Behavioral Skills Development in Foster Care Jodi Polaha, Ph.D. Assistant Professor Licensed Psychologist Munroe-Meyer Institute University of Nebraska.
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Behavioral Skills Development in Foster CareJodi Polaha, Ph.D.Assistant ProfessorLicensed PsychologistMunroe-Meyer InstituteUniversity of Nebraska Medical Center
Overview
8:30-8:45 Overview 8:45-9:45 What are behavioral skills?
Three essentials for teaching them. 9:45-10:00 *Break 10:00-10:45 Increasing skills. 10:45-10:55 *Break 10:55 – 12:00 Decreasing problem behaviors. 12:00 – 12:30 Conclusions/Questions
Why are we here?
Why are we here?
Why are you a foster parent?
Why are we here?
Why are you a foster parent? Why do we need to talk about
behavior management?
Why are we here?
Good behavior management program can: Improve self-esteemAllow for more time to learnAllow for more time to have fun Increase safetyDecrease caregiver burn-outTeach children behavioral skills
they’ll use their whole lives!
Developing Behavioral Skills
What are behavioral skills?
Developing Behavioral Skills
What are behavioral skills?Behaviors that society expects.
Developing Behavioral Skills
What are behavioral skills?Behaviors that society expects.Behaviors that we need to have
mastered in order to learn any other skill we pursue.
Developing Behavioral Skills
What are behavioral skills?Behaviors that society expects.Behaviors that we need to have
mastered in order to learn any other skill we pursue.
Behavioral skills are the key to success!
Developing Behavioral Skills
Birth to age 1: Independent sleepSelf-quieting
Developing Behavioral Skills
Toddler Years:Self-quieting Independent play
Developing Behavioral Skills
Preschool Years:Beginning anger managementFollowing one-step instructionsFollowing simple long-term and short-
term rulesWaiting one’s turnSharing and parallel play
Developing Behavioral Skills
Elementary Years:Advanced anger managementFollowing increasingly complex
instructionsFollowing multiple and complex long-
term and short-term rulesCooperation in group activities
Developing Behavioral Skills
Adolescent Years:Responsibility for long-term objectives.Problem-solving. Increased emotional management.Perspective taking.
The Three Essentials
(for teaching behavioral skills)
Three Essentials
1. Predictability
Three Essentials
1. Predictability In your daily structure In the consequences you provide
Three Essentials
1. Predictability2. Practice
Three Essentials
1. Predictability2. Practice
Break the new skill down to make it easy at first
Give lots of opportunities to try it (over and over)
Provide predictable feedback for success vs. failure
Three Essentials
1. Predictability2. Practice3. “Big Difference”
Creating a “Big Difference”
Your consequence for demonstrating a skill appropriately should be
VERY DIFFERENT than your consequence for
demonstrating a problem behavior.
Creating a “Big Difference”
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Quiet Gagging
Mom
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BIG
BABY LEARNS TO GAG
Creating a “Big Difference”
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Quiet Gagging
Mom
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BIG
BABY LEARNS NOTHING
Creating a “Big Difference”
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Quiet Gagging
Mom
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BIG
BABY LEARNS TO STOP GAGGING
Encouraging Behavioral Skills
Encouraging Behavioral Skills Problem:
Not enough of a reaction for using the skill appropriately.
Creating a “Big Difference”
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Quiet Gagging
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BIG
BABY LEARNS NOTHING
WHAT ARE YOU DOING WHEN YOU SEE THE SKILL?
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SKILL! Problem Behavior
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BIG
Encouraging Behavioral Skills 1. Frequent, brief, “bursts” of
attention for AVERAGE behavior.
Encouraging Behavioral Skills 1. Frequent, brief, “bursts” of
attention for AVERAGE behavior.
2. BIG REACTION for demonstrating the skill.
Encouraging Behavioral Skills 1. Frequent, brief, “bursts” of
attention for AVERAGE behavior.
2. BIG REACTION for demonstrating the skill.
3. Play the Child’s Game
Encouraging Behavioral Skills The Child’s Game:
A relationship-building activity that makes children want to earn your POSITIVE attention.
Encouraging Behavioral Skills DO
Describe Praise Touch
Encouraging Behavioral Skills DO
Describe Praise Touch
DON’T Command/direct Reprimand Question
DecreasingProblemBehavior
Decreasing Problem Behavior Problem: Too much reaction for
problem behaviors.
NO BIG DIFFERENCE!
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SKILL! Problem Behavior
You
r R
eacti
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none
BIG
BIG DIFFERENCE!
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SKILL! Problem Behavior
You
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BIG
Decreasing Problem Behavior Use a consequence with less talk
Decreasing Problem Behavior Why not talk?
Child may not understand
Decreasing Problem Behavior Why not talk?
Child may not understandUnderstanding doesn’t mean the child
will change behavior, anyway.
Decreasing Problem Behavior Why not talk?
Child may not understandUnderstanding doesn’t mean the child
will change behavior, anyway.Experience is a better teacher.
