BREAKING DOWN THE WALLSBREAKING DOWN THE WALLS

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

The 2010 Challenge of Children Conference

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…

The Grocery StoreThe Grocery Store

Positive ParentingPositive Parenting

Lets begin at the end of the journey: Lets begin at the end of the journey: AdulthoodAdulthood

YOUR CHILDRENYOUR CHILDREN

What are your dreams for them?What are your dreams for them? What do you want them to be like?What do you want them to be like? What qualities to you hope they will possess?What qualities to you hope they will possess? What lifes skills do you believe they will need?What lifes skills do you believe they will need? What is the most important gift you can give them?What is the most important gift you can give them? What kind of relationship do you want them to have What kind of relationship do you want them to have

with you?with you?

Hopeful ResponsesHopeful Responses CharacterCharacter CaringCaring ConfidentConfident DecentDecent Law AbidingLaw Abiding AssertiveAssertive TrustworthyTrustworthy HonestHonest HealthyHealthy Drug FreeDrug Free Happy and Well AdjustedHappy and Well Adjusted SuccessfulSuccessful

What influences the way you What influences the way you parent?parent?

The way you were parented.The way you were parented. What you feel is right.What you feel is right. How someone has told you to parent.How someone has told you to parent. What the research says.What the research says. What healthy adults say.What healthy adults say. What unhealthy adults say.What unhealthy adults say.

The research is clear. In over 10,000 The research is clear. In over 10,000 studies conducted all over the world, the studies conducted all over the world, the most common variable associated with a most common variable associated with a child having a healthy social emotional child having a healthy social emotional

adjustment is:adjustment is:

a. strict discipline and limita. strict discipline and limit b. consistent punitive consequences b. consistent punitive consequences

for bad behaviorsfor bad behaviors c. being your child’s friend c. being your child’s friend d. rewarding good behavior d. rewarding good behavior

e. believing that they are loved e. believing that they are loved

Multiple ChoiceMultiple Choice

The research is clear. In over 10,000 The research is clear. In over 10,000 studies conducted all over the studies conducted all over the

world the most common variable world the most common variable associated with a child having a associated with a child having a

hearty social emotional adjustment hearty social emotional adjustment is:is:

::

e. believing that they are lovede. believing that they are loved

by you!!by you!!

So how do we get there????So how do we get there???? We walk the talk.We walk the talk. We model the behavior we want to see in We model the behavior we want to see in

them.them. We learn how to listen.We learn how to listen. We learn how to forgive.We learn how to forgive. We teach and guide rather than punish and We teach and guide rather than punish and

control.control. We are consistent and fairWe are consistent and fair We are firmWe are firm We are funWe are fun

Always show your child that they Always show your child that they come first, that they are the most come first, that they are the most

import thing in your lifeimport thing in your life

"To the world you might be one person, "To the world you might be one person, but to one person, you might be the but to one person, you might be the world." world." -Anonymous -Anonymous

But surely their needs to be But surely their needs to be consequences, but….consequences, but….

Consequences should be viewed as an Consequences should be viewed as an opportunity to teachopportunity to teach

Punitive Consequences are the least Punitive Consequences are the least effective way to change “bad” behavioreffective way to change “bad” behavior

So what changes bad behavior? So what changes bad behavior? Teaching, loving, guiding, listening, relating, Teaching, loving, guiding, listening, relating,

investing time, loving, and enforcing limits investing time, loving, and enforcing limits that are fair and built on trust!!!!that are fair and built on trust!!!!

What about spare the rod???What about spare the rod???“The Rod” was intended to be a symbol of “The Rod” was intended to be a symbol of

guidance. There is no record of Jesus guidance. There is no record of Jesus EVER encouraging parents to hit their EVER encouraging parents to hit their

children!!!children!!!

What message do we send kids when What message do we send kids when we hit them?we hit them?

Do we want our children to fear us or Do we want our children to fear us or turn to us for guidance?turn to us for guidance?

Will hitting them when they make a Will hitting them when they make a mistake increase the liklihood of mistake increase the liklihood of coming to us with a problem???coming to us with a problem???

Absolutely NOT!!! Absolutely NOT!!!

The Conflict CycleThe Conflict Cycle

DO WE FEED INTO THE DO WE FEED INTO THE CONFLICT CYCLE?CONFLICT CYCLE?

TCI TRAINING [5]

Stress Model of Crisis

Pre-Crisis State

EscalationPhase

Higher

Baseline

Lower

RecoveryPhase

TriggeringPhase

OutburstPhase

Agitation

Aggression

Violence

THE VERBAL ESCALATION CONTINUUM

• Questioning

• Refusal

• Release

• Intimidation

• Tension Reduction

All Children Need BoundariesAll Children Need Boundaries

What happens whe we are inconsistent?What happens whe we are inconsistent? What happens when we blame others?What happens when we blame others? What happens we make excuses?What happens we make excuses?

