Steve Vitto Breaking Down the Walls for Karen West MATCEI CONFERENCE 2013

MATCEIMATCEI
Michigan Association of Teachers ofMichigan Association of Teachers of
Children with Emotional ImpairmentsChildren with Emotional Impairments
BREAKING DOWN THE WALLSBREAKING DOWN THE WALLS
Presented by: Steven Vitto, M.A., CCII., CTCI., Behavior ConsultantPresented by: Steven Vitto, M.A., CCII., CTCI., Behavior Consultant
Muskegon Community College , State of Michigan MIBLSi TrainerMuskegon Community College , State of Michigan MIBLSi Trainer

Breaking Down the WallsBreaking Down the Walls
AgendaAgenda
 The ChallengeThe Challenge
 Competing PathwaysCompeting Pathways
 Why we are here?Why we are here?
 Setting Events- The Power of RelationshipsSetting Events- The Power of Relationships
 The Crisis Cycle and CPI (Diffusion and De-escalation)The Crisis Cycle and CPI (Diffusion and De-escalation)
 Fast Triggers and PreventionFast Triggers and Prevention
 Replacement StrategiesReplacement Strategies
 Reinforcement Systems- Praise and SBIReinforcement Systems- Praise and SBI
 Consequence StrategiesConsequence Strategies
 The Tools- Evidence Based Classroom ManagementThe Tools- Evidence Based Classroom Management
 Children is Shut DownChildren is Shut Down
 Pathways TemplatePathways Template

Your ChallengeYour Challenge
 What would it take?What would it take?
 Can you preform the skill?Can you preform the skill?
 What supports would you need?What supports would you need?
 Under what conditions would you performUnder what conditions would you perform
the skill?the skill?

What influences you?What influences you?
 Other people will be watching meOther people will be watching me
 I am uncomfortable doing that kind ofI am uncomfortable doing that kind of
thing in front of othersthing in front of others
 He is trying to prove a point of some kindHe is trying to prove a point of some kind
and I don’t really trust himand I don’t really trust him
 The risk of not doing this well is far greatThe risk of not doing this well is far great
tan the benefits of succeedingtan the benefits of succeeding

Potential Problems with PraisePotential Problems with Praise
 The Great Job SyndromeThe Great Job Syndrome
 I really like the way you….I really like the way you….
 You are soooooo smartYou are soooooo smart
 You are a great athleteYou are a great athlete
 You are an amazing studentYou are an amazing student
Consider the SBI approach…Consider the SBI approach…
Situation, Behavior, ImpactSituation, Behavior, Impact
When this happened, you did….., and the impact was ….When this happened, you did….., and the impact was ….
That showed ….. (e.g., se;f control)That showed ….. (e.g., se;f control)

Potential Problems with ChoicesPotential Problems with Choices
 Do you want to do this?Do you want to do this?
 Would you like to do this?Would you like to do this?
 Would you come over and do this?Would you come over and do this?
 Is it alright if we do this?Is it alright if we do this?
DISTINGUISH BETWEEN WHAT IS ADISTINGUISH BETWEEN WHAT IS A
CHOICE AND WHAT IS A DIRECTION!!!CHOICE AND WHAT IS A DIRECTION!!!

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

``The key to controllingThe key to controlling
someone else is teachingsomeone else is teaching
them how to controlthem how to control
you!!you!!

DEFIANCEDEFIANCE
What it looks like…What it looks like…

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

How do we respond?How do we respond?

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

STRATEGIES FOR DEFIANCESTRATEGIES FOR DEFIANCE

Competing Behavior Model
Setting
Events/
Slow Triggers
Antecedents/
Fast Triggers
Desired
Behavior
Problem
Behavior
Replacemen
t Behavior
Reinforcing
Consequenc
e
Reinforcing
Consequenc
e
alternative,
functionall
y
equivalent
behavior
Long-term
desired
behavior

Slow TriggersSlow Triggers
(Setting Events)(Setting Events)
Fast TriggersFast Triggers
(Antecedents)(Antecedents)
BehaviorBehavior
ProblemProblem
ActualActual
ConsequencesConsequences
PerceivedPerceived
FunctionFunction
Events that may
occur before and/or
during the targeted
response that
causes the student
to respond to a
“typical” situation in
an “atypical” way.
Specific conditions,
events, or activities
that make the
problem behavior
worse? (missed
medication, history
of academic failure,
conflict at home,
missed meals, lack
of sleep, history of
problems with
peers…
Events with a
discrete onset
and offset, that
occur
immediately
before the
challenging
behavior (e.g.,
task demand,
teacher direction,
social
interaction)
An
observable
and
measurable
description of
the
behavior(s)
of concern.
Those events that
occur after the
behavior (e.g., peer
attention, escape
task) or as a result of
the behavior (e.g.,
time out,
suspension,
detention, …)
What usually
happens after the
behavior occurs?
(e.g., teacher’s
reaction, other
students’ reactions,
power struggle …)
ObtainObtain
AttentionAttention
Escape orEscape or
AvoidAvoid
Avoid adultAvoid adult
controlcontrol
ObtainObtain
SensorySensory
An InitialLine o f Inq uiry
Stre ng ths o f stude nt: What the stude nt do e s we ll. Stude nt’s stre ng ths, g ifts, & tale nts.

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 12:30
medication
Teachers
make
multiple
task demands
Sequoia makes
negative self-
statements &
writes profane
language
Teacher sends
Sequoia to
office for being
disrespectful
What function?Avoid difficult taskstasks

Beginning the PathwaysBeginning the Pathways
Defining the behaviorDefining 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 versusHow intensive is it (swearing versus
saying “ no way”?saying “ no way”?
 Prioritizing and clustering behaviorsPrioritizing and clustering behaviors

Identifying and Defining theIdentifying and Defining the
Problem behaviorProblem behavior
 Why frequency may be skewed.Why frequency may be skewed.
 Why other kids may be doing the sameWhy 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 stillCan someone be out of control and still
have boundaries- i.e., absence ofhave boundaries- i.e., absence of
swearing, threatening ?swearing, threatening ?

What does the behaviorWhat 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 completeMay 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 orWhat are the triggers or
antecedents of your student’santecedents of your student’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 Triggers
sample responses for aggression and defiancesample responses for aggression and defiance
 I told him he could go outside until his work was finishedI told him he could go outside until his work was finished
 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 directionsI 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 itDid these directions trigger the behavior or was it
the staff response to the noncompliance??the staff response to the noncompliance??

What are the consequences when yourWhat 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 orGets out of school work or non-preferred tasks or
activitiesactivities
 OtherOther

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

Setting EventsSetting Events
 What are the causes of defiantWhat are the causes of defiant
behavior?behavior?

ATTACHMENT DISORDERATTACHMENT DISORDER
OPPOSITIONAL DEFIANCE DISORDEROPPOSITIONAL DEFIANCE DISORDER
CONDUCT DISORDERCONDUCT DISORDER
ATTENTION DEFICIT HYPERACTIVITY DISORDERATTENTION DEFICIT HYPERACTIVITY DISORDER
EMOTIONAL IMPAIRMENTEMOTIONAL IMPAIRMENT
ASPERGERS SYNDROME-AUTISM SPECTRUMASPERGERS SYNDROME-AUTISM SPECTRUM
DOWN SYNDROME-FRAGILE XDOWN SYNDROME-FRAGILE X

What is Social MaladjustmentWhat is Social Maladjustment
 Their antisocial behavior is most frequently seen asTheir antisocial behavior is most frequently seen as
resulting from their tendency to place their ownresulting from their tendency to place their own
needs above those of all other people and theneeds above those of all other people and the
immediate gratification that such behavior bringsimmediate gratification that such behavior brings
them.them.
 These students are not in chronic distress (one ofThese students are not in chronic distress (one of
the criteria for emotional disturbance under the law)the criteria for emotional disturbance under the law)
although they can exhibit situational anxiety,although they can exhibit situational anxiety,
depression, or distress in response to certaindepression, or distress in response to certain
isolated events - particularly facing theisolated events - particularly facing the
consequences of their own actions.consequences of their own actions.
 These students do not typically respond to the sameThese students do not typically respond to the same
treatment interventions that benefit emotionallytreatment interventions that benefit emotionally
disordered students.disordered students.

