interventions will Need written procedural guidelines re: when and how these interventions will

be utilized and how their use will be approved and evaluated.be utilized and how their use will be approved and evaluated. All forms of seclusion restraint/management- a debriefing requirementAll forms of seclusion restraint/management- a debriefing requirement Seclusion- an emergency seclusion plan is requiredSeclusion- an emergency seclusion plan is requiredGrey areas that often involve physical restraint or management: coming in from Grey areas that often involve physical restraint or management: coming in from

recess or denying recess, coming to activities, giving up an item, denying access recess or denying recess, coming to activities, giving up an item, denying access to recess, the computer, or another preferred activity, leaving an preferred to recess, the computer, or another preferred activity, leaving an preferred activity, removing a privilege, going to time-outactivity, removing a privilege, going to time-out

How to get someone to leaveHow to get someone to leave

Consider focus of angerConsider focus of anger Problem or solutionProblem or solution Remember your goalRemember your goal

Seclusion ProvisionsSeclusion Provisions

Time-out concerns- Seclusion should not be Time-out concerns- Seclusion should not be used as a punishment or as a substitution used as a punishment or as a substitution for less restrictive alternative for less restrictive alternative “In a time-out setting, a student’s “In a time-out setting, a student’s movement is not physically restricted.”movement is not physically restricted.”

Establishing a Relationship Based Establishing a Relationship Based ApproachApproach

Reinforcement should be a celebration of effort

OPPOSITIONAL OPPOSITIONAL DEFIANCE DISORDERDEFIANCE DISORDER

““AN ATTACHMENT FORMS BETWEEN AN ATTACHMENT FORMS BETWEEN INFANT AND PRIMARY CAREGIVER INFANT AND PRIMARY CAREGIVER SOMETIME DURING THE INFANT’S FIRST SOMETIME DURING THE INFANT’S FIRST TWO YEARS OF LIFE.”TWO YEARS OF LIFE.”

Attachment is the “lasting Attachment is the “lasting psychological connectedness psychological connectedness between human beings.”between human beings.”

““The quality of our attachment acts as a The quality of our attachment acts as a

foundation for our future.”foundation for our future.”

The Basic Function of Secure The Basic Function of Secure AttachmentAttachment

Learn basic trust and reciprocity.Learn basic trust and reciprocity. Explore the environment with feelings of safety and security which Explore the environment with feelings of safety and security which

leads to healthy cognitive and social development.leads to healthy cognitive and social development. Develop the ability to self-regulate, which results in effective Develop the ability to self-regulate, which results in effective

management of impulses and emotions.management of impulses and emotions. Create a foundation for the formation of identity.Create a foundation for the formation of identity. Establish a prosocial moral framework, which involves empathy.Establish a prosocial moral framework, which involves empathy. Generate the core belief system.Generate the core belief system. Provides a defense against stress and trauma.Provides a defense against stress and trauma.

““AN ATTACHMENT DISORDER OCCURS AN ATTACHMENT DISORDER OCCURS WHEN THE ATTACHMENT PERIOD IS WHEN THE ATTACHMENT PERIOD IS

DISRUPTED OR INADEQUATE, LEAVING DISRUPTED OR INADEQUATE, LEAVING THE CHILD WITH THE INABILITY TO FORM THE CHILD WITH THE INABILITY TO FORM A NORMAL RELATIONSHIP WITH OTHERS A NORMAL RELATIONSHIP WITH OTHERS

AND CAUSING AN IMPAIRMENT IN AND CAUSING AN IMPAIRMENT IN DEVELOPMENT.”DEVELOPMENT.”

Characteristics or Symptoms of Characteristics or Symptoms of Attachment Disorder:Attachment Disorder:

Superficially charming: uses cuteness to get her or his way.Superficially charming: uses cuteness to get her or his way. Cruel to animals or people.Cruel to animals or people. Fascinated by fire/death/blood/gore.Fascinated by fire/death/blood/gore. Severe need for control over adults even over minute situations. Severe need for control over adults even over minute situations. Manipulative-plays adults against each other.Manipulative-plays adults against each other. Difficulty in making eye-contact.Difficulty in making eye-contact. Lack of affection on parental terms yet overly affectionate to strangers.Lack of affection on parental terms yet overly affectionate to strangers. Bossy.Bossy. Shows no remorse---seems to have no conscience.Shows no remorse---seems to have no conscience. Lies and steals.Lies and steals. Low impulse control.Low impulse control. Lack of cause/effect thinking.Lack of cause/effect thinking. Destructiveness to self, others and material things.Destructiveness to self, others and material things.

