1. Introduction to Teaching Interactions Pre-Service Workshop

2. Teaching Interactions Definition: Step- by- Step interactions to effectively praise, preventively teach, correct inappropriate behaviors and de-escalate behaviors. The steps to the teaching interactions were observed, studied and researched. They have been proven to make interactions for effective Every parent does them. The Teaching Family Model takes effective learning and teaching tools and puts them on paper for consistent use – increasing the effectiveness of teaching skills.

3. “you just……” “ that’s great!” “ the reason we do that is…” “ come show me when you are done” “here, let me show you” “ Do you understand?”

4. Why it is Important to Use the Steps: A. For the youth B. For the Treatment Provider  1. Help the treatment provider teach and not react to behavior  2. Helps treatment provider to know what to do next instead of relying on emotional response.  3. Helps treatment parent stay focused on positive behaviors and approximations  4. More effective 1. Help the youth understand that they are being taught to, not punished. 2. Specifically highlight specific behaviors 3. Set the youth up to be successful 4. Provide positive motivation to listen and to learn

5. Teaching Interactions Teaching Interaction Components provide the framework and structure of effective teaching The treatment provider provides the QUALITY of the teaching interaction.

6. Quality Components Facial expressions Voice Tone Touch Proximity Humor Body position Eye contact Gestures Enthuisiasm Teaching Interactions

7. LIKED: PLEASANT VOICE, OFFERING OR PROVIDING HELP, JOKING, POSITIVE FEEDBACK, FAIRNESS, POINTS, EXPLANATIONS OF HOW TO DO THINGS, WHY, CONCERN, ENTHUSIASM, SMILING, POLITENESS, GETTING RIGHT TO THE POINT DISLIKED: POINTING OUT ONLY WHAT YOUTH DID WRONG, ANGER, PROFANITY, LACK OF UNDERSTANDING, UNFRIENDLY, UNPLEASANT, BOSSY, UNFAIR POINTS, BAD ATTITUDE, UNPLEASANT PHYSICAL CONTACT, MEAN REMARKS, NO CHANCE TO SPEAK, SHOUTING, ACCUSING, THROWING OBJECTS, Family Teacher Behaviors that were liked or disliked by youth in group homes…. ( Willner, Braukmann, Kirigin, Fixsen, Phillips, and Wolf, 1977)

8. Teaching Interactions Effective Praise Preventive Teaching Corrective Teaching Non-responsive teaching Intensive Teaching

9. Effective Praise A teaching interactions used to praise appropriate behaviors. Approximations and shaping of appropriate behaviors. List some behaviors that you may address by doing an effective praise interaction:

10. Preventive Teaching A teaching interaction used to teach new skills, remind the youth of skills that might be used in an upcoming or possible situation, or to practice a skill the youth has not yet mastered. What would be some good skills to preventively teach?

11. Corrective Teaching The teaching interaction used to identify inappropriate behaviors, inform youth of earned consequence, and teach and practice the appropriate behavior that should have been used. What are some behaviors that you might address with corrective teaching? What alternative behavior could you teach?

12. Non- Responsive Teaching Teaching used to de-escalate youth when youth is engaging in on-going behaviors and not accepting consequences, feedback, or following instructions. List some “on-going” behaviors Teaching occurs after original consequence and consequence of accepting consequence.

13. Intensive Teaching Teaching that occurs when youth does not stop non-responsive behaviors and continues to escalate behaviors. This teaching includes praising approximations, empathy statements, reality statements and de-escalation techniques such as deep breathing, role plays, relaxation exercises etc and working with the youth until they are once again following instructions and accepting consequences.

14. Which Teaching Interaction Should Be Used? ? Donny asked nicely if he could wear another outfit? ? Marie took one of Donny’s purple socks without asking. ? Donny could not find his purple socks and so he was yelling and screaming at people. ? Donny was often jealous of Marie and they would be working together later that day on a song. ? Marie threw a microphone at Donny after being told by her manager that she needed to calm down and finish the song. She refused to finish the song and the manager continued to try to work with her but she continued to be non-compliant

15. "I touch the future. I teach." Christa McAuliffe, School teacher (1948-1986)

