Steve Vitto Breaking Down the Walls in Ocean County

BREAKING DOWN THE WALLS BREAKING DOWN THE WALLS

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

Muskegon Area ISDMuskegon Area ISD

Oceana County Human Resource CouncilOceana County Human Resource CouncilMay 20th, 2011May 20th, 2011

The RealityThe Reality

We are being asked to do more with less We are being asked to do more with less and achieve better results!!!and achieve better results!!!

What to Expect…What to Expect…

Higher Class SizesHigher Class Sizes Reductions in TeachersReductions in Teachers Reductions in School Social Workers and Reductions in School Social Workers and

PsychologistsPsychologists Reduction in Teacher AidesReduction in Teacher Aides Reduction in non-mandatory course Reduction in non-mandatory course

offerings- e.g., Art, Band, Vocal Musicofferings- e.g., Art, Band, Vocal Music Consolidating buildings Consolidating buildings A failure to pass the baton!!!!A failure to pass the baton!!!!

To meet the needs of an increasing To meet the needs of an increasing number of childrennumber of children

who are living in povertywho are living in poverty who are living in single parent familieswho are living in single parent families who have one or both parents unemployedwho have one or both parents unemployed who have increased incidence of social maladjustment, who have increased incidence of social maladjustment,

oppositional defiance, and conduct disorders oppositional defiance, and conduct disorders who have a greater incidence of attachment related disorderswho have a greater incidence of attachment related disorders Who have a greater incidence of Autism and ADHDWho have a greater incidence of Autism and ADHD Who have a higher rate of anxiety and other related disordersWho have a higher rate of anxiety and other related disorders

And to think there won’t be And to think there won’t be repercussions is burying our head in repercussions is burying our head in

the sandthe sand

So what will we need to changeSo what will we need to changeto move in a positive direction?to move in a positive direction?

Now more than ever, we will have to come together Now more than ever, we will have to come together and provide a community of supportsand provide a community of supports

The option of “wrap around” will become a necessityThe option of “wrap around” will become a necessity The option of using anything less than evidenced The option of using anything less than evidenced

based best practice approaches will become a based best practice approaches will become a necessitynecessity

The option of developing positive home-school The option of developing positive home-school partnerships will become a necessitypartnerships will become a necessity

The option of saying he is your responsibility ,not The option of saying he is your responsibility ,not mine, will no longer be an option!mine, will no longer be an option!

What are the risks of failing?What are the risks of failing?

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

8

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?

RESPONSE TO INTERVENTION (RTI)RESPONSE TO INTERVENTION (RTI)

QuotableQuotable

““Differentiation is not a Differentiation is not a checklist of strategies, checklist of strategies,

but a philosophical approach but a philosophical approach to teaching all students.”to teaching all students.”

~ Carol Ann Tomlinson~ Carol Ann Tomlinson

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; (Gottfredson,1997; Lipsey, 1991;

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

Exclusion is the most common Exclusion is the most common response for conduct-disordered, response for conduct-disordered, juvenile delinquent, and juvenile delinquent, and behaviorally disordered youth behaviorally disordered youth (Lane & (Lane &

Murakami, 1987) Murakami, 1987) but it is largely ineffective.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 When WE experience aversive situations, we select interventions that situations, we select interventions that produce immediate (rather than produce immediate (rather than sustained) relief. We tend to focus on sustained) relief. We tend to focus on our concerns, not the student’s.our concerns, not the student’s. Remove the student.Remove the student. Remove ourselves.Remove ourselves. Modify the physical environment.Modify the physical environment. Assign responsibility for change to Assign responsibility for change to

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

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

Punishing problem behaviors without a 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

•Social skills trainingSocial skills training•Academic and Academic and curricular curricular restructuringrestructuring

•Behavioral Behavioral interventionsinterventions(Gottfredson, 1997; (Gottfredson, 1997;

Lipsey, 1991, 1992; Lipsey & Wilson, 1993; Tolan & Guerra, Lipsey, 1991, 1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994)1994)

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

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

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…

How do we respond?How do we respond?

PAIR SHARE ACTIVITY #1PAIR SHARE ACTIVITY #1

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

STRATEGIES FOR DEFIANCESTRATEGIES FOR DEFIANCE

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.

Competing 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

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

Slow TriggersSlow Triggers(Setting Events)(Setting Events)

Fast TriggersFast Triggers(Antecedents)(Antecedents)

Behavior Behavior ProblemProblem

Actual Actual ConsequencesConsequences

Perceived Perceived FunctionFunction







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







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







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

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








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



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







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



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

Obtain Obtain AttentionAttention

Escape or Escape or AvoidAvoid

Avoid adult Avoid adult controlcontrol

Obtain Obtain SensorySensory


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)

The Grocery StoreThe Grocery Store

OBTAIN ITEMOBTAIN ITEM

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

Setting event Antecedent Response Consequence

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

gamegame..