What is OppositionalWhat is Oppositional
Defiance Disorder?Defiance Disorder?

Definition of ODDDefinition of ODD
 Oppositional Defiant Disorder is the persistentOppositional Defiant Disorder is the persistent
pattern (lasting for at least 6 months) ofpattern (lasting for at least 6 months) of
disobedient, hostile, negativistic, and defiantdisobedient, hostile, negativistic, and defiant
behavior in a child or teen without seriousbehavior in a child or teen without serious
violation of the basic rights of othersviolation of the basic rights of others
(mentalhealth.com).(mentalhealth.com).

If a student displays the same kinds of behavior thatIf a student displays the same kinds of behavior that
DOES violate the basic rights of others it is oftenDOES violate the basic rights of others it is often
labeled conduct disorder. Children with ODD oftenlabeled conduct disorder. Children with ODD often
become adults with conduct disorder if the right stepsbecome adults with conduct disorder if the right steps
aren’t taken to control the behavior. (Bailey andaren’t taken to control the behavior. (Bailey and
Northey and Silverman and Wells 2003)Northey and Silverman and Wells 2003)

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 orOften 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.

““But he can be charming and politeBut he can be charming and polite
when he want to…”when he want to…”
 My ODD son will walk half a block down the street to help aMy ODD son will walk half a block down the street to help a
senior citizen bring in her groceries, but he won’t ever take outsenior citizen bring in her groceries, but he won’t ever take out
the trash at OUR house. Why is this?the trash at OUR house. Why is this?
 At the core, many ODD youngsters are good kids. They don’tAt the core, many ODD youngsters are good kids. They don’t
necessarily stop being good, kind and caring young peoplenecessarily stop being good, kind and caring young people
simply because they show a syndrome of behaviors. They aresimply because they show a syndrome of behaviors. They are
generally selective, however, in where, how and with whomgenerally selective, however, in where, how and with whom
they will demonstrate their best side. (How about the teen whothey will demonstrate their best side. (How about the teen who
can give her parents mega-fits, yet spend an entire week atcan give her parents mega-fits, yet spend an entire week at
church camp without an incident?)church camp without an incident?)
 Familiarity is also an issue here. Just about all of us will do orFamiliarity is also an issue here. Just about all of us will do or
say things to the folks we are closest to that we would neversay things to the folks we are closest to that we would never
do or say to anyone else. We tend to be most “comfortable”do or say to anyone else. We tend to be most “comfortable”
showing our true self and all its behavior to the folks we knowshowing our true self and all its behavior to the folks we know
very, very well. In fact, one sure sign of an ODD youngstervery, very well. In fact, one sure sign of an ODD youngster
getting worse would be that he would no longer care to hidegetting worse would be that he would no longer care to hide
his at-home behaviorshis at-home behaviors..

THE DIFFERENCE BETWEEN SMTHE 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-esteemLow self-esteem
 Tend to be rejected by othersTend to be rejected by others
 Outbursts are reactiveOutbursts are reactive
 Often feels regretOften feels regret
For SMFor SM, consider:, consider:
 Low fear, low anxiety, low behavior inhibitionLow fear, low anxiety, low behavior inhibition
 High daring/reward seekingHigh daring/reward seeking
 Preference for dangerous activitiesPreference for dangerous activities
 Insensitive to the emotional distress of othersInsensitive to the emotional distress of others
 Impaired conscience developmentImpaired conscience development
 A primary question to ask is, "Is the externalizing behavior more of a reaction orA primary question to ask is, "Is the externalizing behavior more of a reaction or
is it planned?" and "Is the behavior an attempt to control their mood?" If yes,is it planned?" and "Is the behavior an attempt to control their mood?" If yes,
then the child is probably ED.then the child is probably ED.

Students with EmotionalStudents with Emotional
Impairment engage inImpairment engage in
involuntaryinvoluntary patterns ofpatterns of
behavior and experiencebehavior and experience
internalized distressinternalized distress aboutabout
their behaviors.their behaviors.

Why Educate Ourselves AboutWhy Educate Ourselves About
ODD?ODD?
 Because each year we can expect to have atBecause each year we can expect to have at
least 1 student with ODD, and several more thatleast 1 student with ODD, and several more that
exhibit oppositional behavior at some time.exhibit oppositional behavior at some time.
 Because our lives will be a lot easier, and ourBecause our lives will be a lot easier, and our
classes will be more productive, if we know howclasses will be more productive, if we know how
to deal with oppositional behavior.to deal with oppositional behavior.
 Because all students have the right to learn inBecause all students have the right to learn in
our classes, even those with ODD.our classes, even those with ODD.
 Because good teachers know that there are noBecause good teachers know that there are no
bad students, just bad behaviors. When webad students, just bad behaviors. When we
appropriately deal with the bad behaviors we getappropriately deal with the bad behaviors we get
to see how awesome the student can truly be.to see how awesome the student can truly be.

Understanding AggressiveUnderstanding 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]

The Grocery StoreThe Grocery Store

What Causes OppositionalWhat Causes Oppositional
Defiance Disorder?Defiance Disorder?
 The cause of Oppositional Defiant Disorder is unknown atThe cause of Oppositional Defiant Disorder is unknown at
this time. The following are some of the theories beingthis time. The following are some of the theories being
investigated:investigated:
 It may be related to the child's temperament and the family'sIt 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 inChildren 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 OppositionalEighty percent of children with Oppositional
Defiance Disorder showed insecureDefiance Disorder showed insecure
attachment.attachment.
 Insecurely attached children often grow up toInsecurely attached children often grow up to
become insecurely attached parents, and thebecome insecurely attached parents, and the
cycle continuescycle continues

““AN ATTACHMENT DISORDER OCCURSAN ATTACHMENT DISORDER OCCURS
WHEN THE ATTACHMENT PERIOD ISWHEN THE ATTACHMENT PERIOD IS
DISRUPTED OR INADEQUATE, LEAVINGDISRUPTED OR INADEQUATE, LEAVING
THE CHILD WITH THE INABILITY TO FORMTHE CHILD WITH THE INABILITY TO FORM
A NORMAL RELATIONSHIP WITH OTHERSA NORMAL RELATIONSHIP WITH OTHERS
AND CAUSING AN IMPAIRMENT INAND CAUSING AN IMPAIRMENT IN
DEVELOPMENT.”DEVELOPMENT.”

Characteristics or Symptoms ofCharacteristics 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 toLack 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 aboutWhat the research says about
overcoming the effects of insecure orovercoming 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 TraditionalHigh 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 FactorsMost Frequently Identified Protective Factors
include: Intelligence, Proximity, andinclude: Intelligence, Proximity, and
ConstancyConstancy

Students with conduct disorder engage inStudents with conduct disorder engage in
deliberate acts of self-interest to gain attention or todeliberate acts of self-interest to gain attention or to
intimidate others.intimidate others.
They experience no distress or self-devaluation orThey experience no distress or self-devaluation or
internalized distress.internalized distress.

