Allendale breaking down the walls pbis strategies for defiance

BREAKING DOWN THE WALLSBREAKING DOWN THE WALLS

Presented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISDPresented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISD

Developing Preventative Developing Preventative Classroom CulturesClassroom Cultures

Diffusion and De-escalationDiffusion and De-escalationCPI/TCI/NAPPI,PEICPI/TCI/NAPPI,PEI

Presented by: Presented by: Steven Vitto , M.A., CCII.Steven Vitto , M.A., CCII.

Behavioral Specialist, Behavioral Specialist, M.A.I.S.D.M.A.I.S.D. Adjunct Professor, MCC, MSUAdjunct Professor, MCC, MSU Certified Self Defense Certified Self Defense InstructorInstructor Miblsi State Trainer Miblsi State Trainer CHAMPS PLUS InstructorCHAMPS PLUS Instructor

What Do You Bring to the Table?

Consider your educational experience as a child. How did teachers/principals manage behavioral errors when you were in school?

Consider your upbringing. How did your parents deal with inappropriate behavior?

The Best Teacher You Ever Had

1 minute to think about their qualities and behaviors they exhibited

Share 1 minute summary of traits and behaviors

Scale of 1-10

1 10

Through what lens do you see your students, classroom, behavior?

Is teaching more or less stressful than in the past or than you thought it would be?

How do you handle frustration?How SHOULD students act?

Time

Be

hav

ior

Inte

ns

ity

The Escalation Model

High

LowCalm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

(Colvin & Sugai, 1989)

Conflict CycleNonverbal (55%)

AppearancePosturePositioningBody Move

Paraverbals (38%)Tone of VoiceVolumeCadence

Developing Preventative Cultures

THE VALUE OF TARGET TALK

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide PBIS/RTI

Sugai, Horner

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings

Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

ALL

SOME

FEW

Apply three tiered prevention logic to classroom setting

Primary for allSecondary for someTertiary for a few

Classroom Based Support PlanningProcess

Evidence Based Classroom Management

Strategies In Place

PartialIn

Place

Not In

Place

N/A

Reference to posted classroom rules when student engages in appropriate and inappropriate behavior

Expected student behavior and routines in classroom are stated positively and defined clearly

Expected student behaviors and routines are taught directly

At least 4 positive interactions are provided for every 1 corrective interaction

Problem behavior receives consistent and timely consequence

Instruction and materials are matched to student ability (math, reading, language)

Transitions between instructional and non-instructional activities are efficient and orderly

Student is actively engaged in the instruction

Staff engages with student professionally and therapeutically

Specific feedback is given regarding academic and social performance

Systematic Supervision in the Classroom

1. Maximize structure in your classroom.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)

The Potential of a Greeting

Allday & Pakurar (2007)

MOTIVATION IS:

MOTIVATION IS NOT:

Establishing a Relationship Based Approach

Reinforcement should be a celebration of effort

Ratio of 5 to 1

Strive to achieve a five to one ratio of positive reinforcement for appropriate behavior for each instance of corrective feed back for problem behavior

The nature of your interactions creates the climate of your classroom

“They don’t care what you know until they know you care”

Continuum of School-wide PBS

Are classroom response cost systems

contributing to defiance and aggression? Response to Intervention Are we using evidenced based classroom behavior

management systems at the universal level? Are classroom response cost systems evidenced based? Is there a balance, better yet, an overbalance of Positive Incentives and Feedback for Desired Behavior?

When universal consequences (e.g., Classroom Response Cost System) are not effective, or when they trigger an escalation of behavior, do we differentiate our approach?

Are we over-relying on classroom response cost systems to manage student behaviors?

According to Research, the LEAST EFFECTIVE responses to problem behavior are:

•Counseling•Psychotherapy•Punishment (Gottfredson,1997; Lipsey, 1991; Lipsey & Wilson,

1993; Tolan & Guerra, 1994)

Exclusion is the most common response for conduct-disordered, juvenile delinquent, and behaviorally disordered youth (Lane & Murakami, 1987) but it is largely ineffective.

Why Then, Do We as Educators Employ These Procedures?

