KNR 253

1. KNR 253 Behavior Management Family Interventions

2. Behavior Management Lavay, French, & Henderson, 1997

3. Behavior Management • Managing behaviors • Science & art • Blend proven theories with your own personality and unique mix of clients • Respects cultural differences • Lavay, French, & Henderson, 1997

4. Prevention • Positively stated rules & expectations • Post rules (pictures for non-readers) • Involve youth in setting rules (5) • Provide clear examples • Clearly state consequences • Make sure they understand the rules • Teach expected behaviors • Social skills, anger management, peer mediation, count to 10, deep breaths, quiet space • Encourage expected behaviors • Focus on increasing appropriate behaviors • Give specific feedback • Increase involvement & making choices

5. Prevention • Discourage problem behaviors • Structure program • Daily schedule • Enforce rules • Give understandable definitions of infractions • Tolerate some behaviors (pick your battles) • Redirect to different tasks • Use nonverbal cues • Give consequences related to behavior • Be consistent & follow through with consequences • Provide empathy/listen

6. Prevention • Be a role model • Attention is paid to what you do vs. say • Use peer role models • Be prepared and organized • Recognize good behaviors • Normally we comment on bad • For every correction, give 4 positive comments • Catch doing something good • Provide opportunities for success

7. Prevention • Keep things active • Have fun • Do things they like to do • Get them involved • Provide choices • Decrease line up time • Create positive atmosphere • Redirect • Give something else to do

8. Prevention • Know your clients • What sets them off • What they respond to • Know yourself • Stay calm • Know your triggers • Voice control – speak softly • Take a step back • Keep hands at side • Sit down if possible

9. Non-physical Interventions • Planned ignoring • Signal interference • Proximity/touch • Involvement in interest relationships • Showing interest to divert attention • Hypodermic affection • Giving caring beyond normal amount • Humor • Hurdle help • Remind of past accomplishment

10. Behavioral Approach • Link behavior to be changed • to actions occurring before the behavior (antecedents) • To consequences that occur after the behavior • Steps • Select & define behavior • Observe & record behavior • Implement behavioral intervention • Evaluate the behavioral intervention

11. Positive Reinforcement • Offering something valued after the desired behavior is exhibited • Should increase frequency of desired behavior • Must be something the person wants • Lavay, French, & Henderson, 1997 • Contracts • Signed by child, parent, leaders • Give copy of contract

12. Types of Positive Reinforcement • Social • Smile, nod, high five, “WOW” • Most effective if has a comment about the desired behavior • Tangible • Toys, stickers, medals, trading cards, sticker charts • When possible, pair with social so can eventually phase out tangible • Token economy (token that can be exchanged for desired reinforcer) • Activity reinforcement • Use equipment, helper, leader, favorite activity

13. Reinforcement Schedules • Continuous • Each time appropriate behavior occurs • Intermittent • At specific scheduled times • Ratio (fixed, variable) • Depends on number of times • Interval (fixed, variable) • Depends on period of time

14. Negative Reinforcement • Reinforcer used to increase a desired behavior by encouraging person to perform a particular behavior to avoid, escape, or eliminate something they dislike • Results in increased desired behavior because you removed something that was perceived as unpleasant • It is not punishment • Lavay, French, & Henderson, 1997

15. Negative Reinforcement • Examples • A student avoids loosing points off her class grade (aversive stimuli) by attending all classes (increase in behavior) • A student who doesn’t want to sit in the bleachers and write a report (aversive stimuli) will act appropriately in physical activity (increase in behavior) • Lavay, French, & Henderson, 1997

16. Punishment • Designed to decrease inappropriate behaviors • Should always attempt to correct undesirable behavior with positive methods first • No corporal punishment • 3 forms • Withdrawal of a reinforcer • Presentation of aversive stimulus • Requiring an aversive behavior • Lavay, French, & Henderson, 1997

17. Punishment:Withdrawal of a Reinforcer • Extinction or planned ignoring • Reinforcement of a previously reinforced behavior is discontinued • Response cost • Take away a reinforcer after person misbehaved • Dock pay if late to work • Time-out • Remove from reinforcing environment

18. Types of Time-Out • Observational • Remove from activity but can still watch others who are participating appropriately • Exclusion • Sit in corner or some place where they can’t see the activities of the other students • Seclusion • Leave setting entirely • Little visual or auditory stimulation • No other participants around • Must be supervised • Go to principal’s office