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

Maladjusted/Conduct DisorderMaladjusted/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 adisplayed behavior which may be highly valued in a
small subgroupsmall subgroup
 display socialized or unsocialized forms ofdisplay 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 markedlyintensity and duration of behavior differs markedly
from peer groupfrom peer group

The StatisticsThe Statistics
 Studies show that ODD presents in 5-15% of allStudies 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 muchODD is reported in boys almost twice as much
as it is reported in girls. (Carlson and Gaub andas it is reported in girls. (Carlson and Gaub and
Tamm 1997).Tamm 1997).
 50% of the children diagnosed with ODD are50% of the children diagnosed with ODD are
also diagnosed with ADHD. (Birmaher andalso 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 hasI am the equal of those in authority- no one has
the right to tell me what to do.the right to tell me what to do.
 Yes, I sometimes do the wrong thing, but it isYes, I sometimes do the wrong thing, but it is
usually your fault.usually your fault.
 When you punish or reward me, I feel that youWhen you punish or reward me, I feel that you
are trying to control or manipulate me.are trying to control or manipulate me.
 Because I know how much you want me toBecause I know how much you want me to
change, I will be very stubborn about changingchange, I will be very stubborn about changing
behaviors. In spite of experiencing your intendedbehaviors. In spite of experiencing your intended
punishments and/or rewards, if I change, it willpunishments and/or rewards, if I change, it will
be on my time and for me.be on my time and for me.
 My greatest sense of control comes from how IMy greatest sense of control comes from how I
make others feel.make others feel.

““He doesn’t seem to have aHe 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.”

StudentsStudents who are prone to conflictwho are prone to conflict
often do poorly in school.often do poorly in school.
 They may act out in part to mask theirThey may act out in part to mask their
embarrassment about their limited academicembarrassment about their limited academic
skills.skills.
 These students may also lack basic prosocialThese students may also lack basic prosocial
strategies that would help them to work throughstrategies that would help them to work through
everyday school difficulties.everyday school difficulties.
 These students may become confrontationalThese students may become confrontational
because they do not know how to ask for helpbecause they do not know how to ask for help
on a difficult assignment, lack the ability to siton a difficult assignment, lack the ability to sit
down with a peer and calmly talk through adown with a peer and calmly talk through a
problem, or are unable to negotiate politely withproblem, 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.

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 wasClient 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.” (Di st ort ed 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 ConductCoercive Family Behavior and Conduct
ProblemsProblems
 Conduct problems can evolveConduct problems can evolve
from ongoing patterns offrom ongoing patterns of
coercive parent-childcoercive parent-child
interactions that areinteractions that are
characterized by;characterized by;

Escalating parent and childEscalating parent and child
demands,demands,

Escalating negativeEscalating negative
consequencesconsequences

Where the person whoWhere the person who
dispenses the most negativedispenses the most negative
consequence “wins”.consequence “wins”.

Problems with “winning theProblems with “winning the
battle” while “losing thebattle” while “losing the
war”.war”.

Can Johnny Control HisCan Johnny Control His
Behavior?Behavior?
 Loss of Rational Control or Oscar WorthyLoss of Rational Control or Oscar Worthy
Performance?Performance?

 What are the setting events for yourWhat are the setting events for your
student?student?

What is the Function or MotivationWhat is the Function or Motivation
of Defiant Behavior?of Defiant Behavior?
ObtainObtain……
 Peer AttentionPeer Attention
 Adult AttentionAdult Attention
 Items/ActivitiesItems/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 functionWhat is the motivation or function
of defiance?of defiance?
 Most adults say it is “control.”Most adults say it is “control.”
 But is reality is avoidance of being controlled byBut is reality is avoidance of being controlled by
others?others?
 In many instances the defiant student is resistingIn many instances the defiant student is resisting
the control of the adult, not trying to make thethe control of the adult, not trying to make the
adult do something they don’t want to do.adult do something they don’t want to do.
 In many instances the defiant student is resistingIn many instances the defiant student is resisting
the agenda of the adult or authority figurethe agenda of the adult or authority figure

Imagine starting your day this way!Imagine starting your day this way!
 Someone comes in an wakes you 30 minutes before your alarm is setSomeone comes in an wakes you 30 minutes before your alarm is set
to ring.to ring.
 Someone hands you some clothes and tell you this is what you’ll beSomeone hands you some clothes and tell you this is what you’ll be
wearing today.wearing today.
 You sit down for breakfast and instead of your favorite frozen wafflesYou sit down for breakfast and instead of your favorite frozen waffles
you are given two scrambled eggs.you are given two scrambled eggs.
 As you reach for your cup of coffee someone tells you it is bad for youAs you reach for your cup of coffee someone tells you it is bad for you
and hand you a glass of grapefruit juice.and hand you a glass of grapefruit juice.
 As you walk out to the car you find a letter on your car saying you willAs you walk out to the car you find a letter on your car saying you will
need to walk today.need to walk today.
 When you get to school there is a sign on the door you usually enterWhen you get to school there is a sign on the door you usually enter
saying go around to the other side of the building.saying go around to the other side of the building.
 When you get to your classroom you find your desk has been movedWhen you get to your classroom you find your desk has been moved
to the other side of the room.to the other side of the room.
 When you go to log on your computer you find its been moved toWhen you go to log on your computer you find its been moved to
another room and you will be sharing it with the teacher next door.another room and you will be sharing it with the teacher next door.
HOW WOULD ALL THESE EVENTS MAKE YOU FEEL??HOW WOULD ALL THESE EVENTS MAKE YOU FEEL??

Defiant Kids: Why Are There SoDefiant 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
• They may not see you rules as relevant or
applicable to them!

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

What can a Child ControlWhat 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 functionWhat is the motivation or function
of your child’ defiant behavior? Is itof your child’ defiant behavior? Is it
attention, escape/avoidance,attention, escape/avoidance,
control?control?
Discuss your hypothesis with yourDiscuss your hypothesis with your
partner.partner.
Enter the function in your pathwaysEnter the function in your pathways
form.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 aIt is easier to prevent a
behavior from occurringbehavior from occurring
than to deal with it after itthan to deal with it after it
has happened.”has happened.”

If you’ve told a child a thousandIf you’ve told a child a thousand
timestimes
and she/he still doesn’tand she/he still doesn’t
understand,understand,
then it is not the CHILDthen it is not the CHILD
who is the slow learner!who is the slow learner!
AnonymousAnonymous
70

Specialized Individual
Interventions
(Individual Student
System)
Continuum of Effective Behavior
Support
Specialized Group
Interventions
(At-Risk System)
Universal Interventions
(School-Wide System
Classroom System)
Students
without
Serious
Problem
Behaviors
(80 -90%)
Students At-Risk
for Problem
Behavior
(5-15%)
Students with
Chronic/Intense
Problem Behavior
(1 - 7%)
Primary Prevention
Secondary Prevention
Tertiary Prevention
All Students in School
Circa 1996

RTI- Are classroom response costRTI- Are classroom response cost
systems contributing to defiance?systems contributing to defiance?
 Response to InterventionResponse to Intervention
 Are we using evidenced based classroom behaviorAre we using evidenced based classroom behavior
management systems at the universal level? Aremanagement 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 ofIs there a balance, better yet, an overbalance of
Positive Incentives and Feedback for DesiredPositive Incentives and Feedback for Desired
Behavior?Behavior?
 When universal consequences (e.g., ClassroomWhen universal consequences (e.g., Classroom
Response Cost System) are not effective, or whenResponse Cost System) are not effective, or when
they trigger an escalation of behavior, do wethey trigger an escalation of behavior, do we
differentiate our approach?differentiate our approach?
 Are we over-relying on classroom response costAre we over-relying on classroom response cost
systems to manage student behaviors?systems to manage student behaviors?