You know ifYou know ifyou pretend you pretend you can’t do you can’t do somethingsomethingshe willshe willdo it for youdo it for you

The football The football game is cominggame is comingon andon andyour spouse your spouse asks you toasks you towash disheswash dishes

You break You break twotwodishes anddishes anda glassa glass

Your spouseYour spousetakes overtakes overand washesand washesthe dishes the dishes herselfherself

What function?Avoid activity

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

Some times its hard to be Some times its hard to be objectiveobjective

Some times things seem worse Some times things seem worse than they are…than they are…

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

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

shutdownshutdown May be threatening and intimidatingMay be threatening and intimidating May be passive aggressiveMay be passive aggressive May occur with staff or adultsMay occur with staff or adults May translate to bullying peersMay translate to bullying peers

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

Being Accurate About TriggersBeing Accurate About Triggerssample responses for aggression and defiancesample responses for aggression and defiance

I told him he could go outside until his work was I told him he could go outside until his work was finishedfinished

I told him to give me the Poke Man CardsI told him to give me the Poke Man Cards I told the class to put their head downI told the class to put their head down I told him to be quiet when he was talkng to his friendsI told him to be quiet when he was talkng to his friends I told him he needed to follow directions I told him he needed to follow directions I told him he couldn’t take the book homeI told him he couldn’t take the book home We told him it was time to put the toy away.We told him it was time to put the toy away. I told him he couldn’t call his mom right now.I told him he couldn’t call his mom right now.

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

AndrewAndrew

11 years old11 years old

Died from traumatic asphyxia and chest compression.

Face-down restraint with arms crossed over chest.

AngieAngie


Stopped breathing after being placed in prone restraint position.

Death being ruled a homicide

ChaseChase


Asphyxiation by a prone restraint

He was restrained for refusing to stop talking and not following instructions.

According to an autopsy he died after suffocating on his own vomit.

ChrisChris


Asphyxiation by prone restraint

He was restrained 4 times

…in his last 24 hours

EdithEdith 15 years old15 years old

Restraint Asphyxia – She was looking at a family photograph when a male aide instructed her to hand over the "unauthorized" personal item. The dispute escalated into a face-down floor restraint

GarethGareth


Died of asphyxiation by a prone restraint

Restrained by three staff members on his 4th day at the facility

JonathanJonathan

13 years old13 years oldRestrained in a van while staff were running errands.

Though he was clearly having difficulties breathing they continued running their errands…

for another 1½ hours.

MarkMark


Asphyxiation while being forcibly

restrained by 3 staffin a prone position

TravisTravis


The autopsy indicated he died because of the face-down on the ground restraint.

Restrained 1½ hours.

Denied request for asthma meds.

RobertRobert


Asphyxiation while restrained after a dispute about his…

missing teddy bearmissing teddy bear

He was restrained for 10 minutes, face down on the floor. The staffer who restrained the boy left him lying, unresponsive, on the floor

The United States Government The United States Government Accountability Office- TestimonyAccountability Office- Testimony

Before the House of Before the House of Representatives, 2009Representatives, 2009

Children with disabilities were more likely to Children with disabilities were more likely to suffer death as a result of seclusion and suffer death as a result of seclusion and restraint.restraint.

These children were sometimes restrained These children were sometimes restrained and secluded even when they did not appear and secluded even when they did not appear to be aggressive without parental consent.to be aggressive without parental consent.

Face down and other restraints that block air Face down and other restraints that block air to the lungs can be deadly.to the lungs can be deadly.

Teachers and staff in these cases were often Teachers and staff in these cases were often NOT trained in the use of these techniques.NOT trained in the use of these techniques.

The ResearchThe Research Over 85% of restraints, management, Over 85% of restraints, management,

seclusion, begin with students refusing to seclusion, begin with students refusing to follow a staff direction.follow a staff direction.

How staff deal with this noncompliance plays a How staff deal with this noncompliance plays a big part in whether the student’s behavior big part in whether the student’s behavior diffuses or escalates.diffuses or escalates.

There is no research supporting the use of There is no research supporting the use of forced compliance as a behavioral change forced compliance as a behavioral change strategy.strategy.

There is a significant increase in children with There is a significant increase in children with ODD, ADHD, ASD, Social Maladjustment, Down ODD, ADHD, ASD, Social Maladjustment, Down Syndrome in our schools.Syndrome in our schools.

Staff need to be trained in how to deal with Staff need to be trained in how to deal with oppositional, defiant and aggressive behavior.oppositional, defiant and aggressive behavior.

Most staff have little training in this area.Most staff have little training in this area.

ConsequencesConsequencesWhat are the consequences when your What are the consequences when your child engages in the problem behaviorchild engages 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 The caregiver loosed controlThe caregiver loosed control OtherOther

Caregiver getting into the Caregiver getting into the power strugglepower struggle

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 Is are attitude or belief system a setting Is are attitude or belief system a setting

event?event?

ATTACHMENT DISORDERATTACHMENT DISORDER

OPPOSITIONAL DEFIANCE DISORDEROPPOSITIONAL DEFIANCE DISORDER

CONDUCT DISORDERCONDUCT DISORDER

ATTENTION DEFICIT HYPERACTIVITY DISORDERATTENTION DEFICIT HYPERACTIVITY DISORDER

EMOTIONAL IMPAIRMENTEMOTIONAL IMPAIRMENT

ANXIETY DISORDERSANXIETY DISORDERS

FETAL ALCOHOL SYNDROMEFETAL ALCOHOL SYNDROME

ASPERGERS SYNDROMEASPERGERS SYNDROME

COGNITIVE IMPAIRMENTCOGNITIVE IMPAIRMENT

QuotableQuotable

““Our greatest natural Our greatest natural resource is the minds of resource is the minds of our children.”our children.”