When WE experience aversive situations, we select interventions that produce immediate (rather than sustained) relief. We tend to focus on our concerns, not the student’s. Remove the student. Remove ourselves. Modify the physical environment. Assign responsibility for change to student

and/or others.

What results from these responses?

Punishing problem behaviors without a school-wide system of support is associated with increased:– aggression– vandalism– truancy– tardiness– dropping out (Mayer, 1995; Mayer & Sulzer-

Azaroff, 1991) Fosters environments of control Occasions and reinforces antisocial behavior Shifts ownership away from school Weakens child-adult relationship Weakens relationship between academic &

social behavior programming

•Social skills training•Academic and curricular restructuring

•Behavioral interventions(Gottfredson, 1997; Lipsey, 1991,

1992; Lipsey & Wilson, 2003; Tolan & Guerra, 2005)

According to Research, According to Research, the MOST EFFECTIVE the MOST EFFECTIVE responses to problem responses to problem behavior are:behavior are:

Preventing Escape Avoidance Behavior

May avoid triggering defiance

Provide high rates of opportunities to respond– Vary individual v. group responding– Increase participatory instruction (enthusiasm,

laughter) Consider various observable ways to engage

students– Written responses – Writing on individual white boards – Choral responding– Gestures– Other: ____________

Link engagement with outcome objectives (set goals to increase engagement and assess student

change CARs verbal/written)

Actively Engage Students in Observable Ways

Maximize Academic Engaged Time

Efficient Transitions Self-management Active Supervision

MoveMonitorContact

Partner Pair Share

Hand Gestures

Class-wide Peer Tutoring

Call and Response

Response Cards

Ways to Engage Students

TEACHING LIKE A CHAMPION

What does the research say? The use of response cards (i.e., all

students simultaneously holding up written responses) resulted in an increase in student responses, academic achievement, and on-task behavior (Christle & Schuster, 2003; Lambert, Cartledge, Heward, & Lo, 2006).

1.Response cards

2.Choral responding

3.Traditional hand raising (Godfrey, Grisham-Brown, & Schuster, 2003)

Effectiven

ess

Behavior Mantra:

“It is easier to prevent a behavior from occurring than to deal with it after it has happened.”

PREVENTION

The key to controlling someone else is The key to controlling someone else is teaching them how to control you!!teaching them how to control you!!

DEFIANCEWhat it looks like…

Words can hurt!!

How does a student with ODD think? (Frank et al. )

I am the equal of those in authority- no one has the right to tell me what to do.

Yes, I sometimes do the wrong thing, but it is usually your fault. When you punish or reward me, I feel that you are trying to

control or manipulate me. Because I know how much you want me to change, I will be very

stubborn about changing behaviors. In spite of experiencing your intended punishments and/or rewards, if I change, it will be on my time and for me.

My greatest sense of control comes from how I make others feel.

STRATEGIES FOR DEFIANCE

An explanation of the diagram can be found on the slides that follow.

Withdrawing from Power StrugglesWithdrawing from Power Struggles

The F.A.S.T. Program

Emotional ObjectivityRealistic attitudes toward students and

student teacher relationshipsCalm approach toward student behaviorA nonpersonalized perspective of the

behavior of student(s)Professional view of students as young

learners Not warm and gushy Not distant and aloof

Eulogy

Why? “They can’t get your goat if they don’t

know where it’s tied” If you exhibit an emotional reaction, it is

highly likely to be reinforcing to certain students ESPECIALLY for students who like power

and control

Emotional Objectivity

How? Self-awareness & Self-talk – REHEARSE

“I am the adult” “I am the professional” “I will stay calm” “This is a troubled student and I need to help

him/her” “Hmm, what is the function of this behavior?” 5 cleansing breaths Self time-out “I don’t really like what this kid is doing, but it’s my

job to help him be successful” “What a challenge. I love challenges”

Emotional Objectivity

ShaneResponding to Noncompliance

OPPOSITIONAL & DEFIANT

Defiance: A form of aggression??Defiance: A form of aggression??

