A Relationship Based Approach for Treating Challenging Behaviors A Relationship Based Approach for Treating Challenging Behaviors

Steve Vitto, M.A.

An An overviewoverview

of of

In Search In Search of a Heartof a Heart

By Steve By Steve Vitto, M.A.Vitto, M.A.

In Search of a Heart:Creating Caring, In Search of a Heart:Creating Caring, Conscience, and Character in All KidsConscience, and Character in All Kids

By Steven Vitto, M.A.,CTCBy Steven Vitto, M.A.,CTC

Positive Behavioral SupportsPositive Behavioral Supports Individual, Classroom, & School-wide Behavioral SupportsIndividual, Classroom, & School-wide Behavioral Supports Performing Functional AssessmentsPerforming Functional Assessments Writing Group & Individual Behavioral Support PlansWriting Group & Individual Behavioral Support Plans Community Building & Social Skills TrainingCommunity Building & Social Skills Training Building Relationships & Establishing RapportBuilding Relationships & Establishing Rapport Balanced & Restorative JusticeBalanced & Restorative Justice Violence Prevention: Safe SchoolsViolence Prevention: Safe Schools Honoring DiversityHonoring Diversity Avoiding LawsuitsAvoiding Lawsuits Understanding & Supporting Pharmacological Understanding & Supporting Pharmacological

InterventionsInterventions

DEDICATIONSDEDICATIONS

Dedicated to:Dedicated to:

Irene Yamokoski, for reaching out Irene Yamokoski, for reaching out and making a difference in my and making a difference in my

life.life.

The intention of this book is to bridge The intention of this book is to bridge the measurable and the un-the measurable and the un-measurable, to bring together measurable, to bring together science and the heart. For too long, science and the heart. For too long, we have taken one road or the other.we have taken one road or the other.

I see myself alone and afraidI see myself alone and afraidwhimpers and screams no longerwhimpers and screams no longer

made.made.As darkness approached the fearAs darkness approached the fear

would growwould growknowing an evil threat wouldknowing an evil threat would

soon bestow.soon bestow.A warm embrace, an ugly hand,A warm embrace, an ugly hand,

a private clutcha private clutchInnocence lost in just oneInnocence lost in just one

touch.touch.A fantasy land of make believe,A fantasy land of make believe,

where loved ones do notwhere loved ones do notdeceive.deceive.

A place where trust is real,A place where trust is real,A place where secrets reveal.A place where secrets reveal.

Over the rainbow the wizards nod,Over the rainbow the wizards nod, where there dwells awhere there dwells a

protective God.protective God.There were times I felt soThere were times I felt so

small.small.There were times I didn’t existThere were times I didn’t exist

at all.at all.And the reaper to my rescueAnd the reaper to my rescue

came,came, but I still could not absolve the but I still could not absolve the

blame.blame.

For the abused children who live in the shadows:For the abused children who live in the shadows:

Ballad of Uncle JoeBallad of Uncle JoeWhen I was just a little boyWhen I was just a little boy

The world looked so full of joy.The world looked so full of joy.But in the midst of my third year,But in the midst of my third year,

My mother was taken without a tear.My mother was taken without a tear.I was too young to understand or know,I was too young to understand or know,

I couldn't make sense of this terrible blow.I couldn't make sense of this terrible blow.The elders wisely shook their heads,The elders wisely shook their heads,

As they retreated to their lonely beds.As they retreated to their lonely beds.'Twas the will of God they said with sadness,'Twas the will of God they said with sadness,But I wondered if it grew from his madness.But I wondered if it grew from his madness.

For how could he need her more than I,For how could he need her more than I,How could he take her with no reason why?How could he take her with no reason why?

Myself, I journeyed to an island solaceMyself, I journeyed to an island solaceWhere no one could feel my malice.Where no one could feel my malice.

But in my venture lost my soul,But in my venture lost my soul,To a bitterness which took its toll.To a bitterness which took its toll.

As I grew to be a angry man,As I grew to be a angry man,I failed to see his worldly plan.I failed to see his worldly plan.

So as those around me prospered greatly,So as those around me prospered greatly,I trudged dark alleys my heart sedately.I trudged dark alleys my heart sedately.

And as I looked up to her above,And as I looked up to her above,her boy became a fallen dove.her boy became a fallen dove.

For my meals, I rummaged trash,For my meals, I rummaged trash,Or pleaded and begged for stranger's cash.Or pleaded and begged for stranger's cash.

When every night I viewed the sky,When every night I viewed the sky,I could barely cry out why.I could barely cry out why.