~ Walt Disney~ Walt Disney

QuotableQuotable

True motivation True motivation

Is as mysteriousIs as mysterious

as life itself.as life itself.

It must begin within…It must begin within…

~ George Betts~ George Betts

QuotableQuotable

““I saw the angel in the I saw the angel in the marble and carved until I marble and carved until I set him free.”set him free.”

~ Michelangelo~ Michelangelo

THE DANGER IN PREDICITING

Setting EventsSetting Events

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

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

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

Students who are socially maladjusted (or more precisely Oppositional Defiant 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. in conflict with society’s standards.

They exhibit a consistent pattern of antisocial behavior without genuine signs They exhibit a consistent pattern of antisocial behavior without genuine signs of guilt, remorse, or concern for the feelings of others. These students often of guilt, remorse, or concern for the feelings of others. These students often engage in simulations of these behaviors but typically display them only when engage in simulations of these behaviors but typically display them only when there is an immediate consequence for the absence of such displays.there is an immediate 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.

Social MaladjustmentSocial Maladjustment

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

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)

THE DIFFERENCE BETWEEN SM THE DIFFERENCE BETWEEN SM AND EIAND EI

For EI diagnosisFor EI diagnosis (even if the child reacts by externalizing - arguing, losing (even if the child reacts by externalizing - arguing, losing temper, anger, initiating fights, physically cruel, destroying property, etc: )temper, anger, initiating fights, physically cruel, destroying property, etc: )

Impairment in affective regulation (anxious/depressed/unstable mood) Impairment in affective regulation (anxious/depressed/unstable mood) Low self-esteem Low self-esteem Tend to be rejected by others Tend to be rejected by others Outbursts are reactive Outbursts are reactive Often feels regretOften feels regret

For SMFor SM, consider:, consider: Low fear, low anxiety, low behavior inhibition Low fear, low anxiety, low behavior inhibition High daring/reward seeking High daring/reward seeking Preference for dangerous activities Preference for dangerous activities Insensitive to the emotional distress of others Insensitive to the emotional distress of others Impaired conscience development Impaired conscience development A primary question to ask is, "Is the externalizing behavior more of a reaction 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 or is it planned?" and "Is the behavior an attempt to control their mood?" If yes, then the child is probably ED. yes, then the child is probably ED.

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]

Signs of ODDSigns of ODD (Kirby 2002)(Kirby 2002)

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

requests or rules.requests or rules. Often deliberately annoys people.Often deliberately annoys people. Often blames others for his/her mistakes or Often blames others for his/her mistakes or

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

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

““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.”

Why is Attachment important?Why is Attachment important?

Attachment is essential for the formation of a healthy Attachment is essential for the formation of a healthy personality which includes:personality which includes:

Development of a conscienceDevelopment of a conscience Ability to become self-reliantAbility to become self-reliant Ability to think logicallyAbility to think logically Ability to cope with frustration and stressAbility to cope with frustration and stress Ability to handle fear or a threat to selfAbility to handle fear or a threat to self Development of relationshipsDevelopment of relationships

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.

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

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

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

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

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

intimidate others. intimidate others.

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

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

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

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

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

from peer groupfrom peer group

ScottScott

The StatisticsThe Statistics

Studies show that ODD presents in 5-15% of all Studies show that ODD presents in 5-15% of all school aged children. (aacap.org)school aged children. (aacap.org)

ODD is reported in boys almost twice as much ODD is reported in boys almost twice as much as it is reported in girls. (Carlson and Gaub and as it is reported in girls. (Carlson and Gaub and Tamm 1997).Tamm 1997).

50% of the children diagnosed with ODD are 50% of the children diagnosed with ODD are also diagnosed with ADHD. (Birmaher and also diagnosed with ADHD. (Birmaher and Burke and Loeber 2002)Burke and Loeber 2002)

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.

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

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

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 Adversarial Home School PartnershipsAdversarial Home School Partnerships Language DelaysLanguage Delays MedicationMedication

StudentsStudents who are prone to conflict who are prone to conflict often do poorly in school.often do poorly in school.

They may act out in part to mask their They may act out in part to mask their embarrassment about their limited academic embarrassment about their limited academic skills. skills.

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

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

Coercive Family Behavior and Conduct Coercive Family Behavior and Conduct

ProblemsProblems

Conduct problems can evolve from Conduct problems can evolve from ongoing patterns of coercive parent-ongoing patterns of coercive parent-child interactions that are child interactions that are characterized by;characterized by; Escalating parent and child Escalating parent and child

demands,demands, Escalating negative consequencesEscalating negative consequences Where the person who dispenses Where the person who dispenses

the most negative consequence the most negative consequence “wins”.“wins”.

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

What are the setting events for What are the setting events for your child?your child?

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

97

Traffic lightsTraffic lights

You are driving along a quiet country road, there has You are driving along a quiet country road, there has not been another car for the last twenty minutes.not been another car for the last twenty minutes.

