BREAKING DOWN THE WALLSBREAKING DOWN THE WALLS

Presented by: Steven Vitto, M.A., CCII., CTCI., Behavior ConsultantPresented by: Steven Vitto, M.A., CCII., CTCI., Behavior Consultant

Muskegon Community College , State of Michigan MIBLSi Trainer Muskegon Community College , State of Michigan MIBLSi Trainer

Breaking Down the Walls Breaking Down the Walls AgendaAgenda The Challenge Competing Pathways Why we are here? Setting Events- The Power of Relationships The Crisis Cycle and CPI (Diffusion and De-

escalation) Fast Triggers and Prevention Replacement Strategies Reinforcement Systems- Praise and SBI Consequence Strategies The Tools- Evidence Based Classroom

Management Children is Shut Down Pathways Template

Your ChallengeYour ChallengeWhat would it take?Can you perform the skill?What supports would you need?Under what conditions would you

perform the skill? Are you motivated to perform the

skill?What is the risk of trying?

What influences you?What influences you?Other people will be watching meI am uncomfortable doing that

kind of thing in front of othersHe is trying to prove a point of

some kind and I don’t really trust him

The risk of not doing this well is far greater than the benefits of succeeding

Potential Problems with Potential Problems with PraisePraiseThe Great Job SyndromeI really like the way you….You are soooooo smartYou are a great athleteYou are an amazing studentConsider the SBI approach… Situation, Behavior, ImpactWhen this happened, you did….., and the impact

was …. That showed ….. (e.g., self control)

Potential Problems with Potential Problems with ChoicesChoicesDo you want to do this?Would you like to do this?Would you come over and do

this?Is it alright if we do this?

DISTINGUISH BETWEEN WHAT IS A CHOICE AND WHAT IS A DIRECTION!!!

Power based on RELATIONSHIP is a thousand times more effective and permanent than the one derived from fear of punishment.

THE EVIDENCE

`̀The key to controlling someone else is teaching

them how to control you!!

The power of relationshipsThe power of relationshipsIf you want to control them, you

will fail.If you want to teach them to

control themselves, you might have a chance

The constant has to be your relationship, knowing that your caring is not contingent.

DEFIANCEDEFIANCEWhat it looks like…What it looks like…

What effect it has on us..What effect it has on us..

How do we respond?How do we respond?

PAIR SHARE ACTIVITY PAIR SHARE ACTIVITY #1#1Take a few minutes and discuss a child you are working with that displays defiant behavior. What does the behavior look like? What effect does it have on you? Others?

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

Handout

Slow TriggersSlow Triggers(Setting (Setting Events)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, lagging skills

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 Avoid adult adult controlcontrol

Obtain Obtain SensorySensory

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

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

Setting event Antecedent Response Consequence

Misses 12:30medication

Teachersmakemultipletask demands

Sequoia makesnegative self-statements &writes profanelanguage

Teacher sendsSequoia to office for beingdisrespectful

What function?Avoid difficult taskstasks

Beginning the PathwaysBeginning the PathwaysDefining the behavior Defining the behavior Define the behaviors of concernRefusing to follow directionsWhat does the behavior look like?How often does it occur?How long does it last?How intensive is it (swearing

versus saying “ no way”?Prioritizing and clustering

behaviors

Identifying and Defining the Identifying and Defining the Problem behaviorProblem behaviorWhy frequency may be skewed.Why other kids may be doing the

same thing and it may not be as problematic.

What does it mean to be out of control?

Can someone be out of control and still have boundaries- i.e., absence of swearing, threatening ?

What does the What does the behavior look like?behavior look like?

May be overt and disrespectfulMay be silly and uncaringMay be partial refusal or complete

shutdownMay be threatening and intimidatingMay be passive aggressiveMay occur with staff or adultsMay translate to bullying peersMay be selective

What are the triggers or What are the triggers or antecedents of your student’s antecedents of your student’s behavior?behavior?

Given a group or individual direction Given a demand to perform a task or routine Expectation to follow a rule or expectation

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

supervision

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

Being Accurate About Being Accurate About TriggersTriggerssample responses for aggression and sample responses for aggression and defiancedefiance I told him he could go outside until his work was

finished I told him to give me the Poke Man Cards I told the class to put their heads down I told him to be quiet when he was talking to his

friends I told him he needed to follow directions I told him he couldn’t take the book homeWe told him it was time to put the toy away. I told him he couldn’t call his mom right now.

Did these directions trigger the behavior or was it the staff response to the noncompliance??

ConsequencesConsequencesWhat are the consequences when your What are the consequences when your child engages in the problem behaviorchild engages in the problem behavior Ignoring Reprimands and social disapproval Looses privileges or rewards at school or at home Loss of credit or bad grades Time out Forced compliance Gets attention from adults and peers Gets different reactions from different adults Sent to office or suspended Phone call home Spanked or punished at home Gets Status or Attention from other Students Gets and emotional reaction from care providers Gets out of school work or non-preferred tasks or

activities Other

IMPACT ON THE USE OF RESTRAINT

A Setting EventA Setting Event A pre-existing condition The “origin” of the behaviorEffected by historyEffected by skill limitationsEffected by biologySomething we may or may not

be able to change

Setting EventsSetting EventsWhat are the influences of defiant behavior?

ATTACHMENT DISORDERATTACHMENT DISORDER

OPPOSITIONAL DEFIANCE DISORDEROPPOSITIONAL DEFIANCE DISORDER

CONDUCT DISORDERCONDUCT DISORDER

ATTENTION DEFICIT HYPERACTIVITY DISORDERATTENTION DEFICIT HYPERACTIVITY DISORDER

EMOTIONAL IMPAIRMENTEMOTIONAL IMPAIRMENT

ASPERGERS SYNDROME-AUTISM SPECTRUMASPERGERS SYNDROME-AUTISM SPECTRUM

DOWN SYNDROME-FRAGILE XDOWN SYNDROME-FRAGILE X

SKILL DEFICITSSKILL DEFICITS

What is Social What is Social MaladjustmentMaladjustment

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 behavior brings them.

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 response to certain isolated events - particularly facing the consequences of their own actions.

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

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

Definition of ODDDefinition of ODD

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

behavior that DOES violate the basic rights of others it is often labeled conduct disorder. Children with ODD often become adults with conduct disorder if the right steps aren’t taken to control the behavior. (Bailey and Northey and Silverman and Wells 2006)

Signs of ODDSigns of ODD (Kirby 2006)(Kirby 2006)

Oppositional Behaviors:◦ Often loses temper.◦ Often argues with adults.◦ Often actively defies or refuses to comply

with adults’ requests or rules.◦ Often deliberately annoys people.◦ Often blames others for his/her mistakes or

misbehavior.◦ Is often touchy or easily annoyed by others.◦ Is often angry or resentful.◦ Is often spiteful or vindictive.

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

family's response to that temperament. A predisposition to ODD is inherited in some families. There may be problems in the brain that cause ODD. It may be caused by a chemical imbalance in the brain.

Children with ODD have often experienced a break in attachment or bonding during the first 2 years of life

Green, Barkley, Golvin

Precipitating Factors, Precipitating Factors, TheoriesTheoriesGenetic influencesPrenatal factors and birth complicationNeurobiological factorsSocial-cognitive factorsCoercion TheoryAttachment TheorySocietal FactorsLagging Skills (ASUP)

COERCIONCOERCIONCoercion theory describes another hypothesis

for how the family might contribute to development of ODD. Coercion theory contends that parent–child interactions provide a training ground for the development of antisocial behavior. According to this theory, through an escape-conditioning sequence, the child learns to use increasingly intense forms of noxious behavior to avoid unwanted parental demands.

ATTACHMENTATTACHMENTInsecure parent–child attachments can also

contribute to ODD. There is often little internalization of parent and societal standards in children with conduct problems. These weak bonds with their parents may lead children to associate with delinquency and substance abuse. Family instability and stress can also contribute to the development of ODD. Although the association between family factors and conduct problems is well established, the nature of this association and the possible causal role of family factors continues to be debated.

Societal factors

Low socioeconomic status is associated with poor parenting, specifically with inconsistent discipline and poor parental monitoring, which are then associated with an early onset of aggression and antisocial behaviors.

““But he can be charming and But he can be charming and polite when he want to…”polite when he want to…” My ODD son will walk half a block down the street to

help a senior citizen bring in her groceries, but he won’t ever take out the trash at OUR house. Why is this?

