BREAKING DOWN THE WALLSBREAKING DOWN THE WALLS

Presented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISDPresented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISD

MIBLSI State Conference 2009 MIBLSI State Conference 2009

The key to controlling The key to controlling someone else is teaching someone else is teaching

them how to control them how to control you!!you!!

DEFIANCEDEFIANCEWhat it looks like…What it looks like…

STRATEGIES FOR DEFIANCESTRATEGIES FOR DEFIANCE

Competing Behavior ModelCompeting Behavior Model

Setting Events/

Slow Triggers

Antecedents/Fast

Triggers

Desired Behavior

Problem Behavior

Replacement Behavior

Reinforcing Consequen

ce

Reinforcing Consequen

cealternative, functionally equivalent behavior

Long-term desired

behavior

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 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…

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

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

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 Obtain AttentionAttention

Escape or Escape or AvoidAvoid

Avoid adult Avoid adult controlcontrol

Obtain Obtain SensorySensory

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

Beginning the PathwaysBeginning the PathwaysDefining the behavior Defining the behavior

Define the behaviors of concernDefine the behaviors of concern Refusing to follow directionsRefusing to follow directions What does the behavior look like?What does the behavior look like? How often does it occur?How often does it occur? How long does it last?How long does it last? How intensive is it (swearing versus How intensive is it (swearing versus

saying “ no way”?saying “ no way”? Prioritizing and clustering behaviorsPrioritizing and clustering behaviors

Identifying and Defining the Identifying and Defining the Problem behaviorProblem behavior

Why frequency may be skewed.Why frequency may be skewed. Why other kids may be doing the same Why other kids may be doing the same

thing and it may not be as problematic.thing and it may not be as problematic. What does it mean to be out of control?What does it mean to be out of control? Can someone be out of control and still Can someone be out of control and still

have boundaries- i.e., absence of have boundaries- i.e., absence of swearing, threatening ?swearing, threatening ?

What are the triggers or What are the triggers or antecedents of your child’s antecedents of your child’s

behavior?behavior? Given a group or individual directionGiven a group or individual direction Given a demand to perform a task or routineGiven a demand to perform a task or routine Expectation to follow a rule or expectationExpectation to follow a rule or expectation

(keep hands to self, wait your turn, sit quietly)(keep hands to self, wait your turn, sit quietly) The removal or reduction of direct adult supervisionThe removal or reduction of direct adult supervision

(recess, cafeteria, alone time)(recess, cafeteria, alone time) Limited access to a preferred item or activityLimited access to a preferred item or activity Expectation to terminate a desired activityExpectation to terminate a desired activity Being told “no” or “not now”Being told “no” or “not now” Behavior targets peers and/or adultsBehavior targets peers and/or adults

ConsequencesConsequencesWhat are the consequences when your child What are the consequences when your child

engages in the problem behaviorengages in the problem behavior IgnoringIgnoring Reprimands and social disapprovalReprimands and social disapproval Looses privileges or rewards at school or at homeLooses privileges or rewards at school or at home Loss of credit or bad gradesLoss of credit or bad grades Time outTime out Forced complianceForced compliance Gets attention from adults and peersGets attention from adults and peers Gets different reactions from different adultsGets different reactions from different adults Sent to office or suspendedSent to office or suspended Phone call homePhone call home Spanked or punished at homeSpanked or punished at home Gets Status or Attention from other StudentsGets Status or Attention from other Students Gets out of school work or non-preferred tasks or activitiesGets out of school work or non-preferred tasks or activities OtherOther

A Setting EventA Setting Event

A pre-existing conditionA pre-existing condition The “origin” of the behaviorThe “origin” of the behavior Effected by historyEffected by history Effected by biologyEffected by biology Something we may or may not be able to Something we may or may not be able to

changechange

Setting EventsSetting Events

What are the causes of defiant What are the causes of defiant behavior?behavior?

ATTACHMENT DISORDERATTACHMENT DISORDER

OPPOSITIONAL DEFIANCE DISORDEROPPOSITIONAL DEFIANCE DISORDER

CONDUCT DISORDERCONDUCT DISORDER

ATTENTION DEFICIT HYPERACTIVITY DISORDERATTENTION DEFICIT HYPERACTIVITY DISORDER

EMOTIONAL IMPAIRMENTEMOTIONAL IMPAIRMENT

ASPERGERS SYNDROMEASPERGERS SYNDROME

DOWN SYNDROMEDOWN SYNDROME

What is Social MaladjustmentWhat is Social Maladjustment Many special education programs receive pressure from various sources to serve Many special education programs receive pressure from various sources to serve

students who exhibit only social maladjustment. However, the law specifically excludes students who exhibit only social maladjustment. However, the law specifically excludes "socially maladjusted" students from special education services unless the student can "socially maladjusted" students from special education services unless the student can alsoalso be shown to be emotionally disturbed. be shown to be emotionally disturbed.