A TRIGGER FOR RESTRAINT

Understanding Aggressive Behaviors Reactive Aggression

Affective or expressive aggression Loss of control and emotional flooding Emotions are dominant

Proactive Aggression Instrumental or operant aggression Goal oriented Cognitions are dominant

TCI TRAINING [11]

PROACTIVE VERSUS REACTIVE

WHAT CAN I DO TO GET THAT KIND OF

REACTION AGAIN?

Contra-Indicated Behavioral Strategies for the defiant student Ultimatums Strict Boundaries: Drawing the Line in the Sand Counts, Warnings, Threats Prolonged Eye-Contact Infringing on Personal Space Social Disapproval Judgmental Responses Response Cost and Punishment Strict Boundaries or Contracts Suspension and Detention, Progressive Discipline

Marion

Defiant Kids: How do I deliver a command without power struggles?

You can increase the odds that a student will follow a teacher command by:• Approaching the student privately, using a quiet

voice.• establishing eye contact and calling the student by

name before giving the command.• stating the command as a positive (do) statement,

rather than a negative (don’t) statement. • phrasing the command clearly and simply so the

student knows exactly what he/she is expected to do.

Responding to Provocative BehaviorResponding to Provocative Behavior

Responding to Provocative BehaviorResponding to Provocative Behavior

Discrete, Choice, Time, Space

Avoiding Triggers

The Cards Treating with mutual respect Avoiding the three “don’ts”

Disrespect

Responding to Disrespect

Don’t take it personally!!

Responding to DisrespectResponding to Disrespect

Remember the PURPOSES of negative consequences

Do not expect negative consequences to change behavior patterns.

Negative consequences are a way to “keep the lid on”

Teaching changes behavior.

Prevent escalation of problem behaviors

Prevent/minimize reward for problem behaviors

Remember your goal during the Defiance Stage

Diffuse and De-escalate Stay calm and Professional Avoid emotional and judgmental response Remember your triggers Isolate when ever possible Provide choices when ever possible Don’t take things personally Deal with behaviors privately

THE VERBAL ESCALATION CONTINUUM

Questioning Refusal Release Intimidation Tension Reduction

QUESTIONING

ANSWER THE QUESTIONANSWER THE QUESTION PLANNED IGNORINGPLANNED IGNORING ADEQUATE RESPONSE TIMEADEQUATE RESPONSE TIME ALLOW SPACE AND TIMEALLOW SPACE AND TIME DO NOT ARGUEDO NOT ARGUE RESTATE THE LIMITRESTATE THE LIMIT

REFUSAL

DON’T ARGUE SET LIMITS EVALUATE HISTORY CONSIDER CALLING FOR HELP RESPONSE TIME ENFORCE LIMITS

RELEASE OR NAMECALLING

REMAIN CALM AND PROFESSIONALREMAIN CALM AND PROFESSIONAL DON’T TAKE COMMENTS PERSONALLY EVEN IF DON’T TAKE COMMENTS PERSONALLY EVEN IF

THEY HURTTHEY HURT ALLOW VENTINGALLOW VENTING ISOLATE IF POSSIBLEISOLATE IF POSSIBLE SET LIMITSSET LIMITS CONSIDER CALLING FOR ASSISTANCECONSIDER CALLING FOR ASSISTANCE

THREATENING

DON’T RUN TAKE THREATS SERIOUSLY STAY CALM & PROFESSIONAL DO NOT RESOND TO THREATS STATE LIMITS DIRECT TEAM ASSESS ENVIRONMENT

Setting LimitsSetting Limits

Present the expected behavior and logical consequence as a decision and place responsibility on the student.

Always lead with the positive outcome that will occur if the student make the choice to calm down or follow directions.

Allow a few seconds for the student to decide. Withdraw from the student and attend to other

students. Limit direct eye-contact. Follow though with limits established.

How to get someone to leave

Consider focus of anger Problem or solution Remember your goal

How to avoid physical contactHow to avoid physical contact

Remove triggering stimulusRemove triggering stimulus Calmly explain limitsCalmly explain limits Select a staff (or peer) who has a calming influenceSelect a staff (or peer) who has a calming influence Select a novel or neutral partySelect a novel or neutral party Bait to open areaBait to open area Remove other studentsRemove other students Call home or policeCall home or police

PRECIPITATING FACTORS

““If you know If you know why, you can why, you can figure out figure out how….”how….” W. Edward W. Edward DemingDeming

Setting Events

The why….

