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.