(an “ability” persperctive)?(an “ability” persperctive)? What happens when we are divided?What happens when we are divided? How do we advocate therapeutically?How do we advocate therapeutically?

Authoritarian Parenting Authoritarian Parenting StyleStyle

Rigid, controllingRigid, controlling DemandingDemanding PunitivePunitive Unreasonable expectationsUnreasonable expectations Adult-like job, choresAdult-like job, chores Parent always rightParent always right Parent makes decisionsParent makes decisions Little affection, warmthLittle affection, warmth Unexpressed ideas, feelingsUnexpressed ideas, feelings Parent in controlParent in control Little encouragement, praiseLittle encouragement, praise

Building Strong Families – Positive Discipline Overhead #1

Minimally Effective Minimally Effective and more likely to and more likely to create defiance in create defiance in childrenchildren

Permissive Parenting Permissive Parenting StyleStyle

Parent avoids controlParent avoids control High level of nurturing, communicationHigh level of nurturing, communication Few rules, guidelinesFew rules, guidelines InconsistentInconsistent Parent easily frustratedParent easily frustrated Few expectationsFew expectations Few demandsFew demands Few social rulesFew social rules Parent behaves as friendParent behaves as friend Obedience not encouragedObedience not encouraged NOT EFFECTIVENOT EFFECTIVE

Authoritative Parenting Authoritative Parenting StyleStyle

Parent clearly in chargeParent clearly in charge Firm guidelinesFirm guidelines Flexible boundariesFlexible boundaries High level of communicationHigh level of communication Respects ideas, feelings, emotionsRespects ideas, feelings, emotions Mutual respectMutual respect Teamwork, give and takeTeamwork, give and take Parent accepts uniquenessParent accepts uniqueness Allows for mistakesAllows for mistakes Reasonable expectationsReasonable expectations Appropriate responsibilitiesAppropriate responsibilities Healthy role modelingHealthy role modeling Encourages independenceEncourages independence AffectionateAffectionate

MOST EFFECTIVEMOST EFFECTIVE

PARENTING PARENTING STYLESTYLE

In general, parents who are very rule-In general, parents who are very rule-oriented or rigid are more apt to set up oriented or rigid are more apt to set up monumental power struggles with the monumental power struggles with the defiant child. defiant child.

When they also often take the child's When they also often take the child's behavior personally, seeing his negativity behavior personally, seeing his negativity as aimed directly at them instead of as an as aimed directly at them instead of as an attempt to organize his world, the situation attempt to organize his world, the situation is compounded. "He's just doing that to is compounded. "He's just doing that to make me angry make me angry

Behavior MantraBehavior Mantra::

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

The best intervention is prevention!!

Bausano & Vitto, 2007Slide 18

Learn your child’s triggers

Contra-Indicated Behaviors Strategies for the Oppositional Student

• Ultimatums• Strict Boundaries: Drawing the Line in the Sand• Counts, Warnings, Threats• Being touched• Prolonged Eye-Contact• Infringing on Personal Space• Social Disapproval• Judgmental Responses• Response Cost and Punishment• Strict Boundaries or Contracts

Are response cost systems Are response cost systems contributing to defiance and contributing to defiance and

aggression?aggression? Are we using evidenced based behavior Are we using evidenced based behavior

management ?management ? Is there a balance, better yet, an Is there a balance, better yet, an

overbalance of Positive Incentives and overbalance of Positive Incentives and Feedback for Desired Behavior?Feedback for Desired Behavior?

Are we over-relying response cost systems to Are we over-relying response cost systems to manage behaviors (i.e. taking things away)?manage behaviors (i.e. taking things away)?

Power and control approaches can backfire Power and control approaches can backfire with the oppositional child resulting in with the oppositional child resulting in passive aggressive attempts to maintain passive aggressive attempts to maintain control.control.

The Parenting Tips BookletThe Parenting Tips BookletPositive Approaches for Challenging Behaviors

 

Developed bySusan Mack, MA Steven Vitto, MA

MAISD Behavioral ConsultantsA POSITIVE BEHAVIORAL SUPPORTS

PROJECT

Basic Principles of Positive Basic Principles of Positive Behavior SupportBehavior Support

““If you know why, you can figure out how….”If you know why, you can figure out how….” All behaviors meet needsAll behaviors meet needs Positive approaches teach children a better way Positive approaches teach children a better way

to meet needs to meet needs One of the best ways of teaching desired One of the best ways of teaching desired

behaviors is by modeling thembehaviors is by modeling them When it comes to children, we need to “walk When it comes to children, we need to “walk

the talk.”the talk.”

