Sreve Vitto Maybury Detroit Breaking Down the Walls Maybury

BREAKING DOWN THE WALLSBREAKING DOWN THE WALLS

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

Establishing a Relationship Based Approach

Reinforcement should be a celebration of effort

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

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

The Horse Whisperer1998

HORSE SENSE?

Many teachers and administrators believe

their schools need help with student

behavior problems.

Truth is, our students need

help with school problems.

Why change?Why change?

Research validated indicators for changeResearch validated indicators for change

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

PunishmentPunishment

ExclusionExclusion

Why change?Why change? Academic and social goals are not being Academic and social goals are not being

achieved.achieved. High rates of problem student behavior High rates of problem student behavior

resulting in loss of academic time.resulting in loss of academic time. Inconsistent response to behaviors across Inconsistent response to behaviors across

environments.environments. Nobody is convinced that suspension, Nobody is convinced that suspension,

detention, expulsion, are real solutions.detention, expulsion, are real solutions. We are often just putting out fires instead of We are often just putting out fires instead of

having a significant effect on long term having a significant effect on long term social/emotional growth.social/emotional growth.

Improving school climate is about….Improving school climate is about…. Increasing staffs’ positive, active involvement Increasing staffs’ positive, active involvement

in teaching & encouraging appropriate in teaching & encouraging appropriate behaviorbehavior

Balancing use of consequences for rule Balancing use of consequences for rule violations w/ consequences for rule-followingviolations w/ consequences for rule-following

Discontinuing use of ineffective, non-outcome Discontinuing use of ineffective, non-outcome linked activitieslinked activities

Increasing student & staff involvement, priority, Increasing student & staff involvement, priority, & responsibility for establishing positive & responsibility for establishing positive school climateschool climate

Establishing continuum of positive supports Establishing continuum of positive supports for all studentsfor all students

Building relationships and connections with Building relationships and connections with ALL studentsALL students

Change to what?Change to what?

Total school, home, and community Total school, home, and community commitment.commitment.

Clearly defined and Clearly defined and communicatedcommunicated

academic and behavioral academic and behavioral expectations expectations schoolwide.schoolwide.

Change to what?Change to what?

Our most challenging Our most challenging childrenchildren

May not respond to traditional consequencesMay not respond to traditional consequences Will require more support and change on our Will require more support and change on our

partpart Will need a significant positive relationship Will need a significant positive relationship

at schoolat school Will need another way to find acceptance in Will need another way to find acceptance in

the school environmentthe school environment May be resistant to strategies to develop self May be resistant to strategies to develop self

controlcontrol

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

Climate of Mutual RespectClimate of Mutual Respect

Relationship Driven Relationship Driven

Teaching and Guidance Teaching and Guidance

Developing Self ControlDeveloping Self Control

Clear ExpectationsClear Expectations

Focus on PreventionFocus on Prevention

Acknowledge Desired BehaviorsAcknowledge Desired Behaviors

Assessment of Challenging Assessment of Challenging Behaviors and Development Behaviors and Development

of Effective Interventionsof Effective Interventions

What is a Behavior What is a Behavior Problem?Problem?

Interferes with learningInterferes with learning Interferes with teachingInterferes with teaching Has the potential to cause harm to Has the potential to cause harm to

self, others, animals, or propertyself, others, animals, or property Is the most efficient way that the Is the most efficient way that the

child knows to meet a particular child knows to meet a particular needneed

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

Clamp down on rule violatorsClamp down on rule violators Extend continuum of aversive Extend continuum of aversive

consequencesconsequences Improve consistency of use of punishmentImprove consistency of use of punishment Establish “bottom line”Establish “bottom line” In-school suspensionIn-school suspension Zero tolerance policiesZero tolerance policies Security guards, student uniforms, metal Security guards, student uniforms, metal

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

programs)programs)

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

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

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

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

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

Employ These Procedures?Employ These Procedures?

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

student and/or othersstudent and/or others..

What results from these responses?What results from these responses?

Punishing problem behaviors without a school-Punishing problem behaviors without a school-wide system of support is associated with wide system of support is associated with increased:increased:– aggressionaggression– vandalismvandalism– truancytruancy– tardinesstardiness– dropping out (Mayer, 1995; Mayer & Sulzer-dropping out (Mayer, 1995; Mayer & Sulzer-

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

social behavior programmingsocial behavior programming

What effect does problem behavior What effect does problem behavior have on you???have on you???

What speeds up your escalator?What speeds up your escalator?

Upbringing Pair shareUpbringing Pair share EulogyEulogy Four CornersFour Corners

What does school-wide PBS look like in a What does school-wide PBS look like in a school?school?

