An overview of evidenced based strategies for assessing and treating defiant behavior

1. Assessment and Treatment of Defiant Behavior Using Positive Approaches “Breaking Down the Walls II ” Presented by Steven Vitto, M.A., BTC, CTCII Muskegon Area Intermediate School District 2008 Michigan MIBLSi Conference

2. The Face of Defiance

9. The Emergence of Social Maladjustment & Oppositional Defiance

16. THE NATURE OF ATTACHMENT

19. “ AN ATTACHMENT FORMS BETWEEN INFANT AND PRIMARY CAREGIVER SOMETIME DURING THE INFANT’S FIRST TWO YEARS OF LIFE.”

20. Attachment is the “lasting psychological connectedness between human beings.”

21. “ The quality of our attachment acts as a foundation for our future.”

24. “ AN ATTACHMENT DISORDER OCCURS WHEN THE ATTACHMENT PERIOD IS DISRUPTED OR INADEQUATE, LEAVING THE CHILD WITH THE INABILITY TO FORM A NORMAL RELATIONSHIP WITH OTHERS AND CAUSING AN IMPAIRMENT IN DEVELOPMENT.” The Wall

32. OPPOSITIONAL DEFIANCE DISORDER

33. All children are oppositional from time to time, particularly when tired, hungry, stressed or upset. They may argue, talk back, disobey, and defy parents, teachers, and other adults. Oppositional behavior is often a normal part of development for two to three year olds and early adolescents. However, openly uncooperative and hostile behavior becomes a serious concern when it is so frequent and consistent that it stands out when compared with other children of the same age and developmental level and when it affects the child’s social, family, and academic life.

34. What is Oppositional Defiance Disorder? ODD is a persistent pattern (lasting for at least six months) of negativistic, hostile, disobedient, and defiant behavior in a child or teen without serious violation of the basic rights of others.

42. SOCIAL MALADJUSTMENT vs. EMOTIONAL IMPAIRMENT The Bottom Line: Anxiety

46. Attention, Sensory or Escape Avoidance

49. Circa 1996

53. Are staff approach styles moving defiant students to the targeted or intensive level?

54. The Importance of Debriefing A Culture of Prevention

56. The greatest problem with punishment is that it does not provide an appropriate model of acceptable behavior. Furthermore, in many classrooms, punishment is accompanied by an emotional response from the teacher. Don’t do that! I don’t like that!

57. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents . ? ? Events that may occur before and/or during the problem behavior, that cause the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse (i.e., missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers, lack of relationships with staff) Events that occur immediately before the behavior (e.g., task demand, teacher direction, social interaction, presentation of worksheet etc.) Events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., removal of points, loss of privileges, time out, suspension, detention, …), that make the behavior more or less likely to occur Distancing, Power Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)

58. Competing Behavior Model Setting Event Antecedent Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Reinforcing Consequence Academic engagement Respect and Instructional Control Defiant and disrespectful of staff Bullying others on the playground Adversarial home school partnership History of trauma and neglect Oppositional Temperament Staff demands, limits or boundaries Staff correction, social disapproval, response cost loss of privileges Staff become emotional and upset Avoids teacher demands and consequences Sent home or to the office Parent complains to principal and yells at teacher Leadership and responsibility Input into Plan Self management and reward

61. REPLACEMENT BEHAVIOR Defiance ESCAPE DEMANDS SENSORY-NEGATIVE ADULT ATTENTION Function Behavior R

62. REPLACEMENT BEHAVIOR DEFIANCE CHOICES REFUSAL OPTION SELF MANAGEMENT X Behavior Function R ESCAPE DEMANDS SENSORY ADULT ATTENTION

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

73. FAST Goal and Response

75. Crisis Cycle TCI TRAINING [30]

76. Recovery Phase TCI TRAINING [6]

84. Strategies for defiant students

92. [email_address] Slideshare.com