Archive for the 'Behavior management' Category

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Tantrum management

Published on 31 January 2009 in Acting out, Autism, Behavior management, Causes, News, Prevention, Professsional development and The press. 0 Comments Tags: , , , .

Over on FAQAutism, Cathy Knoll has a pair of posts advising a student teacher about handling outburst by a student with Autism. The student teacher described the situation in this way:

The student teacher wrote that she is in an elementary classroom this semester, and is concerned about a youngster in the class. The student teacher reported the details of an episode that involved changing the regular classroom routine. She said, “One day I let the class vote on our reading activity. Their choices were (1) I would start a new book for our regularly scheduled ‘Read Aloud’ time, or (2) the students would read their new Scholastic News magazine independently at their desks. The class voted to read at their desk and finish a writing project for our bulletin board from earlier in the day. The girl with autism had voted for me to read aloud like I normally do at that time of day. However, the majority won. She couldn’t handle it and started yelling. I asked her quietly and calmly if she would like me to show her the new book that I would start reading to the following day. She screamed at me, ‘No. Never in a million years will I look at that book. I never want to hear you read anything ever again!’ Then she ran across the room and hid in a corner and started rocking back and forth.”

Ms. Knoll characterized the situation in terms of inflexibility and anger management. After remarking that she would not have students vote on activities, she makes a couple of sensible suggestions: (a) “The most effective way to prevent emotional meltdowns for an inflexible student is to develop a regular, predictable classroom routine” and (b) “Jot down quick notes every time he has a tantrum: the time it starts and the time it stops.”

I was pleased to see this tip-toe toward an antecedent-behavior-consequence analysis. Too bad that the recommendations do not go all the way to a functional behavior analysis. There are plenty of good resources on how to affect such analyses. It would be helpful to guide teachers to these methods of ascertaining what environmental features are sustaining a students “tantrums.”

Link to the two posts (#1 and #2) on FAQAustim advising a student-teacher about addressing tantrums.

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WORKING WITH TROUBLED CHILDREN (book available soon)

Published on 8 January 2009 in Acting in, Acting out, Behavior management, Bookshelf and Treatment. 2 Comments

Just a note to readers that a new little paper back (about 160 pages) that I authored with Rick Brigham (now of George Mason University) will be available before long. It might be used as a text in teacher education (special or general education) or as a resource by parents or anyone who works with children with emotional or behavioral problems. The reference is:
Kauffman, J. M., & Brigham, F.J. (in press). Working with troubled children . Verona, WI: Attainment.

It’s now available in an Advance Reader’s Edition (bound but uncorrected proofs), and we expect it’ll be available in final form in early spring. You may find Attainment Company at http://www.attainmentcompany.com/xcart/home.php . Here’s a Table of Contents:

Chapter 1 Recognizing Early Signs of Behavior Problems: An Overview of Early Intervention and Prevention
Cases in Point
Nathan
Pauline
Larry
Typical Responses to Early Signs of Behavior Problems
Understanding Normal Development and Differences
The Concept of Normal
Differences That Are Not Normal
Definitions of Disorders for Special Education
General Guidelines for Judging Signs of Behavior Problems
Signs of Problems in Infancy
Signs of Problems in Toddlerhood
Signs of Problems in the Early School Years
Signs of Problems in Middle Childhood
Signs of Problems in Adolescence
The Need for Early, Accurate Labels
The Dimensions of Early Intervention and Prevention
Summary
Chapter 2 Understanding Causes
Cases in Point
Mark
Tommy
Increasing and Decreasing Risk
Major Causal Factors
Biological Factors
Genes
Temperament
Brain Malfunction
Other Health-Related Issues
Family Factors
Family Definition and Structure, Including Substitute Parents
Family Interactions
School Factors
Insensitivity to Individuality
Inappropriate Expectations
Inconsistent Management
Instruction in Nonfunctional or Irrelevant Skills Ineffective Instruction in Critical Skills
Undesirable Models
Destructive Contingencies
Social and Cultural Factors
Mass Media: Television, Movies, and Music
Peers
Neighborhood and Urbanization
Ethnicity, Social Class, and Poverty
Summary
Chapter 3 The Dilemma of Early Identification: To Identify or Not to Identify
Cases in Point
Esther P. Rothman
Edith
True and False Identification: Trying to Get Labels Right
At-Risk and Response to Intervention: What Do They Mean?
The “At-Risk” Label
Meanings of Response to Intervention
What’s the Problem? A Caution
Spoiled Identity: Dealing with Pride and Prejudice
Expectations: Setting Them Not Too High and Not Too Low
Social Rejection and Isolation: Facilitating Peer Affiliation
Going From Bad to Worse: Facing The Ultimate Horror
Summary
Chapter 4 Why Responding to Trouble Immediately Is Important
Cases in Point
Dean
Larissa
Behavior Change Is Easier
Chances for Better Life Outcomes Are Enhanced
Academic Progress Is More Likely
Social Acceptance Among Helpful Peers Is Possible
Summary
Chapter 5 General Ideas for Making Things Better
Cases in Point
Derrick
Joshua
A Class That Is Separate and Better
The Centrality of Effective Instruction
The Help of School-Wide Discipline
The Usefulness of Structure and Routine
A Focus on the Positive in Behavior and Consequences
The Importance of Clear Communication
Why Consistent Follow-Through Is Essential
Understanding Cycles of Behavior and Implications for Prevention
Seeing the Cycle or Pattern
Responding Effectively to the Stage or Level
Anticipating the Next Level or Stage
The Use and Abuse of Medication
Summary
Chapter 6 Using Incentives Intelligently
Cases in Point
Rewards Versus Bribes
Andy
Try the Simplest Things First
Telling
Showing Examples
What to Use as Rewards
How to Use Rewards
Getting Started and Moving On
Being As Good As Your Word: Follow-Through
Thinking About Our Fears and Struggles
Summary
Chapter 7 Using Deterrents Deftly
Cases in Point
A Boy with Behavior Problems
Eddie
Commentaries on Punishment
The Necessity of Punishment
Punishment As Part of Teaching
Self-Perception
Keeping Punishment Nonviolent and Matter-of-Fact
Uses and Abuses of Time Out
Exceptions and Evidence Beyond Reasonable Doubt
Making Punishment Consistent, Informative, and Instructive
Making Punishment Stick: Follow-Through
Summary
Chapter 8 Finding Help
Parents as Sources of Support
Working with Consultants
Finding Help in the Literature
Summary

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CCBD forum 2009

Published on 2 December 2008 in Acting in, Acting out, Behavior management, Bullying, Conduct disorder, Delinquency, News, Professsional development, Research, The press and Treatment. 0 Comments Tags: , .

Here’s a special opportunity to learn about how to address challenging behavior problems. This is a star-studded line-up.—JohnL

International Council for Children with Behavioral Disorders

Professional Development

2 0 0 9 International Forum

Achieving Academic and Social Competence: Improving Educational Outcomes for Challenging Students

Tuscany Suites and Casino
Las Vegas, Nevada

January 30-31, 2009

Continue reading ‘CCBD forum 2009′

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Teaching them matters

Published on 20 November 2008 in Acting out, ADHD, Behavior management, Conduct disorder, Musings, News, Research, The press and Treatment. 0 Comments Tags: , .

In “Failing Sam,” Jessica Shyu—who taught special education for two years at an American Indian reservation school in New Mexico—makes an important point about what we provide educationally for students with Emotional and Behavioral Disorders. Teachers may become lulled by having a quiet, disruption-free classroom and overlook the need to provide beneficial instruction. She recalls a particularly challenging student named “Sam.”

His reputation preceded him. A week before he even arrived at school, the teachers were eagerly sharing horror stories they’d heard about the 12-year-old. It was a mix of rumor and truth. They told me about his alcohol problem. They told me about how he doused his cousin with gasoline and lit her on fire. They told me I would be lucky to get him to sit down and not hurt anyone.

Continue reading ‘Teaching them matters’

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Virginia insurance legislation

Published on 15 August 2008 in Autism, Behavior management, Families, News, Policy, The press and Treatment. 1 Comment Tags: .

Last December, Delegates Robert Marshall and colleagues of the legislature of the Commonwealth of Virginia (US) introduced a bill that would require health insurance companies to pay costs of habilitative services for children and youths. A potential effect of the legislation is that families of children with Autism would be able to receive support for the costs of intensive behavior therapy in the their homes.

The legislation defines “habilitative services” as “health and social services directed toward increasing and maintaining the physical, intellectual, emotional, and social functioning of developmentally delayed individuals, including occupational, physical, and speech therapy; assistance, training, supervision, and monitoring in the areas of self-care, sensory and motor development, interpersonal skills, communication, and socialization; and reduction or elimination of maladaptive behavior.” The legislation refines the term by referring to “medically necessary habilitative services” as “habilitative services that are certified by the Department of Mental Health, Mental Retardation and Substance Abuse Services as designed to help an individual attain or retain the capability to function age appropriately within the individual’s environment and shall include habilitative services that enhance functional ability without effecting a cure.”