80% of students can tell you what is expected of them 80% of students can tell you what is expected of them & give behavioral example because they have been & give behavioral example because they have been taught, actively supervised, practiced, & taught, actively supervised, practiced, & acknowledged.acknowledged.

Positive adult-to-student interactions exceed negativePositive adult-to-student interactions exceed negative Function based behavior support is foundation for Function based behavior support is foundation for

addressing problem behavior.addressing problem behavior. Data- & team-based action planning & implementation Data- & team-based action planning & implementation

are operating.are operating. Administrators are active participants.Administrators are active participants. Full continuum of behavior support is available to all Full continuum of behavior support is available to all

studentsstudents

Behavior MantraBehavior Mantra::

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

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

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

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

Anonymous Anonymous

22

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

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

DEFIANCEDEFIANCEWhat it looks like…What it looks like…

STRATEGIES FOR DEFIANCESTRATEGIES FOR DEFIANCE

Competing Behavior ModelCompeting Behavior Model

Setting Events/

Slow Triggers

Antecedents/Fast

Triggers

Desired Behavior

Problem Behavior

Replacement Behavior

Reinforcing Consequen

ce


cealternative, functionally equivalent behavior

Long-term desired

behavior

Slow TriggersSlow Triggers(Setting Events)(Setting Events)

Fast TriggersFast Triggers(Antecedents)(Antecedents)

Behavior Behavior ProblemProblem

Actual Actual ConsequencesConsequences

Perceived Perceived FunctionFunction

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

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

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

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

Obtain Obtain AttentionAttention

Escape or Escape or AvoidAvoid

Avoid adult Avoid adult controlcontrol

Obtain Obtain SensorySensory

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

Beginning the PathwaysBeginning the PathwaysDefining the behavior Defining the behavior

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

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

Identifying and Defining the Identifying and Defining the Problem behaviorProblem behavior

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

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

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

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

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

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

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

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

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

A Setting EventA Setting Event

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

changechange

Setting EventsSetting Events

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

ATTACHMENT DISORDERATTACHMENT DISORDER

OPPOSITIONAL DEFIANCE DISORDEROPPOSITIONAL DEFIANCE DISORDER

CONDUCT DISORDERCONDUCT DISORDER

ATTENTION DEFICIT HYPERACTIVITY DISORDERATTENTION DEFICIT HYPERACTIVITY DISORDER

EMOTIONAL IMPAIRMENTEMOTIONAL IMPAIRMENT

ASPERGERS SYNDROMEASPERGERS SYNDROME

DOWN SYNDROMEDOWN SYNDROME

What is Social MaladjustmentWhat is Social Maladjustment Students who are socially maladjusted (or more precisely Oppositional Defiant Students who are socially maladjusted (or more precisely Oppositional Defiant

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

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

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

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

SCOTTSCOTT

Maladjusted/Conduct Disorder Maladjusted/Conduct Disorder students:students:

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

subgroupsubgroup display socialized or unsocialized forms of aggressiondisplay socialized or unsocialized forms of aggression due not display anxiety unless they fear being caughtdue not display anxiety unless they fear being caught intensity and duration of behavior differs markedly intensity and duration of behavior differs markedly

from peer groupfrom peer group

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

Definition of ODDDefinition of ODD

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

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

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

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

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

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

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

Understanding Aggressive Understanding Aggressive BehaviorsBehaviors

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

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

TCI TRAINING [11]

ScottScott

The Grocery StoreThe Grocery Store

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

All behavior meets needs!!!All behavior meets needs!!!

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

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

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

Children with ODD have often experienced a break in Children with ODD have often experienced a break in

attachment or bonding during the first 2 years of lifeattachment or bonding during the first 2 years of life

Prognosis:Prognosis:

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

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

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

Superficially charming: uses cuteness to get her or his way.Superficially charming: uses cuteness to get her or his way. Cruel to animals or people.Cruel to animals or people. Fascinated by fire/death/blood/gore.Fascinated by fire/death/blood/gore. Severe need for control over adults even over minute situations. Severe need for control over adults even over minute situations. Manipulative-plays adults against each other.Manipulative-plays adults against each other. Difficulty in making eye-contact.Difficulty in making eye-contact. Lack of affection on parental terms yet overly affectionate to Lack of affection on parental terms yet overly affectionate to

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

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

intimidate others. intimidate others.

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

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

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

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

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

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

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

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

Many Kids Have Low Self Esteem &

Negative Self Concepts Due To?

• Rotten childhoods filled with negative experiences.