Potential Problems with the RedPotential Problems with the Red
Light SystemLight System
 The Case Against Flip ChartsThe Case Against Flip Charts
HOW
WOULD
YOU
FEEL?

SelfSelf
disciplinediscipline
isn’t taughtisn’t taught
inin
obedienceobedience
school.school.

 When teachers attempt to overpower a kidWhen teachers attempt to overpower a kid
who has defeated more powerfulwho has defeated more powerful
adversaries, they fight a losing battle.adversaries, they fight a losing battle.
 These teachers create the very conflict aboutThese teachers create the very conflict about
which they complainwhich they complain..

Limits of Traditional ApproachesLimits of Traditional Approaches
Behavior ModificationBehavior Modification
 Children with ODD have unique temperaments.Children with ODD have unique temperaments.
Because they are impulsive, they are incapable ofBecause they are impulsive, they are incapable of
using the promise of reward or the threat ofusing the promise of reward or the threat of
punishment to change their behavior. Furthermore,punishment to change their behavior. Furthermore,
when the child with ODD strives for a reward butwhen the child with ODD strives for a reward but
never earns it or worries about a punishment butnever earns it or worries about a punishment but
never avoids it, he or she gives up on the adult whonever avoids it, he or she gives up on the adult who
dangles the carrot or wags the stick.dangles the carrot or wags the stick.
 The bond between them weakens and eventuallyThe bond between them weakens and eventually
breaks. What is worse is that these childrenbreaks. What is worse is that these children
frequently give up on themselvesfrequently give up on themselves..

Underlying Systems of ControlUnderlying Systems of Control
in Schoolin School
 The use of reinforcementThe use of reinforcement
 Response Cost-loss of privileges, loss of points,Response Cost-loss of privileges, loss of points,
loss of access to reinforcing events, etc.loss of access to reinforcing events, etc.
 Restrictive classroom rules and boundaries-e.g.,Restrictive classroom rules and boundaries-e.g.,
“ No going in my desk.”“ No going in my desk.”
““ Not going into this area.”Not going into this area.”
““ No talking while in line.”No talking while in line.”
““ Sitting with both both feet on the floor.”Sitting with both both feet on the floor.”
““ Raising your hand before talking.”Raising your hand before talking.”
 Expecting immediate complianceExpecting immediate compliance
 Following my rulesFollowing my rules
 Suspension, Detention, and other forms ofSuspension, Detention, and other forms of
punishment

Reconnaissance 101Reconnaissance 101
 Gather information on your challenge.Gather information on your challenge.
 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 isThe greatest victory is
to win without ever having battledto win without ever having battled..
 Tom McIntyre:Tom McIntyre: The sweetest victory is one inThe sweetest victory is one in
which both sides are winnerswhich both sides are winners..

SETTING EVENTSETTING EVENT
STRATEGIESSTRATEGIES

SETTING EVENT STRATGIESSETTING EVENT STRATGIES
Goal: to minimize or eliminate the effect thatGoal: 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 minimizeCan we take preventative actions to minimize
the setting event?the setting event?
 Can we provide systematic support toCan we provide systematic support to
gradually lessen the impact of the settinggradually lessen the impact of the setting
event?event?
 Can we bring home and school together?Can we bring home and school together?

Setting Event StrategiesSetting Event Strategies
 Building a connection or positiveBuilding 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

Changing PerspectiveChanging Perspective
 Does the defiant child think your behavior isDoes the defiant child think your behavior is
about your needs or his????about your needs or his????
 Establishing Program Expectations andEstablishing Program Expectations and
 Allowing the Child’s Input whenever possibleAllowing the Child’s Input whenever possible
 Reframe the child in a positive light. Can youReframe 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 toReflect back the person you would like him to
become.become.

Recovery PhaseRecovery Phase
TCI TRAINING [6]
Higher (Educateur)
No Change (Fire Fighter)
Lower (Abuser)
Recovery
Phase

How do we become an educateur?

Can you form relationships withCan you form relationships with
these children?these children?
 Yes, with time and time and more timeYes, with time and time and more time
 How:How:

Eye contactEye contact

TouchTouch

SmileSmile

Working together in reciprocal wayWorking together in reciprocal way

Demonstrate affection regardless of responseDemonstrate affection regardless of response

ConsistencyConsistency

ReliabilityReliability

ProximityProximity

How do we establish positive relationshipsHow do we establish positive relationships
with our studentswith 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 aMake 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, evenRemain consistently supportive and encouraging, even
when needing to administer consequences.when needing to administer consequences.

““You made a mistake in judgment, but they are further and fartherYou 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 othersI 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 itEven 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, ...””

Teacher Tips on How to Deal withTeacher Tips on How to Deal with
the ODD Studentthe ODD Student
(Barkley and Benton 1998) (Wenning 1999)(Barkley and Benton 1998) (Wenning 1999)
 Pick your battles- Keep in mind the struggles thatPick your battles- Keep in mind the struggles that
students with ODD go through everyday and allowstudents 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 studentDon’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 thenAct, don’t discuss- Prompt actions work better then
trying to reason with a student that has ODD. It cantrying to reason with a student that has ODD. It can
quickly turn argumentative.quickly turn argumentative.
 Phrase directions as statements not as questions- If youPhrase directions as statements not as questions- If you
ask an ODD student to do something he/she probablyask an ODD student to do something he/she probably
won’t.won’t.
 Do not bring up the past- You can do nothing to changeDo not bring up the past- You can do nothing to change
it.it.
 Have clear rules and appropriate consequencesHave clear rules and appropriate consequences in place.in place.

 Students can feel a greater sense ofStudents can feel a greater sense of
ownership when they are invited toownership when they are invited to
contribute to their behavior managementcontribute to their behavior management
plan. Students also tend to know betterplan. Students also tend to know better
than anyone else what triggers will set offthan anyone else what triggers will set off
their problem behaviors and whattheir problem behaviors and what
strategies they find most effective instrategies they find most effective in
calming themselves and avoiding conflictscalming themselves and avoiding conflicts
or other behavioral problems.or other behavioral problems.
Have the Student Participate in Creating aHave the Student Participate in Creating a
Behavior Plan (Walker, Colvin, & Ramsey,Behavior Plan (Walker, Colvin, & Ramsey,
1995).1995).

ANTECEDENT STRATEGIESANTECEDENT STRATEGIES
should make the target behaviorshould make the target behavior
irrelevantirrelevant

Antecendent StrategiesAntecendent Strategies
for the Defiant Childfor the Defiant Child
 Should interrupt the conflict cycle before itShould interrupt the conflict cycle before it
beginsbegins
 Should be viewed as a process as the childShould 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 acrossShould be consistent as possible across
care providerscare 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 BehavioralContra-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, ProgressiveSuspension and Detention, Progressive
DisciplineDiscipline
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: How do I deliver aHow 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 be fo re giving the command.
• stating the command as a positive (do ) statement,
rather than a negative (do n’t) statement.
• phrasing the command clearly and simply so the
student knows exactly what he/she is expected to
do.