16. RESOURCES

17. Teaching Interactions The Teaching Interaction  The family teacher’s primary goal is to help youth learn ways of coping successfully with society and ways of relating to people that are likely to promote happiness. A youth, of course, always retains the option of whether or not he/she will put into practice what he/she has learned, but Family Teachers have the responsibility to teach the youth in their care enough alternative behavior to enable each youth to at least make a choice as to how he/she will behave in any particular situation. A youth who has a variety of abilities in his/her repertoire ins naturally far more likely to cope, adapt, and succeed in life than one whose abilities are limited through lack of good teaching and modeling in his/her developing year…

18. Teaching Interactions …Teaching, then is viewed as the most critical function of the Family Teacher, and the effectiveness of a Family Teacher in helping youth is directly related to how well he or she has mastered the art of teaching.  In the Teaching Family Model, years of study and research have been devoted to the question of what constitutes an effective teaching interaction. It is clear that each individual’s style of interacting is the most powerful factor in determining the effectiveness of his or her teaching. People that are perceived as warm, energetic, considerate, positive, concerned and genuine, are usually highly effective in any interaction, if just for the mere fact that they are enjoyable to be with. It is very fortunate that people who want to be Family Teachers usually possess these qualities since it is difficult to teach people how to be genuine, warm, etc….

19. Teaching Interactions …The behaviors that lead to describing a person as “warm” for example, are not only difficult to define in objective, teachable terms, but also appear to be learned through a variety of life experiences that cannot be replicated in a workshop environment. There are, however, a few clearly observable behaviors that are generally associated with certain positive personality styles. These behaviors are referred to as “quality components” of the teaching interaction and include such behaviors as pleasant facial expressions, gestures or statements of affection, humor, body positions, etc. The degree to which a Family Teacher incorporates these behaviors into the teaching interaction determines in large part how will a youth will respond to the content of what is being taught. The quality components will be described in relation to the process components in the following pages.

20. Teaching Interactions A Far easier area to define, and thus to teach, is the process or steps in a good teaching interaction. These “process components” are simply a sequence of behaviors that have been found to be most successful in teaching new behaviors. A description of the process components and related quality components follows: Initial Praise and Affection or Empathy Initiation the teaching interaction on a positive note indicates to the youth that the Family Teacher is pleased to see her/him, likes to interact with her/him and is concerned about any problems she/her may be having. One way of beginning positively is to take note of any ongoing behaviors that deserve the your that the Family Teacher is aware of what she/he has already accomplished and helps to establish the tenor of the interaction to be one of helpful teaching rather than criticism.

21. Teaching Interactions Examples of Initial Praise “ It’s great that you got a ‘C’ on your school note” “I can see you’ve really been working hard’ “I appreciate your bringing that to my attention” “Thanks for looking at me while we’re talking” Examples of Initial Empathy “ I understand that it is sometimes difficult to receive criticism” “I can see that you are upset” “I can appreciate that your homework is frustrating”

22. Teaching Interactions Quality Components The Style of expressing affection will vary with each Family Teacher. Some Family Teachers have easy smiles and others have pleasant facial expressions and voice qualities that they use to express affection. Others have a manner of joking and playfulness that they use to begin interactions in a friendly and affectionate way. Some Family Teachers have a very pleasant style of physical contact that involves putting their arm around the youths shoulders and hugging her/him a little. Generally, the following behaviors add to the pleasantness of the “Initial Praise” statements: -Good eye contact -Physical proximity or contact -Smile, and -a voice tone and inflection conveying enthusiasm versus a monotone

23. Teaching Interactions Description of Inappropriate Behavior Often a person reprimanding or correcting a youth will use such general or vague terms that the youth is aware that he/she did something wrong but unaware of what it was exactly about his/her behavior that was wrong. A classic example of this is saying, “You’ve got a rotten attitude.” This statement by itself gives the youth no information about what he/she is doing that conveys a “rotten Attitude” and thus serves only to criticize or punish the youth. Telling the your, “You are looking down and mumbling.” however, gives the youth specific information about his/her behavior and as such is viewed as less of an attack and more of an attempt to teach. Talking the time to be specific is way of communication concern. Other example of Vague or general statements of inappropriate behavior are: “Your manners were terrible.” “You’re acting like you’re made.” “That kind of talk is disrespectful.”

24. Teaching Interactions In each case, the youth must try to interpret what the Family Teacher means. It is not clear what is meant by “manners” and “acting mad.” These general statements can be used, however, if they are followed with specific example to clarify their meaning. Some example of “terrible Manners” might include: “You had your elbows on the table” “You started talking with you mouth full of food” “You didn’t pass the milk when you were asked” Behaviors that are difficult to describe verbally can usually be conveyed adequately by acting them out. It is easier, for example, to act out facial expressions, body gestures, and tones of voice that it is to attempt to describe them in words.