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

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

•Inconsistent caretaking from primary adults who are:

•alcoholic/substance addicted

•mentally ill (unmanaged)

•manic-depressive (unmanaged)

•negatively oriented authoritarian personalities

•incompetent due to lack of childrearing knowledge.

Reiterated negative labels & messages:

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

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

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

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

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

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

The Perceptions That Might Develop From Maltreatment, Neglect, Rejection

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

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

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

belief)

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

(Identity and reaction pattern become further ingrained~)

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

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

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

As aberrant behaviors begin to surface an As aberrant behaviors begin to surface an unhealthy communication paradigm unhealthy communication paradigm emergesemerges

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

THE STAGE IS SET THE STAGE IS SET

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

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

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

The Downward SpiralThe Downward Spiral

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

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

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

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

schoolschool Johnny figures out that he if he tells his parents he was Johnny figures out that he if he tells his parents he was

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

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

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

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

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

events for your student?events for your student?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

that sets us apart.that sets us apart.

What can a Child Control What can a Child Control

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

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

Attention, Sensory or Escape AvoidanceAttention, Sensory or Escape Avoidance

ControlControl

Possible Functions of DefiancePossible Functions of Defiance

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

OTHER MOTIVATIONS OF OTHER MOTIVATIONS OF BEHAVIORBEHAVIOR

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

ObtainObtain……

Peer AttentionPeer Attention

Adult AttentionAdult Attention

Items/Activities Items/Activities (tangible)(tangible)

Sensory (seeking)Sensory (seeking)

Avoid…Avoid…

Peer(s)Peer(s)

AdultAdult

Task or ActivityTask or Activity

Sensory (defensive)Sensory (defensive)

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

ObtainObtain……





Avoid…Avoid…

Peer(s)Peer(s)

AdultAdult



Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis٭

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 tasks


Caesar isteased severaltimes about hishair by his friends beforeclass

His teacherstares at his hair in class

Caesar askshis teacher what she’sstaring at

His teachersends him toin-school detention

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.

What function?Escape adult &peer attention


As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

?? Look at him.“What’s up!”

“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?

Kids shakeheads & call him “weirdo”

What function?Access peer attention


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

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

The football game is comingon andyour spouse asks you towash dishes

You break twodishes anda glass

Your spousetakes overand washesthe dishes herself

What function?Avoid activity

Basic Premises of “Best Basic Premises of “Best Practice”Practice”

Behavior is neither “good”or “bad”Behavior is neither “good”or “bad” Blaming only distances relationships that Blaming only distances relationships that

should be collaborativeshould be collaborative Functional Assessment should have a Functional Assessment should have a

basis of trust and supportbasis of trust and support Egos and defensiveness can skew Egos and defensiveness can skew

accurate assessmentaccurate assessment It can be difficult to perform a functional It can be difficult to perform a functional

assessment of a behavior occurring in assessment of a behavior occurring in your own classroom or educational your own classroom or educational environmentenvironment

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

ObtainObtain……





Avoid…Avoid…

Peer(s)Peer(s)

AdultAdult



All of us share these needs All of us share these needs AttentionAttention Escape/AvoidanceEscape/Avoidance TangibleTangible Power & ControlPower & Control Anger/FrustrationAnger/Frustration SensorySensory

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

Obtain Adult Obtain Adult AttentionAttention

Avoid AdultAvoid Adult Avoid Task or Avoid Task or

ActivityActivity Don’t KnowDon’t Know OtherOther

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


Avoid Task or Avoid Task or ActivityActivity


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

Obtain Peer Obtain Peer AttentionAttention



Don’t KnowDon’t Know OtherOther


Shane: Avoid ActivityShane: Avoid Activity

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

TRACY’S MOTIVATIONTRACY’S MOTIVATION

Peer attentionPeer attention StatusStatus AcceptanceAcceptance

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


Obtain Obtain Items/ActivitiesItems/Activities


Avoid AdultAvoid Adult Avoid Task or Avoid Task or

ActivityActivityCenter on the Social and Emotional Foundations for Early Learning

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


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



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

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






Don’t KnowDon’t Know OtherOther





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



Avoid Peer(s)Avoid Peer(s) Avoid Task or Avoid Task or

ActivityActivity OtherOther


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

Avoid Peer(s)Avoid Peer(s)


Avoid peersAvoid peers

What is the function of Eddies’ What is the function of Eddies’ behavior?behavior?



Avoid Peer(s)Avoid Peer(s) Avoid Task or Avoid Task or

ActivityActivity OtherOther


What is the function of Eddies’ What is the function of Eddies’ behavior?behavior?