Defiant Kids:Defiant Kids: Teacher CommandTeacher Command
Sequence: Extended VersionSequence: Extended Version
1. Make the request. Use simple, clear language that
the student understands.
If possible, phrase the request as a positive (do)
statement, rather than a negative (don’t) statement.
(E.g., “John, please start your math assignment now.”)
Wait a reasonable time for the student to comply (e.g.,
5-20 seconds)

Sequence: Extended VersionSequence: Extended Version (Co nt.)(Co nt.)
2. [If the student fails to comply] Repeat the request as
a 2-part choice. Give the student two clear choices
with clear consequences. Order the choices so that
the student hears the good thing that will happen if he
complies. AVOID ULTIMATUMS
“John you need to be respectful so you can
keep using the calculator.” instead of “John
if you do that again Im taking the calculator
away.”

 3. Give the student space and time to3. Give the student space and time to
make a good choice. Deal with themake a good choice. Deal with the
behavior as privately as possible.behavior as privately as possible.
 4. Give the student a reasonable time4. Give the student a reasonable time
period to comply and a agreed uponperiod to comply and a agreed upon
consequenceconsequence
 5. Be consistent!5. Be consistent!

4. [If the student fails to comply] Impose the pre-
selected negative consequence , ignore, process,
meet later, etc.
As you impose the consequence, ignore student
questions or complaints that appear intended to
entangle you in a power struggle.
WHY IS A PRE-ARRANGEDWHY IS A PRE-ARRANGED
CONSEQUENCE IMPORTANT??CONSEQUENCE IMPORTANT??

Antecedents to AvoidAntecedents to Avoid
 Antecedents to AvoidAntecedents to Avoid
 A number of situations will spark noncompliant behaviorA number of situations will spark noncompliant behavior
in children with ODD. Some common examples includein children with ODD. Some common examples include
the following:the following:
 sharply worded verbal directives (e.g., "Tony, stopsharply 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 suggestgestures, facial grimaces, or body language that suggest
disapproval; anddisapproval; and
 poorly planned transitions.poorly planned transitions.
 CALLING OUT FROM ACROSS THE ROOM!!!CALLING OUT FROM ACROSS THE ROOM!!!

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
Escalation
Phase
Recovery
Phase
Triggering
Phase
Outburst
Phase
Agitation
Aggression
Violence

The Art of Setting LimitThe Art of Setting Limit
Always 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)
 Use visual aidsUse visual aids
IF YOU ASK SOMETHING AS A QUESTION BE PREPARED TOIF 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 STATEMENTS
THINK ABOUT YOU AND A FRIEND – MUTUAL RESPECTTHINK ABOUT YOU AND A FRIEND – MUTUAL RESPECT

At this point, we wIll watch a video clip of a teacher andAt this point, we wIll watch a video clip of a teacher and
student engaged in an escalating war of words. Thestudent engaged in an escalating war of words. The
following questions would be discussed:following questions would be discussed:
 In the short termIn the short term (and the long term)(and the long term), who, who
“won”?“won”?
 Did either person convince the other thatDid either person convince the other that
his/her way was correct?his/her way was correct?
 Has a “show of force” prevented futureHas a “show of force” prevented future
conflict?conflict?
 Did the teacher do anything of which heDid the teacher do anything of which he
could be proud? Did he implement bestcould be proud? Did he implement best
practice?practice?
 (Assuming a “(Assuming a “NoNo” answer)” answer) Why notWhy not??

Known TriggersKnown Triggers
 Singling OutSingling Out
 Invading Personal SpaceInvading Personal Space
 TouchingTouching
 JudgingJudging
 Emotional ResponsesEmotional Responses
 UltimatumsUltimatums

Your Turn To Talk BackYour Turn To Talk Back
 Which points made the most impact on you?Which points made the most impact on you?
 In what ways do you see yourself changingIn what ways do you see yourself changing
your interaction/intervention patterns?your interaction/intervention patterns?
 With which points do you disagree?With which points do you disagree?
(and why?)(and why?)

BE AWARE OF NONVERBALSBE AWARE OF NONVERBALS
AND TONEAND TONE
 Codes and subtle nonverbalCodes 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 proceedStatements of Understanding proceed
requestsrequests
 Behavior MomentumBehavior Momentum
 Pre-correctionPre-correction
 ProximityProximity

Pre-correction Steps for treatingPre-correction Steps for treating
Chronic Problems BehaviorsChronic Problems Behaviors
1. Identify the context and the predictable1. Identify the context and the predictable
problem behavior.problem behavior.
2. Specifying expected behaviors2. Specifying expected behaviors
3. Systematically modifying the context3. Systematically modifying the context
4. Rehearsing4. Rehearsing
5. Strong reinforcement for replacement5. Strong reinforcement for replacement
behaviorbehavior
6. Prompting expected behavior6. Prompting expected behavior
7. Monitoring the plan7. Monitoring the plan

What is the most important point to keepWhat is the most important point to keep
in mind when working with a defiant orin mind when working with a defiant or
noncompliant student?noncompliant student?
 If you instead approach the student in a business-like, neutralIf you instead approach the student in a business-like, neutral
manner, and impose consistent, fair consequences formanner, and impose consistent, fair consequences for
misbehavior, you will model the important lesson that youmisbehavior, you will model the important lesson that you
cannot be pulled into a power struggle at the whim of acannot be pulled into a power struggle at the whim of a
student.student.
 Instructors who successfully stay calm in the face of studentInstructors 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 noa. 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 availableefficiently and quickly, you will have more instructional time available
that used to be consumed in epic power struggles.that used to be consumed in epic power struggles.

Avoid a mismatch between yourAvoid a mismatch between your
words and nonverbal signalswords and nonverbal signals
 Take time to plan your response before reacting toTake time to plan your response before reacting to
provocative student behavior or remarksprovocative student behavior or remarks
 Do not become entangled in a discussion orDo not become entangled in a discussion or
argument with a confrontational student (Walker &argument with a confrontational student (Walker &
Walker, 1991)Walker, 1991)
 Do not try to coerce or force the student to comply.Do not try to coerce or force the student to comply.
It is a mistake to use social pressure (e.g.,It is a mistake to use social pressure (e.g.,
reprimands, attempting to stare down students,reprimands, attempting to stare down students,
standing watch over them) or physical force to makestanding watch over them) or physical force to make
a confrontational student comply with a requesta confrontational student comply with a request
(Walker & Walker, 1991).(Walker & Walker, 1991).

The Child Who is triggered byThe Child Who is triggered by
PraisePraise
 For some children with ODD, even praiseFor some children with ODD, even praise
can be an antecedent for noncompliance.can be an antecedent for noncompliance.
Teachers are understandably confusedTeachers are understandably confused
when they praise a child and the studentwhen they praise a child and the student
explodes. Nonetheless, it is important toexplodes. Nonetheless, it is important to
recognize when praise predictably bringsrecognize when praise predictably brings
out the worst in a child and to avoid thatout the worst in a child and to avoid that
antecedent.antecedent.

