Assessment and Treatment Assessment and Treatment of Defiant Behavior of Defiant Behavior Using Positive ApproachesUsing Positive Approaches

“Breaking Down the Walls II ”“Breaking Down the Walls II ”

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

Muskegon Area Intermediate School DistrictMuskegon Area Intermediate School District2008 Michigan MIBLSi Conference2008 Michigan MIBLSi Conference

The Face of Defiance

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 unhealthy communication paradigm emergesemerges

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 At this point a shift begins and the parent and

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

THE FIRST SIGNSTHE FIRST SIGNS “ “ He says other kids were doing the same He says other kids were doing the same

thing thing and nothing happened to them”and nothing happened to them”

The Downward SpiralThe Downward Spiral

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

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

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

What Johnny LearnsWhat Johnny Learns

Johnny is becoming increasingly dis-enfranchised with Johnny is becoming increasingly dis-enfranchised with schoolschool

Johnny figures out that he if he tells his parents he was Johnny figures out that he if he tells his parents he was picked on, singled out, overly or repeatedly punished, then picked on, singled out, overly or repeatedly punished, then his parents will begin to focus on the school rather than his his parents will begin to focus on the school rather than his behaviors.behaviors.

It becomes increasing probable for Johnny to misrepresent It becomes increasing probable for Johnny to misrepresent the school. He escapes punishment and takes the focus off the school. He escapes punishment and takes the focus off of him.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 The child with Social Maladjustment receives a diagnosis of ADHDof ADHD

The parent looking for something to explain all of the The parent looking for something to explain all of the child’s behaviors focuses on the ADHD diagnosischild’s behaviors focuses on the ADHD diagnosis

The parents use the ADHD diagnosis to defend the The parents use the ADHD diagnosis to defend the child’s behavior at schoolchild’s behavior at school

Once again the child makes a connection. If I get in Once again the child makes a connection. If I get in trouble, I can use my disabilitytrouble, I can 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 PHONE BEHAVIOR THAT OCCURS AT SCHOOL-THE PHONE CALL.CALL.

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

3. DESIGNATE ONE COMMUNICATION POINT PERSON.3. DESIGNATE ONE COMMUNICATION POINT PERSON.4. HAVE THE PLAN CLEARLY STATED.4. HAVE THE PLAN CLEARLY STATED.5. 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 “WHO DOESN’T FOLLOW 7. FOR THE PARENT “WHO DOESN’T FOLLOW

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

The Emergence of Social The Emergence of Social Maladjustment &Maladjustment &

Oppositional Defiance Oppositional Defiance

More than one out of every six American children were poor More than one out of every six American children were poor in 2004, representing a 12.4 % increase over the previous in 2004, representing a 12.4 % increase over the previous four year period. The number of children living in extreme four year period. The number of children living in extreme poverty below half of the poverty line rose by 20% during poverty below half of the poverty line rose by 20% during that same period that same period

(Children’s Defense Fund, 2005) (Children’s Defense Fund, 2005)

Young children from poor families are substantially more Young children from poor families are substantially more likely to develop social, emotional, behavioral, and school likely to develop social, emotional, behavioral, and school problems than the general population (Blanchard, Gurka & problems than the general population (Blanchard, Gurka & Blackman , 2006; Fantuzzo et. al., 2003; Qi & Kaiser, 2003; Blackman , 2006; Fantuzzo et. al., 2003; Qi & Kaiser, 2003; Raver & Knitzer, 2002) Raver & Knitzer, 2002)

Those children who live in extreme poverty, remain below Those children who live in extreme poverty, remain below the poverty line for multiple years, or experience poverty the poverty line for multiple years, or experience poverty during their preschool and early school years appear to during their preschool and early school years appear to suffer the worst outcomes (Brooks-Gunn & Duncan, 1997suffer the worst outcomes (Brooks-Gunn & Duncan, 1997).).

Campbell (1995) estimated that approximately 10-15% Campbell (1995) estimated that approximately 10-15% of all typically developing preschool children have of all typically developing preschool children have chronic mild to moderate levels of behavior problems.chronic mild to moderate levels of behavior problems.

Children who are poor are much more likely to develop Children who are poor are much more likely to develop behavior problems with prevalence rates that approach behavior problems with prevalence rates that approach 30% (Qi & Kaiser, 2003).30% (Qi & Kaiser, 2003).

Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org

The proportion of preschool children meeting The proportion of preschool children meeting the criteria for the clinical diagnosis of ODD the criteria for the clinical diagnosis of ODD (Oppositional Defiant Disorder) ranges from (Oppositional Defiant Disorder) ranges from 7% to 25% of children in the United States, 7% to 25% of children in the United States, depending on the population surveyed depending on the population surveyed ( Webster-Stratton, 1997)( Webster-Stratton, 1997) . .

Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org

Children who are identified as hard to manage Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into of continuing to have difficulties into adolescence adolescence

(Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984).Cummings, 1984).

Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org

There are evidence-based practices There are evidence-based practices that are effective in changing this that are effective in changing this developmental trajectory… developmental trajectory…

Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org

THE NATURE OF THE NATURE OF ATTACHMENTATTACHMENT

The National Adoption Center reports that 52% of The National Adoption Center reports that 52% of adoptable children have attachment related adoptable children have attachment related atypical behavioral symptomsatypical behavioral symptoms

Eighty percent of maltreated infants also have Eighty percent of maltreated infants also have attachment related behavioral symptomsattachment related behavioral symptoms

Sixty to eighty percent of children who have Sixty to eighty percent of children who have spent time in foster care show marked symptomsspent time in foster care show marked symptoms

It is estimated that over half of all incarcerated It is estimated that over half of all incarcerated adults suffer from of psychopathology caused by adults suffer from of psychopathology caused by breaks in childhood attachmentbreaks in childhood attachment

““He doesn’t seem to have a He doesn’t seem to have a conscience”conscience”

““He shows no remorse”He shows no remorse” ““He lies and steals”He lies and steals” ““He hurts other children.”He hurts other children.” ““He threatens adults.”He threatens adults.” ““He can be charming an polite.”He can be charming an polite.” ““He can turn his behavior on and off.”He can turn his behavior on and off.”

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

Attachment is the “lasting psychological connectedness 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.”

Secure AttachmentsSecure Attachments This This secure-base scriptsecure-base script includes the includes the

following if-then propositions: following if-then propositions: ““If I encounter an obstacle and/or become If I encounter an obstacle and/or become

distressed, distressed, I can approach a significant other for help; I can approach a significant other for help; he or she is likely to be available and he or she is likely to be available and

supportive;supportive; I will experience relief and comfort as a I will experience relief and comfort as a

result of proximity to this person; result of proximity to this person; I can then return to other activities.”I can then return to other activities.”

John Bowlby and Mary Aimsworth

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 Explore the environment with feelings of safety and security

which leads to healthy cognitive and social development.which 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 Establish a prosocial moral framework, which involves

empathy.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.

But, when trauma occurs….But, when trauma occurs….

John Bowlby and Mary Aimsworth

““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.”

The Wall

Risk Factors for Developing Risk Factors for Developing Attachment Disorders. Attachment Disorders.

Maternal ambivalence towards pregnancy.Maternal ambivalence towards pregnancy. Sudden separation from the primary caregiver Sudden separation from the primary caregiver

(death of mother, hospitalization).(death of mother, hospitalization). Abuse (physical, emotional, sexual ).Abuse (physical, emotional, sexual ). Frequent moves and placements (foster care, Frequent moves and placements (foster care,

failed adoptions).failed adoptions).

Risk Factors Risk Factors (Continued…)(Continued…)

Traumatic prenatal experience (in-utero Traumatic prenatal experience (in-utero exposure to alcohol/drugs). exposure to alcohol/drugs).

neglect or parental ambivalence.neglect or parental ambivalence. Genetic predisposition.Genetic predisposition. Birth trauma.Birth trauma. Undiagnosed and/or painful illness or injury. Undiagnosed and/or painful illness or injury. Inconsistent or inadequate day care.Inconsistent or inadequate day care. Unprepared mothers with poor parenting skills. Unprepared mothers with poor parenting skills.

Characteristics or Symptoms of Characteristics or Symptoms of Attachment Disorder and Social Attachment Disorder and Social

Maladjustment:Maladjustment: 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 Lack of affection on parental terms yet overly affectionate to

strangers.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.

Ainsworth

Has difficulty making and keeping friends.Has difficulty making and keeping friends.

Speech and language problems.Speech and language problems.

Overall developmental delay.Overall developmental delay.

Demanding/clingy.Demanding/clingy.

Incessant chattering/ Non-stop question asking.Incessant chattering/ Non-stop question asking.

Hoards/Sneaks/ Stuffs food.Hoards/Sneaks/ Stuffs food.

Emotions don’t match the situation and Emotions don’t match the situation and

are unpredictable.are unpredictable.