In front there are some road works and someone has In front there are some road works and someone has put up temporary traffic lights.put up temporary traffic lights.

The lights have stayed on red for at least seven The lights have stayed on red for at least seven minutes, there is no-one coming in the opposite minutes, there is no-one coming in the opposite direction.direction.

What should you do?What should you do?

98

Traffic lightsTraffic lights

A.A. Wait another three minutes and then edge slowly forward.Wait another three minutes and then edge slowly forward.B.B. Get out of your car and see if the other lights are working.Get out of your car and see if the other lights are working.C.C. Quickly accelerate forward past the road works.Quickly accelerate forward past the road works.D.D. Something else.Something else.

Why do some students break the rules?Why do some students break the rules?Ask yourself why you break certain rules?Ask yourself why you break certain rules?

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• 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

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

Attention, Sensory or Escape AvoidanceAttention, Sensory or Escape Avoidance

ControlControl

THE FUNCTIONTHE FUNCTION

What is the motivation or What is the motivation or function of your child’ defiant function of your child’ defiant

behavior? Is it attention, behavior? Is it attention, escape/avoidance, control? escape/avoidance, control?

Discuss your hypothesis with your Discuss your hypothesis with your partner.partner.

Enter the function in your Enter the function in your pathways form.pathways form.

HOW TO WE BEST RESPOND?HOW TO 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.”

Self Self discipline discipline

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

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 with 95% of 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 that manner in order 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 at all with the “difficult” 5%. to get them to behave. Their ways don’t work at all with the “difficult” 5%. In fact, their coercive interventions make things worse. However, it’s hard In fact, their coercive interventions make things worse. However, it’s hard to convince negative teachers of the faults of their ways. They commonly to convince negative teachers of the faults of their ways. They commonly respond withrespond with::

What ?!What ?!

Me Change?!Me Change?!

THEY’RETHEY’RE

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

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

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

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

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

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

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

SETTING EVENT SETTING EVENT STRATEGIESSTRATEGIES

Withdrawing from Power Withdrawing from Power StrugglesStruggles

The F.A.S.T. Program

SETTING EVENT STRATGIESSETTING EVENT STRATGIES

Goal: to minimize or eliminate the effect that Goal: to minimize or eliminate the effect that the setting event has on the child’s behaviorthe setting event has on the child’s behavior

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

the setting event?the setting event? Can we provide systematic support to Can we provide systematic support to

gradually lessen the impact of the setting gradually lessen the impact of the setting event?event?

Can we bring home and school together?Can we bring home and school together?

What Can We Do To Win Over What Can We Do To Win Over Defiant YoungstersDefiant Youngsters??

Establish personal connections.Establish personal connections. (308 NYC BD)(308 NYC BD)

Human nature: We are more motivated to do things for those for Human nature: We are more motivated to do things for those for whom we hold respect and affectionwhom we hold respect and affection..

Promote achievement/Ensure progress.Promote achievement/Ensure progress. The desire to continue in a pursuit requires that one see oneself as The desire to continue in a pursuit requires that one see oneself as

proficient, or making progress. proficient, or making progress. (driving test repeated failure)(driving test repeated failure)

Modify material and assignments to meet special needs.Modify material and assignments to meet special needs. Create a “safe” environment for individuals with a “failure identity” Create a “safe” environment for individuals with a “failure identity”

who will otherwise resist trying new thingswho will otherwise resist trying new things. . ((Eskimo roll)Eskimo roll)

Teach the behaviors we want to seeTeach the behaviors we want to see Appropriate Appropriate ((re)re)actions & behavior choices, like academics, are learned.actions & behavior choices, like academics, are learned. We often need to teach correct behavior to those aren’t yet displaying it.We often need to teach correct behavior to those aren’t yet displaying it. We may need to teach how to interpret happenings & handle feelingsWe may need to teach how to interpret happenings & handle feelings..

Setting Event StrategiesSetting Event Strategies

Building a connection or positive Building a connection or positive relationshiprelationship

Designing the physical spaceDesigning the physical space Establishing a predictable agendaEstablishing a predictable agenda Establishing classroom expectationsEstablishing classroom expectations Establishing routinesEstablishing routines Meaningful InstructionMeaningful Instruction Allowing choicesAllowing choices Allowing leadership opportunitiesAllowing leadership opportunities

Setting Event StrategiesSetting Event Strategies

Until we have walked Until we have walked in someone’s shoes…in someone’s shoes…

REFRAMING NEGATIVES TO POSITIVESREFRAMING NEGATIVES TO POSITIVES

Evidence Based Classroom Evidence Based Classroom EnvironmentEnvironment

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

of replacement behaviors?of replacement behaviors? Positives outweigh negativesPositives outweigh negatives Pre-arranged consequencesPre-arranged consequences ModelingModeling Mutual RespectMutual Respect

MODELINGMODELINGChildren See Children DoChildren See Children Do

Changing PerspectiveChanging Perspective

Does the defiant child think your behavior is Does the defiant child think your behavior is about your needs or his????about your needs or his????