Students who are socially maladjusted (or more precisely Oppositional Defiant or Conduct Students who are socially maladjusted (or more precisely Oppositional Defiant or Conduct Disordered) typically display a persistent pattern of willful refusal to meet even minimum Disordered) typically display a persistent pattern of willful refusal to meet even minimum standards of conduct. Their behavior and values are often in conflict with society’s standards of conduct. Their behavior and values are often in conflict with society’s standards. They exhibit a consistent pattern of antisocial behavior without genuine signs standards. They exhibit a consistent pattern of antisocial behavior without genuine signs of guilt, remorse, or concern for the feelings of others. These students often engage in of guilt, remorse, or concern for the feelings of others. These students often engage in simulations of these behaviors but typically display them only when there is an immediate simulations of these behaviors but typically display them only when there is an immediate consequence for the absence of such displays.consequence for the absence of such displays.

Their antisocial behavior is most frequently seen as resulting from their tendency to place Their antisocial behavior is most frequently seen as resulting from their tendency to place their own needs above those of all other people and the immediate gratification that such their own needs above those of all other people and the immediate gratification that such behavior brings them.behavior brings them.

These students are not in chronic distress (one of the criteria for emotional disturbance These students are not in chronic distress (one of the criteria for emotional disturbance under the law) although they can exhibit situational anxiety, depression, or distress in under the law) although they can exhibit situational anxiety, depression, or distress in response to certain isolated events - particularly facing the consequences of their own response to certain isolated events - particularly facing the consequences of their own actions. actions.

These students do not typically respond to the same treatment These students do not typically respond to the same treatment interventions that benefit emotionally disordered students.interventions that benefit emotionally disordered students.

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 small displayed behavior which may be highly valued in a small

subgroupsubgroup display socialized or unsocialized forms of aggressiondisplay socialized or unsocialized forms of aggression 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

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

Definition of ODDDefinition of ODD

Oppositional Defiant Disorder is the persistent Oppositional Defiant Disorder is the persistent pattern (lasting for at least 6 months) of pattern (lasting for at least 6 months) of disobedient, hostile, negativistic, and defiant disobedient, hostile, negativistic, and defiant behavior in a child or teen without serious behavior in a child or teen without serious violation of the basic rights of others violation of the basic rights of others (mentalhealth.com). (mentalhealth.com). If a student displays the same kinds of behavior that If a student displays the same kinds of behavior that

DOES violate the basic rights of others it is often DOES violate the basic rights of others it is often labeled conduct disorder. Children with ODD often labeled conduct disorder. Children with ODD often become adults with conduct disorder if the right steps become adults with conduct disorder if the right steps aren’t taken to control the behavior. (Bailey and aren’t taken to control the behavior. (Bailey and Northey and Silverman and Wells 2003)Northey and Silverman and Wells 2003)

Why Educate Ourselves About Why Educate Ourselves About ODD?ODD?

Because each year we can expect to have at least 1 Because each year we can expect to have at least 1 student with ODD, and several more that exhibit student with ODD, and several more that exhibit oppositional behavior at some time. oppositional behavior at some time.

Because our lives will be a lot easier, and our classes will Because our lives will be a lot easier, and our classes will be more productive, if we know how to deal with be more productive, if we know how to deal with oppositional behavior. oppositional behavior.

Because all students have the right to learn in our Because all students have the right to learn in our classes, even those with ODD. classes, even those with ODD.

Because good teachers know that there are no bad Because good teachers know that there are no bad students, just bad behaviors. When we appropriately deal students, just bad behaviors. When we appropriately deal with the bad behaviors we get to see how awesome the with the bad behaviors we get to see how awesome the student can truly be. student can truly be.

Understanding Aggressive Understanding Aggressive BehaviorsBehaviors

Reactive AggressionReactive Aggression Affective or expressive aggressionAffective or expressive aggression Loss of control and emotional floodingLoss of control and emotional flooding Emotions are dominantEmotions are dominant

Proactive AggressionProactive Aggression Instrumental or operant aggressionInstrumental or operant aggression Goal orientedGoal oriented Cognitions are dominantCognitions are dominant

TCI TRAINING [11]

ScottScott

The Grocery StoreThe Grocery Store

IS THIS CHILD IN CONTROL OF HIS BEHAVIOR???IS THIS CHILD IN CONTROL OF HIS BEHAVIOR???

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

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

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 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.

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.

How does a student with ODD think?How does a student with ODD think? (Frank et al. )(Frank et al. )

I am the equal of those in authority- no one has the right to tell I am the equal of those in authority- no one has the right to tell me what to do.me what to do.

Yes, I sometimes do the wrong thing, but it is usually your fault. Yes, I sometimes do the wrong thing, but it is usually your fault. When you punish or reward me, I feel that you are trying to When you punish or reward me, I feel that you are trying to

control or manipulate me.control or manipulate me. Because I know how much you want me to change, I will be very Because I know how much you want me to change, I will be very

stubborn about changing behaviors. In spite of experiencing stubborn about changing behaviors. In spite of experiencing your intended punishments and/or rewards, if I change, it will be your intended punishments and/or rewards, if I change, it will be on my time and for me.on my time and for me.