Overly sensitive to sights/sounds/touch/smells.Overly sensitive to sights/sounds/touch/smells.

Exhibits hyperactivity.Exhibits hyperactivity.

Exhibits impulsivity.Exhibits impulsivity.

Disregulated eating/sleeping/toileting patterns.Disregulated eating/sleeping/toileting patterns.

ATTACHMENT DISORDER ATTACHMENT DISORDER CHARACTERISTICS (CONTINUED)CHARACTERISTICS (CONTINUED)

What the research says about What the research says about overcoming the effects of insecure or overcoming the effects of insecure or

interrupted attachment.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

Maladjusted/Conduct Disorder Maladjusted/Conduct Disorder students: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

Prognosis:Prognosis:

Eighty percent of children with Oppositional Eighty percent of children with Oppositional Defiance Disorder showed insecure Defiance Disorder showed insecure attachment.attachment.

Insecurely attached children often grow up to Insecurely attached children often grow up to become insecurely attached parents, and the become insecurely attached parents, and the cycle continuescycle continues

OPPOSITIONAL OPPOSITIONAL DEFIANCE DEFIANCE DISORDERDISORDER

All children are oppositional from time to time, particularly when tired, All children are oppositional from time to time, particularly when tired, hungry, stressed or upset. They may argue, talk back, disobey, and hungry, stressed or upset. They may argue, talk back, disobey, and defy parents, teachers, and other adults. Oppositional behavior is defy parents, teachers, and other adults. Oppositional behavior is

often a normal part of development for two to three year olds and early often a normal part of development for two to three year olds and early adolescents. However, openly uncooperative and hostile behavior adolescents. However, openly uncooperative and hostile behavior

becomes a serious concern when it is so frequent and consistent that becomes a serious concern when it is so frequent and consistent that it stands out when compared with other children of the same age and it stands out when compared with other children of the same age and developmental level and when it affects the child’s social, family, and developmental level and when it affects the child’s social, family, and

academic life.academic life.

What is Oppositional What is Oppositional Defiance Disorder?Defiance Disorder?

ODD is a persistent pattern (lasting for at ODD is a persistent pattern (lasting for at least six months) of negativistic, hostile, least six months) of negativistic, hostile,

disobedient, and defiant behavior in a child disobedient, and defiant behavior in a child or teen without serious violation of the basic or teen without serious violation of the basic

rights of others.rights of others.

What are the Symptoms of What are the Symptoms of Oppositional Defiance Disorder?Oppositional Defiance Disorder?

Frequent loss of temper; Frequent loss of temper; Arguing with adultsArguing with adults Defying adults Defying adults Refusing adult requests or rulesRefusing adult requests or rules Deliberately annoying othersDeliberately annoying others Blaming others for mistakes and misbehaviorBlaming others for mistakes and misbehavior

Oppositional Defiance Oppositional Defiance DisorderDisorder

Being touchy or easily annoyedBeing touchy or easily annoyed Being angry and resentfulBeing angry and resentful Being spiteful or vindictiveBeing spiteful or vindictive Swearing or using obscene languageSwearing or using obscene language Moody and easily frustratedMoody and easily frustrated

What Causes Oppositional What Causes Oppositional Defiance Disorder?Defiance Disorder?

The cause of Oppositional Defiant Disorder is unknown at The cause of Oppositional Defiant Disorder is unknown at this time. The following are some of the theories being this time. The following are some of the theories being investigated: investigated: It may be related to the child's temperament and the family's It may be related to the child's temperament and the family's

response to that temperament. response to that temperament. A predisposition to ODD is inherited in some families. A predisposition to ODD is inherited in some families. There may be problems in the brain that cause ODD. There may be problems in the brain that cause ODD. It may be caused by a chemical imbalance in the brain. It may be caused by a chemical imbalance in the brain. Children with ODD have often experienced a break in Children with ODD have often experienced a break in attachment or bonding during the first 2 years of lifeattachment or bonding during the first 2 years of life

Ross Green, Russell Barkley, Mel Levine

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 Treating a can’t problem with punishment

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

and reward programs can result in deceit and reward programs can result in deceit and manipulationand manipulation

OTHER DISORDERS THAT MAY OTHER DISORDERS THAT MAY MANIFEST IN DEFIANCEMANIFEST IN DEFIANCE

ODD/CDODD/CD ADHDADHD Childhood Bipolar DisorderChildhood Bipolar Disorder Emotional ImpairmentEmotional Impairment Down’s SyndromeDown’s Syndrome Fragile XFragile X Prader-Willi SyndromePrader-Willi Syndrome TBITBI ASD/Aspergers SyndromeASD/Aspergers Syndrome