What the research says about overcoming the What the research says about overcoming the effects of insecure or interrupted attachment.effects of insecure or interrupted attachment.

Prognosis is TenuousPrognosis is Tenuous High Risk for Interpersonal ProblemsHigh Risk for Interpersonal Problems High Risk for Not Responding to Traditional High Risk for Not Responding to Traditional

Behavioral Treatment ApproachesBehavioral Treatment Approaches High Risk for Oppositional DefianceHigh Risk for Oppositional Defiance DisorderDisorder High Risk for Conduct DisorderHigh Risk for Conduct Disorder Age of Intervention is a significant variableAge of Intervention is a significant variable Most Frequently Identified Protective Factors Most Frequently Identified Protective Factors

include: Intelligence, Proximity, and Constancyinclude: Intelligence, Proximity, and Constancy

Oppositional defiant children:Oppositional defiant children: - possess a strong need for control, and possess a strong need for control, and will do just about anything to gain will do just about anything to gain power. power. - deny responsibility for their deny responsibility for their misbehavior and have little insight into misbehavior and have little insight into how they impact othershow they impact others- socially exploitive and very quick to socially exploitive and very quick to notice how others respond - then use the notice how others respond - then use the responses to his advantage in family or responses to his advantage in family or social environments, or both.social environments, or both.

Let’s Make a DealLet’s Make a Deal

““You need to finish your math before You need to finish your math before recess.” . . .recess.” . . .

Ask rather than tell - “What do you need to Ask rather than tell - “What do you need to do before recess?”do before recess?”

Need to feel in controlNeed to feel in control It’s your choice - you control if you do your It’s your choice - you control if you do your

math before recess or . . .math before recess or . . .

Public, Blatant Violation of RulesPublic, Blatant Violation of Rules

““Remember to raise your hand before Remember to raise your hand before speaking.” . . .speaking.” . . .

Planned ignoring for the momentPlanned ignoring for the moment Avoid power struggleAvoid power struggle Address violation later, privatelyAddress violation later, privately Teach students about planned ignoringTeach students about planned ignoring

Having the Last WordHaving the Last Word

Need for controlNeed for control Let them have the last wordLet them have the last word Use planned ignoringUse planned ignoring Deal with behavior later, privatelyDeal with behavior later, privately If they have the last word and then get back If they have the last word and then get back

to work - who really wins?to work - who really wins?

Staff SplittingStaff Splitting

““But Mrs. Smith doesn’t . . .”But Mrs. Smith doesn’t . . .” Identify the purpose of this behaviorIdentify the purpose of this behavior Put the focus back on the student - not the Put the focus back on the student - not the

adultadult Teach students that rules change across Teach students that rules change across

adultsadults

Refusal to ComplyRefusal to Comply

““You can’t make me.”You can’t make me.” Avoid asserting your controlAvoid asserting your control ““You’re right - I can’t make you . . .You’re right - I can’t make you . . .

The only person who can control your The only person who can control your behavior is you. I hope you make a good behavior is you. I hope you make a good decision/choice.”decision/choice.”

Additional SuggestionsAdditional Suggestions ProximityProximity Time limitsTime limits ChoicesChoices Saving FaceSaving Face Ask the right ?sAsk the right ?s

What needs to be done before recess?What needs to be done before recess? NOT - Don’t you think you need to do your math NOT - Don’t you think you need to do your math

before recess?before recess?

Teacher Behavior that Teacher Behavior that Power Power StrugglesStruggles

Threatening studentThreatening student Responding emotionallyResponding emotionally Confronting publiclyConfronting publicly Responding quicklyResponding quickly Offering bribesOffering bribes Trying to convinceTrying to convince Put downsPut downs

Teacher Behavior that Teacher Behavior that Power Power StrugglesStruggles

Providing directives + choicesProviding directives + choices Set pre-determined consequencesSet pre-determined consequences Listen before reactingListen before reacting Use calm voice + mannerUse calm voice + manner Maintain privacyMaintain privacy Walk away before getting too hotWalk away before getting too hot

Power Struggle Reduction PlanPower Struggle Reduction Plan

Partner or teamPartner or team Take over for one anotherTake over for one another Pre-determine consequencesPre-determine consequences Establish negotiable + non-negotiable Establish negotiable + non-negotiable

rulesrules After getting hooked - reflect on whyAfter getting hooked - reflect on why Provide frequent reinforcement to Provide frequent reinforcement to

studentstudent

Do’s and Don’tsDo’s and Don’ts

Don’t threaten - use consequencesDon’t threaten - use consequences Do state clearly desired + undesired Do state clearly desired + undesired

behaviorbehavior Don’t be inconsistent or wishy-washyDon’t be inconsistent or wishy-washy Do stay calm, cool, collectedDo stay calm, cool, collected Don’t take it personallyDon’t take it personally Do teach complianceDo teach compliance