Recognize that all behaviors Recognize that all behaviors meet needs. The needs are: meet needs. The needs are:

To obtain or avoid:To obtain or avoid:• AttentionAttention• Task or ActivityTask or Activity• ItemItem• PersonPerson• Power and Control Power and Control • SensorySensory

WHAT CAN I DO TO GET THAT KIND OF

REACTION AGAIN?

Behaviors Meet NeedsBehaviors Meet Needs

Behaviors Meet NeedsBehaviors Meet Needs

The Use of RewardsThe Use of Rewards

5:1 Positives to Negatives5:1 Positives to Negatives Always pair with RelationshipAlways pair with Relationship Do not use rewards to punish or Do not use rewards to punish or

controlcontrol Concrete and Immediate Depending on Concrete and Immediate Depending on

Child’s AgeChild’s Age Intermittent ScheduleIntermittent Schedule

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.

Slow TriggersSlow Triggers(Setting Events)(Setting Events)

Fast TriggersFast Triggers(Antecedents)(Antecedents)

Behavior Behavior ProblemProblem

Actual Actual ConsequencesConsequences

Perceived Perceived FunctionFunction

Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way.Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history,Lack of sleep, illness, ADHD, temperament, Generalized Anxiety, etc.

Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, correction, social disapproval, conflict with sibling, change in routine

An observable and measurable description of the behavior(s) of concern (“No” I won’t do it.”” I did not!!”

Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, spanking, loss of privilage)What usually happens after the behavior occurs? (e.g., parental reactions, other sibling’ reactions, power struggle …)

Obtain Obtain AttentionAttention

Escape or Escape or AvoidAvoid

Avoid adult Avoid adult controlcontrol

Obtain Obtain SensorySensory

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

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

(outside, sibling interactions, playing with friends, alone time)(outside, sibling interactions, playing with friends, 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 adults, or specific adultsBehavior targets peers and/or adults, or specific adults

(e.g., mom or dad)(e.g., mom or dad)

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

engages in the problem behaviorengages in the problem behavior IgnoringIgnoring Reprimands and social disapprovalReprimands and social disapproval Looses privileges or rewards at homeLooses privileges or rewards at home 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 Spanked or punished at homeSpanked or punished at home Gets more attention than siblingGets more attention than sibling Gets out of non-preferred tasks or activitiesGets out of non-preferred tasks or activities SpankedSpanked OtherOther

Setting EventsSetting Events

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

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)

Understanding Aggressive Understanding Aggressive BehaviorsBehaviors

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

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

TCI TRAINING [11]

ScottScott

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

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.

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

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

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

THE STAGE IS SET THE STAGE IS SET

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

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

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

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

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

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

““If you know If you know why, you can why, you can figure out figure out how….”how….” W. Edward W. Edward DemingDeming

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

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

that sets us apart.that sets us apart.

What can a Child Control What can a Child Control

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

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

Attention, Sensory or Escape AvoidanceAttention, Sensory or Escape Avoidance

ControlControl

Possible Functions of DefiancePossible Functions of Defiance

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

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.”

The Tough Get TougherThe Tough Get Tougher

““Getting toughGetting tough” with persistently defiant, non-” with persistently defiant, non-compliant kids is counter productive.compliant kids is counter 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 If our penalties are harsh and repeatedly

applied, we might possibly be able to subdue applied, we might possibly be able to subdue the rebellion and create a non-motivated, the rebellion and create a non-motivated, withdrawn kid withdrawn kid

Setting LimitsSetting Limits

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

What ?!What ?!

Me Change?!Me Change?!

THEY’RETHEY’RE

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

When we attempt to overpower a child who When we attempt to overpower a child who finds power struggles reinforcing, we fight a finds power struggles reinforcing, we fight a losing battle.losing battle.

We create the very conflict we would like to We create the very conflict we would like to avoid.avoid.

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

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

SETTING EVENT SETTING EVENT STRATEGIESSTRATEGIES

Setting Event StrategiesSetting Event Strategies Building a connection or positive relationshipBuilding a connection or positive relationship Designing the physical spaceDesigning the physical space Established a predictable agendaEstablished a predictable agenda Established home expectationsEstablished home expectations Meaningful Incentive SystemsMeaningful Incentive Systems Teach and model expected behaviorsTeach and model expected behaviors Opportunity for choicesOpportunity for choices Leadership opportunitiesLeadership opportunities Establishing a positive home environmentEstablishing a positive home environment Pre-arranged consequencesPre-arranged consequences

Children can feel a greater sense of ownership Children can feel a greater sense of ownership when they are invited to contribute to their when they are invited to contribute to their behavior management plan.behavior management plan.

