Presented by: Name Month XX, 2011 Managing Problem Behavior: Strategies for Parents and Teachers Insert logo of speaker’s organization Insert host logo Insert local partners’ logo

What Behavioral Therapy Teaches Us About How to Encourage Positive Behaviors and Reduce Negative Behaviors Developed by Melanie A. Fernandez, PhD, ABPP Director, Parent-Child Interaction Therapy Program Child Mind Institute A guide to more confident, consistent and effective interaction with children, especially those prone to disruptive or defiant behavior

SO WHAT DO WE DO? Practical strategies to use at home and in the classroom

It’s as simple as ABC A: –A stands for “antecedent,” or something that triggers a behavior. –An antecedent influences the likelihood of a child behaving in a particular way –Considering antecedents can be a very helpful tool in preventing unwanted behavior.

It’s as simple as ABC B: –B stands for “behavior,” or an action that occurs in response to a situation. –Behaviors are affected by antecedents and expected consequences. –Behaviors must be well-defined if you are trying to manage or change them.

It’s as simple as ABC C: –C stands for “consequence,” something that follows from an action or behavior. –Consequences affect the likelihood of a behavior recurring in the future. –Consequences can be positive or negative.

How to Define Behaviors Well Identify behaviors you want to target. The behaviors should be: –Specific –Observable –Measurable Try to focus on the behavior you DO want to see, not the one you DON’T.

These Behaviors Are Poorly Defined: Being good Being careful Paying attention Settling down Being bad Being disruptive Acting up Acting out

These Behaviors Are Well-Defined: Starting homework on time Packing backpack Reviewing spelling flashcards Starting homework late Leaving books and materials out Leaving flashcards in bag/at school

To Review: Antecedents –Affect the likelihood of behavior Can increase likelihood of good behavior ✓ Can increase likelihood of bad behavior ✗

Avoid These Antecedents –Negative environmental factors Hunger Fatigue Anxiety Distractions in the work space

Avoid These Antecedents Using vague instructions or assuming expectations are understood –Children may misbehave when unsure of what you expect –Everyone more likely to get frustrated

Avoid These Antecedents Calling out instructions from a distance –Models ineffective communication –Limits likelihood of being heard –Child may be engaged in an activity

Avoid These Antecedents Transitioning without warning –Child may be highly engaged in an activity –Abrupt shifts can be stressful for all Filcheck & McNeil, 2008

Avoid These Antecedents Asking rapid-fire questions Giving rapid-fire instructions –These limit child’s opportunity to answer/listen –They suggest you may not be listening –They’re more likely to overwhelm child

Avoid These Antecedents Eyberg, 1999 Repeating yourself - This teaches a child that he doesn’t have to listen the first time

Positive Antecedents Eyberg, 1999 Now for some things to try that may INCREASE the likelihood of the behavior your want to encourage

Try These Antecedents Adjusting the environment –Remove distractions (i.e., screens) –Give a snack –Establish breaks from the outset –Establish a consistent workspace

Try These Antecedents Make expectations clear and specific –First think of what you are expecting –Present the information verbally –Present the information visually –Remind from the outset Even if the child “should” know Forehand & Long, 2005

Increasing proximity to the child Providing countdowns for transitions –Make the remaining time clear “Homework time starts in 10 minutes” Eyberg, 1999 Try These Antecedents

Giving a choice when possible –Narrows down options –Empowers children –Limits parental frustration “Would you prefer to start with math or science? ” Try These Antecedents

When, then statements Emphasize a desired + consequence –“When you complete your homework you will get to play on the iPad.” –“When you pack your backpack then we will get to play a game.” Filcheck & McNeil, 2008 Try These Antecedents

Providing instructions effectively –Use only when necessary –State directly rather than indirectly –Focus on what TO do Rather than what NOT to do –Give one at a time –Identify a specific behavior –Make age-appropriate –State calmly and respectfully –Explain before given or after obeyed Eyberg, 1999 Try These Antecedents

Providing opportunity to comply Wait. Say nothing. Watch. –Students learn first-time listening Rather than learning to tune you out –Children can process what’s been said –Promotes more independence Eyberg, 1999 Try These Antecedents

Consequences Now let’s turn to what you do AFTER a behavior has occurred, with an eye to increasing or decreasing the likelihood that this behavior will be repeated First, consequences that are NOT very effective

Avoid These Consequences Giving negative attention –No, Don’t, Stop, Quit it –Blatant or even subtle criticism –Actually increases the behaviors it follows –Leads to more frequent, negative interactions –Adversely affect self-esteem Eyberg, 1999; Forehand & Long, 2005

“No” consequence –No consequence IS a consequence –Can decrease appropriate behavior –Can increase inappropriate behavior Avoid These Consequences

Delayed consequences –Effective consequences are immediate –The longer the delay, the weaker the link to the behavior Avoid These Consequences

Disproportionate consequences –Bigger not always better –Punishment should fit the crime Avoid These Consequences

Doing the task for them Avoid These Consequences

Now we turn to consequences that will be more effected in increasing (or decreasing) the likelihood of a given behavior Consequences

Try These Consequences Giving + attention to appropriate behavior –Increases behavior it follows –Maintains current good behavior –Improves overall relationship –Improves children’s self-esteem –Elicits better behavior by all parties –Facilitates behavior management Eyberg, 1999; Filcheck & McNeil, 2008

Take PRIDE Labeled Praise Reflect Imitate Describe Enjoy Eyberg & Funderburk, 2011; Forehand & Long, 2005

Ignoring actively –Only for minor misbehaviors –Is deliberate withdrawal of attention –Involves waiting for good behavior –Is NOT tolerating misbehavior –Involves worsening before improving MUST be combined with positive attention –When appropriate behavior resumes Eyberg, 1999 Try These Consequences

Try These Consequences in Groups Active ignoring of one child’s misbehavior Combined with positive attention to others – Praising behaving sibling – Attention to behaving child or children Filcheck & McNeil, 2008

Reward Menus –Include privileges and tangible rewards –Must be linked to goal behaviors –Must be delivered/withheld consistently –Must be updated every couple of weeks –Should be posted –Should incorporate your child’s feedback –Incorporate a variety of small, medium, and large choices Pfiffner, DuPaul, & Barkley, 1998; Murray, Rabiner, Schulte, & Newitt, 2008 Try These Consequences

Using Time-out –Very difficult to do correctly –Very effective when done correctly –Involves withdrawal from any attention –Ending is contingent on quiet, calm –Involves completion of the original task Otherwise TO becomes effective escape Eyberg, 1999; Morawksa & Sanders, 2010 Try These Consequences

If, then statements –For noncompliance to direct commands –Contextually relevant “If you don’t sit down to start your homework on time, you will lose 15 minutes on the iPad.” Alternatives to time-out –Particularly in the classroom –But must consider developmental stage Try These Consequences

Let’s Put It All Together What behaviors are we targeting? What antecedents should we consider? What might be good consequences? How do we make it consistent?

Take-Home Messages Essential to consider antecedents –In any situation, interaction There is always a consequence –Make it an effective one Pick from among strategies –But BE CONSISTENT!

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