Behavioral Skills Development in Foster Care Jodi Polaha, Ph.D. Assistant Professor Licensed Psychologist Munroe-Meyer Institute University of Nebraska.

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?


What are behavioral skills?Behaviors that society expects.


What are behavioral skills?Behaviors that society expects.Behaviors that we need to have

mastered in order to learn any other skill we pursue.


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!


Birth to age 1: Independent sleepSelf-quieting


Toddler Years:Self-quieting Independent play


Preschool Years:Beginning anger managementFollowing one-step instructionsFollowing simple long-term and short-

term rulesWaiting one’s turnSharing and parallel play


Elementary Years:Advanced anger managementFollowing increasingly complex

instructionsFollowing multiple and complex long-

term and short-term rulesCooperation in group activities


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.


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Quiet Gagging

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BABY LEARNS TO GAG


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BABY LEARNS NOTHING


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BABY LEARNS TO STOP GAGGING

Encouraging Behavioral Skills

Encouraging Behavioral Skills Problem:

Not enough of a reaction for using the skill appropriately.


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WHAT ARE YOU DOING WHEN YOU SEE THE SKILL?

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SKILL! Problem Behavior

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Encouraging Behavioral Skills 1. Frequent, brief, “bursts” of

attention for AVERAGE behavior.



2. BIG REACTION for demonstrating the skill.



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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BIG DIFFERENCE!

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Decreasing Problem Behavior Use a consequence with less talk

Decreasing Problem Behavior Why not talk?

Child may not understand


Child may not understandUnderstanding doesn’t mean the child

will change behavior, anyway.



will change behavior, anyway.Experience is a better teacher.



will change behavior, anyway.Experience is a better teacher.Child needs to learn to perform the skill

independently.


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.”


Time-out is a place for “cooling-off.”Time-out is a place for the child to think

about what s/he did wrong.



about what s/he did wrong.Children must sit still and be quiet in

time-out.



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 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 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


Odd Job Examples

1. Dust baseboards/ceilings

2. Sweep out garage

3. Wipe down inside refrigerator


GROUNDING MEANS No television, telephone, stereo, video games No friends over/go to friends No snacks, naps No outside social activities No toys


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.


1. Establish classroom rules.1. Follow teacher’s instructions2. No physical or verbal aggression3. Use inside voice4. Stay in the designated area


1. Establish classroom rules2. Create list of daily rewards


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


1. Establish classroom rules2. Create list of daily rewards3. Make a “stop light” with a

clothespin marked with each child’s name.


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.


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.


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.


To make it work: Predictable

Both structure and as consequence


To make it work: Predictable

Both structure and as consequence Provide practice

Especially first few days Use in context of “Big Difference”

Behavioral Skills Development in Foster Care Jodi Polaha, Ph.D. Assistant Professor Licensed Psychologist Munroe-Meyer Institute University of Nebraska.

Documents

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