Decreasing Problem Behavior Why not talk?
Child may not understandUnderstanding doesn’t mean the child
will change behavior, anyway.Experience is a better teacher.Child needs to learn to perform the skill
independently.
Decreasing Problem Behavior Why not talk?
Child may not understand Understanding doesn’t mean the child will
change behavior, anyway. Experience is a better teacher. Child needs to learn to perform the skill
independently. Talking creates too much reaction for the
problem behavior!
Decreasing Problem Behavior Types of Consequences
NaturalRelatedUnrelated
Decreasing Problem Behavior Types of Consequences
NaturalRelatedUnrelated
Time-Out (0-6) Job Card Grounding (10+)
Decreasing Problem Behavior Time Out: Advantages
Decreasing Problem Behavior Time Out: Advantages
Easy to doPortable
Decreasing Problem Behavior Time Out: Misconceptions
Time-out is a place for “cooling-off.”
Decreasing Problem Behavior Time Out: Misconceptions
Time-out is a place for “cooling-off.”Time-out is a place for the child to think
about what s/he did wrong.
Decreasing Problem Behavior Time Out: Misconceptions
Time-out is a place for “cooling-off.”Time-out is a place for the child to think
about what s/he did wrong.Children must sit still and be quiet in
time-out.
Decreasing Problem Behavior Time Out: Misconceptions
Time-out is a place for “cooling-off.”Time-out is a place for the child to think
about what s/he did wrong.Children must sit still and be quiet in
time-out.Children must look like they are sad for
time-out to be “working.”
Decreasing Problem Behavior Time Out: Misconceptions
Time-out is a place for “cooling-off.” Time-out is a place for the child to think about
what s/he did wrong. Children must sit still and be quiet in time-out. Children must look like they are sad for time-
out to be “working.” Time-out is a place or a chair.
Decreasing Problem Behavior Time Out: Misconceptions
Time-out is a place for “cooling-off.” Time-out is a place for the child to think about
what s/he did wrong. Children must sit still and be quiet in time-out. Children must look like they are sad for time-
out to be “working.” Time-out is a place or a chair. Time-out works all by itself.
Decreasing Problem Behavior Time Out: A Procedure
Establish chair in boring cornerUse 1-2 minute time out regardless of
behavior.Target only 1-2 behaviors at a time. Ignore all behavior occurring in chair.Attend to the first occasion of
appropriate behavior after time-out is over.
Decreasing Problem Behavior
Job Card Grounding: A Procedure Components List of rules List of odd jobs List of rewards
Decreasing Problem BehaviorJob Card Grounding
Examples of Rules
1. Do your chores
2. Follow instructions
3. Tell us where you are going
Decreasing Problem BehaviorJob Card Grounding
Odd Job Examples
1. Dust baseboards/ceilings
2. Sweep out garage
3. Wipe down inside refrigerator
Decreasing Problem BehaviorJob Card Grounding
GROUNDING MEANS No television, telephone, stereo, video games No friends over/go to friends No snacks, naps No outside social activities No toys
Decreasing Problem BehaviorJob Card Grounding
GROUNDING DOES NOT MEAN Nagging Reminding Discussing Explaining
Conclusion
Ask yourself: Is the structure/are the consequences
predictable?Am I providing plenty of practice at good
practice times? Is there a high contrast?
An Example:The Stop Light Program
The Stop Light Program
1. Establish classroom rules.
The Stop Light Program
1. Establish classroom rules.1. Follow teacher’s instructions2. No physical or verbal aggression3. Use inside voice4. Stay in the designated area
The Stop Light Program
1. Establish classroom rules2. Create list of daily rewards
The Stop Light Program
1. Establish classroom rules2. Create list of daily rewards
1. Playing with special toys.2. Extra recess or snack.3. “Fun” chores (clapping erasers,
messenger)4. Line leader5. Stickers
The Stop Light Program
1. Establish classroom rules2. Create list of daily rewards3. Make a “stop light” with a
clothespin marked with each child’s name.
The Stop Light Program
1. Establish classroom rules.2. Create list of daily rewards.3. Make a “stop light” with a
clothespin marked with each child’s name.
4. Scan the room “every so often” at unannounced times.
The Stop Light Program
1. Establish classroom rules.2. Create list of daily rewards.3. Make a “stop light” with a clothespin
marked with each child’s name.4. Scan the room “every so often” at
unannounced times. Praise children who are following the rules. Without comment, move pin toward yellow for
those children who are not following the rules.
The Stop Light Program
1. Establish classroom rules.2. Create list of daily rewards.3. Make a “stop light” with a clothespin
marked with each child’s name.4. Scan the room “every so often” at
unannounced times.5. At the end of the day, put all pins on
yellow and green into a reward lottery.
The Stop Light Program
To make it work: Predictable
Both structure and as consequence
The Stop Light Program
To make it work: Predictable
Both structure and as consequence Provide practice
Especially first few days Use in context of “Big Difference”
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