It is important to distinguish It is important to distinguish between a won’t problem and a between a won’t problem and a

can’t problemcan’t problem Can be difficult to assessCan be difficult to assess Treating a can’t problem with punishment can Treating a can’t problem with punishment can

cause distrust and alienationcause distrust and alienation Treating a won’t problem with punishment and Treating a won’t problem with punishment and

reward programs can result in deceit and reward programs can result in deceit and manipulationmanipulation

Contra-Indicated Behavioral Contra-Indicated Behavioral Strategies for the Oppositional ChildStrategies for the Oppositional Child UltimatumsUltimatums Strict Boundaries: Drawing the Line in the SandStrict Boundaries: Drawing the Line in the Sand Counts, Warnings, ThreatsCounts, Warnings, Threats Prolonged Eye-ContactProlonged Eye-Contact Infringing on Personal SpaceInfringing on Personal Space Social DisapprovalSocial Disapproval Judgmental ResponsesJudgmental Responses Response Cost and PunishmentResponse Cost and Punishment Strict Boundaries or ContractsStrict Boundaries or Contracts Suspension and Detention, Progressive DisciplineSuspension and Detention, Progressive Discipline

Underlying Systems of ControlUnderlying Systems of Controlin Schoolin School

The use of reinforcementThe use of reinforcement Response Cost-loss of privileges, loss of points, loss of access to Response Cost-loss of privileges, loss of points, loss of access to

reinforcing events, etc.reinforcing events, etc. Restrictive classroom rules and boundaries-e.g., “ No going in my Restrictive classroom rules and boundaries-e.g., “ No going in my

desk.”desk.” “ “ No going into this area.”No going into this area.” “ “ No talking while in line.”No talking while in line.” “ “ Sitting with both both feet on the floor.”Sitting with both both feet on the floor.” “ “ Raising your hand before talking.”Raising your hand before talking.” Expecting immediate complianceExpecting immediate compliance Suspension, Detention, and other forms of punishmentSuspension, Detention, and other forms of punishment

Social Maladjustment and Social Maladjustment and Emotional Impairment are two Emotional Impairment are two distinct behavioral disorders. distinct behavioral disorders.

Students with conduct disorder engage in Students with conduct disorder engage in deliberate acts of self-interest to gain attention or to deliberate acts of self-interest to gain attention or to

intimidate others. intimidate others.

They experience no distress or self-devaluation or They experience no distress or self-devaluation or internalized distress.internalized distress.

Maladjusted/Conduct Disorder students:Maladjusted/Conduct Disorder students: perceive themselves as normalperceive themselves as normal are capable of behaving appropriatelyare capable of behaving appropriately choose to break rules and violate norms.choose to break rules and violate norms. view rule breaking as normal and acceptable.view rule breaking as normal and acceptable. are motivated by self-gain and strong survival skillsare motivated by self-gain and strong survival skills lack age appropriate concern for their behaviorlack age appropriate concern for their behavior displayed behavior which may be highly valued in a displayed behavior which may be highly valued in a

small subgroupsmall subgroup display socialized or unsocialized forms of display socialized or unsocialized forms of

aggressionaggression due not display anxiety unless they fear being caughtdue not display anxiety unless they fear being caught intensity and duration of behavior differs markedly intensity and duration of behavior differs markedly

from peer groupfrom peer group

Students with Emotional Students with Emotional Impairment engage in Impairment engage in involuntaryinvoluntary patterns of patterns of

behavior and experience behavior and experience internalized distressinternalized distress about about

their behaviors. their behaviors.

Educational options for Emotionally Impaired Educational options for Emotionally Impaired and Socially Maladjusted students often and Socially Maladjusted students often

parallel.parallel.

Small class size, individualized programming, modified Small class size, individualized programming, modified curriculum.curriculum.

Work study, adjusted school hours, vocational Work study, adjusted school hours, vocational programming, shorten academic periods and programming, shorten academic periods and alternative placement.alternative placement.

