presented by: name month xx, 2011 managing problem behavior: strategies for parents and teachers...

Presented by: NameMonth XX, 2011

Managing Problem Behavior:Strategies for Parents and Teachers

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What Behavioral Therapy Teaches Us About How to Encourage Positive

Behaviors and Reduce Negative Behaviors

Developed by Melanie A. Fernandez, PhD, ABPPDirector, Parent-Child Interaction Therapy Program

Child Mind Institute

A guide to more confident, consistent and effective interaction with children, especially those prone to

disruptive or defiant behavior

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SO WHAT DO WE DO?Practical strategies to use at home

and in the classroom

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It’s as simple as ABC

• A:

– A stands for “antecedent,” or something that triggers a behavior.

– An antecedent influences the likelihood of a child behaving in a particular way

– Identifying antecedents can be a very helpful tool in preventing unwanted behavior.

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It’s as simple as ABC

• B:

– B stands for “behavior,” or an action that occurs in response to a situation.

– Behaviors are affected by antecedents and expected consequences.

– Behaviors must be well-defined if you are trying to manage or change them.

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It’s as simple as ABC

• C:

– C stands for “consequence,” something that follows from an action or behavior.

– Consequences affect the likelihood of a behavior recurring in the future.

– Consequences can be positive or negative.

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How to Define Behaviors Well

• Identify behaviors you want to target.

• The behaviors should be:

– Specific

– Observable

– Measurable

• Try to focus on the behavior you DO want to see, not the one you DON’T.

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These Behaviors ArePoorly Defined:

• Being good• Being careful• Paying attention• Settling down

• Being bad• Being disruptive• Acting up• Acting out

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These Behaviors AreWell-Defined:

• Starting homework without parental prompting

• Packing backpack independently• Placing books and materials in their

proper place when finished• Bringing necessary materials home from

school9

To Review: Antecedents

– Affect the likelihood of behavior

• Can increase likelihood of good behavior

• Can increase likelihood of bad behavior

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Avoid These Antecedents

– Environmental factors to avoid or address

• Hunger

• Fatigue

• Anxiety

• Distractions in the work space

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Avoid These Antecedents

• Using vague instructions or assuming expectations are understood– Children may misbehave when unsure of what you

expect

– Everyone more likely to get frustrated

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Eyberg & Funderburk, 2011

Avoid These Antecedents

• Calling out instructions from a distance– Models ineffective communication

– Limits likelihood of being heard

– Child may be engaged in an activity

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McMahon, Forehand, & Foster, 2005

Avoid These Antecedents

• Transitioning without warning– Child may be highly engaged in an activity

– Abrupt shifts can be stressful for all

Capage et al., 1999; Laver-Bradbury, Thompson, Weeks, Daley, & Sonuga-Barke, 2010

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Avoid These Antecedents

• Asking rapid-fire questions

• Giving rapid-fire instructions– These limit child’s opportunity to answer/listen

– They suggest you may not be listening

– They’re more likely to overwhelm child

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Avoid These Antecedents

Eyberg & Funderburk, 2011; McMahon et al., 2005

• Repeating yourself

-This teaches a child that he doesn’t have to listen the first time

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Positive Antecedents

• Now for some things to try that may INCREASE the likelihood of the behavior your want to encourage

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Try These Antecedents

• Adjusting the environment– Remove distractions (i.e., screens)

– Give a snack

– Establish breaks from the outset

– Establish a consistent workspace

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Try These Antecedents

• Make expectations clear and specific– First think of what you are expecting

– Present the information verbally

– Present the information visually

– Remind from the outset

• Even if the child “should” know

Eyberg & Funderburk, 2011; McMahonet al., 2005

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• Increasing proximity to the child

• Providing countdowns for transitions– Make the remaining time clear

• “Homework time starts in 10 minutes”

Laver-Bradbury et al., 2010; McMahon et al., 2005

Try These Antecedents

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• Giving a choice when possible– Narrows down options

– Empowers children

– Limits parental frustration

• “Would you prefer to start with math or science?”

Try These Antecedents

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Laver-Bradbury et al., 2010

• When, then statements

• Emphasize a desired + consequence– “When you complete your homework you will get to

play on the iPad.”– “When you pack your backpack then we will get to

play a game.”