  At the core, many ODD youngsters are good kids. They

don’t necessarily stop being good, kind and caring young people simply because they show a syndrome of behaviors. They are generally selective, however, in where, how and with whom they will demonstrate their best side. (How about the teen who can give her parents mega-fits, yet spend an entire week at church camp without an incident?)

  Familiarity is also an issue here. Just about all of us will

do or say things to the folks we are closest to that we would never do or say to anyone else. We tend to be most “comfortable” showing our true self and all its behavior to the folks we know very, very well. In fact, one sure sign of an ODD youngster getting worse would be that he would no longer care to hide his at-home behaviors.

THE DIFFERENCE BETWEEN SM THE DIFFERENCE BETWEEN SM AND EIAND EIFor EI diagnosis (even if the child reacts by externalizing -

arguing, losing temper, anger, initiating fights, physically cruel, destroying property, etc: )

Impairment in affective regulation (anxious/depressed/unstable mood)

Low self-esteem Tend to be rejected by others Outbursts are reactive Often feels regret

For SM, consider: Low fear, low anxiety, low behavior inhibition High daring/reward seeking Preference for dangerous activities Insensitive to the emotional distress of others Impaired conscience development A primary question to ask is, "Is the externalizing behavior

more of a reaction or is it planned?" and "Is the behavior an attempt to control their mood?"  If yes, then the child is probably ED. 

Students with Emotional Students with Emotional Impairment engage in Impairment engage in involuntaryinvoluntary patterns of patterns of behavior and experience behavior and experience internalized distressinternalized distress about their behaviors. about their behaviors.

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

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

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

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

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

Understanding Aggressive Understanding Aggressive BehaviorsBehaviors Reactive Aggression

◦ Affective or expressive aggression◦ Loss of control and emotional

flooding◦ Emotions are dominant

Proactive Aggression◦ Instrumental or operant

aggression◦ Goal oriented◦ Cognitions are dominant

The Grocery StoreThe Grocery Store

Prognosis:Prognosis:

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

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

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

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

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

Characteristics or Symptoms of Characteristics or Symptoms of Attachment Disorder:Attachment Disorder: Superficially charming: uses cuteness to get her or his way. Cruel to animals or people. Fascinated by fire/death/blood/gore. Severe need for control over adults even over minute

situations. Manipulative-plays adults against each other. Difficulty in making eye-contact. Lack of affection on parental terms yet overly affectionate to

strangers. Bossy. Shows no remorse---seems to have no conscience. Lies and steals. Low impulse control. Lack of cause/effect thinking. Destructiveness to self, others and material things.

What the research says about What the research says about overcoming the effects of insecure overcoming the effects of insecure or interrupted attachmentor interrupted attachment..Prognosis is TenuousHigh Risk for Interpersonal ProblemsHigh Risk for Not Responding to

Traditional Behavioral Treatment Approaches

High Risk for Oppositional Defiance DisorderHigh Risk for Conduct DisorderAge of Intervention is a significant

variableMost Frequently Identified Protective

Factors include: Intelligence, Proximity, and Constancy

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

or to intimidate others. or to intimidate others.

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

Conduct Disorder is best understood as a Conduct Disorder is best understood as a distinctive pattern of antisocial behavior that distinctive pattern of antisocial behavior that violates the rights of others. Individuals with violates the rights of others. Individuals with conduct disorder break rules/violate norms conduct disorder break rules/violate norms across settings. across settings.

Conduct DisorderConduct Disorder

Maladjusted/Conduct Disorder students:

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

small subgroup display socialized or unsocialized forms of

aggression due not display anxiety unless they fear being

caught intensity and duration of behavior differs markedly

from peer group

ScottScott

The StatisticsThe StatisticsStudies show that ODD presents in 5-

15% of all school aged children. (aacap.org)

ODD is reported in boys almost twice as much as it is reported in girls.

50% of the children diagnosed with ODD are also diagnosed with ADHD. (Birmaher and Burke and Loeber 2004)

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

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

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 control or manipulate me.

Because I know how much you want me to change, I will be very stubborn about changing behaviors. In spite of experiencing your intended punishments and/or rewards, if I change, it will be on my time and for me.

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

““He doesn’t seem to have a He doesn’t seem to have a conscience”conscience”“He shows no remorse”“He lies and steals”“He hurts other children.”“He threatens adults.”“He can be charming an polite.”“He can turn his behavior on and

off.”

StudentsStudents who are prone to who are prone to conflict often do poorly in conflict often do poorly in school.school.They may act out in part to mask their

embarrassment about their limited academic skills.

These students may also lack basic prosocial strategies that would help them to work through everyday school difficulties.

These students may become confrontational because they do not know how to ask for help on a difficult assignment, lack the ability to sit down with a peer and calmly talk through a problem, or are unable to negotiate politely with a teacher to get an extension on an assignment.

Tabla RosaTabla Rosa

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 asked what he does when his 10 year old son acts up:

“I 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).

Coercive Family Behavior and Conduct Coercive Family Behavior and Conduct

ProblemsProblems Conduct problems can evolve from

ongoing patterns of coercive parent-child interactions that are characterized by;◦ Escalating parent and child

demands,◦ Escalating negative

consequences◦ Where the person who dispenses

the most negative consequence “wins”.

◦ Problems with “winning the battle” while “losing the war”.

Can Johnny Control His Can Johnny Control His Behavior?Behavior?

Loss of Rational Control or Oscar Worthy Performance?

Pair SharePair ShareWhat are the setting events

for your student?

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

Obtain…Peer AttentionAdult AttentionItems/Activities

(tangible)Sensory (seeking)

Avoid…Peer(s)AdultTask or ActivitySensory (defensive)

What is the motivation or What is the motivation or function of defiance?function of defiance?Most adults say it is “control.”But is reality is avoidance of being

controlled by others?In many instances the defiant student

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

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

Vitto, 2007

Imagine starting your day Imagine starting your day this way!this way! 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 today. You sit down for breakfast and instead of your favorite frozen

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

you and hand you a glass of grapefruit juice. As you walk out to the car you find a letter on your car saying you

will need to walk today. When you get to school there is a sign on the door you usually

enter saying go around to the other side of the building. When you get to your classroom you find your desk has been

moved to the other side of the room. When you go to log on your computer you find its been moved to

another room and you will be sharing it with the teacher next door.

HOW WOULD ALL THESE EVENTS MAKE YOU FEEL??

Defiant Kids: Why Are There So Defiant Kids: Why Are There So Many Classroom Conflicts?Many Classroom Conflicts?

Students may act out because: • they are embarrassed about (or try to hide) poor academic skills or lagging social skills.• they enjoy ‘pushing the buttons’ of adults• they use misbehavior as a deliberate strategy to have work expectations lightened• They have a difficult time relinquishing control to authority figures

• They may not see you rules as relevant or applicable to them!

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

What can a Child Control What can a Child Control Items and Things-e.g., Video

GamesOthers-peers and adultsChoosing to follow adult

expectationsChoosing to participate or

engageAppearance and HygieneEating and toileting

Attention, Sensory or Escape AvoidanceAttention, Sensory or Escape Avoidance

ControlControl

THE FUNCTIONTHE FUNCTIONWhat is the motivation or

function of your child’ defiant behavior? Is it

attention, escape/avoidance, control?

Discuss your hypothesis with your partner.

Enter the function in your pathways form.

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

Setting Event StrategiesAntecedent StrategiesTeaching Replacement Strategies

Consequence Strategies a. reward systems b. reduction strategies

Behavior Mantra:Behavior Mantra:

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

If you’ve told a child a If you’ve told a child a thousand timesthousand timesand 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

75

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 RTI- Are classroom response cost systems contributing to cost systems contributing to defiance? defiance? Response to InterventionAre we using evidenced based classroom

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

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

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

Simonson, Sugai, 2010

Potential Problems with the Potential Problems with the Red Light SystemRed Light SystemThe Case Against Flip Charts

HOW WOULD YOUFEEL?

Self Self discipline discipline isn’t isn’t taught in taught in obediencobedience school.e school.

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

These teachers create the very conflict about which they complain.

Limits of Traditional Limits of Traditional ApproachesApproachesBehavior Modification

Children with ODD have unique temperaments. Because they are impulsive, they are incapable of using the promise of reward or the threat of punishment to change their behavior. Furthermore, when the child with ODD strives for a reward but never earns it or worries about a punishment but never avoids it, he or she gives up on the adult who dangles the carrot or wags the stick.