Establishing Program Expectations and Establishing Program Expectations and ConsequencesConsequences

Allowing the Child’s Input whenever possibleAllowing the Child’s Input whenever possible Reframe the child in a positive light. Can you Reframe the child in a positive light. Can you

give him a clean slate every daygive him a clean slate every day Reflect back the person you would like him to Reflect back the person you would like him to

become.become.

Recovery PhaseRecovery Phase

TCI TRAINING [6]

Higher (Educateur)

No Change (Fire Fighter)

Lower (Abuser)

RecoveryPhase

Are you bigger and tougher?Are you bigger and tougher?

Do you tend to cave in?Do you tend to cave in?

How do we become an educateur?

Can you form attachments with Can you form attachments with these children?these children?

Avoid be Pushed Away!!Avoid be Pushed Away!! Yes, with time and time and more timeYes, with time and time and more time How:How:

Eye contactEye contact TouchTouch SmileSmile Parenting encourages reciprocity on parent’s Parenting encourages reciprocity on parent’s

termsterms Working together in reciprocal wayWorking together in reciprocal way Demonstrate affection regardless of responseDemonstrate affection regardless of response

How do we establish positive personal How do we establish positive personal

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

positive one.positive one. Make sure that the last contact of the day is a positive one.Make sure that the last contact of the day is a positive one. Remain consistently supportive and encouraging, even Remain consistently supportive and encouraging, even

when needing to administer penalties.when needing to administer penalties. ““You made a mistake in judgment, but they are further and farther You made a mistake in judgment, but they are further and farther

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

““I admire your loyalty to friends. However, it is not OK to pummel others I admire your loyalty to friends. However, it is not OK to pummel others on their behalf.”on their behalf.”

““Even though you refused the direction, I want to thank you for doing it Even though you refused the direction, I want to thank you for doing it with acceptable words. That shows maturity. However, ...with acceptable words. That shows maturity. However, ...””

To make a long story short.To make a long story short. (Too late?)(Too late?)

““Difficult kidsDifficult kids”:”: Have an ingrained behavior patterns that become more so with Have an ingrained behavior patterns that become more so with

rejection by significant adults (including educators)rejection by significant adults (including educators) They often project a “hardened” image to those who would help them They often project a “hardened” image to those who would help them

in order to fend off more emotional hurt (from rejection by someone in order to fend off more emotional hurt (from rejection by someone they start to trust)they start to trust)

Punishing these youngsters strengthens their negative world view.Punishing these youngsters strengthens their negative world view.

It takes highly skilled, emotionally secure, caring, and resilient It takes highly skilled, emotionally secure, caring, and resilient professionals to “reach” these youngstersprofessionals to “reach” these youngsters..

The most “The most “hardenedhardened” of kids are the most in need of the guidance of an ” of kids are the most in need of the guidance of an ““iron hand in a velvet gloveiron hand in a velvet glove”.”. Firmness and strength underlie the “soft” Firmness and strength underlie the “soft” touchtouch..

The glove must remain on the behavior management hand at all timesThe glove must remain on the behavior management hand at all times..

Teacher Tips on How to Deal with Teacher Tips on How to Deal with the ODD Student the ODD Student

(Barkley and Benton 1998) (Wenning 1999)(Barkley and Benton 1998) (Wenning 1999)

Pick your battles- Keep in mind the struggles that Pick your battles- Keep in mind the struggles that students with ODD go through everyday and allow students with ODD go through everyday and allow yourself to ignore some of the less serious behavior. yourself to ignore some of the less serious behavior.

Don’t react, act- If you react you are giving the student Don’t react, act- If you react you are giving the student exactly what he/she wants. exactly what he/she wants.

Act, don’t discuss- Prompt actions work better then trying Act, don’t discuss- Prompt actions work better then trying to reason with a student that has ODD. It can quickly turn to reason with a student that has ODD. It can quickly turn argumentative.argumentative.

Phrase directions as statements not as questions- If you Phrase directions as statements not as questions- If you ask an ODD student to do something he/she probably ask an ODD student to do something he/she probably won’t. won’t.

Do not bring up the past- You can do nothing to change it.Do not bring up the past- You can do nothing to change it. Have clear rules and appropriate consequencesHave clear rules and appropriate consequences in place. in place.

Dealing with DisrespectDealing with Disrespect

Dealing with ProvocationDealing with Provocation

STRATEGIES FOR DISRESPECTSTRATEGIES FOR DISRESPECT

Moderate InterventionsModerate Interventions Help student set a goal each day and help him/her monitor Help student set a goal each day and help him/her monitor

success.success. Use behaviors that diminish power struggles (privacy, Use behaviors that diminish power struggles (privacy,

listening, simple directives and choices, brevity, walking listening, simple directives and choices, brevity, walking away, saying “I want you to have the last word.”away, saying “I want you to have the last word.”

Find an area of interest or expertise and ask for the Find an area of interest or expertise and ask for the students help. students help.

Send the student on an errand if you anticipate a resistant Send the student on an errand if you anticipate a resistant behavior. behavior.

Use the Challenge Approach-You may say, “Hmm, I don’t Use the Challenge Approach-You may say, “Hmm, I don’t think your ready for this yet.” The ODD student will think your ready for this yet.” The ODD student will probably try to prove you wrong.probably try to prove you wrong.