Motivation of BehaviorMotivation of BehaviorFunctional Behavioral AssessmentFunctional Behavioral Assessment

MethodsMethods FACTS A & BFACTS A & B ABC AnalysisABC Analysis Inquiry MethodInquiry Method Competing PathwaysCompeting Pathways Descriptive AnalysisDescriptive Analysis Direct Observation and Video TapingDirect Observation and Video Taping Talking to Parents, Teachers, and StudentsTalking to Parents, Teachers, and Students Social Work HistorySocial Work History Wrap Around and Agency SupportWrap Around and Agency Support

Emotionally Tasking

MOTIVATIONMOTIVATIONof of

DEFIANCEDEFIANCE Escape/Avoidance> Adults or Adult Demands, Escape/Avoidance> Adults or Adult Demands, Limits,Boundaries,etc.Limits,Boundaries,etc. Obtain Sensory > Distress when sense of order Obtain Sensory > Distress when sense of order is challenged or sensory is challenged or sensory reinforcement during reinforcement during conflictconflict Obtain Attention Obtain Attention

““POWER AND CONTROL”POWER AND CONTROL”

SOCIAL MALADJUSTMENTSOCIAL MALADJUSTMENTvs.vs.

EMOTIONAL EMOTIONAL

IMPAIRMENT IMPAIRMENT

The Bottom Line: Anxiety

Attention, Sensory or Escape AvoidanceAttention, Sensory or Escape Avoidance

DSM IV Conduct Disorder DSM IV Conduct Disorder CriteriaCriteria

For 12 months or more has repeatedly violated rules, age-For 12 months or more has repeatedly violated rules, age-appropriate societal norms or the rights of others.appropriate societal norms or the rights of others.

Shown by 3 or more of the following, with at least one of Shown by 3 or more of the following, with at least one of the following occurring in the past 6 months:the following occurring in the past 6 months:Aggression against people or animalsAggression against people or animals Frequent bullying or threateningFrequent bullying or threatening Often starts fightsOften starts fights Used a weapon that could cause serious injuryUsed a weapon that could cause serious injury Physical cruelty to peoplePhysical cruelty to people Physical cruelty to animalsPhysical cruelty to animals Theft with confrontationTheft with confrontation Forced sex upon someoneForced sex upon someone

Contra-Indicated Behavioral Contra-Indicated Behavioral Strategies for the ODD ChildStrategies for the ODD 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

Marion

Specialized Individual Interventions(Individual StudentSystem)

Continuum of Effective BehaviorSupport

Specialized GroupInterventions(At-Risk System)

Universal Interventions (School-Wide SystemClassroom System)

Studentswithout SeriousProblemBehaviors (80 -90%)

Students At-Risk for Problem Behavior(5-15%)

Students withChronic/IntenseProblem Behavior(1 - 7%)

Primary Prevention

Secondary Prevention

Tertiary Prevention

All Students in SchoolCirca 1996

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 Response Cost-loss of privileges, loss of points, loss of

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

in my desk.”in my 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

Evidence Based Classroom Evidence Based Classroom EnvironmentEnvironment

ARE WE USING THEM IN OUR CLASSROOM?ARE WE USING THEM IN OUR CLASSROOM? Environmental SupportsEnvironmental Supports Relationship Based?Relationship Based? Positives Outweigh the Negatives?Positives Outweigh the Negatives? Teaching Social Skills?Teaching Social Skills? Clear Expectations taught and reviewed?Clear Expectations taught and reviewed? Procedures for transitions?Procedures for transitions? Positive Home School PartnershipsPositive Home School Partnerships Consistent Brief Consequences that promote Consistent Brief Consequences that promote

the development of replacement behaviors?the development of replacement behaviors?

RTI- Are classroom response cost RTI- Are classroom response cost systems contributing to defiance? systems contributing to defiance?

Response to InterventionResponse to Intervention Are we using evidenced based classroom behavior Are we using evidenced based classroom behavior

management systems at the universal level? Are management systems at the universal level? Are classroom response cost systems evidenced classroom response cost systems evidenced based? Is there a balance, better yet, an overbalance based? Is there a balance, better yet, an overbalance of Positive Incentives and Feedback for Desired of Positive Incentives and Feedback for Desired Behavior?Behavior?