The Loudoun Project, a network of volunteers concerned about Autism, sponsored the Loudoun County Autism Summit in July of 2008; the summit focused on generating support for this legislation. The group has multiple recommendations about supporting the legislation:

a) Contact members of the Special Advisory Board on Mandated Health Insurance Benefits by email and/or phone by 8/15 (Tab 1 in Targeted Legislators attachment)
b) Contact legislative members of the Joint Legislative Audit and Review Commission by email and/or phone by 8/22 (Tab 2 in Targeted Legislators attachment)
c) Write a letter for the record to: florence.morris@scc.virginia.gov by 8/15.
d) Attend the Public Hearing on HB-83 in Richmond on Monday, September 29 at 1pm (General Assembly Bldg, House Rm D).
e) Register for www.autismvotes.org to get alerts to activate our grassroots efforts.
f) Pass the word to other friends, family, co-workers, church groups, etc to make calls/send emails and do actions a)-e) above.

The Loudoun Project also has an on-line petition regarding the legislation.

Link to the Virginia legislation. Link to the Loudon Project and the Loudoun County Autism Summit. Read a letter from Jane Barbin of the Association for Science in Autism Treatment about the legislation. Read Alex Bahr coverage of the summit under the headline “Parents, Professionals Share Experiences At Autism Summit” from the paper Leesburg Today.

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Patterson recognized

Published on 14 August 2008 in Acting out, Behavior management, Causes, Conduct disorder, Delinquency, Families, News, Photos, Policy, Research, The press and Treatment. 0 Comments Tags: , , , .

Gerald R. Patterson

The American Psychological Association (APA) Division 7 (Developmental Psychology), which is holding its annual meeting this weekend in Boston (MA, US), will recognize Gerald R. Patterson with the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society. The award will, no doubt, be based on Jerry’s extensive and sound research on the nature, causes, and treatment of anti-social behavior in families.

According to Web site for Developmental Psychology Division of APA,

The award is for an individual whose work has, over a lifetime career, contributed not only to the science of developmental psychology, and who has also worked to the benefit of the application of developmental psychology to society. The individual’s contributions may have been made through advocacy, direct service, influencing public policy or education, or through any other routes that enable scientific developmental psychology to better the condition of children and families.

This is a wonderfully well-deserved honor for Jerry. I was very fortunate to have the opportunity to work with Jerry and his colleagues for a couple of years during my graduate studies; I learned as much about research from hanging around that operation as I did from many of my formal classes combined. His work has influenced many other researchers and clinicians as well as having a direct, beneficial effect on children and youths and their families. Learn more about Jerry and his collaborators’ research at the Oregon Social Learning Center Web site. Also, see Division 7′s Web page about the Bronfenbrenner Award.

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Effective delinquency treatment

Published on 13 August 2008 in Acting out, Behavior management, Conduct disorder, Delinquency, Families, News, Policy, Prevention, Research, The press and Treatment. 1 Comment Tags: , , .

Wednesday Social Programs that Work, an organization dedicated to , recognized the Multidimensional Treatment Foster Care (MFTC) program as having strong evidence of its benefits for youths who have many strongly delinquent behavior problems. The developers of the MTFC program include Patricia Chamberlain, Ph.D., John Reid, Ph.D., Philip A. Fisher, Ph.D., and Gerard Bouwman; they are closely associated with the Oregon Social Learning Center (a long-time resident of EBD Blog’s Web resources list). Over the last ~10 years the researchers have conduct multiple randomized clinical trials testing the intervention, and they have consistently found positive outcomes for the youths and their families.

Multidimensional Treatment Foster Care (A foster care intervention for severely delinquent youths)

Randomized controlled trials show sizable reductions in youths’ criminal activity.

Description of the intervention: The Multidimensional Treatment Foster Care program provides severely delinquent youths with foster care in families trained in behavior management, and emphasizes preventing contact with delinquent peers. Typical community treatment for such youth, by contrast, often involves referral to a group care facility with other troubled youth.