For the child with an Emotional For the child with an Emotional Impairment, diffusing a crisis Impairment, diffusing a crisis will often involve reducing will often involve reducing anxiety. For the child with anxiety. For the child with

Conduct Disorder and effective Conduct Disorder and effective response should increase anxietyresponse should increase anxiety

Barkley, 2005

Our most challenging childrenOur most challenging children

May not respond to traditional consequencesMay not respond to traditional consequences Will require more support and change on our partWill require more support and change on our part Will need a significant positive relationship at schoolWill need a significant positive relationship at school Will need another way to find acceptance in the Will need another way to find acceptance in the

school environmentschool environment May be resistant to strategies to develop self controlMay be resistant to strategies to develop self control

To Reach the 1-7%To Reach the 1-7% Abandon ineffective practices. Resist inclination to Abandon ineffective practices. Resist inclination to

exclude.exclude. Separate what the child deserves and what he needs.Separate what the child deserves and what he needs. Realize that he/she needs our support and forgiveness Realize that he/she needs our support and forgiveness

the most.the most. Reframe who they are.Reframe who they are. Think “outside the box.”Think “outside the box.” Abandon expectation of a quick fixAbandon expectation of a quick fix Need a 5:1 reinforcement ratio, with meaningful Need a 5:1 reinforcement ratio, with meaningful

incentivesincentives Need peer support.Need peer support. Need to undermine harmful mentorsNeed to undermine harmful mentors

Ross Greene’s Ross Greene’s Three Basket MethodThree Basket Method

Three goals with this method:Three goals with this method:

1. To maintain adults as authority figures.1. To maintain adults as authority figures.

2. Teach skills of flexibility and frustration2. Teach skills of flexibility and frustration

tolerance.tolerance.

3. Awareness of the child’s limitations.3. Awareness of the child’s limitations.

Three basket method: How it Three basket method: How it worksworks

Behaviors are divided into three baskets.Behaviors are divided into three baskets. Basket ABasket A-are non-negotiable behaviors- usually fall into the safety and -are non-negotiable behaviors- usually fall into the safety and

rights of others category.rights of others category. These behaviors are those that are important enough to endure a These behaviors are those that are important enough to endure a

“meltdown” over.“meltdown” over. Child must be capable of successfully exhibiting this behavior on a Child must be capable of successfully exhibiting this behavior on a

fairly consistent basis.fairly consistent basis.Basket BBasket B- These behaviors are important but can be worked on over - These behaviors are important but can be worked on over

time. They are not behaviors worth inducing a “meltdown” over.time. They are not behaviors worth inducing a “meltdown” over.Basket CBasket C--These behaviors are those that could be ignored without These behaviors are those that could be ignored without

any significant repercussions.any significant repercussions.

Advantages of this Treatment Advantages of this Treatment ApproachApproach

Breaks behaviors down into three Breaks behaviors down into three approachable categories.approachable categories.

Emphasizes communication and problem Emphasizes communication and problem solving techniques over rewards and solving techniques over rewards and punishments.punishments.

Teaches frustration tolerance.Teaches frustration tolerance. Absolves blame while keeping the child’s self-Absolves blame while keeping the child’s self-

esteem in tact.esteem in tact.

Limitations of the 3-basket methodLimitations of the 3-basket method

It is ideal to make this work that all parties; teachers, It is ideal to make this work that all parties; teachers, parents, support staff be able to work together.parents, support staff be able to work together.

Dr. Greene is careful to point out that even though there Dr. Greene is careful to point out that even though there are some issues that the non-medical approach addresses are some issues that the non-medical approach addresses more effectively than the medical approach there are more effectively than the medical approach there are indeed some factors medicine addresses better than the indeed some factors medicine addresses better than the non-medical approach. non-medical approach. For those children who need medication it will make it more For those children who need medication it will make it more

difficult to teach frustration tolerance when there is also an organic difficult to teach frustration tolerance when there is also an organic matter.matter.

THE SPIRIT OF DATA THE SPIRIT OF DATA COLLECTIONCOLLECTION

Data needs to be used for decision makingData needs to be used for decision making Data collection methods need to be user friendlyData collection methods need to be user friendly Data Collection needs to have the goal of Data Collection needs to have the goal of

benefiting studentsbenefiting students Data needs to take place in a spirit of trust and Data needs to take place in a spirit of trust and

collaborationcollaboration Behavior Data should never be used to evaluate Behavior Data should never be used to evaluate

staff, to compare classroom, to compare staff, to compare classroom, to compare administrators, etc.administrators, etc.

Bad data should be viewed as inaccurate good Bad data should be viewed as inaccurate good datadata

Monitor the Faithfulness of Monitor the Faithfulness of Implementation of theImplementation of the

Plan Plan

Identify any training and resources needed to implement Identify any training and resources needed to implement plan.plan.