The bond between them weakens and eventually breaks. What is worse is that these children frequently give up on themselves.

Underlying Systems of Underlying Systems of ControlControlin Schoolin School

The use of reinforcementResponse Cost-loss of privileges, loss of points, loss of

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

in my desk.” “ Not going into this area.” “ No talking while in line.” “ Sitting with both both feet on the floor.” “ Raising your hand before talking.”Expecting immediate complianceFollowing my rulesSuspension, Detention, and other forms of punishment

Horner, Sugai, Kohn, Greene

Reconnaissance 101Reconnaissance 101Gather information on your challenge.

Use this information to inform your actions.

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

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

SETTING EVENT SETTING EVENT STRATEGIESSTRATEGIES

SETTING EVENT SETTING EVENT STRATGIESSTRATGIESGoal: to minimize or eliminate the

effect that the setting event has on the child’s behavior

Can we eliminate the setting event? (making the behavior irrelevant)Can we take preventative actions to

minimize the setting event?Can we provide systematic support

to gradually lessen the impact of the setting event?

Can we bring home and school together?

Setting Event Setting Event StrategiesStrategiesBuilding a connection or positive

relationshipDesigning the physical spaceEstablishing a predictable agendaEstablishing classroom expectationsEstablishing routinesMeaningful InstructionAllowing choicesAllowing leadership opportunitiesImpacting lagging skills

Changing PerspectiveChanging PerspectiveDoes the defiant child think your

behavior is about your needs or his????Establishing Program Expectations and

ConsequencesAllowing the Child’s Input whenever

possibleReframe the child in a positive light.

Can you give him a clean slate every day

Reflect back the person you would like him to become.

Recovery PhaseRecovery Phase

TCI TRAINING [6]

Higher (Educateur)

No Change (Fire Fighter)

Lower (Abuser)

RecoveryPhase

Enabler

How do we become an educateur?

TREATMENTTREATMENTA Structured Environment Some assumptions

about how a classroom should be organized may be inappropriate for students with ODD. Seating arrangements that put children into clusters of 4 may be fine in settings where children are raised with high expectations, but may create too many opportunities for disruptive behavior for students in inner city communities, or among children with ODD. Students with ODD often use seating arrangements as occasions for high drama that are much more about work avoidance than about interpersonal dynamics or angst.

TREATMENTTREATMENT ROUTINES Rather than rules, routines make expectations clear

in a way that is value neutral, especially if you can stay cool and collected. Rather than a rule that says: "Never get out of line," you have a routine that you practice, getting into line, walking without touching or bothering your neighbors, and getting quickly and quietly to your destination in school.

Establishing routines means being pro-active, and planning thoroughly what your classroom expectations will be. Where will students place their backpacks? Will they be able to access them during the day? Only before lunch? How does one get the teacher's attention? Do you raise your hand, place a red cup on top of your desk, or hang a red flag on your desk? Any one of these choices could be a routine that might work in a structured class.

A Calm and Collected Teacher: The function of the behavior associated with Oppositional Defiant Disorder is often to engage people in authority in a tug of war or power play. The most important thing is not to engage in a battle no one will win.

Can you form relationships with Can you form relationships with these children?these children?Yes, with time and time and more

timeHow:

◦Eye contact◦Touch◦Smile◦Working together in reciprocal way◦Demonstrate affection regardless of

response◦Consistency◦Reliability◦Proximity

How do we establish positive How do we establish positive

relationships with our studentsrelationships with our students??Give them “the time of day”.Develop a history of positive interactions.Make sure that the first contact of the day or period

is a positive one.Make sure that the last contact of the day is a

positive one.Remain consistently supportive and encouraging,

even when needing to administer consequences.◦ “You made a mistake in judgment, but they are further and farther between.

I’m sure that the future will bring even more good choices.”Find the little bit of positive inside an inappropriate

action.◦ “I admire your loyalty to friends. However, it is not OK to pummel others

on their behalf.”◦ “Even though you refused the direction, I want to thank you for doing it with

acceptable words. That shows maturity. However, ...”

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

Have the Student Participate in Creating a Behavior Plan Have the Student Participate in Creating a Behavior Plan (Walker, Colvin, & Ramsey, 2005).(Walker, Colvin, & Ramsey, 2005).

Expand the Range of Classroom Behavior Expand the Range of Classroom Behavior InterventionsInterventions (Sprick, Borgmeier, & Nolet, (Sprick, Borgmeier, & Nolet, 2002)2002). .

The teacher who has developed an array of in-class consequences for minor misbehaviors can prevent students from being sent to the principal’s office or to in-school detention.

First, list those common misbehaviors that you believe should typically be handled in the classroom (e.g. being late to class, talking out). When finished, categorize your list of misbehaviors into 3 groups: ‘Level 1’ (mild) misbehaviors, ‘Level 2’ (medium) misbehaviors, and ‘Level 3’ (more serious) misbehaviors. Then, list next to each level of problem behaviors a range of in-class consequences that you feel appropriately match those types of misbehavior. For example, you may decide that a ‘soft’ reprimand would be a choice to address Level 1 misbehaviors, while a phone call to the parent would be a choice for Level 3 misbehaviors. NOTE: In-class consequences are intended for minor misbehaviors. You should notify an administrator whenever students display behaviors that seriously disrupt learning or pose a risk to the safety of that student or to others.

Increase 'Reinforcement' Quality of the Increase 'Reinforcement' Quality of the ClassroomClassroom (Dunlap & Kern, 1996; Mayer & Ybarra, (Dunlap & Kern, 1996; Mayer & Ybarra, 2004)2004). .

If a student appears to be defiant or non-compliant in an effort to escape the classroom, the logical solution is to make the classroom environment and activities more attractive and reinforcing for that student.

Unfortunately, the student who fails repeatedly at academics can quickly come to view school as punishment. Some ideas to increase motivation to remain in the classroom are to structure lessons or assignments around topics of high interest to the target student, to increase opportunities for cooperative learning (which many students find reinforcing), and to adjust the target student’s instruction so that he or she experiences a high rate of success on classwork and homework.

ANTECEDENT STRATEGIES

should make the target behavior irrelevant

Antecendent StrategiesAntecendent Strategiesfor the Defiant Childfor the Defiant ChildShould interrupt the conflict cycle

before it beginsShould be viewed as a process as

the child develops more functional coping skills (e.g., saying “no”, providing choices)

Should be consistent as possible across care providers

Should have a goal of engagement, participation, and social emotional growth

(Vitto,

2008)

Contra-Indicated Behavioral Contra-Indicated Behavioral Strategies for the ODD ChildStrategies for the ODD ChildUltimatumsStrict Boundaries: Drawing the Line in the

SandCounts, Warnings, ThreatsProlonged Eye-ContactInfringing on Personal SpaceSocial DisapprovalJudgmental ResponsesResponse Cost and PunishmentStrict Boundaries or ContractsSuspension and Detention, Progressive

Discipline

Marion

Avoiding TriggersAvoiding TriggersASD ExampleTreating with mutual respectAvoiding the three “don’ts”

State Teacher Directives as Two-Part State Teacher Directives as Two-Part Choice StatementsChoice Statements (Walker, 1997)(Walker, 1997). . When a student's confrontational behavior seems driven

by a need for control, the teacher can structure verbal requests to both acknowledge the student’s freedom to choose whether to comply and present the logical consequences for non-compliance (e.g., poor grades, office disciplinary referral, etc.).

Frame requests to uncooperative students as a two-part statement. First, present the negative, or non-compliant, choice and its consequences (e.g., if a seatwork assignment is not completed in class, the student must stay after school). Then state the positive behavioral choice that you would like the student to select (e.g., the student can complete the seatwork assignment within the allotted work time and not stay after school). Here is a sample 2-part choice statement, ‘John, you can stay after school to finish the class assignment or you can finish the assignment now and not have to stay after class. It is your choice.’

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.

Defiant Kids: Defiant Kids: Teacher Command Teacher Command Sequence: Extended VersionSequence: Extended Version

1. 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)

Defiant Kids: Defiant Kids: Teacher Command Teacher Command Sequence: Extended Version Sequence: Extended Version (Cont.)(Cont.)