REPLACEMENT STRATEGIESREPLACEMENT STRATEGIES

REPLACEMENT BEHAVIOR
SWEARING
ESCAPE TASK
DEMANDS
(WRITING)
Function
Behavior

SWEARING
ESCAPE TASK
DEMANDS
(WRITING)
REQUEST
A BREAK
Behavior
Function

SWEARING ESCAPE TASK
DEMANDS
(SPECIFICALLY
WRITING)
ESCAPE TASK
DEMANDS
(SPECIFICALLY
WRITING)
REQUEST
A BREAK
SWEARING
!?!?
EXTINCTION
1
2

Replacement BehaviorReplacement Behavior
Components:
*Identify functionally equivalent replacement
behavior.
*Replacement Behavior
(teaching and maintaining)
Consider…
•Is the replacement behavior effective and
efficient for the student to use?
•The Response Effort: how difficult is it for
the person to perform the behavior? (physically
and/or cognitively)

Replacement BehaviorReplacement Behavior
Replacement Behavior
Identify a plan for instruction in the
replacement behavior
Identify plan for systematically adjusting
the use of the replacement behavior
requirements over time (based on data and
reliant upon instruction)

REPLACEMENT BEHAVIORSREPLACEMENT BEHAVIORS
for Defiancefor Defiance
 Taking leave appropriatelyTaking leave appropriately
 Refusing in a respectful mannerRefusing in a respectful manner
 Choosing between two tasks orChoosing between two tasks or
demandsdemands
 Responding to a coded signalResponding to a coded signal
 Taking part in plan developmentTaking part in plan development
 Performing three no preferred tasks perPerforming three no preferred tasks per
dayday
 Being a class helperBeing a class helper

How do we promote self controlHow do we promote self control??
 Social skills instructionSocial skills instruction..
 Teach reflective thinkingTeach reflective thinking..

““Stop-think-choose”Stop-think-choose” (see the link on this site’s(see the link on this site’s
home page titled “Problem solving”home page titled “Problem solving”)) ..

Problem solvingProblem solving ..

Self monitoringSelf monitoring ..

Anger management/replacement trainingAnger management/replacement training..

Differential reinforcement proceduresDifferential reinforcement procedures
 Personalized check-ins with supportivePersonalized check-ins with supportive
adultadult(s)(s)..

How we want defiant students toHow we want defiant students to
respond…respond…
 DefiantDefiant :: Challenging; non-compliant; confrontational; openly and boldlyChallenging; non-compliant; confrontational; openly and boldly
challenging and resisting authoritychallenging 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 defiant2. 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 toTeaching 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 authorityTeaching child to respond appropriately to authority
figuresfigures
 Teaching child appropriate ways to challenge adultTeaching child appropriate ways to challenge adult
 Teaching child how to make choicesTeaching child how to make choices
 Teaching child social skillsTeaching child social skills

Life Space Interview (LSI)Life Space Interview (LSI)
Is a therapeutic, verbal strategyIs a therapeutic, verbal strategy
for intervening with a young personfor intervening with a young person
““the clinical exploitation of life eventsthe clinical exploitation of life events””
——Fritz RedlFritz Redl
TCI TRAINING [44]

Goals of the LSIGoals of the LSI
1. Return young person to normal1. Return young person to normal
functioningfunctioning
2. Clarify events2. Clarify events
3. Repair and restore the relationship3. Repair and restore the relationship
4. Teach new coping skills4. Teach new coping skills
5.5.Reintegrate young person back intoReintegrate young person back into
routineroutine
TCI TRAINING [45]

Steps to the LSISteps to the LSI
II –– Isolate the conversationIsolate the conversation
EE –– Explore young personExplore young person ’’s point of views point of view
SS –– Summarize the feelings and contentSummarize the feelings and content
CC –– Connect behavior to feelingsConnect behavior to feelings
AA –– Alternative behaviors discussedAlternative behaviors discussed
PP –– Plan developed/Practice new behaviorPlan developed/Practice new behavior
EE –– Enter young person back into theEnter young person back into the
routineroutine

CONSEQUENCECONSEQUENCE
STRATEGIESSTRATEGIES

Common Individual and SystemCommon Individual and System
Responses to Problem BehaviorResponses to Problem Behavior
 Clamp down on rule violatorsClamp down on rule violators
 Extend continuum of aversiveExtend continuum of aversive
 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, metalSecurity guards, student uniforms, metal
detectors, surveillance camerasdetectors, surveillance cameras
 Suspension/ExpulsionSuspension/Expulsion
 Exclusionary options (e.g. AlternativeExclusionary options (e.g. Alternative
programs)programs)

According to Research,According to Research,
the LEAST EFFECTIVE responses tothe LEAST EFFECTIVE responses to
problem behavior are:problem behavior are:
•
CounselingCounseling
•
PsychotherapyPsychotherapy
•
PunishmentPunishment (Gottfredson,1997; Lipsey, 1991; Lipsey & Wilson,(Gottfredson,1997; Lipsey, 1991; Lipsey & Wilson,
1993; Tolan & Guerra, 1994)1993; Tolan & Guerra, 1994)

Exclusion is the most common responseExclusion is the most common response
for conduct-disordered, juvenilefor conduct-disordered, juvenile
delinquent, and behaviorally disordereddelinquent, and behaviorally disordered
youthyouth (Lane & Murakami, 1987)(Lane & 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 CounselorsResource Officers, and Counselors
Employ These Procedures?Employ These Procedures?
When WE experience aversive situations, weWhen WE experience aversive situations, we
select interventions that produce immediateselect interventions that produce immediate
(rather than sustained) relief. We tend to(rather than sustained) relief. We tend to
focus on our concerns, not the student’s.focus on our concerns, not the student’s.

Remove the student.Remove the student.

Remove ourselves.Remove ourselves.

Modify the physical environment.Modify the physical environment.

Assign responsibility for change to studentAssign responsibility for change to student
and/or others.and/or others.

What results from these responses?What results from these responses?
 Punishing problem behaviors without aPunishing problem behaviors without a
school-wide system of support is associatedschool-wide system of support is associated
with increased:with 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 antisocialOccasions and reinforces antisocial
behaviorbehavior

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

The Evolution of AdversarialThe Evolution of Adversarial
Relationships and SubversionRelationships and Subversion
 As aberrant behaviors begin to surface anAs aberrant behaviors begin to surface an
unhealthy communication paradigmunhealthy communication paradigm
emergesemerges
 A phone call home, a detention slip, aA phone call home, a detention slip, a
suspensionsuspension
THE STAGE IS SETTHE STAGE IS SET

The Reaction ContinuumThe Reaction Continuum
 ““My son wouldn’t do that!!My son wouldn’t do that!!
 ““I will punish him.”I will punish him.”
 ““ What do you expect me to do?”What do you expect me to do?”
 ““You guys are always kicking him out!!You guys are always kicking him out!!
At this point a shift begins and the parent andAt this point a shift begins and the parent and
school are at risk for developing anschool are at risk for developing an
adversarial relationship.adversarial relationship.
THE FIRST SIGNSTHE FIRST SIGNS
 ““ He says other kids were doing the sameHe says other kids were doing the same
thing and nothing happened to them”thing and nothing happened to them”

The Downward SpiralThe Downward Spiral
 Without evidenced based decision makingWithout evidenced based decision making
the school continues to respond in thethe school continues to respond in the
only way they know how-punishment andonly way they know how-punishment and
exclusion.exclusion.
 Without proper supports, the parentWithout proper supports, the parent
becomes trapped in a dilemma. Do Ibecomes trapped in a dilemma. Do I
blame myself, my child, or the school?blame myself, my child, or the school?
 And a day comes when the parent beginsAnd a day comes when the parent begins
to blame the school, and the real damageto blame the school, and the real damage
begins…begins…

What Johnny LearnsWhat Johnny Learns
 Johnny is becoming increasingly dis-enfranchised withJohnny is becoming increasingly dis-enfranchised with
schoolschool
 Johnny figures out that he if he tells his parents he wasJohnny figures out that he if he tells his parents he was
picked on, singled out, overly or repeatedly punished,picked on, singled out, overly or repeatedly punished,
then his parents will begin to focus on the school ratherthen his parents will begin to focus on the school rather
than his behaviors.than his behaviors.
 It becomes increasing probable for Johnny toIt becomes increasing probable for Johnny to
misrepresent the school. He escapes punishment andmisrepresent the school. He escapes punishment and
takes the focus off of him.takes the focus off of him.
 By blaming the school, the parents avoid blame, and areBy 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 usea child who has a escape card-any time he wants to use
it.it.

