preventing and responding to challenging behavior
Post on 13-Jun-2022
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Jaime True Daley, Ed.D.
Johns Hopkins University
National Board Certified Exceptional Needs Specialist
What’s the Problem? (10 minutes)
Activity: “Why don’t they know this yet?”
Prevention (10 minutes)
Activity: “I have….. Who has? “I” Messages”
Responding (30 minutes)
The Acting Out Cycle
Activity: Skits
Closure (5 minutes)
Activity: “WCYD?” Phase-Behavior-Response Match
Agenda
Challenging Assumptions
For academic problems, Adults intuitively assume:
Children are trying Errors are accidental Child learned incorrectly
SO THEY: Provide assistance and
practice Diagnose the problem Re-teach and assume the
child will perform correctly in the future
For behavior problems, Adults intuitively assume:
Child isn’t trying Error is deliberate Refusal is disrespect
SO THEY: Provide negative
consequences Remove the child from
environment Assume child ‘learned’ a
lesson from the consequence
Skiba, Michael, Nardo, and Peterson 2002; Skiba & Knesting, 2002; Weinstein, Currann, & Tomlinson-Clarke, 2004, pp. 27–28;
Defining Executive Functioning
• Sustaining attention on a task despite interruptions and distractions
Inhibition
• Considering a process in its entirety and knowing the steps to achieve it
Planning
• Beginning a non-preferred task Initiating
• Flexibly shifting attention from one task to another without perseverating
Shifting
• Considering consequences of behavior before acting
Impulse Control
• Maintaining self-awareness and self-regulation when working toward a goal
Monitoring
• Retrieving and applying knowledge stored in memory
Working Memory
Development
Romine & Reynolds, 2005
Development
Age 2: Inhibition
Romine & Reynolds, 2005
Development
Age 2: Inhibition
Age 2-5: Shifting, Impulse Control
Romine & Reynolds, 2005
Development
Age 2: Inhibition
Age 2-5: Shifting, Impulse Control
Age 14: Initiate, Working Memory
Romine & Reynolds, 2005
Development
Age 2: Inhibition
Age 2-5: Shifting, Impulse Control
Age 14: Initiate, Working Memory
Age 14-17 Stagnation
Romine & Reynolds, 2005
Development
Age 2: Inhibition
Age 2-5: Shifting, Impulse Control
Age 14: Initiate, Working Memory
Age 14-17 Stagnation
Age 22: Planning
Romine & Reynolds, 2005
Continuum Activity: Line up according to your child’s developmental stage. Introduce yourselves!
Prompting
Control-Oriented
Give explicit directions
Limit movement
Limit dialogue
Limit questioning
Focus on performance
Dictate goals
Autonomy-Supportive
Provide choices
Provide specific feedback
Encourage decision making
Teach goal setting
Teach self-regulation
Take child’s perspective
Karvonen, Test, Wood, Browder, & Algozzine (2004); Reeve, Jang, Carrell, Jeon, & Barch (2004)
Reinforcement Hierarchy
From most natural to least:
1. Social Reinforcement
2. Activity Reinforcement
3. Social, token, and activity reinforcement
4. Curtailment of activity
5. Social, token, and activity reinforcement
6. Tangible reinforcement
Think-Pair-Share: Is your child currently working toward a goal to earn something?
Seven phases: Calm, Triggers, Agitation,
Acceleration, Peak, De-escalation, and Recovery
Acting-Out Cycle
1. Calm: cooperative
2. Triggers: a series of unresolved problems
3. Agitation: unfocused & distracted
4. Acceleration: mutually negative interactions
5. Peak: out of control
6. De-Escalation: confused & unfocused
7. Recovery: eager for structure
Overall Behavior & Characteristics in Each Phase
I. Calm
Adult Creates sound
structure
Explicitly teaches expectations
Provides child with sufficient attention to meet needs
Child
Goal directed
Compliant
Cooperative
Engaged
Giv
e Give more than you receive E
xp
ress
Express your wants and needs
Giv
e Gratitude, not attitude
House Rules
Which of your house rules do you value the most? How do you know your child knows the rule?
<< Share >>
Responding to Rule Violations
Prevent escalation
• Monitor your own anger
• Speak courteously
• Check non-verbal language
• Get close
• Increase child’s interest
• Speak with “I” messages
• Use a non-verbal signal
Respond to Escalated Behavior
• Whisper a reminder
• State expectations clearly
• Say, “I can help you,” and spend 30 + seconds modeling
• Compliment something the child is doing well
• Remind the child of positive consequence for compliance (When…then)
Responding to Behavior
Three components:
the personal pronoun I
the feeling the adult is experiencing
the affect the child’s behavior is having on the Adult
ACTIVITY Convert these comments to I messages: • "You are always running around." • “Do you have some sort of mental
deficiency?" • "What did you do that for…are you out
of your mind?" • "No, no, let me show you." • "Has anyone told you that you are a
brat?" • "Pay attention!" • "Don’t try that…I’ve heard about you." • "Honors? Yeah right." • "Zonk…sorry you’re wrong…try
again."