Avoid Task or Avoid Task or

ActivityActivity


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





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

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



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

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

a. reward systemsa. reward systems

b. reduction strategiesb. reduction strategies

Behavior Mantra:Behavior Mantra:

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

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

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

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

Anonymous Anonymous

100

Specialized Individual Interventions(Individual StudentSystem)

Continuum of Effective BehaviorSupport

Specialized GroupInterventions(At-Risk System)

Universal Interventions (School-Wide SystemClassroom System)

Studentswithout SeriousProblemBehaviors (80 -90%)

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

Students withChronic/IntenseProblem Behavior(1 - 7%)

Primary Prevention

Secondary Prevention

Tertiary Prevention

All Students in SchoolCirca 1996

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

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

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

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

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

The Tough Get TougherThe Tough Get Tougher

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

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

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

TeachTeach InspireInspire

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

What ?!What ?!

Me Change?!Me Change?!

THEY’RETHEY’RE

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

START HERE

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

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

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

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

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

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

SETTING EVENT SETTING EVENT STRATEGIESSTRATEGIES

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

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

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

1995).1995).

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

irrelevantirrelevant

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

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

Marion

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

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

quiet voice.• establishing eye contact and calling the

student by name before giving the command.

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

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

Avoiding TriggersAvoiding Triggers

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

Defiant Kids: Defiant Kids: Teacher Command Teacher Command

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

the student understands.

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

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

SETTING LIMITSSETTING LIMITS

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

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

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

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

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

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

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

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

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

ShaneShane

Antecedent Interventions

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

“Fix” difficult tasks

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

behavior.

Prompt incompatible, desired behavior

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

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

noncompliant student?noncompliant student?

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

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

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

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

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

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

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

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

REPLACEMENT STRATEGIESREPLACEMENT STRATEGIES

REPLACEMENT BEHAVIOR

SWEARINGESCAPE TASK

DEMANDS (WRITING)

Function

Behavior


SWEARING

ESCAPE TASK DEMANDS (WRITING)

REQUEST A BREAK

Behavior

Function


SWEARING ESCAPE TASK DEMANDS

(SPECIFICALLY WRITING)

ESCAPE TASK DEMANDS

(SPECIFICALLY WRITING)

REQUEST A BREAK

SWEARING

!?!?EXTINCTION

1

2

Replacement BehaviorReplacement Behavior Components:

*Identify functionally equivalent replacement behavior.

*Replacement Behavior (teaching and maintaining)

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

REPLACEMENT BEHAVIORSREPLACEMENT BEHAVIORSfor Defiancefor Defiance

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

dayday Being a class helperBeing a class helper

CONSEQUENCE CONSEQUENCE STRATEGIESSTRATEGIES

Successful Behavioral Successful Behavioral ManagementManagement

Build rapportBuild rapport Focus on the positiveFocus on the positive Do not take a child’s behavior personallyDo not take a child’s behavior personally Determine a student’s strengths and build on Determine a student’s strengths and build on

themthem Never use sarcasm and/or ridiculeNever use sarcasm and/or ridicule Do not label students Do not label students Understand that behavior change is a process Understand that behavior change is a process

and doesn’t occur immediatelyand doesn’t occur immediately Inform parents of positives as well as negativesInform parents of positives as well as negatives Retain a good sense of humorRetain a good sense of humor Model desired behaviorModel desired behavior

Less Helpful Strategies:Less Helpful Strategies:

Have an impeding or negative effect on learningHave an impeding or negative effect on learning Model inappropriate behaviorModel inappropriate behavior Tend to make the brain shift to a survival or threatened Tend to make the brain shift to a survival or threatened

mode not conducive to learningmode not conducive to learning Tend to bring out judgment and anger from staffTend to bring out judgment and anger from staff Meet the needs of the care provider not the childMeet the needs of the care provider not the child The consequence has no relationship to the behaviorThe consequence has no relationship to the behavior Are consistently appliedAre consistently applied Are almost always quicker to applyAre almost always quicker to apply Often lead to resentment, defiance, or violence and Often lead to resentment, defiance, or violence and

consequently result in the need for more intrusive consequently result in the need for more intrusive measures by staffmeasures by staff

Meet the staff’s needs, not the child’sMeet the staff’s needs, not the child’s

Effective ConsequencesEffective Consequences

Decrease the efficiency of the target behavior Decrease the efficiency of the target behavior while maintaining dignity and an atmosphere of while maintaining dignity and an atmosphere of caringcaring

