School Psychologist as Parent Consultant: Solutions to Child Behavior Problems Michael I. Axelrod University of Wisconsin – Eau Claire Kimberly A. Haugen.

Axelrod/Haugen

School Psychologist as Parent Consultant:

Solutions to Child Behavior Problems

Michael I. Axelrod

University of Wisconsin – Eau Claire

Kimberly A. Haugen

Boys Town

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Slides can be found at:http://www.uwec.edu/HDC/resources.htm

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Assumption #1: No Child is an Island

Problems rarely occur in a

vacuum

Child’s problem = family’s

problem

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Assumption #2: A Child’s Problem can be

Solved by ParentsMore productive to conceptualize problems from

a behavioral perspective; parents need to accept that their child can be responsible for their behavior

Parents hold the keys to the kingdomThe 4 Fs:

Free Time, Friends, Funds, & Fun

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Assumption #3: Rules and Consequences are Crucial to

Parental Success

Learning is a function of

doing followed by feedback

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Assumption #4: Parents need to display both a

“hard” side and “soft” sideRaising children is like tending to a garden

They need to be “weeded”

and “pruned”They also need “water” and

“sun” and “fertilizer”

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Children are Like Sunflowers

Negative experiences Child grows toward the negativeNegativity breeds negative

behavior

Positive experiences Child grows toward the positivePositivity breeds positive

behavior

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Consequences of Negativity in the Parent-

Child RelationshipLimited physical signs of affection

Conversations filled with criticism

Little to no unconditional positive

regard

Few acknowledgments

Limited quality time

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Parent Consultation PointsEducate, normalize

Emphasize the “soft side” of parenting

Teach parents to talk about the misbehavior not the child

Encourage acceptance of feelings

Increase unconditional positive regard

Increase acknowledgmentMaintain at least 4:1 ratio

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Issuing Commands

Get child’s attention

State command in positive form, few words

Wait (identify duration)

RespondPraiseInitiate discipline

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Time Out Principles

“Time out” from reinforcement

Experience of nothingness

Immediate & consistent

Restrict access & value increases

Start what you finish

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What is Time Out?Opportunity for

children to learn appropriate behavior

Listening to authority figures

Self-regulationBoundariesAutonomy

Alternative to coercive discipline

YellingSpankingIndefinite

grounding

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Developmental Applications

Toddler: Time out

School Age/Teens: Job card

groundingGrounding

Adults:Silent treatment

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TimeOut

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Time OutAge Range: Toddler – 7/8 years old

Uses: Routine rule violations

Process:Explain procedureIdentify rule violation Ignore all behaviorLook for signs of compliance

Quiet for 15 secondsCompliance check

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Job Card GroundingAge Range: 7/8 - Adolescence

Uses: Routine rule violations

Process:Explain procedureIdentify job & completion criteriaIdentify rule violation & assign a jobAdd additional job(s) if behavior persists – 3

maxChild checks back & caregiver checksGrounding duration until job(s) complete

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Example:Job Card Grounding

Clean BathroomMirror clean &

streak-freeVanity & sink cleanToilet clean inside and outToilet paper roll mountedFloor cleanTrash can emptyHand towel neatly hung

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GroundingAge Range: 7/8 -

Adolescence

Uses: Severe, dangerous, infrequent behavior

Process:Explain procedureIdentify durationIdentify restrictionIdentify locationConsider reducing

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Formal ProgramsMcMahon & Forehand

Helping the Noncompliant Child

BarkleyDefiant Children

EybergParent Child Interaction Therapy

Webster-StrattonThe Incredible Years

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Final ThoughtsBehavior occurs within the context of the

environment

We learn by doing and receiving feedback

Parents can be behavior change agents

Weeding & fertilizing, in combination, produces the best outcomes

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