presented by: name month xx, 2011 managing problem behavior: strategies for parents and teachers...
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SO WHAT DO WE DO? Practical strategies to use at home and in the classroom 3TRANSCRIPT
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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