My greatest sense of control comes from how I make others feel. My greatest sense of control comes from how I make others feel.

OTHER SETTING EVENTSOTHER SETTING EVENTS Biomedical conditions, ADHD, Autism, Down SyndromeBiomedical conditions, ADHD, Autism, Down Syndrome Problems with changes in routineProblems with changes in routine Highly oppositionalHighly oppositional Moody or temperamentalMoody or temperamental ODDODD Problems at homeProblems at home Problems on the busProblems on the bus Hunger or povertyHunger or poverty History of abuse neglectHistory of abuse neglect Sensory Regulation ProblemsSensory Regulation Problems Language DelaysLanguage Delays MedicationMedication Adversarial Home School RelationshipAdversarial Home School Relationship

Many Kids Have Low Self Esteem &

Negative Self Concepts Due To?

• Rotten childhoods filled with negative experiences.

•Abuse, neglect, and/or consistent messages of rejection.

•Inconsistently due to multiple care-takers using very different practices, and/or giving very different messages.

•Inconsistent caretaking from primary adults who are:

•alcoholic/substance addicted

•mentally ill (unmanaged)

•manic-depressive (unmanaged)

•negatively oriented authoritarian personalities

•incompetent due to lack of childrearing knowledge.

Reiterated negative labels & messages:

“You rude little son of a b----. When I catch you, I’ll…” “You little criminal. You’re going to end up

dead or in jail someday.” “Man, you’re strange.” “Why don’t you use your head once in a

while? Stupid.” “What’s wrong with you, anyway? Get outta my

face before I…” “You little loser. Why can’t you be like Fran?” “You evil little beast! I’ll beat the devil out of you!”

Client to psychologist friend of mine when the parent was Client to psychologist friend of mine when the parent was asked what he does when his 10 year old son acts upasked what he does when his 10 year old son acts up::

““I tell him he’s an a- -h-leI tell him he’s an a- -h-le..””

The Perceptions That Might Develop From Maltreatment, Neglect, Rejection

• “My parents treated me badly.” (Fact)

•“I can’t count on my parents to care for me or treat me well.” (Fact)

• “I was treated badly because I am a bad person. Because I’m ‘BAD’, no one could ever like me, care for me, or treat me well.” (Distorted

belief)

•“You say that you want to help me, but I know adults… When I show you why I’m not likeable, you’ll quickly reject and hurt me like my parents (and past teachers).

(Identity and reaction pattern become further ingrained~)

• You say you’re different… While I hope that is true, you’ll have to PROVE IT!PROVE IT! ”

(over & over again as I seek reassurance that you really are different).

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 and nothing happened to them”thing 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 becomes trapped in a dilemma. Do I blame myself, my child, or the school?blame 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.

After considering the preceding After considering the preceding variables, what are the setting variables, what are the setting

events for your student?events for your student?

What is the Function or What is the Function or Motivation of Defiant Motivation of Defiant

Behavior?Behavior?ObtainObtain…… Peer AttentionPeer Attention Adult AttentionAdult Attention Items/Activities Items/Activities

(tangible)(tangible) Sensory (seeking)Sensory (seeking)

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

What is the motivation or What is the motivation or function of defiance?function of defiance?

Most adults say it is “control.”Most adults say it is “control.” But is reality is avoidance of being But is reality is avoidance of being

controlled by others?controlled by others? In many instances the defiant student is In many instances the defiant student is

resisting the control of the adult, not trying resisting the control of the adult, not trying to make the adult do something they don’t to make the adult do something they don’t want to do.want to do.

In many instances the defiant student is In many instances the defiant student is resisting the agenda of the adult or resisting the agenda of the adult or authority figureauthority figure

Imagine starting your day this way!Imagine starting your day this way! Someone comes in an wakes you 30 minutes before your alarm is set to ring.Someone comes in an wakes you 30 minutes before your alarm is set to ring. Someone hands you some clothes and tell you this is what you’ll be wearing Someone hands you some clothes and tell you this is what you’ll be wearing

today.today. You sit down for breakfast and instead of your favorite frozen waffles you are You sit down for breakfast and instead of your favorite frozen waffles you are

given two scrambled eggs.given two scrambled eggs. As you reach for your cup of coffee someone tells you it is bad for you and As you reach for your cup of coffee someone tells you it is bad for you and

hand you a glass of grapefruit juice.hand you a glass of grapefruit juice. When you go to sit at the back of the room, you are told that you need to sit When you go to sit at the back of the room, you are told that you need to sit

where your name tag is at the front of the room.where your name tag is at the front of the room. When you try to go to the hotel swimming pool and hot tub you are told it is When you try to go to the hotel swimming pool and hot tub you are told it is

only available to VIP gold card members, which does NOT include you.only available to VIP gold card members, which does NOT include you. When you get back to your room you try to turn into your favorite television When you get back to your room you try to turn into your favorite television

show only to find out that only the educational channel is working.show only to find out that only the educational channel is working. When you go to log on your room computer you find its can only receive e-When you go to log on your room computer you find its can only receive e-

mails but not send them out.mails but not send them out. When you go to check out you are charged for three movies you didn’t order.When you go to check out you are charged for three movies you didn’t order.