When universal consequences (e.g., Classroom When universal consequences (e.g., Classroom Response Cost System) are not effective, or when Response Cost System) are not effective, or when they trigger an escalation of behavior, do we they trigger an escalation of behavior, do we differentiate our approach?differentiate our approach?

Are we over-relying on classroom response cost Are we over-relying on classroom response cost systems to manage student behaviors?systems to manage student behaviors?

Are staff approach styles moving defiant students to the targeted or intensive level?

The Importance of DebriefingThe Importance of Debriefing

A Culture of Prevention

In 1946, Anderson and Brewer reported In 1946, Anderson and Brewer reported that teachers using dominating behaviors that teachers using dominating behaviors of force, threat, shame, and blame had of force, threat, shame, and blame had classrooms in which children displayed classrooms in which children displayed nonconforming behavior at rates higher nonconforming behavior at rates higher than in classrooms in which teachers were than in classrooms in which teachers were more positive and supportive. more positive and supportive.

How far have we come in over 60 years? How far have we come in over 60 years?

The greatest problem with punishment is that it does not provide an appropriate model of acceptable behavior. Furthermore, in many classrooms, punishment is accompanied by an emotional response from the teacher.

Don’t do that! I don’t like that!

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

? ?

Events that may occur before and/or during the problem behavior, that cause the student to respond to a “typical” situation in an “atypical” way.

Specific conditions, events, or activities that make the problem behavior worse (i.e., missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers, lack of relationships with staff)

Events that occur immediately before the behavior Events that occur immediately before the behavior (e.g., task demand, teacher direction, social (e.g., task demand, teacher direction, social interaction, presentation of worksheet etc.)interaction, presentation of worksheet etc.)

Events that occur Events that occur afterafter the behavior (e.g., peer the behavior (e.g., peer attention, escape task) or as a result of the attention, escape task) or as a result of the behavior (e.g., removal of points, loss of behavior (e.g., removal of points, loss of privileges, time out, suspension, detention, …), privileges, time out, suspension, detention, …),

that make the behaviorthat make the behavior more or less likely more or less likely to occurto occur

Distancing, Power

Competing Behavior Model

Setting Event

Antecedent

Desired Behavior

Problem Behavior

Replacement Behavior

Reinforcing Consequen

ce

Reinforcing Consequen

ce

Academic engagement

Respect and Instructional Control

Defiant and disrespectful of staff

Bullying others on the playground

Adversarial home school partnership

History of trauma and neglect

Oppositional Temperament

Staff demands, limits or boundaries

Staff correction, social disapproval, response cost loss of privileges

Staff become emotional and upset

Avoids teacher demands

and consequences

Sent home or to the office

Parent complains to principal and yells at teacher

Leadership and responsibility

Input into Plan

Self management and reward

REPLACEMENT BEHAVIORSREPLACEMENT BEHAVIORSfor Defiancefor Defiance

Taking leave appropriatelyTaking leave appropriately Refusing in a respectful mannerRefusing in a respectful manner Choosing between two task or demandsChoosing between two task or demands Responding to a coded signalResponding to a coded signal Taking part in plan developmentTaking part in plan development Performing three no preferred tasks per Performing three no preferred tasks per

dayday Being a class helperBeing a class helper

OPTIONS WHEN WE DON’T OPTIONS WHEN WE DON’T WANT TO FOLLOW DIRECTIONSWANT TO FOLLOW DIRECTIONS

We have 5 available choices when we don't We have 5 available choices when we don't want to follow a direction:want to follow a direction:

1. Deny or swallow our feelings & comply passively. 1. Deny or swallow our feelings & comply passively. 2. Refuse in a rude manner.  (This is the common 2. Refuse in a rude manner.  (This is the common

choice for our defiant kids.) choice for our defiant kids.) 3.  Withdraw or run away. 3.  Withdraw or run away. 4. Avoid complying by use of trickery and 4. Avoid complying by use of trickery and

manipulation. manipulation. 5. Make our feelings and decisions known in an 5. Make our feelings and decisions known in an

respectful respectful manner. manner. *We want to help our kids adopt patterns #5. *We want to help our kids adopt patterns #5.

REPLACEMENT BEHAVIOR

Defiance ESCAPE DEMANDS

SENSORY-NEGATIVEADULT ATTENTION

Function

Behavior

REPLACEMENT BEHAVIOR

DEFIANCE

CHOICES REFUSAL OPTION

SELF MANAGEMENT

Behavior

Function

ESCAPE DEMANDSSENSORYADULT ATTENTION

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

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

Employ These Procedures?Employ These 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.