What is Social Maladjustment

Students who are socially maladjusted (or more precisely Oppositional Defiant or Conduct Disordered) typically display a persistent pattern of willful refusal to meet even minimum standards of conduct. Their behavior and values are often in conflict with society’s standards. They exhibit a consistent pattern of antisocial behavior without genuine signs of guilt, remorse, or concern for the feelings of others. These students often engage in simulations of these behaviors but typically display them only when there is an immediate consequence for the absence of such displays.

Social Maladjustment Their antisocial behavior is most frequently seen as

resulting from their tendency to place their own needs above those of all other people and the immediate gratification that such behavior brings them.

These students are not in chronic distress (one of the criteria for emotional disturbance under the law) although they can exhibit situational anxiety, depression, or distress in response to certain isolated events - particularly facing the consequences of their own actions.

These students do not typically respond to the same treatment interventions that benefit emotionally disordered students.

SCOTT

Maladjusted/Conduct Disorder students:

perceive themselves as normal are capable of behaving appropriately choose to break rules and violate norms. view rule breaking as normal and acceptable. are motivated by self-gain and strong survival skills lack age appropriate concern for their behavior displayed behavior which may be highly valued in a small

subgroup display socialized or unsocialized forms of aggression due not display anxiety unless they fear being caught intensity and duration of behavior differs markedly

from peer group

What is Oppositional Defiance Disorder?

Definition of ODD

Oppositional Defiant Disorder is the persistent pattern (lasting for at least 6 months) of disobedient, hostile, negativistic, and defiant behavior in a child or teen without serious violation of the basic rights of others (mentalhealth.com). If a student displays the same kinds of behavior that

DOES violate the basic rights of others it is often labeled conduct disorder. Children with ODD often become adults with conduct disorder if the right steps aren’t taken to control the behavior. (Bailey and Northey and Silverman and Wells 2003)

Our most challenging children

May not respond to traditional consequences Will require more support and change on our part Will need a significant positive relationship at

school Will need another way to find acceptance in the

school environment May be resistant to strategies to develop self

control

ATTACHMENT DISORDERATTACHMENT DISORDER

OPPOSITIONAL DEFIANCE DISORDEROPPOSITIONAL DEFIANCE DISORDER

CONDUCT DISORDERCONDUCT DISORDER

ATTENTION DEFICIT HYPERACTIVITY DISORDERATTENTION DEFICIT HYPERACTIVITY DISORDER

EMOTIONAL IMPAIRMENTEMOTIONAL IMPAIRMENT

ASPERGERS SYNDROMEASPERGERS SYNDROME

DOWN SYNDROMEDOWN SYNDROME

Why Educate Ourselves About ODD?

Because each year we can expect to have at least 1 student with ODD, and several more that exhibit oppositional behavior at some time.

Because our lives will be a lot easier, and our classes will be more productive, if we know how to deal with oppositional behavior.

Because all students have the right to learn in our classes, even those with ODD.

Because good teachers know that there are no bad students, just bad behaviors. When we appropriately deal with the bad behaviors we get to see how awesome the student can truly be.

Scott

How do we know if a student cant control his behavior???

????

The Grocery Store

IS THIS CHILD IN CONTROL OF HIS BEHAVIOR???IS THIS CHILD IN CONTROL OF HIS BEHAVIOR???

All behavior meets needs!!!All behavior meets needs!!!

What Causes Oppositional Defiance Disorder? The cause of Oppositional Defiant Disorder is unknown at this time. The following are some of the theories being investigated: It may be related to the child's temperament and the family's response to

that temperament. A predisposition to ODD is inherited in some families. There may be problems in the brain that cause ODD. It may be caused by a chemical imbalance in the brain.

Children with ODD have often experienced a break in attachment or bonding during the first 2 years of life

Prognosis:

Eighty percent of children with Oppositional Defiance Disorder showed insecure attachment.