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

Antecendent StrategiesAntecendent Strategiesfor the Defiant Childfor the Defiant Child

Should interrupt the conflict cycle before it Should interrupt the conflict cycle before it beginsbegins

Should be viewed as a process as the child Should be viewed as a process as the child develops more functional coping skills (e.g., develops more functional coping skills (e.g., saying “no”, providing choices)saying “no”, providing choices)

Should be consistent as possible across Should be consistent as possible across care providers care providers

Should have a goal of engagment, Should have a goal of engagment, participation, and social emotional growthparticipation, and social emotional growth

(Vitto, 2008)(Vitto, 2008)

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

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: What other effective What other effective communication strategies communication strategies can I use ?can I use ? 1. Active listening.

• “Let me be sure that I understand you correctly…”• “I want to summarize the points that you made, so

that I know that I heard you right…”• “So from your point of view, the situation looks like

this…”

2. I-centered statements.• “Zeke, I find it difficult to keep everybody’s attention

when there are other conversations going on in the classroom. That’s why I need you to open your book and focus on today’s lesson.”

Defiant Kids: Defiant Kids: What other effective What other effective communication strategies communication strategies can I use ?can I use ?

Antecedents to AvoidAntecedents to Avoid

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

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

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

unexpected and unannounced deviations in the routine; unexpected and unannounced deviations in the routine; tasks that are beyond the child's ability; tasks that are beyond the child's ability; gestures, facial grimaces, or body language that suggest gestures, facial grimaces, or body language that suggest

disapproval; and disapproval; and poorly planned transitions. poorly planned transitions.

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.

TCI TRAINING [5]

Stress Model of CrisisStress Model of Crisis

Pre-Crisis State

EscalationPhase

Higher

Baseline

Lower

RecoveryPhase

TriggeringPhase

OutburstPhase

Agitation

Aggression

Violence

THE VERBAL THE VERBAL ESCALATION CONTINUUMESCALATION CONTINUUM

QuestioningQuestioning RefusalRefusal ReleaseRelease IntimidationIntimidation Tension ReductionTension Reduction

QUESTIONINGQUESTIONING

ANSWER THE QUESTIONANSWER THE QUESTION PLANNED IGNORINGPLANNED IGNORING ADEQUATE RESPONSE TIMEADEQUATE RESPONSE TIME ALLOW SPACE AND TIMEALLOW SPACE AND TIME DO NOT ARGUEDO NOT ARGUE RESTATE THE LIMITRESTATE THE LIMIT

REFUSALREFUSAL

DON’T ARGUEDON’T ARGUE SET LIMITSSET LIMITS EVALUATE HISTORYEVALUATE HISTORY CONSIDER CALLING FOR HELPCONSIDER CALLING FOR HELP RESPONSE TIMERESPONSE TIME ENFORCE LIMITSENFORCE LIMITS

RELEASE OR NAMECALLINGRELEASE OR NAMECALLING

REMAIN CALM AND PROFESSIONALREMAIN CALM AND PROFESSIONAL DON’T TAKE COMMENTS PERSONALLY DON’T TAKE COMMENTS PERSONALLY

EVEN IF THEY HURTEVEN IF THEY HURT ALLOW VENTINGALLOW VENTING ISOLATE IF POSSIBLEISOLATE IF POSSIBLE SET LIMITSSET LIMITS CONSIDER CALLING FOR ASSISTANCECONSIDER CALLING FOR ASSISTANCE

THREATENINTHREATENINGG

DON’T RUNDON’T RUN TAKE THREATS SERIOUSLYTAKE THREATS SERIOUSLY STAY CALM & PROFESSIONALSTAY CALM & PROFESSIONAL DO NOT RESOND TO THREATSDO NOT RESOND TO THREATS STATE LIMITSSTATE LIMITS DIRECT TEAMDIRECT TEAM ASSESS ENVIRONMENTASSESS ENVIRONMENT

Setting LimitsSetting Limits

Present the expected behavior and logical Present the expected behavior and logical consequence as a decision and place consequence as a decision and place responsibility on the student.responsibility on the student.

Always lead with the positive outcome that will Always lead with the positive outcome that will occur if the student make the choice to calm down occur if the student make the choice to calm down or follow directions.or follow directions.

Allow a few seconds for the student to decide.Allow a few seconds for the student to decide. Withdraw from the student and attend to other Withdraw from the student and attend to other

students. Limit direct eye-contact.students. Limit direct eye-contact. Follow though with limits established.Follow though with limits established.

How to get someone to leaveHow to get someone to leave

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

How to avoid physical contactHow to avoid physical contact

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

influenceinfluence Select a novel or neutral partySelect a novel or neutral party Bait to open areaBait to open area Remove other studentsRemove other students Call home or policeCall home or police

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 !!!