Capage et al., 1999

Try These Antecedents

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• Providing instructions effectively– Use only when necessary– State directly rather than indirectly– Focus on what TO do

• Rather than what NOT to do

– Give one at a time– Identify a specific behavior– Make age-appropriate– State calmly and respectfully– Explain before given or after obeyed

Eyberg & Funderburk, 2011

Try These Antecedents

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• Providing opportunity to comply

• Wait. Say nothing. Watch.

– Students learn first-time listening

• Rather than learning to tune you out

– Children can process what’s been said

– Promotes more independence

Eyberg & Funderburk, 2011

Try These Antecedents

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Consequences

• Now let’s turn to what you do AFTER a behavior has occurred, with an eye to increasing or decreasing the likelihood that this behavior will be repeated

• First, consequences that are NOT very effective

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Avoid These Consequences

• Giving negative attention– No, Don’t, Stop, Quit it

– Blatant or even subtle criticism

– Actually increases the behaviors it follows

– Leads to more frequent, negative interactions

– Adversely affect self-esteem

Eyberg & Funderburk, 2011; McMahon et al., 200526

• Not providing a negative consequence, or not addressing the negative behavior– No consequence IS a consequence

– Can decrease appropriate behavior

– Can increase inappropriate behavior

Avoid These Consequences

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• Delayed consequences– Effective consequences are immediate

– The longer the delay, the weaker the link to the behavior

Avoid These Consequences

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• Disproportionate consequences– Bigger not always better

– Punishment should fit the crime

Avoid These Consequences

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• Doing the task for them

Avoid These Consequences

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• Now we turn to consequences that will be more effective in increasing (or decreasing) the likelihood of a given behavior

Consequences

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Try These Consequences

• Giving + attention to appropriate behavior– Increases behavior it follows

– Maintains current good behavior

– Improves overall relationship

– Improves children’s self-esteem

– Elicits better behavior by all parties

– Facilitates behavior management

Capage et al., 1999; Eyberg & Funderburk, 2011; Laver-Bradbury et al., 2010; McMahon et al., 2005

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Take PRIDE

• Labeled Praise• Reflect• Imitate• Describe• Enjoy

Eyberg & Funderburk, 201133

• Ignoring actively– Only for minor misbehaviors

– Is deliberate withdrawal of attention

– Involves waiting for good behavior

– Is NOT tolerating misbehavior

– Involves worsening before improving

• MUST be combined with positive attention– When appropriate behavior resumes

Eyberg & Funderburk, 2011; McMahon et al., 2005

Try These Consequences

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Try These Consequencesin Groups

• Active ignoring of one child’s misbehavior

• Combined with positive attention to others– Praising behaving sibling

– Attention to behaving child or children

Capage et al., 199935

• Reward Menus– Include privileges and tangible rewards– Must be linked to goal behaviors– Must be delivered/withheld consistently– Must be updated every couple of weeks– Should be posted– Should incorporate your child’s feedback– Incorporate a variety of small, medium, and large choices

Pfiffner, DuPaul, & Barkley, 1998; Murray, Rabiner, Schulte, & Newitt, 2008

Try These Consequences

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• Using Time out – Very difficult to do correctly

– Very effective when done correctly

– Involves withdrawal from any attention

– Ending is contingent on quiet, calm

– Involves completion of the original task

• Otherwise Time out becomes effective escape

Eyberg & Funderburk, 2011; Morawksa & Sanders, 2010

Try These Consequences

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• If, then statements– For noncompliance to direct commands

– Contextually relevant• “If you start your homework on time, you will get 15 minutes

on the iPad.”

• Alternatives to time-out– Particularly in the classroom

– But must consider developmental stage

Try These Consequences

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Let’s Put It All Together

• What behaviors are we targeting?• What antecedents should we consider?• What might be good consequences?• How do we make it consistent?

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Take-Home Messages

• Essential to consider antecedents

– In any situation, interaction

• There is always a consequence

– Make it an effective one

• Pick from among strategies

– But BE CONSISTENT!

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Additional Resources

• [Include your contact information]• [Add information on resources in your school/district]• [Add information on resources in your area]• www.nasponline.org

Learn more about behavior on childmind.org

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Thank you for joining us to Speak Up for Kids!

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