Develop an action plan that includes specific objectives/ Develop an action plan that includes specific objectives/ activities, persons responsible, and time lines.activities, persons responsible, and time lines.

Practice elements of plan and establish protocol for crisis Practice elements of plan and establish protocol for crisis plan or emergency proceduresplan or emergency procedures

Debrief whenever significant behaviors occur or staff Debrief whenever significant behaviors occur or staff when escalatory behavioral patterns emergewhen escalatory behavioral patterns emerge

Guidelines for Making Guidelines for Making Intervention DecisionsIntervention Decisions

1.Determine the kind of data to collect1.Determine the kind of data to collect

according to critical dimension(s) of the target according to critical dimension(s) of the target behavior (e.g., frequency, duration, magnitude).behavior (e.g., frequency, duration, magnitude).

2.Collect data until you are confident2.Collect data until you are confident

that you have an accurate picturethat you have an accurate picture

of the target behavior (and its context). of the target behavior (and its context).

Guidelines for Making Guidelines for Making Intervention Decisions Intervention Decisions (cont’d)(cont’d)

3.Record data on a graph to allow visual 3.Record data on a graph to allow visual examination of student behavior.examination of student behavior.

4.Allow about 3-5 weeks for the novelty of 4.Allow about 3-5 weeks for the novelty of change itself to dissipate (i.e., “washout”) change itself to dissipate (i.e., “washout”) and for impact of intervention to emerge. and for impact of intervention to emerge.

Guidelines for Making Guidelines for Making Intervention Decisions Intervention Decisions (cont’d)(cont’d)

5.Make decisions that take into account the 5.Make decisions that take into account the direction, trend, and variability of the data in direction, trend, and variability of the data in relation to desired changes in the behavior.relation to desired changes in the behavior.

6.Make decisions according to 6.Make decisions according to

frequency, severity, and persistence frequency, severity, and persistence

of the behavior.of the behavior.

Guidelines for Making Guidelines for Making Intervention Decisions Intervention Decisions

7.Make intervention decisions about 7.Make intervention decisions about

every 3-4 weeks, more often every 3-4 weeks, more often

depending on severity of behavior anddepending on severity of behavior and

intrusiveness and complexity of theintrusiveness and complexity of the

intervention.intervention.

8.If data shows progress toward goal,8.If data shows progress toward goal,

continue intervention.continue intervention.

Reasons to Modify a PlanReasons to Modify a Plan

The student has reached his/her behavioral goals The student has reached his/her behavioral goals & objectives.& objectives.

There is a change in student placement.There is a change in student placement. The original intervention plan is not producing The original intervention plan is not producing

positive changespositive changes The students behaviors are deteriatingThe students behaviors are deteriating New problem behaviors have emergedNew problem behaviors have emerged Someone is being hurt or placed in dangerSomeone is being hurt or placed in danger

Reasons to request outside supportReasons to request outside support

Problems with Program IntegrityProblems with Program Integrity Political ConflictsPolitical Conflicts Multiple programs lacking effectivenessMultiple programs lacking effectiveness Conflict, distrust, or hostility between and Conflict, distrust, or hostility between and

home and schoolhome and school Staff disagreementStaff disagreement Staff as significant setting event Staff as significant setting event

Possible Components of Possible Components of Intervention PlanIntervention Plan

All of these areas can impact behaviorAll of these areas can impact behavior academic skillsacademic skills social/interpersonal skillssocial/interpersonal skills self-management skillsself-management skills problem solving skillsproblem solving skills language skillslanguage skills

Social Skills DeficitsSocial Skills Deficits

1. 1. Social skills deficit - student does not possess Social skills deficit - student does not possess the skills.the skills.

2. Social skills performance deficit - student 2. Social skills performance deficit - student possesses the skills but lacks the motivation possesses the skills but lacks the motivation to engage in them.to engage in them.

3. Self-control deficit - student is unable to 3. Self-control deficit - student is unable to learn the skills due to conflicting emotional learn the skills due to conflicting emotional responses.responses.

Social Skills Deficits Social Skills Deficits (cont’d)(cont’d)

4. 4. Self-control performance deficit - student Self-control performance deficit - student possesses the skills but is unable to use possesses the skills but is unable to use them due to conflicting emotional them due to conflicting emotional responses.responses.

FATHERSFATHERS

The Importance of a Positive Male Role The Importance of a Positive Male Role ModelModel

Statistics on Fathers Statistics on Fathers Vitto, 2006

[email protected]

Health & Medicine

Assessment And Treatment Of Challenging Behaviors