The Art of Setting LimitThe Art of Setting LimitAlways remember your goalAlways remember your goal

Providing ChoicesProviding Choices “ “ You need do this or else”You need do this or else” “ “You can do this own your own or I can help you.”You can do this own your own or I can help you.” Transition Jingles and RhymesTransition Jingles and Rhymes What noncompliance can be ignored or dealt with laterWhat noncompliance can be ignored or dealt with later (the poke man incident)(the poke man incident)

IF YOU ASK SOMETHING AS A QUESTION BE PREPARED TO IF YOU ASK SOMETHING AS A QUESTION BE PREPARED TO HONORHONOR

THEIR RESPONSE- DO YOU WANT TO? WILL YOU?THEIR RESPONSE- DO YOU WANT TO? WILL YOU?INVITATION, ITS TIME TO---INVITATION, ITS TIME TO---I STATEMENTS VERSUS YOU STATEMENTSI STATEMENTS VERSUS YOU STATEMENTSTHINK ABOUT YOU AND A FRIEND – MUTUAL RESPECTTHINK ABOUT YOU AND A FRIEND – MUTUAL RESPECT

WhenWhen eemmoottiioonnss start tostart to

FFllaarree Remember…Remember…

Is your Chinese a bit rusty?Is your Chinese a bit rusty? While I’m told While I’m told (by my Chinese speaking wife)(by my Chinese speaking wife) that the translation that the translation

isn’t precise. The two kanji/symbols on the previous slide, isn’t precise. The two kanji/symbols on the previous slide, taken together, can be translated to the English word taken together, can be translated to the English word ““CrisisCrisis”. The first symbol translates to “”. The first symbol translates to “DangerDanger” ” (This simplified (This simplified modern symbol is a stylized version of the ancient pictograph showing a modern symbol is a stylized version of the ancient pictograph showing a human figure on the edge of a cliff. See it?) human figure on the edge of a cliff. See it?) The lower symbol is The lower symbol is equivalent to the English word “equivalent to the English word “OpportunityOpportunity”.”.

The messageThe message???????? In a crisis situation with another, there is danger for making In a crisis situation with another, there is danger for making

the situation worse, and opportunity for making it betterthe situation worse, and opportunity for making it better..

Seize the opportunitySeize the opportunity!!

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

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

ShaneShane

Known TriggersKnown Triggers

Singling OutSingling Out Invading Personal SpaceInvading Personal Space TouchingTouching JudgingJudging Emotional ResponsesEmotional Responses UltimatumsUltimatums

BE AWARE OF NONVERBALS BE AWARE OF NONVERBALS AND TONEAND TONE

Codes and subtle nonverbal Codes and subtle nonverbal Avoiding embarrassmentAvoiding embarrassment PrivacyPrivacy Self ManagementSelf Management Momentum and TransitionsMomentum and Transitions RoutineRoutine Pre-established consequencesPre-established consequences

Antecedent StrategiesAntecedent Strategies

Statements of Understanding proceed Statements of Understanding proceed requestsrequests

Behavior MomentumBehavior Momentum Pre-correctionPre-correction ProximityProximity

Emphasize the Positive in Emphasize the Positive in Teacher RequestsTeacher Requests

(Braithwaite, 2001)(Braithwaite, 2001). . When an instructor's When an instructor's request has a positive 'spin', that teacher is request has a positive 'spin', that teacher is less likely to trigger a power struggle and less likely to trigger a power struggle and more likely to gain student compliance.more likely to gain student compliance. Whenever possible, avoid using negative Whenever possible, avoid using negative phrasing (e.g., "If you don't return to your seat, I phrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment"). Instead, can’t help you with your assignment"). Instead, restate requests in positive terms (e.g., "I will be restate requests in positive terms (e.g., "I will be over to help you on the assignment just as soon over to help you on the assignment just as soon as you return to your seat").as you return to your seat").

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

The teacher gives a brief, gentle signal to direct The teacher gives a brief, gentle signal to direct back to task any students who is just beginning back to task any students who is just beginning to show signs of misbehavior or non-compliance. to show signs of misbehavior or non-compliance.

These ‘soft’ reprimands can be verbal (a quiet These ‘soft’ reprimands can be verbal (a quiet word to the student) or non-verbal (a significant word to the student) or non-verbal (a significant look). If a soft reprimand is not sufficient to curb look). If a soft reprimand is not sufficient to curb the student’s behaviors, the teacher may pull the the student’s behaviors, the teacher may pull the student aside for a private problem-solving student aside for a private problem-solving conversation or implement appropriate conversation or implement appropriate disciplinary consequences.disciplinary consequences.

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.

How do I deliver a teacher command in a How do I deliver a teacher command in a way that will minimize the chance of a way that will minimize the chance of a

power struggle?power struggle?

You can increase the odds that a student will follow a teacher command by: You can increase the odds that a student will follow a teacher command by: a. approaching the student privately and using a quiet voicea. approaching the student privately and using a quiet voice

establishing eye contact and calling the student by name before giving the establishing eye contact and calling the student by name before giving the commandcommand

b. stating the command as a positive (b. stating the command as a positive (dodo) statement, rather than a negative ) statement, rather than a negative ((don'tdon't) statement. ) statement. c. phrasing the command in clear and descriptive terms (using simple c. phrasing the command in clear and descriptive terms (using simple language that is easily understood) so the student knows exactly what he language that is easily understood) so the student knows exactly what he or she is expected to do (Walker & Walker, 1991). or she is expected to do (Walker & Walker, 1991).