25. Teaching Interactions Quality Components In describing the inappropriate behavior, the more a Family teacher uses a “matter of fact” tone of voice, the less likely she/he is to sound punitive. If the Family Teacher wants to sound punitive by using her/his own voice tone as an aversive consequence, it would probably be best not to attempt a teaching interaction at that point in time. Negative Consequences Social Learning Theory teaches us that a behavior is influenced by its consequences or, in other words, what follows a behavior influences its recurrence. Therefore, in order to decrease the likelihood that the negative behavior will occur again in the future, the Family Teacher must provide a response cost or negative consequence which, in a Teaching-Family home is generally negative points.

26. Teaching Interactions Positive Correction Statement Whenever a Family Teacher criticizes and provides a response cost for a negative behavior so that the child may have a positive skill to add to his/her repertoire as a replacement for the inappropriate behavior. In order for the child to be motivated to attend to the Family Teacher’s teaching and to attempt to learn the new skill, a positive correction statement precedes the teaching of the alternative appropriate behavior. A positive correction statement alerts the child to the fact that there is away in which he/she can earn back some of the lost points. A positive correction statement is “you can being to earn some of those pints back by…” or “you now have an opportunity to start earning some of those points back by…”.

27. Teaching Interactions Description of Appropriate or Alternative Behavior Describing the appropriate or alternative behavior introduces the youth to the behavior the Family Teacher wants to teach her/him. Just as in describing the inappropriate behavior, it is important to describe the appropriate behavior in terms of specific behaviors. The less the youth is required to interpret general or vague statements like “Try being more enthusiastic,” the she/he is likely to understand what the Family Teacher is trying to communicate. If the Family Teacher wants the youth to be more enthusiastic, for example, he/she should define for the youth what is meant by the term, i.e., “You would appear more enthusiastic if you talked a little louder, looked at me, stood up straight, and smiled a little.” Also, if the behavior being taught is somewhat complex, it will sound much clearer and less difficult if described in small steps.

28. Quality Components The pleasantness of an interaction can be affected by the Family Teacher's choice of words. For example, in describing the alternative behavior, using phrases such as "You should" or "You ought" can make the Family Teacher sound judgmental or dictatorial. Less demanding phrases that can be used in their place are:  "It would be better if..."  "How about..." or  "What I'd like you to try is..."

29. Rationale As soon as the Family Teacher has described the alternative behavior he/she should give the youth a reason or rationale as to why it may 'be important or benefit the youth to engage in that particular behavior. A detailed discussion of this component is presented in the section entitled "Rationales." In brief review, however, some of the reasons for giving rationales include: 1. A youth is more apt to perceive the, Family Teacher as less arbitrary and more concerned if rationales are given; 2. A youth is more apt to recognize the real life consequences of his/her actions if they have been pointed out to him/her through a rationale; and 3. A youth is more likely to engage in the new behavior if he/she can see some way that it will be of benefit to him/her.

30. Rationale A good rationale should be as brief as possible, point out the natural positive or negative consequences of a behavior versus consequences controlled by the Family Teachers, and show how the consequences relate directly to the youth versus his/her home, his/her parents, other youths, etc. For example, simply stating that there is a "rule" about a behavior would fulfill only the first of these criteria. Stating why a rule exists and how that may benefit. the youth; however, would fulfill the latter two criteria. Many new Family Teachers have found it helpful to memorize some of the rationales given in the "Rationales" section of the manual to maximize clarity and brevity during a teaching interaction.

31. Rationale Giving a youth a reason for doing something can set the stage for a long discussion or even argument about the validity of the rationale. In most cases, however, this can be avoided if the Family Teacher keeps in mind and explains to the youth that he/she is not expected to agree with the given rationale. He/she should, however, be asked if he/she understood what was said, i.e., was the rationale stated clearly enough that the youth could repeat it? Giving a rationale, therefore, should never be used as coercive logic for why a youth should perform some behavior. Rather, it gives the youth information as to why the Family Teacher believes the new behavior is important enough, to take the time and energy to teach it.