HOW WOULD ALL THESE EVENTS MAKE YOUHOW WOULD ALL THESE EVENTS MAKE YOUFEEL??FEEL??

We all like to be in control of our We all like to be in control of our lives. It’s how we meet that need lives. It’s how we meet that need

that sets us apart.that sets us apart.

What can a Child Control What can a Child Control

Items and Things-e.g., Video GamesItems and Things-e.g., Video Games Others-peers and adultsOthers-peers and adults Choosing to follow adult expectationsChoosing to follow adult expectations Choosing to participate or engageChoosing to participate or engage Appearance and HygieneAppearance and Hygiene Eating and toiletingEating and toileting

What can we control???What can we control???

Attention, Sensory or Escape AvoidanceAttention, Sensory or Escape Avoidance

ControlControl

Possible Functions of DefiancePossible Functions of Defiance

Escape/AvoidanceEscape/Avoidance AttentionAttention Sensory-Power ControlSensory-Power Control

HOW DO WE BEST RESPOND?HOW DO WE BEST RESPOND?WHAT IS EVIDENCED BASED PRACTICEWHAT IS EVIDENCED BASED PRACTICE

Setting Event StrategiesSetting Event Strategies Antecedent StrategiesAntecedent Strategies Teaching Replacement StrategiesTeaching Replacement Strategies Consequence StrategiesConsequence Strategies

a. reward systemsa. reward systems

b. reduction strategiesb. reduction strategies

Behavior Mantra:Behavior 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 If you’ve told a child a thousand timesthousand times

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

48

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

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 based? classroom response cost systems evidenced based? Is there a balance, better yet, an overbalance of Is there a balance, better yet, an overbalance of Positive Incentives and Feedback for Desired 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?

The Tough Get TougherThe Tough Get Tougher

““Getting toughGetting tough” with persistently defiant, non-compliant kids is counter ” with persistently defiant, non-compliant kids is counter productive.productive.

These youngsters don’t succumb to coercion.These youngsters don’t succumb to coercion. Rather, they are incited by it.Rather, they are incited by it. If our penalties are harsh and repeatedly applied, we might possibly be If our penalties are harsh and repeatedly applied, we might possibly be

able to subdue the rebellion and create a non-motivated, withdrawn kid able to subdue the rebellion and create a non-motivated, withdrawn kid Skilled, knowledgeable and caring teachers do what we’re paid to doSkilled, knowledgeable and caring teachers do what we’re paid to do::

TeachTeach InspireInspire

In order to promote positive behavior change and motivation, In order to promote positive behavior change and motivation, ““toughtough” teachers must change their ways. While those ways work ” teachers must change their ways. While those ways work with 95% of the kids, it’s the 95% who don’t need to be treated in with 95% of the kids, it’s the 95% who don’t need to be treated in that manner in order to get them to behave. Their ways don’t work that manner in order to get them to behave. Their ways don’t work at all with the “difficult” 5%. In fact, their coercive interventions at all with the “difficult” 5%. In fact, their coercive interventions make things worse. However, it’s hard to convince negative make things worse. However, it’s hard to convince negative teachers of the faults of their ways. They commonly respond with:teachers of the faults of their ways. They commonly respond with:

What ?!What ?!

Me Change?!Me Change?!

THEY’RETHEY’RE

the problem.the problem. (not me)(not me)..

When teachers attempt to overpower a kid When teachers attempt to overpower a kid who has defeated more powerful who has defeated more powerful adversaries, they fight a losing battle.adversaries, they fight a losing battle.

These teachers create the very conflict about These teachers create the very conflict about which they complainwhich they complain..

Reconnaissance 101Reconnaissance 101 Gather information on your adversary.Gather information on your adversary.

Use this information to inform your actions.Use this information to inform your actions.

Sun Tzu:Sun Tzu: ((The art of warThe art of war).). The greatest victory is The greatest victory is to win without ever having battledto win without ever having battled..

Tom McIntyre:Tom McIntyre: The sweetest victory is one in The sweetest victory is one in which both sides are winnerswhich both sides are winners..

SETTING EVENT SETTING EVENT STRATEGIESSTRATEGIES

Setting Event StrategiesSetting Event Strategies Building a connection or positive relationshipBuilding a connection or positive relationship Designing the physical spaceDesigning the physical space Established a predictable agendaEstablished a predictable agenda Established classroom expectationsEstablished classroom expectations Meaningful Incentive SystemsMeaningful Incentive Systems Meaningful InstructionMeaningful Instruction Opportunity for choicesOpportunity for choices Leadership opportunitiesLeadership opportunities Establishing a positive home school partnershipEstablishing a positive home school partnership Pre-arranged consequencesPre-arranged consequences

Students can feel a greater sense of Students can feel a greater sense of ownership when they are invited to ownership when they are invited to contribute to their behavior management contribute to their behavior management plan. Students also tend to know better plan. Students also tend to know better than anyone else what triggers will set off than anyone else what triggers will set off their problem behaviors and what their problem behaviors and what strategies they find most effective in strategies they find most effective in calming themselves and avoiding conflicts calming themselves and avoiding conflicts or other behavioral problems.or other behavioral problems.