Insecurely attached children often grow up to become insecurely attached parents, and the cycle continues

Characteristics or Symptoms of Attachment Disorder:

Superficially charming: uses cuteness to get her or his way. Cruel to animals or people. Fascinated by fire/death/blood/gore. Severe need for control over adults even over minute situations. Manipulative-plays adults against each other. Difficulty in making eye-contact. Lack of affection on parental terms yet overly affectionate to strangers. Bossy. Shows no remorse---seems to have no conscience. Lies and steals. Low impulse control. Lack of cause/effect thinking. Destructiveness to self, others and material things.

Students with conduct disorder engage in Students with conduct disorder engage in deliberate acts of self-interest to gain attention or to deliberate acts of self-interest to gain attention or to

intimidate others. intimidate others.

They experience no distress or self-devaluation or They experience no distress or self-devaluation or internalized distress.internalized distress.

Many Kids Have Low Self Esteem &

Negative Self Concepts Due To?

• Rotten childhoods filled with negative experiences.

•Abuse, neglect, and/or consistent messages of rejection.

•Inconsistently due to multiple care-takers using very different practices, and/or giving very different messages.

•Inconsistent caretaking from primary adults who are:

•alcoholic/substance addicted

•mentally ill (unmanaged)

•manic-depressive (unmanaged)

•negatively oriented authoritarian personalities

•incompetent due to lack of childrearing knowledge.

Reiterated negative labels & messages: “You rude little son of a b----. When I catch you, I’ll…” “You little criminal. You’re going to end up

dead or in jail someday.” “Man, you’re strange.” “Why don’t you use your head once in a

while? Stupid.” “What’s wrong with you, anyway? Get outta my

face before I…” “You little loser. Why can’t you be like Fran?” “You evil little beast! I’ll beat the devil out of you!”

Client to psychologist friend of mine when the parent was asked what he does when his 10 year old son acts up:

“I tell him he’s an a- -h-le.”

The Perceptions That Might Develop From Maltreatment, Neglect, Rejection

• “My parents treated me badly.” (Fact)

•“I can’t count on my parents to care for me or treat me well.” (Fact)

• “I was treated badly because I am a bad person. Because I’m ‘BAD’, no one could ever like me, care for me, or treat me well.” (Distorted

belief)

•“You say that you want to help me, but I know adults… When I show you why I’m not likeable, you’ll quickly reject and hurt me like my parents (and past teachers).

(Identity and reaction pattern become further ingrained~)

• You say you’re different… While I hope that is true, you’ll have to PROVE IT!PROVE IT! ”

(over & over again as I seek reassurance that you really are different).

The Evolution of Adversarial Relationships and Subversion As aberrant behaviors begin to surface an

unhealthy communication paradigm emerges A phone call home, a detention slip, a

suspension

THE STAGE IS SET

The Reaction Continuum

“My son wouldn’t do that!! “I will punish him.” “ What do you expect me to do?” “You guys are always kicking him out!!At this point a shift begins and the parent and

school are at risk for developing an adversarial relationship.

THE FIRST SIGNS “ He says other kids were doing the same thing and nothing happened to them”

The Downward Spiral

Without evidenced based decision making the school continues to respond in the only way they know how-punishment and exclusion.

Without proper supports, the parent becomes trapped in a dilemma. Do I blame myself, my child, or the school?

And a day comes when the parent begins to blame the school, and the real damage begins…

What Johnny Learns

Johnny is becoming increasingly dis-enfranchised with school Johnny figures out that he if he tells his parents he was picked

on, singled out, overly or repeatedly punished, then his parents will begin to focus on the school rather than his behaviors.

It becomes increasing probable for Johnny to misrepresent the school. He escapes punishment and takes the focus off of him.

By blaming the school, the parents avoid blame, and are relieved of the feeling of helplessness,

The end result: a parent who rescues, defends, accuses a child who has a escape card-any time he wants to use it.

What is the Function or Motivation of Defiant Behavior?

Obtain…

Peer Attention

Adult Attention

Items/Activities (tangible)

Sensory (seeking)

Avoid…

Peer(s)

Adult

Task or Activity

Sensory (defensive)

What is the motivation or function of defiance? Most adults say it is “control.” But is reality is avoidance of being controlled by

others? In many instances the defiant student is resisting the

control of the adult, not trying to make the adult do something they don’t want to do.