32. Rationale  This is also an' excellent time to verbalize one's concern for a youth. It is out of concern for the youth's well-being that the Family Teacher points out the likely consequences of the youth's behavior. The Family Teacher should take every opportunity to communicate this concern rather than assume that.the youth knows he/she is being taught something for his/her own welfare. This can be stated very simply as follows:  If you apologize to the teacher, she/he's more likely to let you back in class (rationale). I'm saying this because I'm concerned about you and your being able to complete school so you can do some of the things you want to do.

33. Rationale 4. Demonstrate Whenever possible it is extremely helpful for the Family Teacher to demonstrate the desired behavior during or after its verbal description. a demonstration not only helps to clarify the verbal description but also provides for the youth a visual image of the new behavior which is easier to remember than verbal instructions. It is particularly useful to demonstrate behaviors that are difficult to describe in words such as facial expressions, gestures, and voice tones.

34. Quality Components The Family Teacher may begin lecturing the youth at this point, thinking "If I can only give him/her enough reasons for why he/she should do this, he/she will see the logic of it and have no excuse for not doing it." This approach is almost always bound to fail since the youth will probably feel he/she is being "preached at" and become angry at worst, or bored at best. One or two brief rationales will usually keep the youth's interest and adequately serve the purpose of providing information to the youth as to why the Family Teacher wants to teach this behavior (not to provide motivation for the youth to engage in the behavior). Lecturing can be an effective consequence, but generally hinders the effectiveness of a teaching interaction.

35. Acknowledgement Throughout the teaching interaction, the Family Teacher should frequently request the youth to indicate whether or not she/he understands or hears what the Family Teacher is saying. Brief questions like "Do you understand?" "Okay?" "Could you repeat, that for me, please?" and "Are you with me so far?" prompt the youth to ask any questions she/he may have. It also allows the Family Teacher to find out whether or not the youth has been listening and how well she/he understands what has been said. It is usually quite aversive for the Family Teacher if the youth is completely unresponsive throughout the teaching interaction.

36. Quality Components For the individual whose verbal style is somewhat wordy, the component of requesting acknowledgement is an invaluable aid. Asking the youth to say something, even "Okay," quickly turns a monologue into a dialogue. One pitfall to avoid with this component, however, is not pausing long enough to allow the youth time to respond to a question such as "Okay?" Taking for granted that the youth understands or is listening may not only be a false assumption but also may be interpreted by the youth as a lack of concern or interest in what she/he has to say.

37. Practice Having the youth practice the new behavior is probably the most powerful step in the teaching process. It is at this point that the youth must translate the verbal and visual descriptions of the new behavior into his/her own performance. The Family Teacher can immediately see how well the youth understands the new behavior and can encourage and prompt him/her during this trial practice period until the youth can perform the new behavior with minimal or no instructions. Depending on the difficulty of the new behavior, this component may be repeated several times with additional demonstrations or instructions required. If the youth has difficulty performing the new behavior, it should be broken down into smaller and smaller steps until the youth is able to perform at least one step correctly. The difficulty of the behavior, a knowledge of the youth's abilities, and good judgment are needed to determine how many times a youth should be asked to practice a new behavior at any one sitting. Once a youth has been through a complete teaching interaction and shown some improvement during the practice component, he/she can be given plenty of other opportunities in the days and weeks that follow to practice the new behavior.

38. Quality Components Practicing a new behavior with a youth is frequently an opportune time to help him/her view learning as a positive and even enjoyable experience. For example, a Family Teacher might assume a funny name or exaggerated voice when practicing introduction skills with a youth. Sometimes drawing one's spouse or other youths into the practice roles can add enthusiasm and fun to the interaction. Of course, one must be sensitive enough to the youth's reactions to make sure that he/she is experiencing attempts at humor as fun and not embarrassment.

39. Feedback While the youth is practicing the new behavior, the Family Teacher should provide her/him with positive feedback for those behaviors she/he is performing correctly and further instruction and prompting when needed. It is important to note that the practice component is not. a time to test the youth on the new behavior. Thus, it is best to avoid feedback that states that the youth is "wrong" or "incorrect." Phrases such as "It would be better, or "Another suggestion would be," not only decrease the test-like atmosphere, hut also demonstrate more respect for the youth on the part of the Family Teacher. It is important to give all pertinent praise and encouragement for any improvement. The more one praises the youth while she/he is practicing, the more the youth is likely to feel the Family Teacher believes in her/him which in turn will stimulate her/his own self confidence. It is important, however, to praise specific behaviors that the youth performs. General praise statements such as "good" and "that's terrific" are far less descriptive and thus less powerful than statements such as "It's really good that you keep looking at me" or "The fact that you smiled made it that much more terrific."