And, for my brother, Joe

The stars looked so peaceful now,The stars looked so peaceful now,As I lay under too proud to bow.As I lay under too proud to bow.Without a home, without a job,Without a home, without a job,

I saw his eyes and began to sob.I saw his eyes and began to sob.Why have you forsaken Lord,Why have you forsaken Lord,

Why do I dangle form this chord?Why do I dangle form this chord?Was I not your small child,Was I not your small child,

Abandoned in this world so wild?Abandoned in this world so wild?How could you look the other way,How could you look the other way,

From a little soul too scared to pray?From a little soul too scared to pray?And in this garbage bin I sleep and cower,And in this garbage bin I sleep and cower,Where could have grown a precious flower.Where could have grown a precious flower.

So as night turns into day,So as night turns into day,I find the pain too sharp to pray.I find the pain too sharp to pray.

I dream of her outstretched hand,I dream of her outstretched hand,Amongst a singing angels' band.Amongst a singing angels' band.

At last a sweet and tight embrace,At last a sweet and tight embrace,As she wipes the tears upon my face.As she wipes the tears upon my face.

From my empty life I've driven,From my empty life I've driven,With his mercy I have been forgiven.With his mercy I have been forgiven.

A homeless child at home at last.A homeless child at home at last.My mother's arms now serve as mast.My mother's arms now serve as mast.So peace to you who walks the street,So peace to you who walks the street,Your chance will come to kiss his feet.Your chance will come to kiss his feet.His grace will lift you from the nigh,His grace will lift you from the nigh,And you will bask in his great light.And you will bask in his great light.

ContentsContents Dispelling the Myths Chapter 1Dispelling the Myths Chapter 1 Breaking Away from Tradition: Problems with PunishmentBreaking Away from Tradition: Problems with Punishment On the Verge of Systemic ChangeOn the Verge of Systemic Change Making a Difference in Every Child’s Life Chapter 2Making a Difference in Every Child’s Life Chapter 2 Before You Build CommunityBefore You Build Community Developing a Behavioral Support Philosophy Chapter 3Developing a Behavioral Support Philosophy Chapter 3 A review of the theorists A review of the theorists A look at Restorative JusticeA look at Restorative Justice From the brain to the heartFrom the brain to the heart Positive Behavior SupportsPositive Behavior Supports Motivation of Behaviors: A look at functional assessment Chapter 4Motivation of Behaviors: A look at functional assessment Chapter 4 Influences of BehaviorInfluences of Behavior Twobros Lifestyle AnalysisTwobros Lifestyle Analysis Twobros Ecological AnalysisTwobros Ecological Analysis Opening Our Hearts to All Children Chapter 5Opening Our Hearts to All Children Chapter 5 Building Community: Honoring Diversity & Meeting the Needs of Children Building Community: Honoring Diversity & Meeting the Needs of Children with Special Needs, A look at inclusion Cultural Needs, and Diverse Learning with Special Needs, A look at inclusion Cultural Needs, and Diverse Learning Needs: Idea 97 & the LawNeeds: Idea 97 & the Law Social Skills: Teaching Kids to Care by Caring for Them Chapter 6Social Skills: Teaching Kids to Care by Caring for Them Chapter 6 Social Skill Training in the Classroom Social Skill Training in the Classroom Consequences that Teach, Restore, and Instill ConscienceConsequences that Teach, Restore, and Instill Conscience A look at restorative justiceA look at restorative justice Writing BIPS: Behavioral Support Plans Chapter 7Writing BIPS: Behavioral Support Plans Chapter 7 Dealing with Individual Behavioral ProblemsDealing with Individual Behavioral Problems Alternatives to PunishmentAlternatives to Punishment Group Strategies: Playing in Harmony Chapter 8Group Strategies: Playing in Harmony Chapter 8 Classroom MeetingsClassroom Meetings Classroom Management Systems Classroom Management Systems Working with Parents, Administrators, & Support Personnel Chapter 9Working with Parents, Administrators, & Support Personnel Chapter 9 Channels of Communication: Mutual RespectChannels of Communication: Mutual Respect Relationship BuildingRelationship Building Working as a TeamWorking as a Team EKG- Making a Difference: EEKG- Making a Difference: Evaluvaluation & Generalization Chapter10ation & Generalization Chapter10 Data Collection: Did you get there?Data Collection: Did you get there?