2. [If the student fails to comply] Repeat the request as a 2-part choice. Give the student two clear choices with clear consequences. Order the choices so that the student hears the good thing that will happen if he complies. AVOID ULTIMATUMS

“John you need to be respectful so you can keep using the calculator.” instead of “John if you do that again Im taking the calculator away.”

Defiant Kids: Defiant Kids: Teacher Teacher Command Command Sequence: Extended Version Sequence: Extended Version (Cont.)(Cont.)3. Give the student space and

time to make a good choice. Deal with the behavior as privately as possible.

4. Give the student a reasonable time period to comply and a agreed upon consequence

5. Be consistent!

Defiant Kids: Defiant Kids: Teacher Command Teacher Command Sequence: Extended Version Sequence: Extended Version (Cont.)(Cont.)

[If the student fails to comply] Impose the pre-selected negative consequence, ignore, process, meet later, reconsider urgency immediate compliance…

As you impose the consequence, ignore student questions or complaints that appear intended to entangle you in a power struggle.

WHY IS A PRE-ARRANGED WHY IS A PRE-ARRANGED

CONSEQUENCE IMPORTANT??CONSEQUENCE IMPORTANT??

Emphasize the Positive in Emphasize the Positive in

Teacher RequestsTeacher Requests (Braithwaite, 2001)(Braithwaite, 2001). .

When an instructor's request has a positive 'spin', that teacher is less likely to trigger a power struggle and more likely to gain student compliance.

Whenever possible, avoid using negative phrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment"). Instead, restate requests in positive terms (e.g., "I will be over to help you on the assignment just as soon as you return to your seat").

Antecedents to AvoidAntecedents to AvoidAntecedents to Avoid A number of situations will spark noncompliant

behavior in children with ODD. Some common examples include the following:

sharply worded verbal directives (e.g., "Tony, stop playing with your crayons!");

unexpected and unannounced deviations in the routine;

tasks that are beyond the child's ability; gestures, facial grimaces, or body language that

suggest disapproval; and poorly planned transitions.Loss based managementCALLING OUT FROM ACROSS THE ROOM!!!

Send a noteSend a note Notes are a great way to prevent misbehavior, nip it in the bud, or address issues.  The permanent and novel (at least between teachers and kids) form of communication often makes a more dramatic impact upon the behavior and emotional state of our students.  Below, you'll find examples of different types of notes.  Just remember though: watch the wording (remember that this note might be shown to others) and be aware that it is more difficult to convey emotion in writing...add a smiley face to the note (or to your face as you deliver the document).

Pre-emptive/Preventive Notes (Present these to the student(s) before the activity/event) "Svetlana, remember to raise you hand to offer an answer or comment."

"Group 2: Bring your discussion to a close soon.  Have your projects put away by 2:10pm."

TCI TRAINING [5]

Stress Model of CrisisStress Model of Crisis

Pre-Crisis State

EscalationPhase

Higher

Baseline

Lower

RecoveryPhase

TriggeringPhase

OutburstPhase

Agitation

Aggression

Violence

The Art of Setting LimitThe Art of Setting LimitAlways remember your goalAlways remember your goalProviding Choices “ You need do this or else” “You can do this own your own or I can help you.” Transition Jingles and Rhymes What noncompliance can be ignored or dealt with

later (the poke man incident) Use visual aids

IF YOU ASK SOMETHING AS A QUESTION BE PREPARED TO HONOR HIS/HER RESPONSE- DO YOU WANT TO? WILL YOU?

INVITATION, ITS TIME TO---I STATEMENTS VERSUS YOU STATEMENTSTHINK ABOUT YOU AND A FRIEND – MUTUAL RESPECT

exampleexampleSuppose you want Jasmine to write in her daily journal, but she refuses.  You might offer her the following options which you deem acceptable:     -Write in pencil instead of pen     -Use a green ink pen     -Use a felt tip pen     -Compose the essay on a computer, print it out, and paste it in the journal     -Draw a picture of what she would otherwise write about (ask for a caption and short summary later)

exampleexample "Josh, you're on the cleanup crew today.  Do you want to be

the gum scraper, paper picker upper, broom pusher, dust pan holder, or mopper?  Graffiti remover?  Oh...thanks for reminding me of that.  What's your plan for removing it? ("Paint over it.")  That will certainly get that scribbling out of our site, but then we still have a messy wall.  Would you like to use soap and water or spray chemicals and a rag? ("Spray chemicals.")  OK, but you realize that you'll have to wear goggles and rubber gloves, before you use the spray bottle right?  (OK)"

Do you have any examples you would like to share?   

At this point, we wIll watch a video clip of a At this point, we wIll watch a video clip of a teacher and student engaged in an teacher and student engaged in an escalating war of words. The following escalating war of words. The following questions would be discussed:questions would be discussed:

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

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

Has a “show of force” prevented future conflict?

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

(Assuming a “No” answer) Why not?

ShaneShane

Known TriggersKnown TriggersSingling OutInvading Personal SpaceTouchingJudgingEmotional ResponsesUltimatums

Your Turn To Talk BackYour Turn To Talk Back

Which points made the most impact on you?

In what ways do you see yourself changing your interaction/intervention

patterns?

With which points do you disagree? (and why?)

BE AWARE OF NONVERBALS BE AWARE OF NONVERBALS AND TONEAND TONECodes and subtle nonverbal Avoiding embarrassmentPrivacySelf ManagementMomentum and TransitionsRoutinePre-established consequences

Antecedent StrategiesAntecedent StrategiesStatements of Understanding

proceed requestsBehavior MomentumPre-correctionProximity

Pre-correction Steps for Pre-correction Steps for treating Chronic Problems treating Chronic Problems BehaviorsBehaviors1. Identify the context and the

predictable problem behavior.2. Specifying expected behaviors3. Systematically modifying the context4. Rehearsing5. Strong reinforcement for replacement

behavior6. Prompting expected behavior7. Monitoring the plan

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

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

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

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

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

Avoid a mismatch between Avoid a mismatch between your words and nonverbal your words and nonverbal signals signals

Take time to plan your response before reacting to provocative student behavior or remarks

Do not become entangled in a discussion or argument with a confrontational student (Walker & Walker, 1991, Wright, 2004)

Do not try to coerce or force the student to comply. It is a mistake to use social pressure (e.g., reprimands, attempting to stare down students, standing watch over them) or physical force to make a confrontational student comply with a request (Walker & Walker, 1991, Wright, 2004).

Keep Responses Calm, Brief, and BusinesslikeKeep Responses Calm, Brief, and Businesslike (Mayer, 2000; Sprick, Borgmeier, & Nolet, 2002)(Mayer, 2000; Sprick, Borgmeier, & Nolet, 2002). .

Because teacher sarcasm or lengthy negative reprimands can trigger defiant student behavior, instructors should respond to the student in a 'neutral', business-like, calm voice.

Also, keep responses brief when addressing the non-compliant student. Short teacher responses give the defiant student less control over the interaction and can also prevent instructors from inadvertently 'rewarding' misbehaving students with lots of negative adult attention.

Offer the Student a Face-Saving OutOffer the Student a Face-Saving Out (Thompson & Jenkins, 1993)(Thompson & Jenkins, 1993). .

Students sometimes blunder into potential confrontations with their teachers; when this happens, the teacher helps the student to avoid a full-blown conflict in a manner that allows the student to save face.

Ask the defiant student, "Is there anything that we can work out together so that you can stay in the classroom and be successful?" Such a statement treats the student with dignity, models negotiation as a positive means for resolving conflict, and demonstrates that the instructor wants to keep the student in the classroom. It also provides the student with a final chance to resolve the conflict with the teacher and avoid other, more serious disciplinary consequences. Be prepared for the possibility that the student will initially give a sarcastic or unrealistic response (e.g., "Yeah, you can leave me alone and stop trying to get me to do classwork!"). Ignore such attempts to hook you into a power struggle and simply ask again whether there is any reasonable way to engage the student's cooperation. When asked a second time, students will often come up with workable ideas for resolving the problem. If the student continues to be non-compliant, however, simply impose the appropriate consequences for that misbehavior.

Proactively Interrupt the Student’s Anger Early Proactively Interrupt the Student’s Anger Early in the Escalation Cyclein the Escalation Cycle (Long, Morse, & Newman, (Long, Morse, & Newman, 1980; Walker, Colvin, & Ramsey, 1995)1980; Walker, Colvin, & Ramsey, 1995)..