In many instances the defiant student is resisting the agenda of the adult or authority figure

We all like to be in control of our lives. It’s how we meet that need that sets us apart.

What can a Child Control

Items and Things-e.g., Video Games Others-peers and adults Choosing to follow adult expectations Choosing to participate or engage Appearance and Hygiene Eating and toileting

What can we control???What can we control???

Attention, Sensory, Escape Avoidance, or Attention, Sensory, Escape Avoidance, or ControlControl

Possible Functions of Defiance

Escape/Avoidance Attention Sensory-Power Control

What is the Function of the Behavior?

Obtain…

Peer Attention

Adult Attention


Sensory (seeking)

Avoid…

Peer(s)

Adult

Task or Activity

Sensory (defensive)

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis ٭

When Sequoia misses her 12:30 medication & teachers make multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.

Setting event Antecedent Response Consequence

Misses 12:30medication

Teachersmakemultipletask demands

Sequoia makesnegative self-statements &writes profanelanguage

Teacher sendsSequoia to office for beingdisrespectful

What function?Avoid difficult tasks


Caesar isteased severaltimes about hishair by his friends beforeclass

His teacherstares at his hair in class

Caesar askshis teacher what she’sstaring at

His teachersends him toin-school detention

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.

What function?Escape adult &peer attention


The football game is coming on in 2 minutes. Your significant other asks you to wash the dishes. You happily oblige. After one minute, you have broken two glasses and one dish. Your significant other pushes you out of the way and says, “Just let me do them.” You sigh and go watch the game.

You know ifyou pretend you can’t do somethingshe willdo it for you

The football game is comingon andyour spouse asks you towash dishes

You break twodishes anda glass

Your spousetakes overand washesthe dishes herself

What function?Avoid activity

Basic Premises of “Best Practice” Behavior is neither “good”or “bad” Blaming only distances relationships that

should be collaborative Functional Assessment should have a basis of

trust and support Egos and defensiveness can skew accurate

assessment It can be difficult to perform a functional

assessment of a behavior occurring in your own classroom or educational environment

What is the Function of the Behavior?

Obtain…

Peer Attention

Adult Attention


Sensory (seeking)

Avoid…

Peer(s)

Adult

Task or Activity

Sensory (defensive)

MOTIVATION ON SWIS ODR

All of us share these needs Attention Escape/Avoidance Tangible Power & Control Anger/Frustration Sensory

What is the function of Eddie’s behavior? Obtain Adult Attention Avoid Adult Avoid Task or Activity Don’t Know Other

Scott, Liaupin, Nelson (2001) Behavior Intervention Planning. Sopris West

What is the function of Eddie’s behavior?

Avoid Task or Activity


What is the function of Brendon’s behavior? Obtain Peer Attention

Obtain Adult Attention Avoid Task or Activity Don’t Know Other


Function?

Avoid Activity

What is the function of Danny’s behavior?

Function?

Obtain Item

What is the function of Tracy’s behavior?

TRACY’S MOTIVATION

Peer attention Status Acceptance

What is the function of Eddie’s behavior? Obtain Peer Attention

Obtain Adult Attention Avoid Task or Activity Don’t Know Other


What is the function of Eddie’s behavior?

Obtain Adult Attention


The Tough Get TougherThe Tough Get Tougher ““Getting toughGetting tough” with persistently defiant, non-compliant kids is ” with persistently defiant, non-compliant kids is

counter productive.counter productive. These youngsters don’t succumb to coercion.These youngsters don’t succumb to coercion. Rather, they are incited by it.Rather, they are incited by it. If our penalties are harsh and repeatedly applied, we might If our penalties are harsh and repeatedly applied, we might

possibly be able to subdue the rebellion and create a non-possibly be able to subdue the rebellion and create a non-motivated, withdrawn kid motivated, withdrawn kid

Skilled, knowledgeable and caring teachers do what we’re paid Skilled, knowledgeable and caring teachers do what we’re paid to doto do::• TeachTeach• InspireInspire

In order to promote positive behavior change and In order to promote positive behavior change and motivation, “motivation, “toughtough” teachers must change their ways. ” teachers must change their ways. While those ways work with 95% of the kids, it’s the 95% While those ways work with 95% of the kids, it’s the 95% who don’t need to be treated in that manner in order to who don’t need to be treated in that manner in order to get them to behave. Their ways don’t work at all with get them to behave. Their ways don’t work at all with the “difficult” 5%. In fact, their coercive interventions the “difficult” 5%. In fact, their coercive interventions make things worse. However, it’s hard to convince make things worse. However, it’s hard to convince negative teachers of the faults of their ways. They negative teachers of the faults of their ways. They commonly respond with:commonly respond with:

What ?!What ?!