40. Quality Components The genuineness of one's feedback is greatly determined by the feedback the giver engages in during and after the time he/she is actually giving the feedback. Attaching praise statements to specific behaviors as described in the previous paragraph is one way of authenticating praise. The extent to which one communicates enthusiasm and approval through voice tone, facial expression and body movements also serves to strengthen or weaken praise statements. For example, saying, "You're really cleaning those dishes well" in a monotone while reading the mail will obviously sound insincere. It is particularly important not to praise a youth for behaviors in which she/he has shown no improvement. Telling a youth she/he has done something "fantastically" and then requesting her/him to practice it repeatedly over the next couple of weeks can seriously damage the believability of any future praise. If a youth has not reached the desired level of skill, she/he should be genuinely praised for any improvements she/he has demonstrated, and informed of the parts of the behavior that still need some work.

41. Consequences Giving the youth some consequence for practicing the behavior, paying attention, and for specific improvements helps to increase his/her motivation, to perform the new behavior. This is particularly true for a youth who is trot yet motivated by praise alone. Points are usually the most readily available and versatile consequence that can be given at this time. It is especially important to give the youth some positive consequence at the conclusion of teaching interaction if he/she had been negatively cons equated at the beginning of the interaction for some inappropriate behavior.

42. Cued Practice The Family Teacher should also take this time to inform the youth of opportunities he/she has in the future to perform the new behavior – and the positive consequences he/she will earn for doing so. To ensure that these types of opportunities occur, the Family Teacher may "set up" with the youth a specific cue so that the child will know he/she is going to practice the skill. For example, the Family Teacher might say, "in order for you to hate chance to practice the skill of following instructions and to can. some more positive points, 1 will find you in five minutes and tap you on the shoulder:. That will be your cue that I am about to give you an instruction that you should follow by using the four steps we just got done practicing.- Cued practice allows the Rind the opportunity to be successful with the newly learned skill in a slightly more real situation than the role play during the teaching interaction.

43. General Praise The Family Teacher should always ensure that the interaction ends on a positive note so that the child perceives he/she is still liked despite the negative behavior the Family Teacher had to correct.

44. PERCEIVING OPPORTUNITIES TO TEACH Some Family Teachers may know exactly how to teach (use of all components) but still have difficulty in perceiving opportunities when they should teach. This ability to perceive opportunities to teach is just as important as being able to teach correctly. If the Family Teacher does not recognize these opportunities, their teaching will be ineffective because they may not be teaching the youths necessary skills. Some specific areas where Family Teachers often have difficulty perceiving teaching opportunities include: 1. Limit testing by youths; 2. Family Teachers attending to the issue of a problem rather than attending to the youths' ongoing inappropriate behavior; 3. receiving verbal acknowledgement from youths; and 4. requiring youths to ask for permission. Each of these four areas are discussed in more detail in the following paragraphs.

45. 1. Limit Testing Often Family Teachers will be very skilled at recognizing major youth misbehavior such as arguing, cursing, and angry outbursts, but have difficulty in recognizing subtle limit testing by the youths. Limit testing can be defined as subtle misbehavior displayed by the youths in which the youth almost. breaks a rule but still manages to keep within its limits. Some examples of limit testing might include: Saying portions of swear words, i.e., "Shiii000tt;" verbally hinting at the likelihood of engaging in some misbehavior; subtle arguing; excessive giggling; adding some slightly inappropriate behavior when following an instruction; continuing to engage in some misbehavior one more time after the Family Teacher has corrected the youth; or 7. any other subtle, inappropriate or "smart alecky" behaviors.

46. When a youth engages in limit testing behaviors, he/she is, in a sense, "testing the limits" of the Family Teachers. If the Family Teachers allow these subtle misbehavior and do not correct the youths, more than likely limit testing will continue to occur. However, if the Family Teachers set specific standards of behavior and consistently enforce these standards, limit testing will not occur. Limit testing should be corrected because it can wear on the Family Teachers' nerves. Also, if limit testing occurs in front of others, they may perceive the youths as "smart alecky" and have a poor impression of them. Limit testing can usually be controlled by giving a small negative consequence.