The teacher may be able to ‘interrupt’ a student’s escalating behaviors by redirecting that student's attention or temporarily removing the student from the setting. If the student is showing only low-level defiant or non-compliant behavior, you might try engaging the student in a high-interest activity such as playing play an educational computer game or acting as a classroom helper.

Or you may want to briefly remove the student from the room ('antiseptic bounce') to prevent the student's behavior from escalating into a full-fledged confrontation. For example, you might send the student to the main office on an errand, with the expectation that-by the time the child returns to the classroom-he or she will have calmed down.

Project Calmness When Approaching an Escalating Project Calmness When Approaching an Escalating StudentStudent (Long, Morse, & Newman, 1980; Mayer, 2000; (Long, Morse, & Newman, 1980; Mayer, 2000; Walker, Colvin, & Ramsey, 1995)Walker, Colvin, & Ramsey, 1995). .

A teacher’s chances of defusing a potential confrontation with an angry or defiant student increase greatly if the instructor carefully controls his or her behavior when first approaching the student.

Here are important tips: Move toward the student at a slow, deliberate pace, and respect the student’s private space by maintaining a reasonable distance. If possible, speak privately to the student, using a calm and respectful voice. Avoid body language that might provoke the student, such as staring, hands on hips, or finger pointing. Keep your comments brief. If the student’s negative behaviors escalate despite your best efforts, move away from the student and seek additional adult assistance or initiate a crisis-response plan.

Relax Before RespondingRelax Before Responding (Braithwaite, 2001)(Braithwaite, 2001). . Educators can maintain self-control

during a tense classroom situation by using a brief, simple stress-reduction technique before responding to a student’s provocative remark or behavior.

When provoked, for example, take a deeper-than-normal breath and release it slowly, or mentally count to 10. As an added benefit, this strategy of conscious relaxation allows the educator an additional moment to think through an appropriate response--rather than simply reacting to the student's behavior.

Use ‘Soft’ ReprimandsUse ‘Soft’ Reprimands (Sprick, (Sprick, Borgmeier, & Nolet, 2002)Borgmeier, & Nolet, 2002). .

The teacher gives a brief, gentle signal to direct back to task any students who is just beginning to show signs of misbehavior or non-compliance. These ‘soft’ reprimands can be verbal (a quiet word to the student) or non-verbal (a significant look).

If a soft reprimand is not sufficient to curb the student’s behaviors, the teacher may pull the student aside for a private problem-solving conversation or implement appropriate disciplinary consequences.

REPLACEMENT 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 BehaviorReplacement Behavior

Replacement Behavior

Identify a plan for instruction in the replacement behavior

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

REPLACEMENT BEHAVIORSREPLACEMENT BEHAVIORSfor Defiancefor DefianceTaking leave appropriatelyRefusing in a respectful mannerChoosing between two tasks or demands

Responding to a coded signalTaking part in plan developmentPerforming three no preferred tasks per day

Being a class helper

How do we promote self controlHow do we promote self control??

Social skills instruction.Teach reflective thinking.

◦“Stop-think-choose” (see the link on this site’s home page titled “Problem solving”) .

◦Problem solving .◦Self monitoring .◦Anger management/replacement

training.◦Differential reinforcement procedures

Personalized check-ins with supportive adult(s).

How we want defiant students How we want defiant students to respond…to respond… Defiant : Challenging; non-compliant; confrontational; openly

and boldly challenging and resisting authority    

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

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

defiant kids.) 3.  Withdraw or run away. 4. Avoid complying by use of trickery and manipulation. 5. Make our feelings and decisions known in an respectful

manner.

*We want to help our kids adopt patterns #5.(Sometimes #1 is an appropriate choice, given

certaincircumstances)

Teaching the child better Teaching the child better ways to meet his needsways to meet his needsLeadership opportunitiesSelf managementMaking compromisesAccept positivesActs of kindness or restorationTeaching child tolerance for non-

preferred taskTeaching child to respond appropriately

to authority figuresTeaching child appropriate ways to

challenge adult Teaching child how to make choicesTeaching child social skills

Life Space Interview (LSI)Life Space Interview (LSI)

Is a therapeutic, verbal strategy

for intervening with a young person

“the clinical exploitation of life events”

—Fritz Redl

TCI TRAINING [44]

Goals of the LSIGoals of the LSI

1. Return young person to normal functioning 2. Clarify events3. Repair and restore the relationship4. Teach new coping skills5.Reintegrate young person back into routine

TCI TRAINING [45]

Steps to the LSISteps to the LSI

I – Isolate the conversationE – Explore young person’s point of

viewS – Summarize the feelings and

contentC – Connect behavior to feelingsA – Alternative behaviors discussedP – Plan developed/Practice new

behaviorE – Enter young person back into the

routine

CONSEQUENCE STRATEGIES

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

Clamp down on rule violatorsExtend continuum of aversive consequences Improve consistency of use of punishmentEstablish “bottom line” In-school suspensionZero tolerance policiesSecurity guards, student uniforms, metal

detectors, surveillance camerasSuspension/ExpulsionExclusionary options (e.g. Alternative

programs)

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

•Counseling•Psychotherapy•Punishment (Gottfredson,1997; Lipsey, 1991; Lipsey &

Wilson, 1993; Tolan & Guerra, 1994)

◦Exclusion is the most common response for conduct-disordered, juvenile delinquent, and behaviorally disordered youth (Lane & Murakami, 1987) but it is largely 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 select interventions that produce immediate (rather than sustained) relief. We tend to focus on our concerns, not the student’s.◦ Remove the student.◦ Remove ourselves.◦ Modify the physical environment.◦ Assign responsibility for change to student

and/or others.

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

school-wide system of support is associated with increased:–aggression–vandalism– truancy– tardiness–dropping out (Mayer, 1995; Mayer & Sulzer-

Azaroff, 1991)◦ Fosters environments of control◦ Occasions and reinforces antisocial behavior◦ Shifts ownership away from school◦ Weakens child-adult relationship◦ Weakens relationship between academic &

social behavior programming

The Evolution of Adversarial The Evolution of Adversarial Relationships and Subversion Relationships and Subversion As aberrant behaviors begin to

surface an unhealthy communication paradigm emerges

A phone call home, a detention slip, a suspension

THE STAGE IS SET

The Reaction ContinuumThe Reaction Continuum“My son wouldn’t do that!!“I will punish him.”“ What do you expect me to do?”“You guys are always kicking him

out!!At this point a shift begins and the

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

THE FIRST SIGNS“ He says other kids were doing the

same thing and nothing happened to

them”

The Downward SpiralThe Downward SpiralWithout evidenced based decision

making the school continues to respond in the only way they know how-punishment and exclusion.

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

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

What Johnny LearnsWhat Johnny Learns Johnny is becoming increasingly dis-enfranchised

with school Johnny figures out that he if he tells his parents he

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

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

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

The end result: a parent who rescues, defends, accuses

a child who has a escape card-any time he wants to use it.

Problems with traditional Problems with traditional consequencesconsequencesThey often reinforced the child’s

behaviorThe often place the adult in an

adversarial roleThey desensitize the child to

authority figures (administrators, police, parents)

They distant the child from schoolThey don’t teach problem solving

Consequence ConcernsConsequence Concerns Repeated loss of anything tends to establish and

discount orientation-I don’t care The child may start to believe that they can’t be

successful and acclimate to a life In the office These kids tend to move us to an ultimate

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

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

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

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

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

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

CONSEQUENCES SHOULD:CONSEQUENCES SHOULD:Reduce the effectiveness and

efficiency of the problem behavior!!!Set the stage for teaching alternative

strategies for meeting needs!!Never degrade or humiliateBe implemented consistently and

calmlyNot create more of a problem than the

behavior itselfReduce frequency, intensity, and

duration of the problem behavior

Avoid toxic penalties.Avoid toxic penalties.  

When we engage in behavior battles with kids, we are at risk for coming to view them as the enemy.  Then we decide to "get tough with them to teach them a lesson".  Odd...we don't learn lessons that way and would refuse to do what others want us to do (or at least resent them)...but somehow we think that everyone else will learn a lesson is we "get tough with 'em".

A consequence may work at A consequence may work at the moment but may be the moment but may be reinforcing the behavior in the reinforcing the behavior in the long run!!!long run!!!

AVOIDAVOID

Threatening the student. Responding emotionally (i.e., getting angry or sarcastic). Confronting the student near their peers. Responding quickly. Remaining in the interaction too long. Bribes. Trying to "convince." "Putting down" the student.