Me Change?!Me Change?!

THEY’RETHEY’RE

the problem.the problem. (not me)(not me)..

START HERE

When teachers attempt to overpower a When teachers attempt to overpower a kid who has defeated more powerful kid who has defeated more powerful adversaries, they fight a losing battle.adversaries, they fight a losing battle.

These teachers create the very conflict These teachers create the very conflict about which they complainabout which they complain..

Reconnaissance 101Reconnaissance 101 Gather information on your adversary.Gather information on your adversary.

Use this information to inform your actions.Use this information to inform your actions.

Sun Tzu:Sun Tzu: ( (The art of warThe art of war). ). The greatest victory is to The greatest victory is to win without ever having battledwin without ever having battled..

Tom McIntyre:Tom McIntyre: The sweetest victory is one in which The sweetest victory is one in which both sides are winnersboth sides are winners..

Setting Event Strategies

Building a connection or positive relationship Designing the physical space Established a predictable agenda Established classroom expectations Meaningful Incentive Systems Meaningful Instruction Opportunity for choices Leadership opportunities Establishing a positive home school partnership Pre-arranged consequences

Taking RisksBAMBI

ACTIVITIES THAT ENCOURAGE RISK TAKING

Less Helpful Strategies:

Have an impeding or negative effect on learning Model inappropriate behavior Tend to make the brain shift to a survival or threatened mode

not conducive to learning Tend to bring out judgment and anger from staff Meet the needs of the care provider not the child The consequence has no relationship to the behavior Are consistently applied Are almost always quicker to apply Often lead to resentment, defiance, or violence and

consequently result in the need for more intrusive measures by staff

Meet the staff’s needs, not the child’s

Effective Consequences

Decrease the efficiency of the target behavior while maintaining dignity and an atmosphere of caring

Never degrade or humiliate Logically relate to the target behavior Do not cause more of a problem than the problem they

are addressing Establish conditions for learning alternative skills Decrease the frequency, duration, and/or intensity of

the target behavior

Bigger, tougher Consequences is

NOT what we mean by a Correction

System

Consequence Concerns Repeated loss of anything tends to establish and discount orientation-I

don’t care The child may start to believe that they can’t be successful and acclimate

to a life In the office These kids tend to move us to an ultimate consequence philosophy- we

tend to up the severity of punishment thinking that a more sever consequence will do the trick

Defiant behavior may have stronger issues of escape as the student gets behind

If the child doesn't want to do something or engage, punishing usually makes things worse

If we have to call the principal all the time the child gradually becomes desensitized to administration and authority

Repeated exclusion tends to foster a difficult or adversarial relationship with families

If the behavior is chronic there is a likelihood that something about the consequence may be reinforcing

Reinforcement History

Has reinforcement been used as a means of acknowledging approximations of desired behavior?

Has reinforcement been used as a means of control, leading to resentment, and loss of motivation?

The Evolution of Praise versus Correction in the Elementary Years Why praise may be difficult Why praise backfires with ODD Why positive need to be quick and brief Why response cost is a problem Why reinforcement is discounted Create a 5:1 ratio of positives to negatives

Problems with Reward SystemsProblems with Reward Systems

““What I giveth I can taketh away.”What I giveth I can taketh away.” The Marion StoryThe Marion Story May not be reinforcing to that childMay not be reinforcing to that child May have been used to control bad May have been used to control bad

behavior rather than celebrate good behavior rather than celebrate good behaviorbehavior

Ross Greene’s Three Basket Method

Three goals with this method:

1. To maintain adults as authority figures.

2. Teach skills of flexibility and frustration

tolerance.