Have the Student Participate in Creating a Have the Student Participate in Creating a Behavior Plan (Walker, Colvin, & Ramsey, Behavior Plan (Walker, Colvin, & Ramsey,

1995).1995).

ANTECEDENT STRATEGIESANTECEDENT STRATEGIESshould make the target behavior should make the target behavior

irrelevantirrelevant

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

Defiant Kids: Defiant Kids: How do I deliver a How do I deliver a command without power struggles?command without power struggles?

You can increase the odds that a student will follow a teacher command by:• Approaching the student privately, using a

quiet voice.• establishing eye contact and calling the

student by name before giving the command.

• stating the command as a positive (do) statement, rather than a negative (don’t) statement.

• phrasing the command clearly and simply so the student knows exactly what he/she is expected to do.

Avoiding TriggersAvoiding Triggers

ASD ExampleASD Example Treating with mutual respectTreating with mutual respect Avoiding the three “don’ts”Avoiding the three “don’ts”

Defiant Kids: Defiant Kids: Teacher Command Teacher Command

Sequence: Extended VersionSequence: Extended Version1. Make the request. Use simple, clear language that

the student understands.

If possible, phrase the request as a positive (do) statement, rather than a negative (don’t) statement. (E.g., “John, please start your math assignment now.”) Wait a reasonable time for the student to comply (e.g., 5-20 seconds)

An explanation of the diagram can be found on the slides that follow.An explanation of the diagram can be found on the slides that follow.

SETTING LIMITSSETTING LIMITS

Simple and conciseSimple and concise Reasonable and Pre-arranged Reasonable and Pre-arranged EnforceableEnforceable (avoid demands that make physcal (avoid demands that make physcal management to enforce)management to enforce)WHERE IS THE LINE? WHERE IS THE LINE? THE DEFIANT CHILD SHOULD HAVE THE DEFIANT CHILD SHOULD HAVE

VERY CLEAR BOUNDARIES !!!VERY CLEAR BOUNDARIES !!!

At this point, we will watch a video clip of a teacher and At this point, we will watch a video clip of a teacher and student engaged in an escalating war of words. The student engaged in an escalating war of words. The

following questions would be discussed:following questions would be discussed:

In the short term In the short term (and the long term)(and the long term), who , who “won”?“won”?

Did either person convince the other that Did either person convince the other that his/her way was correct?his/her way was correct?

Has a “show of force” prevented future Has a “show of force” prevented future conflict?conflict?

Did the teacher do anything of which she Did the teacher do anything of which she could be proud? Did she implement best could be proud? Did she implement best practice? practice?

(Assuming a “(Assuming a “NoNo” answer)” answer) Why not Why not??

ShaneShane

Antecedent Interventions

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

“Fix” difficult tasks

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

behavior.

Prompt incompatible, desired behavior

What is the most important point to keep in What is the most important point to keep in mind when working with a defiant or mind when working with a defiant or noncompliant student?noncompliant student?

What is the most important point to keep What is the most important point to keep in mind when working with a defiant or in mind when working with a defiant or

noncompliant student?noncompliant student?

If you instead approach the student in a business-like, neutral If you instead approach the student in a business-like, neutral manner, and impose consistent, fair consequences for manner, and impose consistent, fair consequences for misbehavior, you will model the important lesson that you misbehavior, you will model the important lesson that you cannot be pulled into a power struggle at the whim of a cannot be pulled into a power struggle at the whim of a student. student.

Instructors who successfully stay calm in the face of student Instructors who successfully stay calm in the face of student provocation often see two additional benefits: provocation often see two additional benefits:

a. Over time, students may become less defiant, because they no a. Over time, students may become less defiant, because they no longer experience the 'reward' of watching you react in anger; longer experience the 'reward' of watching you react in anger;

b. Because you now deal with student misbehavior impartially, b. Because you now deal with student misbehavior impartially, efficiently and quickly, you will have more instructional time efficiently and quickly, you will have more instructional time available that used to be consumed in epic power struggles. available that used to be consumed in epic power struggles.

Offer the student face-saving exit Offer the student face-saving exit strategies.strategies.

A teacher, for example, who says to a student, "Rashid, take A teacher, for example, who says to a student, "Rashid, take out your book now and pay attention--or I will send you to the out your book now and pay attention--or I will send you to the office!" backs the student into a corner. office!" backs the student into a corner.

The student cannot comply without appearing to have done so The student cannot comply without appearing to have done so merely to avoid the threatened disciplinary consequence (that merely to avoid the threatened disciplinary consequence (that is, prompt compliance would probably result in Rashid's losing is, prompt compliance would probably result in Rashid's losing face with his peers). face with his peers).