Problems with traditionalProblems with traditional
 They often reinforced the child’s behaviorThey often reinforced the child’s behavior
 The often place the adult in an adversarialThe often place the adult in an adversarial
rolerole
 They desensitize the child to authorityThey 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 andThe 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 severwe tend to up the severity of punishment thinking that a more sever
consequence will do the trickconsequence will do the trick
 Defiant behavior may have stronger issues of escape as the studentDefiant 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 usuallyIf 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 becomesIf 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 adversarialRepeated 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 theIf the behavior is chronic there is a likelihood that something about the
consequence may be reinforcingconsequence may be reinforcing

CONSEQUENCES SHOULD:CONSEQUENCES SHOULD:
 Reduce the effectiveness and efficiency of theReduce the effectiveness and efficiency of the
problem behavior!!!problem behavior!!!
 Set the stage for teaching alternative strategiesSet 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 behaviorNot create more of a problem than the behavior
itselfitself
 Reduce frequency, intensity, and duration of theReduce frequency, intensity, and duration of the
problem behaviorproblem behavior

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

The F.A.S.T. programThe F.A.S.T. program
Developed by IRIS Media Inc. and Martin Sheehan, Ph.D.

FAST Goal and ResponseFAST Goal and Response

The use of Physical Restraint andThe use of Physical Restraint and
SeclusionSeclusion
 IndicationsIndications
 The Michigan State DepartmentThe Michigan State Department
GuidelinesGuidelines
 Physical ManagementPhysical Management
 Mechanical RestraintsMechanical Restraints
 The Dangers of Physical RestraintThe Dangers of Physical Restraint
 Restraint and Seclusion as aRestraint and Seclusion as a
ConsequenceConsequence

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

Emergency Planning & CrisisEmergency Planning & Crisis
ResponseResponse
 Has your school addressed responding toHas your school addressed responding to
crises in the building & emergenciescrises in the building & emergencies
 Is there a systematic plan that all staffIs there a systematic plan that all staff
knowknow

Reinforcement HistoryReinforcement History
 Has reinforcement been used as aHas reinforcement been used as a
means of acknowledgingmeans of acknowledging
approximations of desired behavior?approximations of desired behavior?
 Has reinforcement been used as aHas reinforcement been used as a
means of control, leading tomeans of control, leading to
resentment, and loss of motivation?resentment, and loss of motivation?

The Evolution of Praise versusThe 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
 WhyWhy responseresponse cost is a problemcost is a problem
 Why reinforcement is discountedWhy reinforcement is discounted
 Create a 5:1 ratio of positives to negativesCreate a 5:1 ratio of positives to negatives

Problems with Reward SystemsProblems with Reward Systems
 ““What I giveth I can taketh away.”What I giveth I can taketh away.”
 The Marion StoryThe Marion Story
 May not be reinforcing to that childMay not be reinforcing to that child
 May have been used to control badMay have been used to control bad
behavior rather than celebrate goodbehavior rather than celebrate good
behaviorbehavior
 May quickly be discounted with aMay quickly be discounted with a
response cost approach (example ofresponse cost approach (example of
Richard and plying football)Richard and plying football)

SBISBI
 DESCRIBE THE SITUATIONDESCRIBE THE SITUATION
 DESCRIBE THE BEHAVIORDESCRIBE THE BEHAVIOR
 DESCRIBE THE IMPACTDESCRIBE THE IMPACT

CONTROLCONTROL
 Clinical experience suggests that there isClinical experience suggests that there is
a subset of children with ODD who area subset of children with ODD who are
obsessed with control. These childrenobsessed with control. These children
view all relationships in terms of who isview all relationships in terms of who is
going to control whom. An adult whogoing to control whom. An adult who
systematically uses reward andsystematically uses reward and
punishment to control behavior confirmspunishment to control behavior confirms
the child's belief-"This adult is trying tothe child's belief-"This adult is trying to
manipulate me." These children go tomanipulate me." These children go to
great lengths to win the power struggle.great lengths to win the power struggle.

Setting up Reinforcement SystemsSetting up Reinforcement Systems
 A. The student should have inputA. The student should have input
 B. Delivery should be rich, random, and not tiedB. Delivery should be rich, random, and not tied
to intervals or activities at clearly defined.to intervals or activities at clearly defined.
 C. Response Cost Systems should beC. Response Cost Systems should be
avoidedavoided
 D. The reward system should NEVER beD. The reward system should NEVER be
 used to control the child!!used to control the child!!
 E. The reinforcer menu needs to vary!!E. The reinforcer menu needs to vary!!
 F. DO NOT USE EMBARASSMENT WHEN THE STUDENT HASF. DO NOT USE EMBARASSMENT WHEN THE STUDENT HAS
NOT EARNED A PRIVILEGE OR REWARD. THIS WILL LIKELYNOT 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 THEG. PROVIDE AGREED UPON CELEBRATIONS EVEN IN THE
FACE OF INPERFECTION!!FACE OF INPERFECTION!!

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

Prepare the student for yourPrepare the student for your
positive feedbackpositive feedback
 Prepare the student for your positive feedback (In order toPrepare the student for your positive feedback (In order to
prevents the automatic negative reactions found above)prevents the automatic negative reactions found above)
"I have something nice I'd like to tell you. Wanna hear it?""I have something nice I'd like to tell you. Wanna hear it?"
Kid: "NOPE." (but s/he is wondering what you were going toKid: "NOPE." (but s/he is wondering what you were going to
say)say)
 "I'd like give you compliment. How're you gonna react if I"I'd like give you compliment. How're you gonna react if I
do?"do?"
Kid: "Not well."Kid: "Not well."
Teacher: "That's OK... I'll take my chances."Teacher: "That's OK... I'll take my chances."
 Make a quick retreat Provide praise in written form (or makeMake a quick retreat Provide praise in written form (or make
a very quick verbal commentary) and walk away. In this way,a very quick verbal commentary) and walk away. In this way,
there is no chance for the student to give you an automaticthere is no chance for the student to give you an automatic
nasty retort.nasty retort.

Defiant Kids:Defiant Kids: What are some conflictWhat are some conflict
‘pitfalls’ that I should watch out for?‘pitfalls’ that I should watch out for?
• Avoid a mismatch between your words and nonverbal
signals.
• Take time to plan your response before reacting to
provocative student behavior or remarks.
• Do not become entangled in a discussion or argument
with a confrontational student
• Do not try to coerce or force the student to comply.

Defiant Kids:Defiant Kids: What are proactive steps toWhat are proactive steps to
minimize conflict with students?minimize conflict with students?
• Offer the student face-saving exit strategies.
• Act in positive ways that are inconsistent with the
student’s expectations.
• Select fair behavioral consequences in advance.
• Avoid making task demands of students
when they are upset.
• Avoid touching or taking property from a defiant
student

How to get someone to 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 calmingSelect 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

When Young People Will NotWhen Young People Will Not
ComplyComply
 Actively listen and problem-solveActively listen and problem-solve
 Remove the others from the areaRemove the others from the area
 Give choices and time to decideGive choices and time to decide
 Let program consequences standLet program consequences stand
 Redirect young person to a moreRedirect young person to a more
attractive activityattractive activity
 Appeal to the young person’s self-Appeal to the young person’s self-
interestinterest
 Use your relationship with the youngUse your relationship with the youngTCI TRAINING [33]

Students with Recurring ProblemStudents with Recurring Problem
BehaviorBehavior
 Too often we continue to do the sameToo often we continue to do the same
thing (often punitive) and expect differentthing (often punitive) and expect different
resultsresults
 Often student problem behavior is helpingOften student problem behavior is helping
students to get exactly what they wantstudents to get exactly what they want

Avoid difficult tasksAvoid difficult tasks

Obtain attention from peers or adultObtain attention from peers or adult

Have a Routine for Responding toHave 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!