The Child Who is triggered by The Child Who is triggered by PraisePraise

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

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 BEHAVIORSREPLACEMENT BEHAVIORSfor Defiancefor Defiance

Taking leave appropriatelyTaking leave appropriately Refusing in a respectful mannerRefusing in a respectful manner Choosing between two tasks or demandsChoosing between two tasks 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

How we want defiant students to How we want defiant students to respond…respond…

DefiantDefiant : : Challenging; non-compliant; confrontational; openly and boldly Challenging; non-compliant; confrontational; openly and boldly challenging and resisting authority challenging and resisting authority

We have 5 available choices when we don't want to follow a direction:We have 5 available choices when we don't want to follow a direction: 1. Deny or swallow our feelings & comply passively. 1. Deny or swallow our feelings & comply passively. 2. Refuse in a rude manner. (This is the common choice for our defiant 2. Refuse in a rude manner. (This is the common choice for our defiant kids.) kids.) 3. Withdraw or run away. 3. Withdraw or run away. 4. Avoid complying by use of trickery and manipulation. 4. Avoid complying by use of trickery and manipulation. 5. Make our feelings and decisions known in an respectful manner. 5. Make our feelings and decisions known in an respectful manner.

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

circumstances) circumstances)

Teaching the child better ways to Teaching the child better ways to meet his needsmeet his needs

Leadership opportunitiesLeadership opportunities Self managementSelf management Making compromisesMaking compromises Accept positivesAccept positives Acts of kindness or restorationActs of kindness or restoration Teaching child tolerance for non-preferred taskTeaching child tolerance for non-preferred task Teaching child to respond appropriately to authority Teaching child to respond appropriately to authority

figuresfigures Teaching child appropriate ways to challenge adult Teaching child appropriate ways to challenge adult Teaching child how to make choicesTeaching child how to make choices Teaching child social skillsTeaching child social skills

CONSEQUENCE CONSEQUENCE STRATEGIESSTRATEGIES

Remember the PURPOSES Remember the PURPOSES of negative consequencesof negative consequences

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

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

Teaching changes behavior.Teaching changes behavior. Prevent escalation of problem behaviorsPrevent escalation of problem behaviors Prevent/minimize reward for problem behaviorsPrevent/minimize reward for problem behaviors

Problems with traditional Problems with traditional consequencesconsequences

They often reinforced the child’s behaviorThey often reinforced the child’s behavior The often place the adult in an adversarial The often place the adult in an adversarial

rolerole They desensitize the child to authority They desensitize the child to authority

figures (administrators, police, parents)figures (administrators, police, parents) They distant the child from schoolThey distant the child from school They don’t teach problem solvingThey don’t teach problem solving

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 kids behindkids 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

CONSEQUENCES SHOULD:CONSEQUENCES SHOULD:

Reduce the effectiveness and efficiency of the Reduce the effectiveness and efficiency of the problem behavior!!!problem behavior!!!

Set the stage for teaching alternative strategies Set the stage for teaching alternative strategies for meeting needs!!for meeting needs!!

Never degrade or humiliateNever degrade or humiliate Be implemented consistently and calmlyBe implemented consistently and calmly Not create more of a problem than the behavior Not create more of a problem than the behavior

itselfitself Reduce frequency, intensity, and duration of the Reduce frequency, intensity, and duration of the

problem behaviorproblem behavior

A consequence may work at the A consequence may work at the moment but may be reinforcing the moment but may be reinforcing the

behavior in the long run!!!behavior in the long run!!!

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 Weakening the payoff for the behaviorWeakening the payoff for the behavior

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

Motivation: The Hair CutMotivation: The Hair Cut

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

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

The Mis-use of RewardsThe Mis-use of Rewards

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

Bigger, tougher Bigger, tougher Consequences is Consequences is

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

SystemSystem

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.

BAMBIBAMBI

ACTIVITIES THAT ENCOURAGE RISK TAKING

COMPETINGCOMPETING

PATHWAYSPATHWAYS


Setting Events/

Slow Triggers

Antecedents/Fast

Triggers

Desired Behavior

Problem Behavior



ce


cealternative, functionally equivalent behavior

Long-term desired

behavior


Setting Event

Antecedent

Desired Behavior

Problem Behavior



ce


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

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

For More Information on Positive Approaches for challenging For More Information on Positive Approaches for challenging behavior or having Steve present at your school,behavior or having Steve present at your school,

Write Steve Vitto at Write Steve Vitto at [email protected]@muskegonisd.orgOr call him at 231-767-7279Or call him at 231-767-7279

Or send for Steve’s Book, Or send for Steve’s Book, In Search of a Heart, Creating Caring, In Search of a Heart, Creating Caring, Conscience, and Character in All Kid Conscience, and Character in All Kid (A text in using positive a (A text in using positive a

relationship driven approaches for all children), Copyright, 2007relationship driven approaches for all children), Copyright, 2007This 450 page text contains researched based methods for This 450 page text contains researched based methods for

implementing positive classroom management strategies and implementing positive classroom management strategies and treating children with severe behavior challenges (Cost: $30.00)treating children with severe behavior challenges (Cost: $30.00)

This book is also available on audio tape and Audio CDThis book is also available on audio tape and Audio CD

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

Steve Vitto at Slide Share.com

Education

Steve Vitto Breaking Down the Walls in Ocean County