The teacher might instead use this face-saving alternative: The teacher might instead use this face-saving alternative: "Rashid, please take out your book now and pay attention. We "Rashid, please take out your book now and pay attention. We need to make sure that you do well on the upcoming test so need to make sure that you do well on the upcoming test so that you continue to be eligible to play on the lacrosse team. that you continue to be eligible to play on the lacrosse team. They need your talent!"They need your talent!"

REPLACEMENT STRATEGIESREPLACEMENT STRATEGIES

REPLACEMENT BEHAVIOR

SWEARINGESCAPE TASK

DEMANDS (WRITING)

Function

Behavior

REPLACEMENT 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:

*Identify functionally equivalent replacement behavior.

*Replacement Behavior (teaching and maintaining)

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

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

CONSEQUENCE CONSEQUENCE STRATEGIESSTRATEGIES

I ASSISTI ASSIST

II - Isolate the young person - Isolate the young person

AA - Actively listen - Actively listen

SS – Speak calmly, assertively, respectfully – Speak calmly, assertively, respectfully

SS – Statements of understanding precede requests – Statements of understanding precede requests

II – Invite the young people to consider positive – Invite the young people to consider positive

outcomes and behaviorsoutcomes and behaviors

SS – Space reduces pressure – Space reduces pressure

TT – Time helps – Time helps young people respond to requestsyoung people respond to requests

TCI TRAINING [43]

Have a Routine for Responding to Have a Routine for Responding to Minor Problem BehaviorMinor Problem Behavior

Specific Request

If, Compliance Walk Away & wait 5-10 seconds

If, Non-Compliance

Reinforce!

“Please _________”

Request in a calm voice

If, Compliance

If, Noncompliance

Preplanned Consequence

Walk away & Wait 5-10 sec.

Reinforce!

PRE-ARRANGED CONSEQUENCESPRE-ARRANGED CONSEQUENCES

Responding to Problem BehaviorResponding to Problem Behavior

1.1. Clarify across staff and administration what Clarify across staff and administration what behaviors should be managed in the classroom v. behaviors should be managed in the classroom v. sent to the officesent to the office

2.2. Develop a continuum of “consequences” with a Develop a continuum of “consequences” with a corrective/ remedial focus, rather than strictly corrective/ remedial focus, rather than strictly punitive consequences or consequences that remove punitive consequences or consequences that remove students from instructional timestudents from instructional time

3.3. Develop a data collection form that provides Develop a data collection form that provides essential information for decision makingessential information for decision making

ExtinctionExtinction occurs when you withhold or remove the occurs when you withhold or remove the reinforcer maintaining a behaviorreinforcer maintaining a behavior

is a procedure that gradually reduces the is a procedure that gradually reduces the frequency and/or intensity of a target behavior frequency and/or intensity of a target behavior by withholding reinforcement from previously by withholding reinforcement from previously reinforced behaviorreinforced behavior

extinction can be used to eliminate the extinction can be used to eliminate the connection between the behavior and the connection between the behavior and the positive consequences that follow itpositive consequences that follow it

Extinction (cont)Extinction (cont) Extinction REQUIRES complete control of the reinforcerExtinction REQUIRES complete control of the reinforcer

– consistency is the most important factor related to the consistency is the most important factor related to the efficacy of extinctionefficacy of extinction

– in most cases, extinction is only effective in reducing in most cases, extinction is only effective in reducing behaviors that are motivated by attention from the behaviors that are motivated by attention from the teacher/parent/caregiverteacher/parent/caregiver

Other factors affecting resistance to extinctionOther factors affecting resistance to extinction– the schedule of reinforcement that previously maintained the the schedule of reinforcement that previously maintained the

behaviorbehavior– the amount of strength of the previous reinforcerthe amount of strength of the previous reinforcer– the length of time of the previous behavior-reinforcer the length of time of the previous behavior-reinforcer

associationassociation– the frequency of use of extinction with the student: more the the frequency of use of extinction with the student: more the

betterbetter

Extinction (cont)Extinction (cont)

AdvantagesAdvantages– may be effective without the use of physical or verbal may be effective without the use of physical or verbal

consequencesconsequences– no use of aversive consequences/punishmentno use of aversive consequences/punishment– effects tend to be long lastingeffects tend to be long lasting– when combined with DRI or DRA very effectivewhen combined with DRI or DRA very effective

DisadvantagesDisadvantages– temporary increase in behavior expected at starttemporary increase in behavior expected at start– child frustrationchild frustration– difficult to chose appropriate behavior to use extinction difficult to chose appropriate behavior to use extinction

withwith– must have consistency between and among caregivers must have consistency between and among caregivers

and peers (environment)and peers (environment)

Potential Disadvantages of T.O.Potential Disadvantages of T.O.