Responding to DisrespectResponding to Disrespect

Diminish Power Struggles Diminish Power Struggles

Providing the student with simple directives and choices. State pre-determined consequences clearly before problems occur. Listen to the student before reacting. Give brief and direct instructions in a calm tone. Discuss the problem privately with the student. Walk away before the situation gets too "hot."

The Power Struggle Reduction Plan The Power Struggle Reduction Plan

Talk and work with another teacher. Agree to take over for each other.

Pre-determine your consequences and then follow through. Decide which rules are negotiable and which are non-

negotiable. When away from an incident, list all the things that hooked

you into the power struggle. "Walk-by" reinforcements should be brief, even non-verbal,

and minimal attention should be drawn. Whisper praises without bringing attention to the student. Leave a positive note for the student to discover.

SETTING LIMITSSETTING LIMITS

Don't threaten unless you are willing to carry the threats out. Threatening students with ODD allows them to test your ability to follow through.

Clearly define the behaviors you expect. Students with ODD search for the "gray area" to justify their actions.

Clearly define the consequences of compliant and non-compliant behavior. This provides a direct relationship between the desired or undesired behavior and the respective consequence and prevents "fueling" an argument.

Always be firm and consistent. Students with ODD are constantly looking for an "open gate" and an opportunity to challenge your directives or justify their position.

During confrontations, do not allow your emotions to rule. With students with ODD, your anger demonstrates that they are in control. Behave like Clint Eastwood in Dirty Harry — stay cool, calm, and collected under the most challenging situation.

Ask Open-Ended Questions (Lanceley, 2001). If a teacher who is faced with a confrontational student does not know what triggered that student’s defiant response, the instructor can ask neutral, open-ended questions to collect more information before responding. You can pose ‘who’, ‘what’, ‘where’, ‘when’, and ‘how’ questions to more fully understand the problem situation and identify possible solutions.

Some sample questions are "What do you think made you angry when you were talking with Billy?" and "Where were you when you realized that you had misplaced your science book?" One caution: Avoid asking ‘why"’questions (e.g., "Why did you get into that fight with Jerry?") because they can imply that you are blaming the student.

Assign a Reflective ‘Processing’ Essay After Misbehavior (Boynton & Boynton, 2005; Mayer & Ybarra, 2004; Walker, Colvin, & Ramsey, 1995). The student who gets into a conflict must write and submit to the teacher a brief ‘process’ plan outlining how they will improve their behavior.

At minimum, the plan would state: (1) the role the student played in the conflict, (2) the part that other participants may have taken in the incident, (3) the student’s suggestions for finding the best resolution to the problem, and (4) how the student can act in the future to prevent the conflict from recurring. NOTE: Some teachers use a pre-printed structured questionnaire containing these 4 items for the student to complete.

Do Not Get Entangled in Arguments (Walker & Walker, 1991).

The careful teacher avoids being dragged into arguments or unnecessary discussion when disciplining students. When you must deliver a command to, confront, or discipline a student who is defiant or confrontational, be careful not to get 'hooked' into a discussion or argument with that student.

If you find yourself being drawn into an exchange with the student (e.g., raising your voice, reprimanding the student), immediately use strategies to disengage yourself (e.g., by moving away from the student, repeating your request in a business-like tone of voice, imposing a pre-determined consequence for noncompliance).

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

The use of Physical Restraint The use of Physical Restraint and Seclusionand SeclusionIndicationsThe Michigan State Department Guidelines

Physical ManagementMechanical RestraintsThe Dangers of Physical Restraint

Restraint and Seclusion as a Consequence

Remember that the ultimate goal of any disciplinary measure is to teach the student more positive ways of behaving. Punishment generally does not improve student behaviors over the long term and can have significant and lasting negative effects on school performance and motivation

Emergency Planning & Crisis Emergency Planning & Crisis ResponseResponseHas your school addressed

responding to crises in the building & emergencies

Is there a systematic plan that all staff know

Reinforcement HistoryReinforcement HistoryHas reinforcement been used as a means of acknowledging approximations of desired behavior?

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

The Evolution of Praise versus The Evolution of Praise versus Correction in the Elementary Correction in the Elementary YearsYearsWhy praise may be difficultWhy praise backfires with ODDWhy positive need to be quick

and briefWhy response cost is a problemWhy reinforcement is discountedCreate a 5:1 ratio of positives to

negatives

The Child Who is triggered The Child Who is triggered by Praiseby PraiseFor some children with ODD, even

praise can be an antecedent for noncompliance. Teachers are understandably confused when they praise a child and the student explodes. Nonetheless, it is important to recognize when praise predictably brings out the worst in a child and to avoid that antecedent.

Problems with Reward Problems with Reward SystemsSystems“What I giveth I can taketh away.”The Marion StoryMay not be reinforcing to that childMay have been used to control bad

behavior rather than celebrate good behavior

May quickly be discounted with a response cost approach (example of Richard and plying football)

The Abuse of Reinforcement The Abuse of Reinforcement PracticesPractices

Ratio of InteractionRatio of Interaction

The single most important thing that staff can

do to improve the overall behaviors of students is…

to increase the number of positive interactions they have with each student.Improves relationships

Improves connectedness

Ratio of InteractionRatio of Interaction

Research suggests that teachers should plan to use a

4:1 ratio where for every 1 corrective or attention to

inappropriate behavior, the teacher provides 4 positives

for appropriate behavior.

Important Point #1

Ratio of InteractionRatio of Interaction

The behavior you attend to the most will be the one that you will see more of in the future.

Importan

t Point #2

Ratio of Ratio of InteractionInteraction

Our students are very demanding of attention and will go to many lengths to get it.

The form of attention The form of attention may not matter……. may not matter…….

Rating InteractionsRating Interactions

To determine whether an interaction is considered

positive or negative always ask yourself this question:

“Did the child get attention while engaged in positive

behavior or negative behavior?”

Positive or Positive or Corrective? Corrective?

Did the child get attention while engaged in positive behavior or negative

behavior?

ActivityActivityPositive or Corrective Positive or Corrective

InteractionsInteractions

Mr. Turner’s class is engaged in independent seatwork. As he is

assisting a student with a question, Mr. Turner looks up and realizes that

James is standing at the window watching the lawn mower go by. Mr.

Turner walks over to James and quietly asks, “Hey buddy, where are

you supposed to be?”

While students are engaged in partner reading exercises, Ms. Hamm pulls a small group of students to provide explicit

instruction in decoding skills. At a break in the instruction, she looks up and says, “Jon is working hard

on his assignment.”

ActivityActivityPositive or Corrective Positive or Corrective

InteractionsInteractions

ActivityActivityPositive or Corrective Positive or Corrective

InteractionsInteractions

Mrs. Hixson is reading a book to her 1st grade class at circle time. After

reading the first page, she asks her students, “What do you think will

happen next?” Ashley, without raising her hand, proudly states, “I think the wolf is going to learn how to read!”

Mrs. Hixson replies, “Ashley, that was an excellent prediction! How

thoughtful!”?

Critical Notions of Critical Notions of Ratio of InteractionsRatio of Interactions

Just because an interaction is considered negative does NOT

mean it is wrong. That is why the goal of 4:1 is

recommended.

For student with behavior problems the ratio should be

15:1.

Acknowledge & Recognize

Are “Rewards” Are “Rewards” Dangerous?Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”◦ Cameron, 2002

Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

Give Praise or Feedback that is Specific Give Praise or Feedback that is Specific and Does Not Embarrass the Studentand Does Not Embarrass the Student (Sprick, Borgmeier, & Nolet, 2002)(Sprick, Borgmeier, & Nolet, 2002). .

Defiant students can respond well to adult praise but only when it is sincere and specific, and is not embarrassing. Ideally, the teacher should deliver praise as soon as possible after the positive behavior. Praise should be specific and descriptive—because vague, general praise can sound fake and does not give the student any useful information about how their behavior meets or exceeds the teacher’s expectations.

For older students who tend 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 praise on the student’s graded assignment, praising the student in a private conversation, calling the student’s parent to praise the student).

Give Problem Students Frequent Positive Give Problem Students Frequent Positive AttentionAttention (Sprick, Borgmeier, & Nolet, 2002)(Sprick, Borgmeier, & Nolet, 2002)..

Teachers should make an effort to give positive attention or praise to problem students at least three times more frequently than they reprimand them.