As an example of the program’s behavior management techniques, foster parents track and regulate the youths’ behaviors using a point system, with youths receiving points for positive behaviors (e.g., completing chores, attending school regularly), and losing points for negative behaviors (e.g., not completing homework, or not listening to an adult). As youths accumulate more points, they are afforded more freedom from adult supervision.

The program provides the youths and their families with individual and family therapy during their participation in the program, and program case managers closely supervise the youths/families through daily phone calls and weekly foster parent group meetings. The average length of stay in the program is 6-7 months. The average cost is about $3,600 per month (2008 dollars), which is 30 to 50 percent lower than the cost of residential group care (the typical alternative treatment, in which youths are placed in group homes with other offenders, and often provided family therapy.)

Link for the SPTW Web page about the evidence for MFTC (source for the quoted material) and to the Web site that supports adoption of the program.

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Iwata workshops

Published on 25 July 2008 in Autism, Behavior management, News and Treatment. 0 Comments Tags: , .

Over on Behavior Mod Info I posted an entry about workshops entitled “Functional Analysis & Treatment of Severe Behavior Disorders: Methods for Clinicians and Educators,” by Brian Iwata, Ph.D. People who are concerned about individuals with Autism (and other who might have severe behavior problems such as self-injury) would likely find these workshops useful. Here’s a link to the post where interested folks can learn more.

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ABA Autism blogs

Published on 23 July 2008 in Autism, Behavior management, News, The press and Treatment. 1 Comment Tags: , , , .

Over on Behavior Mod Info, I’ve dropped a post about blogs from which one can learn about applications of behavior analysis to autism. Some of the readers of EBD Blog may find this of interest. Here’s the link.

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Misguided management practices

Published on 15 July 2008 in Acting out, Autism, Behavior management, News and Treatment. 0 Comments

Over on Behavior Mod Info I have a post about an article in the New York Times that discusses uses of management procedures such as physical restraint that I think are rarely justified. Of course, many of the students with whom educators have used these techniques are students with Emotional and Behavioral Disorders. Link to the entry.

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Unrestrained management

Published on 13 July 2008 in Acting out, Administration, Autism, Behavior management, Families, News, Policy and Treatment. 0 Comments

In “Calm Down or Else,” (15 July 2008) Benedict Carey reports about a possible increase in the use of restraints, seclusion, and other physically coercive methods to manage disruptive behavior.

For more than a decade, parents of children with developmental and psychiatric problems have pushed to gain more access to mainstream schools and classrooms for their sons and daughters. One unfortunate result, some experts say, is schools’ increasing use of precisely the sort of practices families hoped to avoid by steering clear of institutionalized settings: takedowns, isolation rooms, restraining chairs with straps, and worse.

No one keeps careful track of how often school staff members use such maneuvers. But last year the public system served 600,000 more special education students than it did a decade ago, many at least part time in regular classrooms. Many staff members are not adequately trained to handle severe behavior problems, researchers say.

There are so many better ways to manage behavior. First off, most behavior problems can be prevented by creating pleasant environments where appropriate behaviors are reinforced. Second, behaviors incompatible with inappropriate behaviors can be reinforced to reduce the inappropriate ones; look up DRI in any good behavior management text. Third, non-exclusionary time-out such as tested by Foxx and Shapiro (1978), for example, are very powerful alternatives to seclusion and restraint. Fourth, we have a technology of functional assessment that allows us to ascertain the conditions under which serious behavior problems occur; once we know what’s causing these problems, we can change the environment to reduce them. Rarely should it be necessary to use exclusionary time out or restraints, and if it ever is, it should be done with a well documented protocol and lots of supervision—not in an ad-hoc manner.

Foxx, R., & Shapiro, S. (1978). The timeout ribbon: A nonseclusionary timeout procedures. Journal of Applied Behavior Analysis, 11, 125-136.

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Effective child management for parents

Published on 9 April 2008 in Behavior management, Conduct disorder, Families, News, Research and Treatment. 2 Comments Tags: , , , , , , .

In a systematic review of the research about parent training, Jennifer Wyatt Kaminski and colleagues of the US Centers for Disease Control identified factors that contribute to the effectiveness of programs that help parents manage the problematic behavior of their children. Of the 18 factors that they examined, only five proved to be important. Parent training programs that taught parents to respond consistently to problems, practice positive interactions, use time out, and required them to practice these skills with their own children led to greater effects on children’s externalizing behavior, but those that emphasized promoting children’s social skills had smaller effects on externalizing behavior.
Continue reading ‘Effective child management for parents’

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