Children also tend to know better than anyone Children also tend to know better than anyone else what triggers will set off their problem else what triggers will set off their problem behaviors and what strategies they find most behaviors and what strategies they find most effective in calming themselves and avoiding effective in calming themselves and avoiding conflicts or other behavioral problems.conflicts or other behavioral problems.

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

1995).1995).

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

irrelevantirrelevant

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

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

Marion

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

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

quiet voice.• establishing eye contact and calling the

student by name before giving the command.

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

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

Avoiding TriggersAvoiding Triggers

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

Defiant Kids: Defiant Kids: Teacher Command Teacher Command

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

the student understands.

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

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

RATIONALE DETACHMENTRATIONALE DETACHMENT

OUR ABILITY TO MAINTAIN A THERAPEUTIC APPROACH

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 !!!

Nine things to do instead of Nine things to do instead of SpankingSpanking

1. Get Calm1. Get Calm 2. Take Time for Yourself2. Take Time for Yourself 3. Be kind but firm3. Be kind but firm 4. Give Choices4. Give Choices 5. Use logical consequences5. Use logical consequences 6. Do make ups6. Do make ups 7. Withdraw from Conflict7. Withdraw from Conflict 8. Use kind but firm action8. Use kind but firm action 9. Inform Children ahead of time9. Inform Children ahead of time

Antecedent Interventions

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

“Fix” difficult tasks

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

behavior.

Prompt incompatible, desired behavior

REPLACEMENT STRATEGIESREPLACEMENT STRATEGIES

REPLACEMENT BEHAVIOR

SWEARINGESCAPE TASK

DEMANDS (WRITING)

Function

Behavior

REPLACEMENT BEHAVIOR

SWEARING

ESCAPE TASK DEMANDS (WRITING)

REQUEST A BREAK

Behavior

Function

REPLACEMENT BEHAVIORSREPLACEMENT BEHAVIORSfor Defiancefor Defiance

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

demandsdemands Responding to a coded signalResponding to a coded signal Taking part in plan developmentTaking part in plan development Performing three non preferred tasks Performing three non preferred tasks

per dayper day

CONSEQUENCE CONSEQUENCE STRATEGIESSTRATEGIES

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

Specific Request

If, Compliance Walk Away & wait 5-10 seconds

If, Non-Compliance

Reinforce!

“Please _________”

Request in a calm voice

If, Compliance

If, Noncompliance

Preplanned Consequence

Walk away & Wait 5-10 sec.

Reinforce!

PunishmentPunishment

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 Implement consequences that are Implement consequences that are

reasonable and consistent reasonable and consistent Implement consequences in a calm Implement consequences in a calm

manner!manner!

Bigger, tougher Bigger, tougher Consequences is Consequences is

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

SystemSystem

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

orientation-I don’t careorientation-I 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 without privilegesacclimate to a life without privileges These kids tend to move us to an ultimate consequence These kids tend to move us to an ultimate consequence

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

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

If we have to get in the habit of escalating or yelling the child If we have to get in the habit of escalating or yelling the child may gradually become desensitized to authoritarian may gradually become desensitized to authoritarian approachesapproaches

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

Reinforcement HistoryReinforcement History

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

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

Problems with Reward SystemsProblems with Reward Systems

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

behavior rather than celebrate good behavior rather than celebrate good behaviorbehavior

Setting up Reinforcement SystemsSetting up Reinforcement Systems

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

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

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

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

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

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

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

tolerance.tolerance.

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

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

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

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

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

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

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

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

Remember the PURPOSES Remember the PURPOSES of negative consequencesof negative consequences

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

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

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

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

behaviorsbehaviors

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

TEACHING YOUR CHILDREN NOT TO GIVE UP..

FOR MORE INFORMATIONFOR MORE INFORMATION

http://www.slideshare.net/svittoatmuskegonisd.org/steve-vitto-positive-approaches-for-all-children

Bridge4kids.comBridge4kids.com PBIS.orgPBIS.org Casel.orgCasel.org eboard.com.michiganpbseboard.com.michiganpbs PositiveParenting.comPositiveParenting.com Parentsuccess.comParentsuccess.com Parenting.orgParenting.org Kidinfo.com/parent_resources/Parenting_tips.htmlKidinfo.com/parent_resources/Parenting_tips.html Parentsmart.comParentsmart.com Kidsourcectdta.org/parentingKidsourcectdta.org/parenting http://muskegonisd.orghttp://muskegonisd.org

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

Steve Vitto at Slide Share.com