19. Effective Time-outs • First offense • Warn & discuss expectations & consequences • Second offense • Give a time-out in designated area for 1-5 minute • Third offense • Hold a parent conference

20. Effective Time-outs • Use warning • If behavior continues there will be a time-out • Use verbal explanations • Used during time-out • Explain why in time-out; state the rules • Specify behaviors that led to time-out • Should be brief • No longer than 5 minutes • Processing • Participant states what they did wrong • States what do differently • Don’t overuse time-outs

21. Punishment:Presentation of Aversive Stimulus • Direct discussion • Verbal reprimand • Tell behavior is unacceptable & why • Ask what should do instead • Physical restraint • Used only after training and in extreme cases to keep violent person from hurting self or others

22. Punishment:Requiring an Adversive Behavior • Reparation • Pay with money or time • Overcorrection • Restitutional • Return environment to improved state • Positive practice • Repeatedly perform behavior

23. Progressive Steps Prior to Discharge • First significant offense • Talk with child • Call parent • Tell what happened • Tell behavioral expectations • Request parent to talk with child • Document call • Second offense • Meet with parent to create written plan • Document meeting

24. Progressive Steps Prior to Discharge • Third offense • Call parent and say plan is not working • Inform that child needs removed from program • Document all conversations • Involve supervisors • Goal is to find a way to keep the child in the program

25. Family Interventions Atteberry-Rogers, 1993

26. Family Interventions • Not much written • Important • LAFF: Leisure and Family Fun • Mary Atteberry-Rogers, 1993 • Evolved from work with adolescents • Chemical dependence • Felt appropriate for other family programs

27. LAFF • Rationale • Families are affected when 1 member has an addiction • Shared leisure can increase family cohesion • Designed as multi-family program • Less threatening than traditional family counseling • Provides support system • Provides nonthreatening environment to address treatment issues

28. LAFF: Overall Goals • To provide an opportunity for families to play together, laugh together and explore common leisure interests for the purpose of enhancing family cohesion. • To address issues related to treatment, specifically issues pertaining to trust, communication and expression of feelings through use of activity and play.

29. LAFF: Overall Goals • To examine personal values as they relate to leisure, fun and play, an to be able to express these values within the family structure.

30. Treatment Goals • Session 1 • Focus: Giving & receiving compliments • Tx Goal: To increase positive social interaction between family members • Session 2 • Focus: Communication • Tx Goal: To increase awareness of the effect of positive communication styles

31. Treatment Goals • Session 3 • Focus: Leisure interests & resources • Tx Goal: To develop awareness of personal leisure interests and how these interests may be incorporated into the family lifestyle • Session 4 • Focus: Observation • Tx Goal: To develop observational skills & increase awareness of external environment

32. Treatment Goals • Session 5 • Focus: Self-esteem • Tx Goal: To enhance participant’s understanding of self-esteem & the manner in which it is affected during daily interactions • Session 6 • Focus: Cooperation • Tx Goal: To develop awareness of how working together & problem solving allows for successful completion of task

33. Treatment Goals • Session 7 • Focus: Coping • Tx Goal: To enhance participants’ ability to cope with internal as well as external pressure • Session 8 • Focus: Leisure interests & resources • Tx Goal: To develop awareness of personal leisure interests & how these interests may be incorporated into the family lifestyle

34. Treatment Goals • Session 9 • Focus: Working together • Tx Goal: To enhance interaction skills within the family • Session 10 • Focus: Compromise • Tx Goal: To develop decision making skills

35. Treatment Goals • Session 11 • Focus: Values • Tx Goal: To increase awareness of leisure values • Session 12 • Focus: Trust • Tx Goal: Te enhance understanding of trust & the manner in which it is affected during daily interactions

36. Treatment Goals • Session 13 • Focus: Compliments & self-esteem • Tx Goal: To enhance participant’s understanding of self-esteem & the manner in which it is affected during daily interaction with family members • Session 14 • Focus: Communication • Tx Goal: To increase awareness of the effect of positive communication styles

37. Treatment Goals • Session 15 • Focus: Working together • Tx Goal: To develop awareness of how working together & problem solving allows for successful completion of task • Session 16 • Focus: Communication • Tx Goal: To enhance listening skills