T.O. may be abused - duration & frequencyT.O. may be abused - duration & frequency

Caregivers may use it as a "break"Caregivers may use it as a "break"

Frequent T.O. removes the child from the educational environmentFrequent T.O. removes the child from the educational environment

““Time In” may not be reinforcing.Time In” may not be reinforcing.

Child may exhibit other inappropriate behaviors when caregivers Child may exhibit other inappropriate behaviors when caregivers remove positive reinforcement.remove positive reinforcement.

Time-out is not indicated for escape/avoidance behaviors and Time-out is not indicated for escape/avoidance behaviors and instructional noncompliance.instructional noncompliance.

PunishmentPunishment

WHAT CAN I DO TO GET THAT KIND OF

REACTION AGAIN?

CONSEQUENCESCONSEQUENCES

Drawing the line and sticking to it!!Drawing the line and sticking to it!! Setting PrioritiesSetting Priorities Setting LimitsSetting Limits Enforcing those LimitsEnforcing those Limits Getting Parental and Community SupportGetting Parental and Community Support

Bigger, tougher Bigger, tougher Consequences is Consequences is

NOTNOT what we what we mean by a mean by a Correction Correction

SystemSystem

Consequence ConcernsConsequence Concerns Repeated loss of anything tends to establish and discount orientation-Repeated loss of anything tends to establish and discount orientation-

I don’t careI don’t care The child may start to believe that they can’t be successful and The child may start to believe that they can’t be successful and

acclimate to a life In the officeacclimate to a life In the office These kids tend to move us to an ultimate consequence philosophy- These kids tend to move us to an ultimate consequence philosophy-

we tend to up the severity of punishment thinking that a more sever we tend to up the severity of punishment thinking that a more sever consequence will do the trick consequence will do the trick

Defiant behavior may have stronger issues of escape as the student Defiant behavior may have stronger issues of escape as the student gets behindgets behind

If the child doesn't want to do something or engage, punishing usually If the child doesn't want to do something or engage, punishing usually makes things worsemakes things worse

If we have to call the principal all the time the child gradually becomes If we have to call the principal all the time the child gradually becomes desensitized to administration and authoritydesensitized to administration and authority

Repeated exclusion tends to foster a difficult or adversarial Repeated exclusion tends to foster a difficult or adversarial relationship with familiesrelationship with families

If the behavior is chronic there is a likelihood that something about If the behavior is chronic there is a likelihood that something about the consequence may be reinforcingthe consequence may be reinforcing

Reinforcement HistoryReinforcement History

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

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

The Evolution of Praise versus The Evolution of Praise versus Correction in the Elementary YearsCorrection in the Elementary Years Why praise may be difficultWhy praise may be difficult Why praise backfires with ODDWhy praise backfires with ODD Why positive need to be quick and briefWhy positive need to be quick and brief Why Why responseresponse cost is a problem cost is a problem Why reinforcement is discountedWhy reinforcement is discounted Create a 5:1 ratio of positives to negativesCreate a 5:1 ratio of positives to negatives

Problems with Reward SystemsProblems with Reward Systems

““What I giveth I can taketh away.”What I giveth I can taketh away.” The Marion StoryThe Marion Story May not be reinforcing to that childMay not be reinforcing to that child May have been used to control bad May have been used to control bad

behavior rather than celebrate good behavior rather than celebrate good behaviorbehavior

Setting up Reinforcement SystemsSetting up Reinforcement Systems

A. The student should have inputA. The student should have input B. Delivery should be rich, random, and not tied B. Delivery should be rich, random, and not tied to intervals or activities at clearly defined.to intervals or activities at clearly defined. C. Response Cost Systems should be C. Response Cost Systems should be avoidedavoided D. The reward system should NEVER be D. The reward system should NEVER be used to control the child!!used to control the child!! E. The reinforcer menu needs to vary!!E. The reinforcer menu needs to vary!!

F. DO NOT USE EMBARASSMENT WHEN THE STUDENT HAS F. DO NOT USE EMBARASSMENT WHEN THE STUDENT HAS NOT EARNED A PRIVILEGE OR REWARD. THIS WILL LIKELY NOT EARNED A PRIVILEGE OR REWARD. THIS WILL LIKELY CAUSE THE STUDENT TO DISCOUNT YOUR REWARD. CAUSE THE STUDENT TO DISCOUNT YOUR REWARD.

G. PROVIDE AGREED UPON CELEBRATIONS EVEN IN THE G. PROVIDE AGREED UPON CELEBRATIONS EVEN IN THE FACE OF INPERFECTION!!FACE OF INPERFECTION!!