3. Awareness of the child’s limitations.

Three basket method: How it Three basket method: How it worksworks

Behaviors are divided into three Behaviors are divided into three baskets.baskets. Basket ABasket A-are non-negotiable behaviors- usually -are non-negotiable behaviors- usually

fall into the safety and rights of others category.fall into the safety and rights of others category. These behaviors are those that are important These behaviors are those that are important

enough to endure a “meltdown” over.enough to endure a “meltdown” over. Child must be capable of successfully exhibiting Child must be capable of successfully exhibiting

this behavior on a fairly consistent basis.this behavior on a fairly consistent basis.Basket BBasket B- These behaviors are important but can - These behaviors are important but can

be worked on over time. They are not behaviors be worked on over time. They are not behaviors worth inducing a “meltdown” over.worth inducing a “meltdown” over.

Basket CBasket C--These behaviors are those that could be These behaviors are those that could be ignored without any significant repercussions.ignored without any significant repercussions.

Remember the PURPOSES Remember the PURPOSES of negative consequencesof negative consequences

Do not expect negative Do not expect negative consequences to change behavior consequences to change behavior patterns. patterns.

Negative consequences are a way to Negative consequences are a way to “keep the lid on”“keep the lid on”

Teaching changes behavior.Teaching changes behavior. Prevent escalation of problem Prevent escalation of problem

behaviorsbehaviors Prevent/minimize reward for Prevent/minimize reward for

problem behaviorsproblem behaviors

Bigger, tougher Consequences is

NOT what we mean by a Correction

System

REPLACEMENT STRATEGIES

REPLACEMENT BEHAVIOR

SWEARINGESCAPE TASK

DEMANDS (WRITING)

Function

Behavior


SWEARING

ESCAPE TASK DEMANDS (WRITING)

REQUEST A BREAK

Behavior

Function


SWEARING ESCAPE TASK DEMANDS

(SPECIFICALLY WRITING)

ESCAPE TASK DEMANDS

(SPECIFICALLY WRITING)

REQUEST A BREAK

SWEARING

!?!?EXTINCTION

1

2

Replacement Behavior

Components:

*Identify functionally equivalent replacement behavior.

*Replacement Behavior (teaching and maintaining)

Consider…•Is the replacement behavior effective and efficient for the student to use?•The Response Effort: how difficult is it for the person to perform the behavior? (physically and/or cognitively)

COMPETING

PATHWAYS

Competing Behavior Model

Setting Event

Antecedent

Desired Behavior

Problem Behavior

Replacement Behavior

Reinforcing Consequen

ce

Reinforcing Consequen

ce

Academic engagement

Respect and Instructional Control

Will compromise and let staff know appropriately

Will respond to a coded system

Will meet weekly with the teacher and process progress

Defiant and disrespectful of staff

Bullying others on the playground

Adversarial home school partnership

History of trauma and neglect

Oppositional Temperament

Staff demands, limits or boundaries

Staff correction, social disapproval, response cost loss of privileges

Staff become emotional and upset

Avoids teacher demands

and consequences

Sent home or to the office

Parent complains to principal and yells at teacher

Leadership and responsibility

Input into Plan

Self management and reward

DesiredAlternative

AcceptableAlternative

TypicalConsequence

Told “good job”Grades

Do workw/o

complaints.

Ask forbreak,ask forhelp.

The Competing Pathways chart for our friend Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult task

Threatens, Uses profanity

Remove fromclass.

Function

Avoid task

Teaching Students Keep Trying

FOR MORE INFORMATION FOR MORE INFORMATION ON WORKING WITH ON WORKING WITH DEFIANT STUDENTS,DEFIANT STUDENTS,

WRITE STEVE AT WRITE STEVE AT

[email protected]

OR GOOGLE OR GOOGLE

STEVE VITTO @ STEVE VITTO @ SLIDESHARE.COMSLIDESHARE.COM

OR VISIT THE MAISD OR VISIT THE MAISD WEBSITEWEBSITE

GO OUT AND MAKE A DIFFERENCE!!GO OUT AND MAKE A DIFFERENCE!!

Steve Vitto at Slide Share.com

Allendale breaking down the walls pbis strategies for defiance

Education