I-Messages
Non-compliance
Disrespect
Verbal Abuse
Assault
Acting –Out Cycle:
*A behavior chain*
Escalating Behavior Chain
II. Triggers
Adult
Leaving a child’s concern unaddressed / unattended
Use formal problem solving strategies
Use pre-correction plan: Anticipate triggers
Change in schedule
Complicated directions
Provide attention and support
Child Negative interaction with
an adult
Argument with a peer
High rate of mistakes
Confusion
Could also be caused by: - Hunger
- Lack of sleep
- Medical problems
- Stressful situations
Body language can indicate mood
Examples:
slouched position
feet outstretched
arms folded
head down staring at floor
basically motionless
verbal response: i.e. surly manner
Signs of Agitation
III. Agitation
Adult
“How can I help you?”
Offer a change in environment
Provide assistance
Be flexible about changing your approach
Child Increasing physical behaviors: Darting eyes Tapping hands Moving around Starting and stopping activities
Decreasing physical behaviors Staring off into space Disengaging from groups Not participating
IV. Acceleration
Adult
Prompt, redirect, or make a request…give wait time!
Praise engaged behavior
Praise partial compliance
Request additional, limited engagement
Put away your pride.
Exit a power struggle
Child Questioning
Arguing
Refusing
Minor property destruction
Oppositional compliance
V. Peak
Adult Maintain safety
Avoid separation
Remain close – therapeutic hold
Provide safe release
Child Physical assault of
Adult or peer
Self-injury
Hysterical crying
Destruction of property
Loud and explosive
VI. De-escalation
Adult Restore dignity
Provide an independent activity the child can do successfully
Increase the rigor of the activity as the child becomes ready.
Restore calm
Child Confused, disoriented, far less
agitated
Deny responsibility or involvement
Attempt to blame others
Try to reconcile with anyone they harmed
Not want to discuss the incident
Responsive to following directions
VII. Recovery
Adult Don’t avoid talking about
behavior Child will not likely re-trigger
Not talking about it could allow the child to think they ‘got away with it’
Debrief, “I’m as uncomfortable as you” Provide them with a warning that
you’re going to talk about incident
Provide an opportunity to mentally prepare for discussion
Child Subdued
Avoids talking about behavior
References
Colvin, G. (1993). Managing acting-out behavior. Eugene, OR: Behavior Associates.
Gresham, F. M. (2002). Social skills assessment and instruction for students with emotional and behavioral disorders. In K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 242–258). Boston: Allyn & Bacon.
Lane, K. L., Pierson, M., & Givner, C. C. (2004). Secondary teachers’ views on social competence: Skills essential for success. Journal of Special Education, 38(3), 174–186.
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/ Cole.
Wehby, J., Symonds, F., Canale, J., & Go, F. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavior Disorders, 24, 51–56.
Additional Resources
Articles
Lane, K. L., & Wehby, J. (2002). Addressing antisocial behavior in the schools: A call for action. Academic Exchange Quarterly, 6, 4–9.
Mace, F. C., & Belfiore, P. (1990). Behavioral momentum in the treatment of escape motivated stereotypy.Journal of Applied Behavior Analysis, 23, 507–514.
Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E., & Brown, D. K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, 123–141.
Book Chapters
Colvin, G. (2002). Designing classroom organization and structure. In K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 159–174). Boston: Allyn & Bacon.
Lane, K. L. (in press). Academic instruction and tutoring interventions for students with emotional/behavioral disorders 1990 to Present. In R. B. Rutherford, M. M. Quinn, and. S. R. Mathur (Eds.). Handbook of research in behavior disorders. New York: Guilford Press.
Walker, H. M., & Severson, H. (2002). Developmental prevention of at-risk outcomes for vulnerable antisocial children and youth. In K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.),Interventions for children with or at risk for emotional and behavioral disorders (pp. 177–194). Boston: Allyn & Bacon.
Books
Alberto, P. A., & Troutman, A. C. (1999). Applied behavior analysis for teachers (5th ed.). Englewood Cliffs, NJ: Merrill/ Prentice Hall.
Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., & Smith, C. E. (1994). Communication-based intervention for problem behavior. Baltimore: Paul H. Brookes.
Elliott, S., & Gresham, F. M. (1991). Social skills intervention guide. Circle Pines, MN: American Guidance.
Lane, K. L., Gresham, F. M., & O’Shaughnessy, T. E. (2004). Interventions for children with or at risk for emotional and behavioral disorders. Boston: Allyn & Bacon.
Lane, K. L., & Beebe-Frankenberger, M. E. (2004). School-based interventions: The tools you need to succeed. Boston: Allyn & Bacon.
Maag, J. W. (2004). Behavior management: From theoretical implications to practical applications (2nd ed.), pp. 151–197. Belmont, CA: Wadsworth/ Thomson Learning.
Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Fort Worth: Holt, Rinehart and Winston.
The IRIS Center. (2005). Addressing disruptive and noncompliant behaviors (part 1): Understanding the acting-out cycle. Retrieved from http://iris.peabody.vanderbilt.edu/module/bi1/
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices. (2nd ed.). Belmont, CA: Wadsworth/ Thomson Learning.
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