Never degrade or humiliateNever degrade or humiliate Logically relate to the target behaviorLogically relate to the target behavior Do not cause more of a problem than the problem Do not cause more of a problem than the problem

they are addressingthey are addressing Establish conditions for learning alternative skillsEstablish conditions for learning alternative skills Decrease the frequency, duration, and/or Decrease the frequency, duration, and/or

intensity of the target behaviorintensity of the target behavior

Positive Behavior SupportsPositive Behavior Supports

Singling Out Response VideoSingling Out Response Video

Reinforcement StrategiesReinforcement Strategies

Methods of teaching and reinforcing Methods of teaching and reinforcing appropriate/replacement skillsappropriate/replacement skills

Ask the student for inputAsk the student for input Make sure you list only things you can Make sure you list only things you can

actually provideactually provide

REWARD MENUREWARD MENU

School ReinforcersSchool Reinforcers

Material reinforcers – points, tokens, food, Material reinforcers – points, tokens, food, badges, cards, magazines, money, toys, badges, cards, magazines, money, toys, collectiblescollectibles

Activity reinforcers – errands, helper, free Activity reinforcers – errands, helper, free time, visit staff, self graphing,time, visit staff, self graphing,

Social reinforcers – verbal praise, Social reinforcers – verbal praise, gestures, parties, winks, smilesgestures, parties, winks, smiles

Procedures to Follow When Procedures to Follow When Behavior OccursBehavior Occurs

List specific sequential steps to take List specific sequential steps to take when behavior occurswhen behavior occurs

Do not list staff namesDo not list staff names Should be instructional and therapeuticShould be instructional and therapeutic May want to address staff demeanorMay want to address staff demeanor If reaction to behavior is a deviation If reaction to behavior is a deviation

from school policy be sure to have from school policy be sure to have administrative consentadministrative consent

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

Specific Request

If, Compliance Walk Away & wait 5-10 seconds

If, Non-Compliance

Reinforce!

“Please _________”

Request in a calm voice

If, Compliance

If, Noncompliance

Preplanned Consequence

Walk away & Wait 5-10 sec.

Reinforce!

Responding to Problem BehaviorResponding to Problem Behavior

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

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

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

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

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

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

Potential Disadvantages of T.O.Potential Disadvantages of T.O. T.O. may be abused - duration & frequency

Caregivers may use it as a "break"

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

“Time In” may not be reinforcing.

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

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

PunishmentPunishment

WHAT CAN I DO TO GET THAT KIND OF

REACTION AGAIN?

CONSEQUENCESCONSEQUENCES

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

Bigger, tougher Bigger, tougher Consequences is Consequences is

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

SystemSystem

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

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

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

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

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

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

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

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

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

Reinforcement HistoryReinforcement History

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

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

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

Problems with Reward SystemsProblems with Reward Systems

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

behavior rather than celebrate good behavior rather than celebrate good behaviorbehavior

Setting up Reinforcement SystemsSetting up Reinforcement Systems

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

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

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

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

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

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

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

tolerance.tolerance.

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

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

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

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

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

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

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

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

Remember the PURPOSES Remember the PURPOSES of negative consequencesof negative consequences

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

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

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

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

behaviorsbehaviors

COMPETINGCOMPETING

PATHWAYSPATHWAYS

Competing Behavior Model

Setting Event

Antecedent

Desired Behavior

Problem Behavior

Replacement Behavior


ce


ce

Academic engagement

Respect and Instructional Control

Will compromise and let staff know appropriately

Will respond to a coded system

Will meet weekly with the teacher and process progress

Defiant and disrespectful of staff

Bullying others on the playground

Adversarial home school partnership

History of trauma and neglect

Oppositional Temperament

Staff demands, limits or boundaries

Staff correction, social disapproval, response cost loss of privileges

Staff become emotional and upset

Avoids teacher demands

and consequences

Sent home or to the office

Parent complains to principal and yells at teacher

Leadership and responsibility

Input into Plan

Self management and reward

DesiredAlternative

AcceptableAlternative

TypicalConsequence

Told “good job”Grades

Do workw/o

complaints.

Ask forbreak,ask forhelp.

The Competing Pathways chart for our friend Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult task

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VITTO, 2009VITTO, 2009

INFORMATION ON YOURINFORMATION ON YOUR

BREAKING DOWN THE WALLS BREAKING DOWN THE WALLS DISKDISK

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

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

TEACHING YOUR STUDENTS NOT TO GIVE UP..

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

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

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

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

WRITE STEVE AT WRITE STEVE AT

[email protected]

OR GOOGLE OR GOOGLE

STEVE VITTO @ STEVE VITTO @ SLIDESHARE.COMSLIDESHARE.COM

OR VISIT THE MAISD OR VISIT THE MAISD WEBSITEWEBSITE

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

Steve Vitto at Slide Share.com

Education

Sreve Vitto Maybury Detroit Breaking Down the Walls Maybury