Overview of ChaptersOverview of Chapters

Chapter 1: Chapter 1: Dispelling the MythsDispelling the MythsChapter 1 focuses on parenting influences and “societal Chapter 1 focuses on parenting influences and “societal

truths” that currently drive practices related to truths” that currently drive practices related to discipline. Through relating personal experiences with discipline. Through relating personal experiences with

”heavy-handed” parenting, and demonstrating the ”heavy-handed” parenting, and demonstrating the difference between external control and self-control difference between external control and self-control

approaches, a foundation for preventative behavioral approaches, a foundation for preventative behavioral supports is established. The chapter goes on to identify supports is established. The chapter goes on to identify assumptions that have “misguided” traditional school-assumptions that have “misguided” traditional school-

based disciplinary approaches. The chapter sets the based disciplinary approaches. The chapter sets the stage for a systematic process that focuses on stage for a systematic process that focuses on

individual assessment, community and relationship individual assessment, community and relationship building, and systemic obstacles that need to be building, and systemic obstacles that need to be

overcome if we are to be successful in invoking lasting overcome if we are to be successful in invoking lasting behavioral change. behavioral change.

Chapter 2: Chapter 2: Making a Difference in Every Child’s Life:Making a Difference in Every Child’s Life: Restoring the HarmRestoring the Harm

Chapter 2 focuses on reframing the child with behavioral Chapter 2 focuses on reframing the child with behavioral difficulties and addressing the importance of investment difficulties and addressing the importance of investment

and relationship. Chapter 2 traces the author’s experience and relationship. Chapter 2 traces the author’s experience with an abusive home environment, drug abuse, and with an abusive home environment, drug abuse, and

emotional shutdown, and reveals the story of the emotional shutdown, and reveals the story of the involvement of a mentor who triggered a spark for learning involvement of a mentor who triggered a spark for learning

and helped the author to re-invest in the educational and helped the author to re-invest in the educational process. The chapter then delineates relational variables process. The chapter then delineates relational variables necessary for restoring the harm that has impacted the necessary for restoring the harm that has impacted the

child with behavioral difficulties. The chapter closes with an child with behavioral difficulties. The chapter closes with an introduction to the concept of introduction to the concept of balanced and restorative balanced and restorative

justicejustice (BARJ), focusing on consequences that restore and (BARJ), focusing on consequences that restore and teach (rather than just punish), and the importance of teach (rather than just punish), and the importance of

teaching adults and children the importance of “ teaching adults and children the importance of “ forgiveness.”forgiveness.”

  

Chapter 3Chapter 3: : Developing a Behavioral PhilosophyDeveloping a Behavioral PhilosophyChapter 3 focuses on the process of developing a personal Chapter 3 focuses on the process of developing a personal behavioral framework or philosophy, which optimally helps behavioral framework or philosophy, which optimally helps the practitioner, internalize a belief system necessary for the practitioner, internalize a belief system necessary for

the provision of consistent therapeutic support for children the provision of consistent therapeutic support for children with learning and behavioral challenges. When conflicts with learning and behavioral challenges. When conflicts

arise and behavioral interventions have to be selected at a arise and behavioral interventions have to be selected at a moment’s notice, it is this philosophy that will provide moment’s notice, it is this philosophy that will provide

direction and insure consistency. The chapter provides a direction and insure consistency. The chapter provides a brief review of theorists who espouse practices, which brief review of theorists who espouse practices, which

focus on self-control, positive strategies, and the focus on self-control, positive strategies, and the development of caring, conscience, and character. The development of caring, conscience, and character. The

chapter provides samples of teacher behavioral chapter provides samples of teacher behavioral philosophies and delineates the process of developing philosophies and delineates the process of developing

classroom rules. The chapter introduces the concept of classroom rules. The chapter introduces the concept of positive behavioral supportspositive behavioral supports (PBS) and explains the (PBS) and explains the

importance of merging humanistic and scientific schools of importance of merging humanistic and scientific schools of thought. thought.

Chapter 4: Chapter 4: Motivation of Behavior: A Look at Functional Motivation of Behavior: A Look at Functional AssessmentAssessment

Chapter 4 presents a user-friendly systematic process for Chapter 4 presents a user-friendly systematic process for assessing the motivation or function of a behavior. The assessing the motivation or function of a behavior. The

chapter discusses the dynamics of behavioral occurrence chapter discusses the dynamics of behavioral occurrence and guides the reader in identifying both internal and and guides the reader in identifying both internal and

external contributive variables. The chapter provides two external contributive variables. The chapter provides two assessment tools developed for this book: The Twobros. assessment tools developed for this book: The Twobros.

Lifestyle Assessment (i.e., a tool for assessing Lifestyle Assessment (i.e., a tool for assessing contributing lifestyle variables) and the Twobros. contributing lifestyle variables) and the Twobros.