47. 2. Attending to Ongoing Behavior Some Family Teachers may have difficulty attending to a youth's ongoing behavior. While teaching, it is often very easy for the Family Teachers to get caught up in the issue of a youth problem rather than focusing on the youth's ongoing problem behaviors. For example, the Family Teacher may be teaching the youth how to clean the bathroom, but if the youth begins to engage in inappropriate social behaviors such as arguing, muttering, complaining, the Family. Teacher should stop teaching the maintenance task and focus the teaching toward these inappropriate social behaviors. Then later, after the youth can display the appropriate skills during a teaching interaction surf, as no muttering, no complaining, listening, etc., the Family Teacher car again try a teaching interaction for cleaning the bathroom. This way, not only will the teaching of the maintenance task be more effective but the Family Teal -r will have also taken advantage of an excellent opportunity to teach sons appropriate social skills to the youth.

48. 3. Receiving Acknowledgement Whenever a Family Teacher calls a youth or gives an instructions, it is important for the youth to verbally acknowledge the Family Teacher with "Yes," "OR," or "I understand." This way, the Family Teacher will know that the youth is attending to her/hint and that he/she intends to comply with are instruction. It is the Family Teacher's responsibility to prompt acknowledgement with questions (e.g., "Do you understand'?" and to teach the youth to always verbally acknowledge those questions. Some Family Teachers may not expect the youths to acknowledge or when they do, they may only ask in passing and not wait for the youths to respond. If this is occurring, the, Family Teachers will not know if the youth heard them or if the youth plans to comply with the instructions.

49. 4. Youth's Asking for Permission In the Teaching Family Mode], earning privileges is linked to earning points which are always linked to interactions between the Family Teachers and the youths. Points on a card are merely tokens (secondary rein forcers). Therefore, it is just as important for there to be an "asking for a privilege" interaction as there is to be a "point" interaction between the Family Teacher and the youths. Also, requiring the youths to ask for permission before engaging in privileges will facilitate the Family Teacher's monitoring the youths' whereabouts. It is very important for Family Teachers to be aware of where their youths are and what they are doing. Otherwise, they will not know how to get in touch with a youth in case of an emergency and will not be able to teach if inappropriate behaviors are occurring. It is the Family Teacher's responsibility to require the youths to ask permission to use privileges.

50. Social Skills  Most of the youths with behavior problems lack some of the interpersonal skills that are necessary for successful family and community living. They often are described by parents and teachers as defiant, uncooperative, argumentative, dishonest, cruel, aggressive, moody, disruptive, and sometimes assaultive. It is assumed that improved social skills will increase the youths' opportunities for interpersonal rewards in their homes, schools, and with their peers.

51. The Four Basic Social Skills  There are four basic social skills that are probably the most important behavioral goals to be accomplished in a successful Family Teaching Program.  It should also be pointed out that while the four basic social skills to be described are the most important part of the program's curriculum they are also probably the skills most difficult to teach. This difficulty is due not only to the complexity and subtleness of many social behaviors but also to the personal emotional reactions by the Family Teachers that a youth's inappropriate social behavior may cause. 1. The four basic social skills are: 2. Instruction following in a positive manner; 3. appropriate responses to criticism from an adult or peer; the ability to accept "no" for an answer; and 4. the skills to disagree appropriately and control emotions even when under intense emotional conditions.

52. The primary reason that teaching these four skills is so demanding is that it is sometimes very difficult to respond to the inappropriate behaviors in a teaching manner rather than in a personal manner. It is essential that the Family Teachers not take the inappropriate behavior of socially unskilled youths personally and become angry, defiant, and socially aversive themselves. There are two important skills that facilitate the teaching of cooperative, rational, and self—controlled behaviors to a youth who is potentially very belligerent, defiant, assaultive and explosive: 1. The Family Teacher remains outwardly calm, optimistic, and no aversive (even when the FT's stress may be high and his/her stomach may be churning); and 2. the Family Teacher never begins by attempting to force a youth to comply with large demands or difficult instructions or se\ere criticism; instead, the skilled Family Teacher slowly but systematically teaches cooperative behaviors in small.steps that always result in success. This is done by giving a great many instructions that are very easy for the youth to follow and by giving large numbers of points and positive feedback for cooperation and rational social interaction.

53. Introduction to Teaching Interactions Pre-Service Workshop This training presentation is available for download at: www.utahparenting.org © 2007 Utah Youth Village.