Give Praise That is Specific and Does Give Praise That is Specific and Does Not Embarrass the StudentNot Embarrass the Student (Sprick, Borgmeier, (Sprick, Borgmeier, & Nolet, 2002)& Nolet, 2002). Defiant students can respond well to adult praise but . Defiant students can respond well to adult praise but only when it is sincere and specific, and is not embarrassing. only when it is sincere and specific, and is not embarrassing. Ideally, the teacher should deliver praise as soon as possible after Ideally, the teacher should deliver praise as soon as possible after the positive behavior. Praise should be specific and descriptive—the positive behavior. Praise should be specific and descriptive—because vague, general praise can sound fake and does not give because vague, general praise can sound fake and does not give the student any useful information about how their behavior meets the student any useful information about how their behavior meets or exceeds the teacher’s expectations. For older students who tend or exceeds the teacher’s expectations. For older students who tend to dislike being praised in a highly public manner, the teacher can to dislike being praised in a highly public manner, the teacher can use a more indirect or low-key approach (e.g., writing a note of use a more indirect or low-key approach (e.g., writing a note of praise on the student’s graded assignment, praising the student in a praise on the student’s graded assignment, praising the student in a private conversation, calling the student’s parent to praise the private conversation, calling the student’s parent to praise the student).student).

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.

Remember the PURPOSES Remember the PURPOSES of negative consequencesof negative consequences

Do not expect negative consequences Do not expect negative consequences to change behavior patterns. to change behavior patterns.

Negative consequences are a way to Negative consequences are a way to “keep the lid on”“keep the lid on”

Teaching changes behavior.Teaching changes behavior. Prevent escalation of problem Prevent escalation of problem

behaviorsbehaviors Prevent/minimize reward for problem Prevent/minimize reward for problem

behaviorsbehaviors

COMPETINGCOMPETING

PATHWAYSPATHWAYS

Competing Behavior Model

Setting Event

Antecedent

Desired Behavior

Problem Behavior

Replacement Behavior

Reinforcing Consequen

ce

Reinforcing Consequen

ce

Academic engagement

Respect and Instructional Control

Will compromise and let staff know appropriately

Will respond to a coded system

Will meet weekly with the teacher and process progress

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

DesiredAlternative

AcceptableAlternative

TypicalConsequence

Told “good job”Grades

Do workw/o

complaints.

Ask forbreak,ask forhelp.

The Competing Pathways chart for our friend Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult task

Threatens, Uses profanity

Remove fromclass.

Function

Avoid task

VITTO, 2009VITTO, 2009

INFORMATION ON YOURINFORMATION ON YOUR

BREAKING DOWN THE WALLS BREAKING DOWN THE WALLS DISKDISK

Antecedent or Prevention Strategies Antecedent or Prevention Strategies (articles ad presentations) (articles ad presentations) Breaking Down the Walls Part 2 Breaking Down the Walls Part 2 (full day presentation and “my son” video)(full day presentation and “my son” video) Classroom ManagementClassroom Management (presentations, articles, and pre-referral survey) (presentations, articles, and pre-referral survey) Competing PathwaysCompeting Pathways (blank forms and examples)(blank forms and examples) Consequence StrategiesConsequence Strategies (full day presentation and articles)(full day presentation and articles) Reinforcement StrategiesReinforcement Strategies ((presentation, articles, and sample incentive plans))presentation, articles, and sample incentive plans)) Strategies for Defiance Strategies for Defiance (17 evidenced based articles on strategies for defiance))(17 evidenced based articles on strategies for defiance)) Strength Based ApproachStrength Based Approach (article)(article) Attachment DisorderAttachment Disorder (articles and resources)(articles and resources)

Are you going to finish strong??(Building Resilience)

TEACHING YOUR STUDENTS NOT TO GIVE UP..

ResourcesResources Why not read about it from the man Why not read about it from the man (and his former student)(and his former student)

who wrote it? For Long & Fescher’s description to the who wrote it? For Long & Fescher’s description to the Conflict Cycle model, go to: Conflict Cycle model, go to: http://cecp.air.org/interact/authoronline/april98/3.htmhttp://cecp.air.org/interact/authoronline/april98/3.htm They They also provide a brief introduction to the “also provide a brief introduction to the “Life Space Crisis Life Space Crisis InterviewInterview”, a counseling strategy for working with kids in ”, a counseling strategy for working with kids in crisis.crisis.

To get a better idea of how the Conflict Cycles of two To get a better idea of how the Conflict Cycles of two individuals individuals (perhaps a student and teacher)(perhaps a student and teacher) interact, go to: interact, go to: http://www.aiksaath.com/conflict.htmlhttp://www.aiksaath.com/conflict.html While this cycle While this cycle diagram differs from the model proposed by Dr. Long, it is diagram differs from the model proposed by Dr. Long, it is conceptually similarconceptually similar..

FOR MORE INFORMATION FOR MORE INFORMATION ON WORKING WITH ON WORKING WITH DEFIANT STUDENTS,DEFIANT STUDENTS,

WRITE STEVE AT WRITE STEVE AT

SVITTO@MUSKEGONISD.ORG

OR GOOGLE OR GOOGLE

STEVE VITTO @ STEVE VITTO @ SLIDESHARE.COMSLIDESHARE.COM

OR VISIT THE MAISD OR VISIT THE MAISD WEBSITEWEBSITE

GO OUT AND MAKE A DIFFERENCE!!GO OUT AND MAKE A DIFFERENCE!!

Steve Vitto at Slide Share.com