The teacher gives the student the attention or praise during moments when that student is acting appropriately--and keeps track of how frequently they give positive attention and reprimands to the student. This heavy dosing of positive attention and praise can greatly improve the teacher’s relationship with problem students.

How to Provide Positive How to Provide Positive FeedbackFeedbackProviding positive feedback means giving feedback that is:

◦Accurate AND related to behaviors that did indeed occur

◦Specific &descriptive.◦Contingent on positive behavior -

Don’t praise junk!◦Age appropriate.◦Immediate or pretty darn close◦Given in a manner that fits your style.

How to Provide Positive How to Provide Positive FeedbackFeedbackS – B - I Model

◦ S: Describe the Situation or Setting

◦ B: Describe the Behavior, what you saw or heard

◦ I: Describe the Impact of the behavior, who or what was impacted

Source: Center for Creative Leadership, Feedback That Works

Positive Feedback Positive Feedback usingusing S-B-I ModelS-B-I Model

Situation

◦ When the bell rang…

◦ When Katrina dropped her books…

◦ When you needed help with your math problem…

194

Positive Feedback Positive Feedback usingusing S-B-I ModelS-B-I Model

Behavior

◦ When the bell rang, you turned in your work and went straight to your seat…

◦When Katrina dropped her books, you stopped and helped her pick them up…

◦When you needed help with your math problem, you raised your hand and waited at your seat… 195

Positive Feedback Positive Feedback usingusing S-B-I ModelS-B-I Model

Impact

◦When the bell rang, you turned in your work and went straight to your seat. You followed the class procedures exactly. That showed self-control.

196

Positive Feedback Positive Feedback usingusing S-B-I ModelS-B-I Model

Impact

◦When Katrina dropped her books, you stopped and helped her pick them up. That helped her get organized and showed caring.

197

Positive Feedback Positive Feedback usingusing S-B-I ModelS-B-I Model

Impact

◦When you needed help with your math problem, you raised your hand and waited at your seat. Your patience let me finish answering Katie’s question.

198

Providing Positive Providing Positive FeedbackFeedbackConstructive FeedbackGiven in response to a behavior you want to change or diminish.

◦Use SBI

◦When everyone was working on the math problems, you were talking to your neighbor. That made it difficult for both of you to complete your problems, and the talking distracted the people around you. 199

Providing Positive Providing Positive FeedbackFeedbackRemember, Try to Minimize:Using I

◦I noticed, I heard, I saw, I liked

Using judgment words◦Good job, great job, wonderful,

awesome

Reference to ability◦You are so smart, clever, fast, etc.

200

Providing Positive Providing Positive FeedbackFeedbackDO Ask Students:To make judgments of their own behavior or progress

◦How did that go for you?◦How did you do on that project?

To think about their effort

◦That was a difficult problem. Did you have to work at that? Or

◦That was a difficult problem. It looks like you spent some time solving it.

201

SBISBIDESCRIBE THE SITUATIONDESCRIBE THE BEHAVIORDESCRIBE THE IMPACT

CONTROLCONTROLClinical experience suggests that

there is a subset of children with ODD who are obsessed with control. These children view all relationships in terms of who is going to control whom. An adult who systematically uses reward and punishment to control behavior confirms the child's belief-"This adult is trying to manipulate me." These children go to great lengths to win the power struggle.

INTERVENTIONS:INTERVENTIONS:Ways to get our messages imbedded in the youngster's mind, and improve our connection with the student so that we are more likely to have our requests followed.

Avoid using positive labels (e.g., "You're so smart.", "You're a good boy.") because they will be rejected by a youngster who sees them as being incorrect (given his/her life experience).   So what do we do in place of labels?  How do we break down old image (and build a new one)?  Disprove the image (and build a new one) with non-disputable evidence and point out factual evidence of good choice making.       -"Thanks for holding the door for us.  That was a kind gesture on your

part."       -"Your patience with Ivan really helped him to understand the

material.  Thanks."       -"You showed a lot of restraint & self control in that situation.  Proud of self."       -"Wow.  You got it!  Tell me how you figured it out."  

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

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

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

““Once you give circle a try, we Once you give circle a try, we will use the new markers.”will use the new markers.”

Prepare the student for Prepare the student for your positive feedbackyour positive feedback Prepare the student for your positive feedback

(In order to prevents the automatic negative reactions found above)   "I have something nice I'd like to tell you.  Wanna hear it?"  Kid: "NOPE." (but s/he is wondering what you were going to say)

  "I'd like give you compliment.  How're you gonna react if I do?"       Kid: "Not well." Teacher: "That's OK... I'll take my chances."

Make a quick retreat     Provide praise in written form (or make a very quick verbal commentary) and walk away.  In this way, there is no chance for the student to give you an automatic nasty retort.    

Defiant Kids: Defiant Kids: What are proactive steps to What are proactive steps to

minimize conflict with students?minimize conflict with students? • Offer the student face-saving exit strategies. • Act in positive ways that are inconsistent with the student’s expectations.• Select fair behavioral consequences in advance.• Avoid making task demands of students

when they are upset. • Avoid touching or taking property from a defiant student

How to get someone to How to get someone to leaveleaveConsider focus of angerProblem or solutionRemember your goal

How to avoid physical How to avoid physical contactcontactRemove triggering stimulusCalmly explain limitsSelect a staff (or peer) who has a

calming influenceSelect a novel or neutral partyBait to open areaRemove other studentsCall home or police

When Young People Will Not When Young People Will Not ComplyComplyActively listen and problem-solveRemove the others from the areaGive choices and time to decideLet program consequences standRedirect 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]

Students with Recurring Students with Recurring Problem BehaviorProblem Behavior

Too often we continue to do the same thing (often punitive) and expect different results

Often student problem behavior is helping students to get exactly what they want◦Avoid difficult tasks◦Obtain attention from peers or adult

Have a Routine for Responding Have a Routine for Responding to Minor Problem Behaviorto Minor 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!

PunishmentPunishment

WHAT CAN I DO TO GET THAT KIND OF

REACTION AGAIN?

Punishment

Reasons for avoiding the use of punishment:Reasons for avoiding the use of punishment:– It does not eliminate but merely suppresses the It does not eliminate but merely suppresses the

behaviorbehavior– It does not provide a model for the desired acceptable It does not provide a model for the desired acceptable

behaviorbehavior– Aggression on the part of the practitioner presents an Aggression on the part of the practitioner presents an

undesirable modelundesirable model– The emotional results of punishment may be fear, The emotional results of punishment may be fear,

tension, stress, or withdrawaltension, stress, or withdrawal– The child's resulting frustration may result in further The child's resulting frustration may result in further

deviationdeviation

Punishment is associated with the punisher rather than Punishment is associated with the punisher rather than with the unacceptable behaviorwith the unacceptable behavior

Punishment

Loss of Privileges - response costLoss of Privileges - response cost

GuidelinesGuidelines– Be sure the child understands the relationship between the target Be sure the child understands the relationship between the target

behavior and the privilege to be lostbehavior and the privilege to be lost– Be sure the child knows the punishable behavior and the Be sure the child knows the punishable behavior and the

consequence of exhibiting itconsequence of exhibiting it– When possible use natural or logical consequencesWhen possible use natural or logical consequences– Apply the loss of privilege interventions fairlyApply the loss of privilege interventions fairly– Avoid warning, nagging, or threateningAvoid warning, nagging, or threatening– Do not debate the punishable behaviors, the rules, or the Do not debate the punishable behaviors, the rules, or the

punishment once these have been establishedpunishment once these have been established– Do not become emotionally involved, Don't feel guilty when the child Do not become emotionally involved, Don't feel guilty when the child

loses a privilegeloses a privilege– Be consistentBe consistent– Reinforce appropriate behavior; do not emphasize inappropriate Reinforce appropriate behavior; do not emphasize inappropriate

behaviors onlybehaviors only

Bigger, tougher Consequences is NOT what we

mean by a Correction

System

Interventions based on Interventions based on Function of BehaviorFunction of Behavior

Once the function for the problem behavior is identified, we can then:◦Teach and encourage an alternative behavior that serves the same purpose (function)

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

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

Three goals with this method:

1. To maintain adults as authority figures.2. Teach skills of flexibility and frustration

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

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

Behaviors are divided into three baskets. Basket A-are non-negotiable behaviors- usually

fall into the safety and rights of others category. These behaviors are those that are important

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

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

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

Basket C-These behaviors are those that could be ignored without any significant repercussions.