Environmental Assessment (i.e., a tool for assessing Environmental Assessment (i.e., a tool for assessing contributing environmental variables). The chapter contributing environmental variables). The chapter

teaches the reader the typical motivations of behavior teaches the reader the typical motivations of behavior and takes him through various examples of each and takes him through various examples of each

motivation. The chapter closes with an explanation of the motivation. The chapter closes with an explanation of the relationship between functional assessment and relationship between functional assessment and

meaningful behavioral support. meaningful behavioral support.

Chapter 5: Chapter 5: Opening Our Hearts to All Children: The Opening Our Hearts to All Children: The Process of Building CommunityProcess of Building Community

Chapter 5 outlines the process of building community in Chapter 5 outlines the process of building community in classroom and school settings. The intentional placement of classroom and school settings. The intentional placement of

this chapter at this point is to signify to the reader that this chapter at this point is to signify to the reader that making effective changes based on the information gathered making effective changes based on the information gathered

in the functional assessment will be limited, unless a in the functional assessment will be limited, unless a concurrent effort is made to build community, relationships, concurrent effort is made to build community, relationships, and peer support in the classroom environment. The chapter and peer support in the classroom environment. The chapter reviews best practice strategies for building community and reviews best practice strategies for building community and supporting inclusive environments. The chapter also includes supporting inclusive environments. The chapter also includes

a review of disabilities likely to have behavioral a review of disabilities likely to have behavioral manifestations. It provides strategies for including children manifestations. It provides strategies for including children

with these disabilities into mainstream settings, and it with these disabilities into mainstream settings, and it addresses both behavioral and academic accommodations.addresses both behavioral and academic accommodations.

Chapter 6: Chapter 6: Social Skills:Social Skills: Teaching Kids to Care by Caring Teaching Kids to Care by Caring for Themfor Them

Chapter 6 is based on the premise that all behaviors meet needs, Chapter 6 is based on the premise that all behaviors meet needs, and, once identified, a plan should be developed to teach the child and, once identified, a plan should be developed to teach the child

replacement skills. Inevitably, social skill/life skill training should be replacement skills. Inevitably, social skill/life skill training should be part of the ongoing curriculum in every classroom. Before the part of the ongoing curriculum in every classroom. Before the

practitioner is able to write a formal behavioral plan, he should be practitioner is able to write a formal behavioral plan, he should be comfortable with the process of teaching social skills. Ideally, social comfortable with the process of teaching social skills. Ideally, social skills should be taught proactively, but realistically, attaining such skills should be taught proactively, but realistically, attaining such

skills is a process. While the process toward skill acquisition skills is a process. While the process toward skill acquisition proceeds, inappropriate strategies for meeting needs will more than proceeds, inappropriate strategies for meeting needs will more than

likely continue. Besides preventative research-based social skills likely continue. Besides preventative research-based social skills training strategies, Chapter 6 focuses on employing strategies for training strategies, Chapter 6 focuses on employing strategies for developing consequences that teach (PBS), and consequences that developing consequences that teach (PBS), and consequences that

restore (BARJ), utilizing the occurrence of behaviors as an restore (BARJ), utilizing the occurrence of behaviors as an opportunity for learning.opportunity for learning.

Chapter 7: Chapter 7: Writing Formal Behavior Intervention Writing Formal Behavior Intervention PlansPlans

Chapter 7 is the culmination of the first six Chapter 7 is the culmination of the first six chapters. It prepares the practitioner for the chapters. It prepares the practitioner for the

development of a comprehensive formal development of a comprehensive formal behavioral behavioral intervention planintervention plan (BIP). The chapter provides the (BIP). The chapter provides the

practitioner with indicators as to when formal BIPs practitioner with indicators as to when formal BIPs are recommended. The chapter provides the are recommended. The chapter provides the reader with a formal behavioral support plan reader with a formal behavioral support plan

protocol (Twobros. Formal BIP Form) for developing protocol (Twobros. Formal BIP Form) for developing BIPs, and guides the practitioner through the BIPs, and guides the practitioner through the

process one step at a time. Finally, the chapter process one step at a time. Finally, the chapter identifies “red flags,” addresses best practice identifies “red flags,” addresses best practice

concerns, and provides a trouble shooting process concerns, and provides a trouble shooting process for analyzing ineffective behavioral plans.for analyzing ineffective behavioral plans.