•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:

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 -are non-negotiable behaviors- usually fall into the

safety and rights of others category.safety and rights of others category. These behaviors are those that are important enough to These behaviors are those that are important enough to

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

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

on over time. They are not behaviors worth inducing a on over time. They are not behaviors worth inducing a “meltdown” over.“meltdown” over.

Basket CBasket C--These behaviors are those that could be ignored These behaviors are those that could be ignored without any significant repercussions.without 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 Absolves blame while keeping the child’s

self-esteem in tact.self-esteem in tact.

Limitations of the 3-basket Limitations of the 3-basket methodmethod

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 Dr. Greene is careful to point out that even though there are some issues that the non-medical approach there are some issues that the non-medical approach addresses more effectively than the medical addresses more effectively than the medical approach there are indeed some factors medicine approach there are indeed some factors medicine addresses better than the non-medical approach. addresses better than the 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 difficult to teach frustration tolerance when there is also an organic matter.organic matter.

The F.A.S.T. programThe F.A.S.T. programDeveloped by IRIS Media Inc. and  Martin Sheehan, Ph.D.

FAST Goal and ResponseFAST Goal and Response

Therapeutic Crisis

Intervention

Crisis Cycle

TCI TRAINING [30]

Stressful SituationIncident

Young Person's Feelings

Young Person's Behavior

Adult's Response THE CRISIS CYCLE

Recovery Phase

TCI TRAINING [6]

Higher (Educateur)

No Change (Fire Fighter)

Lower (Abuser)

RecoveryPhase

When Young People Will Not Comply

• Actively listen and problem-solve• Remove the others from the area• Give choices and time to decide• Let program consequences stand• Redirect young person to a more attractive

activity• Appeal to the young person’s self-interest• Use your relationship with the young person

TCI TRAINING [33]

I ASSIST

I - Isolate the young person

A - Actively listen

S – Speak calmly, assertively, respectfully

S – Statements of understanding precede

requests

I – Invite the young people to consider positive

outcomes and behaviors

S – Space reduces pressure

T – Time helps young people respond to requests

TCI TRAINING [43]

How to avoid physical contact

• Remove triggering stimulus• Calmly explain limits• Select a staff (or peer) who has a calming

influence• Select a novel or neutral party• Bait to open area• Remove other students• Call home or police

Strategies That WorkStrategies That Work Access referral servicesAccess referral services Communicate and collaborate with Communicate and collaborate with

the child’s familythe child’s family Collect assessment data and Collect assessment data and

perform a perform a functional behavior functional behavior assessmentassessment

Address the student’s learning and Address the student’s learning and motivational needsmotivational needs

Provide social skills instructionProvide social skills instruction

Offer attribution training Offer attribution training (teaching students how their (teaching students how their behavior affects their successes behavior affects their successes and failures)and failures)

Build relationships with studentsBuild relationships with students Develop student’s self-esteemDevelop student’s self-esteem Give student’s choices (this gives Give student’s choices (this gives

them responsibility for their them responsibility for their actions and appropriate outlet actions and appropriate outlet for control)for control)

Be aware of verbal and non-Be aware of verbal and non-verbal communicationverbal communication

Teach students to use self Teach students to use self management interventionsmanagement interventions

Follow routines and foster Follow routines and foster transitionstransitions

Establish and teach rules (let the Establish and teach rules (let the students help create these rules)students help create these rules)

Learn as much as you can about Learn as much as you can about ODDODD

Labeling StudentsLabeling Students

Terms such as “oppositional defiance Terms such as “oppositional defiance disorder” locate problems within disorder” locate problems within students rather than within the students rather than within the educational systemeducational system

Labels can limit the way that others Labels can limit the way that others perceive and interact with students perceive and interact with students thereby disabling the students thereby disabling the students academically and hindering the academically and hindering the development of their self-esteemdevelopment of their self-esteem

Strategies for defiant studentsStrategies for defiant students

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 Remember to raise your hand before speaking.” . . .before 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 Teach students about planned

ignoringignoring

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 If they have the last word and then get

back to work - who really wins?back 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?

What he/she does in our absenceWhat he/she does in our absence The importance of self control over The importance of self control over

punishment.punishment. The importance of teaching them to The importance of teaching them to

care!!!!care!!!! The Importance of channeling their need The Importance of channeling their need

for control.for control. BullycideBullycide

svitto@muskegonisd.org

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