Remember the PURPOSES Remember the PURPOSES of negative consequencesof negative consequences

Do not expect negative consequences to change behavior patterns.

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

Teaching changes behavior.Prevent escalation of

problem behaviorsPrevent/minimize reward

for problem behaviors

Having the Last WordHaving the Last Word

Need for controlLet them have the last wordUse planned ignoringDeal with behavior later,

privatelyIf they have the last word and

then get back to work - who really wins?

Staff SplittingStaff Splitting

“But Mrs. Smith doesn’t . . .”Identify the purpose of this

behaviorPut the focus back on the student

- not the adultTeach students that rules change

across adults

Refusal to ComplyRefusal to Comply

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

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

The 3 Components of Non-The 3 Components of Non-blaming Confrontationblaming Confrontation

Identify the behavior that is unacceptable

Share your feelings in response to the behavior

Tell the child what you are going to do because the unacceptable behavior occurred (Identify the consequence of the action in terms of your behavior, not the child’s behavior.)

Be Aware of Your Be Aware of Your BehaviorBehavior

Using power to control behavior brings a “high risk” of experiencing resistance

Threatening to use power is worseShifting gears between non-blaming

confrontation and communicating empathic understanding of the resistance has win-win potential

Being a role-model for socially competent behavior is always the best approach to behavior management

Escape Motivated Behavior Escape Motivated Behavior and Shut Downand Shut Down

COMPETINGPATHWAYS

Competing 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

Competing Behavior Model

Setting Event

Antecedent

Desired Behavior

Problem Behavior

Replacement Behavior

Reinforcing Consequen

ce

Reinforcing Consequen

ce

Academic engagement

Anger Control Self Management

Request to leave class/school

Verbal & Physical Aggression

Profanity

Limited group of friends

Lack of sleep

Peer negative comments about size/physique or character

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

Escape current demands/ situation

Personal satisfaction

Passing grades

Enlistment in military

Competing 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

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

Setting EventStrategies

AntecedentStrategies

ConsequenceStrategies

BehaviorTeaching Strategies

Teach alternatives to problem behavior:

1. Ask for break2. Ask for help

Teach general academic skill development

Teach problem-solving skills

Assess if math curriculum is at appropriate level

Additional instruction in math

1:1 instruction in math

Prompt task completion

Make task less difficult

Do first activity together

Provide different tasks

Present “forced” choice of which math items to complete on worksheet

Possible Interventions for EddiePossible Interventions for Eddie

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

Setting EventStrategies

AntecedentStrategies

ConsequenceStrategies

BehaviorTeaching Strategies

Teach alternatives to problem behavior:

1. Ask for break2. Ask for help

Teach general academic skill development

Teach problem-solving skills

Assess if math curriculum is at appropriate level

Additional instruction in math

1:1 instruction in math

Prompt task completion

Make task less difficult

Do first activity together

Provide different tasks

Present “forced” choice of which math items to complete on worksheet

Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)

Give break & help when requested

Minimize rewards for problem behavior (don’t remove to a nicer area)

Reward expectations

Possible Interventions for EddiePossible Interventions for Eddie

Tattles, pushes, whines, cries

Gains attention from teacher

Requests teacher help to solve peer

conflict without engaging in pushing,

whining, crying

Setting Events Strategies

Increase communication between home and school

Increase communication between bus and school

Antecedent Strategies

Define expectations

Precorrect

Increase number of supplies available

Seat next to competent peer

Pair with peer who is a good model

Behavior Teaching Strategies

Teach expectations

Teach to request help

Teach to problem solve with peers

Teach to take students using materials

Consequence Strategies

Reward expectations

Give positive attention for working appropriately

Reward system to earn rewards for entire group

Positive teacher attention, Positive

peer attention

Shares materials appropriately, Works

cooperatively with classmates

Conflict that occurs on bus to school or at home before school

Large-group setting with peers, classmate

tries to share materials

Competing PathwaysCompeting Pathways

Behavior Support Planning

Attention

Student: Vera

Fighting,pushing

Escape negative peer comment because peers are subdued

Request break from group activity,

Request to work with other peers

Setting Events Strategies

Physically separate from peers with whom he has the most negative interactions

Assess academic skills

Individualize/modify curriculum to match skills

Antecedent Strategies

Define expectations

Reduce number of group activities expected

Allow choice of group or individual projects

Increase monitoring/ supervision

Check-in system

Pair with peer who provides good role model

Behavior Teaching Strategies

Teach expectations

Teach Ronald to request a break or change in partners

Teach to problem-solving skills

Consequence Strategies

Reward expectations

Emphasize connections between actions and grades

Reward Ronald for appropriate behavior

Improvement on grades for group task

Work cooperatively and productively during structured

group activity

Negative interactions with peers, Academic

difficulties

Academic groups, activity with low

supervision

Competing PathwaysCompeting Pathways

Behavior Support Planning

Escape

Student: Ronald

FOR EVERY STRATEGY I FOR EVERY STRATEGY I SUGGESTED TODAYSUGGESTED TODAYYou will think of a student who it

wont work for…There are no cookbooks for these

kidsInvest in understanding where

this child comes from!!

RECAPPING THE BIG RECAPPING THE BIG IDEASIDEAS

Will you be able to maintain your caring approach when this student challenges you?  Will you be able to avoid taking these comments and actions personally?  Will you be able to stand back and say "Here is a child in crisis (again).  What should a caring professional such as myself do in this situation?  What reaction on my part is ethical, moral, professional, and in the youngster's best interests?"

LOOKING AT OURSELVESLOOKING AT OURSELVES

    Often times, if we are to break a student's negative behavior pattern, we must break our own "dark side" ways first.  Many of us hold the view that we are the masters and the students are our slaves...that we are the hammer and the students are the anvil (I would remind you that the hammer wears out long before the anvil).  Pupils are expected to obey our every direction without question.  Certainly that form of compliance would be nice, but does it teach our youngsters to think, reason, develop self-regulation of behavior, and become thoughtful citizens? (The answer is a resounding "no")

THE NEED FOR CONTROLTHE NEED FOR CONTROL   Youngsters who feel that they have no

control over a situation will fight for control.  Often, they are able to disrupt our classes, gain the support of others, and be viewed as a champion for student rights.  Many "oppositional" young people, perhaps due to life circumstances or familial/cultural upbringing (more on this topic in the future) may be more sensitive to being "ordered" to engage in actions (e.g., starting work, completing work in a certain prescribed

manner, ceasing behavior deemed inappropriate).

Thomas EdisonMany of life's failures are men who did not realize how close they were to success when they gave up.

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

WRITE STEVE AT:WRITE STEVE AT:

vittosteve@yahoo.com vittosteve@yahoo.com

STEVE VITTO @ STEVE VITTO @ SLIDESHARE.COMSLIDESHARE.COM

For More Information on Positive Approaches for challenging behavior or having Steve present at your school,Write Steve Vitto at vittosteve@yahoo.com

Or send for Steve’s Book, In Search of a Heart, Creating Caring, Conscience, and Character in All Kid (A text in using positive a relationship driven approaches for all children), Copyright, 2007This 450 page text contains researched based methods for implementing positive classroom management strategies and treating children with severe behavior challenges This book is also available on audio tape and Audio CD

CONTINUE TO MAKE A DIFFERENCE!!CONTINUE TO MAKE A DIFFERENCE!!

Steve Vitto at Slide Share.com

STRATEGIES FOR SHUT DOWN

1. Implement some type of mentoring progrsam.2. Do not pounish the child for shut down behavior3. Develop a relationship with the child that it is non-

contingent4. Perform historical record review5. Interview caregivers6. Find a common interest to talk about7. Don’t accept invisibility8. Set goals based on baby steps9. Focus on the child's talents, Expand!!!10. Provide acceptable choices11. Separate nonproduction and issues of character12. Encourage the child to tell you why13. If this oersists access support of social worker or

counselor

They include:•A sense that the child is increasingly disconnected, discouraged, and unmotivated•Fundamental skill weaknesses with reading, writing, and spelling, leading to diminished self-esteem•Increased avoidance of school tasks such as homework•Dislike of reading•Hatred of writing•Little or no gratification from school•Increasing anger toward school•At its worst, a child who tries to leave, refuse to come in, or does absolutely nothing

SYMPTOMS OF SHUT DOWN