Chapter 8: Chapter 8: Group Strategies: Playing in HarmonyGroup Strategies: Playing in Harmony

Chapter 8 departs from individual concerns and Chapter 8 departs from individual concerns and provides an approach for addressing classroom, group, provides an approach for addressing classroom, group, and school-wide concerns. Traits of effective teachers and school-wide concerns. Traits of effective teachers

are summarized. A collection of group support are summarized. A collection of group support strategies suggested by veteran teachers is provided. strategies suggested by veteran teachers is provided. Chapter 8 formally introduces and explains the school-Chapter 8 formally introduces and explains the school-wide positive behavioral support framework, including wide positive behavioral support framework, including a step-by-step description of the Positive Behavioral a step-by-step description of the Positive Behavioral Supports (PBS) process. The chapter also includes Supports (PBS) process. The chapter also includes

actual examples from many schools that have already actual examples from many schools that have already begun the PBS school-wide processbegun the PBS school-wide process

Chapter 9: Chapter 9: It Takes a Community: Working with Parents,It Takes a Community: Working with Parents, Administrators, Support Personnel & Physicians: Administrators, Support Personnel & Physicians:

Avoiding Law Suits through Best PracticeAvoiding Law Suits through Best PracticeBefore we can be successful in providing effective behavioral Before we can be successful in providing effective behavioral

supports for a child, we need to develop an effective process for supports for a child, we need to develop an effective process for working with families and support personnel. All too often we working with families and support personnel. All too often we

alienate relationships with families by failing to establish alienate relationships with families by failing to establish effective communication, mutual respect, and a common effective communication, mutual respect, and a common purpose of acting in the best interest of the child with a purpose of acting in the best interest of the child with a behavioral difficulty. Without an effective home-school behavioral difficulty. Without an effective home-school

relationship, our best home/school efforts may be compromised. relationship, our best home/school efforts may be compromised. Chapter 9 reviews common barriers to building home-school Chapter 9 reviews common barriers to building home-school

relationships and provides preventative solutions. The chapter relationships and provides preventative solutions. The chapter demonstrates how best practice and effective communication demonstrates how best practice and effective communication

minimize conflicts and the all-too-often legal entanglements that minimize conflicts and the all-too-often legal entanglements that may ensue when communication breaks down. Chapter 9 also may ensue when communication breaks down. Chapter 9 also

discusses the process of working as a collaborative team with all discusses the process of working as a collaborative team with all parties responsible for the child’s welfare.parties responsible for the child’s welfare.

Chapter 10Chapter 10:: The Importance of Data Collection The Importance of Data CollectionChapter 10 focuses on the process of data collection. The reasons and Chapter 10 focuses on the process of data collection. The reasons and

indications for data collection are reviewed. The chapter stresses the use of indications for data collection are reviewed. The chapter stresses the use of user-friendly data collection systems with the goal of determining if positive user-friendly data collection systems with the goal of determining if positive behavioral change has occurred as a result of behavioral support efforts. In behavioral change has occurred as a result of behavioral support efforts. In regard to school-wide PBS efforts, the chapter explains existing school-wide regard to school-wide PBS efforts, the chapter explains existing school-wide

data collection systems and gives examples of efficient data collection data collection systems and gives examples of efficient data collection systems. The chapter provides specific recommendations as to how to systems. The chapter provides specific recommendations as to how to

analyze and interpret collected raw data. Finally, the chapter contains a analyze and interpret collected raw data. Finally, the chapter contains a process for evaluating the “ immeasurable” - i.e., whether we have been process for evaluating the “ immeasurable” - i.e., whether we have been

successful in finding the child’s heart, and whether we have built a successful in finding the child’s heart, and whether we have built a relationship in which the child feels connected to the school community.relationship in which the child feels connected to the school community.

Appendix: In Search of a HeartAppendix: In Search of a HeartThe appendix contains a variety of helpful forms, protocols, and examples, for The appendix contains a variety of helpful forms, protocols, and examples, for providing effective behavioral supports. The appendix includes the following: providing effective behavioral supports. The appendix includes the following:

a BIP form, an FBA form, an Enhanced Staffing Review Form, a Behavioral a BIP form, an FBA form, an Enhanced Staffing Review Form, a Behavioral Guidelines and Procedures Sample, An Intensive Early Intervention Program, a Guidelines and Procedures Sample, An Intensive Early Intervention Program, a

classroom PBS plan, a Medication Guideline Matrix, etc.classroom PBS plan, a Medication Guideline Matrix, etc.Glossary Of TermsGlossary Of Terms

The glossary contains a listing of common positive behavioral terms, special The glossary contains a listing of common positive behavioral terms, special and general education terms, and relevant psychological and medical terms. and general education terms, and relevant psychological and medical terms.

For each term listed, a non-technical definition is provided.For each term listed, a non-technical definition is provided.

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 svitto@muskegonisd.orgsvitto@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