ExtinctionExtinction
occurs when you withhold or remove theoccurs when you withhold or remove the
reinforcer maintaining a behaviorreinforcer maintaining a behavior
is a procedure that gradually reduces theis a procedure that gradually reduces the
frequency and/or intensity of a target behaviorfrequency and/or intensity of a target behavior
by withholding reinforcement from previouslyby withholding reinforcement from previously
reinforced behaviorreinforced behavior
extinction can be used to eliminate theextinction can be used to eliminate the
connection between the behavior and theconnection between the behavior and the
positive consequences that follow itpositive consequences that follow it

Extinction (cont)Extinction (cont)
Extinction REQUIRES complete control of the reinforcerExtinction REQUIRES complete control of the reinforcer
– consistency is the most important factor related to theconsistency is the most important factor related to the
efficacy of extinctionefficacy of extinction
– in most cases, extinction is only effective in reducingin most cases, extinction is only effective in reducing
behaviors that are motivated by attention from thebehaviors that are motivated by attention from the
teacher/parent/caregiverteacher/parent/caregiver
Other factors affecting resistance to extinctionOther factors affecting resistance to extinction
– the schedule of reinforcement that previously maintained thethe schedule of reinforcement that previously maintained the
behaviorbehavior
– the amount of strength of the previous reinforcerthe amount of strength of the previous reinforcer
– the length of time of the previous behavior-reinforcerthe length of time of the previous behavior-reinforcer
associationassociation
– the frequency of use of extinction with the student: more thethe frequency of use of extinction with the student: more the
betterbetter

Extinction (cont)Extinction (cont)
AdvantagesAdvantages
– may be effective without the use of physical or verbalmay be effective without the use of physical or verbal
– no use of aversive consequences/punishmentno use of aversive consequences/punishment
– effects tend to be long lastingeffects tend to be long lasting
– when combined with DRI or DRA very effectivewhen combined with DRI or DRA very effective
DisadvantagesDisadvantages
– temporary increase in behavior expected at starttemporary increase in behavior expected at start
– child frustrationchild frustration
– difficult to chose appropriate behavior to use extinctiondifficult to chose appropriate behavior to use extinction
withwith
– must have consistency between and among caregiversmust have consistency between and among caregivers
and peers (environment)and peers (environment)

Time-Out from PositiveTime-Out from Positive
ReinforcementReinforcement
The Naughty Chair, The Thinking Chair, The Stop andThe Naughty Chair, The Thinking Chair, The Stop and
Think Chair, The Time-Out Chair…Think Chair, The Time-Out Chair…

Time-OutTime-Out
the removal of a child from an apparently reinforcingthe removal of a child from an apparently reinforcing
setting to a presumable nonreinforcing setting for asetting to a presumable nonreinforcing setting for a
specified and limited period of timespecified and limited period of time
Types of time-out:Types of time-out:
– nonexclusionnonexclusion
time-out ribbontime-out ribbon
planned ignoringplanned ignoring
removal of specific reinforcersremoval of specific reinforcers
observationalobservational
– exclusionexclusion
seclusionseclusion
isolationisolation

Potential Disadvantages of T.O.Potential Disadvantages of T.O.
T.O. may be abused - duration & frequency
Caregivers may use it as a "break"
Frequent T.O. removes the child from the educational
environment
“Time In” may not be reinforcing.
Child may exhibit other inappropriate behaviors when
caregivers remove positive reinforcement.
Time-out is not indicated for escape/avoidance behaviors
and instructional noncompliance.

WHAT CAN I DO TO GET THAT KIND
OF
REACTION AGAIN?

PunishmentPunishment
Reasons for avoiding the use of punishment:Reasons for avoiding the use of punishment:
– It does not eliminate but merely suppresses the behaviorIt does not eliminate but merely suppresses the behavior
– It does not provide a model for the desired acceptableIt does not provide a model for the desired acceptable
behaviorbehavior
– Aggression on the part of the practitioner presents anAggression on the part of the practitioner presents an
undesirable modelundesirable model
– The emotional results of punishment may be fear, tension,The emotional results of punishment may be fear, tension,
stress, or withdrawalstress, or withdrawal
– The child's resulting frustration may result in furtherThe child's resulting frustration may result in further
deviationdeviation
Punishment is associated with the punisher rather than with thePunishment is associated with the punisher rather than with the
unacceptable behaviorunacceptable behavior

PunishmentPunishment
Loss of Privileges - response costLoss of Privileges - response cost
GuidelinesGuidelines
– Be sure the child understands the relationship between the targetBe sure the child understands the relationship between the target
behavior and the privilege to be lostbehavior and the privilege to be lost
– Be sure the child knows the punishable behavior and the consequence ofBe sure the child knows the punishable behavior and the consequence of
exhibiting itexhibiting it
– When possible use natural or logical consequencesWhen possible use natural or logical consequences
– Apply the loss of privilege interventions fairlyApply the loss of privilege interventions fairly
– Avoid warning, nagging, or threateningAvoid warning, nagging, or threatening
– Do not debate the punishable behaviors, the rules, or the punishmentDo not debate the punishable behaviors, the rules, or the punishment
once these have been establishedonce these have been established
– Do not become emotionally involved, Don't feel guilty when the childDo not become emotionally involved, Don't feel guilty when the child
loses a privilegeloses a privilege
– Be consistentBe consistent
– Reinforce appropriate behavior; do not emphasize inappropriateReinforce appropriate behavior; do not emphasize inappropriate
behaviors onlybehaviors only

Bigger, tougherBigger, tougher
Consequences isConsequences is
NOTNOT what wewhat we
mean by amean by a
CorrectionCorrection
SystemSystem

Interventions based on Function ofInterventions based on Function of
BehaviorBehavior
 Once the function for the problemOnce the function for the problem
behavior is identified, we can then:behavior is identified, we can then:

Teach and encourage an alternativeTeach and encourage an alternative
behavior that serves the samebehavior that serves the same
purpose (function)purpose (function)

Eliminate or reduce the “pay-off” forEliminate or reduce the “pay-off” for
the problem behaviorthe problem behavior

OPTIONS WHEN WE DON’TOPTIONS WHEN WE DON’T
WANT TO FOLLOW DIRECTIONSWANT TO FOLLOW DIRECTIONS
We have 5 available choices when we don't want toWe have 5 available choices when we don't want to
follow a direction: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 common2. Refuse in a rude manner. (This is the common
choice for our defiant kids.)choice for our defiant 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.
5.5. Make our feelings and decisions known in an respectfulMake our feelings and decisions known in an respectful
manner.manner.
*We want to help our kids adopt patterns #5.*We want to help our kids adopt patterns #5.

Ross Greene’sRoss 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.

Steve Vitto Breaking Down the Walls for Karen West MATCEI CONFERENCE 2013

Steve Vitto Breaking Down the Walls for Karen West MATCEI CONFERENCE 2013

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