1 / 55

WHY DOES THAT KID KEEP DOING THAT ? While we wait, reflect on the following…

WHY DOES THAT KID KEEP DOING THAT ? While we wait, reflect on the following…. Think of a youngster who sometimes displays behaviors that are inappropriate for the setting or seemingly over-reactions to the circumstances. What are the “triggers” or events that bring out those (re) actions ?

jackieallen
Download Presentation

WHY DOES THAT KID KEEP DOING THAT ? While we wait, reflect on the following…

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. WHY DOES THAT KID KEEP DOING THAT?While we wait, reflect on the following… • Think of a youngster who sometimes displays behaviors that are inappropriate for the setting or seemingly over-reactions to the circumstances. What are the “triggers” or events that bring out those (re)actions? • Should the reason for misbehavior concern us? If so, why? Should the reason for the action influence the choice of consequences that “fit the offense”? OR… Should the reason for an errant action be unimportant to our decision making? Is a no excuses “zero tolerance” approach the way to go? • Is there a connection between the quality/nature of adult-youngster relationships and the emergence and length of behaviors (appropriate & inappropriate) displayed in the adults’ presence? Please explain your answer.

  2. Behavior Analysisfor the common (wo)man(No advanced certification needed.) Tom McIntyre, Ph.D. Graduate Program in Behavior Disorders Department of Special Education Hunter College of the City University of NY

  3. Why do kids misbehave?(Let’s add to this list.) • The weather • Thomas Gordon: “I am the weather…” • Sun spots & phases of the moon • Effect of media  • Space aliens • Elvis impersonators • Mimes (my personal belief) • The devil • Any others?

  4. Purported Causes of Behavior • For no reason. • Just to irk me. • Wakes up in a bad mood. • Has an irritable personality. • To get back at me for doing what I had to do.

  5. Perhaps more evidence for these • Upset with the actions of a the adult or another kid. • Difficulties handling frustration and disappointment. • Lacks understanding of behavioral expectations for that setting. • Does not have acceptable behaviors in repertoire. • Trying to maintain or improve image among peers. • Avoiding further injury to one’s self image/esteem. • Protecting oneself physically or psychologically. • Ensuring safety by identifying with power figures.

  6. It all gets distilled down to this: • Attempting to obtain something desirable (e.g., attention, object, privilege, power, peer status); Positive Reinforcement OR • escape something awful (e.g., embarrassing situation, boredom, failure) prevention or reaction; Negative Reinforcement Thestress/anxiety that develops from a situation overwhelms the student’s capacity to emotionally manage it. • With overtones from ACEs Obtain Avoid

  7. With emotional undertones due to

  8. Fearful of more hurt befalling them… Always on edge, on constant alert & wary of threat

  9. Our Stress Bucket

  10. Should the reason for misbehavior influence our approach to individual students?(or different groups of students) Armpt FBA

  11. Dr. Mac’s Series onApplied Behavior AnalysisABA The ABC Model for Assessing Behaviors

  12. What’s the BIG “reason”behind all behavior? ^ • All (repeated) behaviors bring benefits. • Brings something desirable to us (positive reinforcement) • Allows us to avoid or escape something undesirable (negative reinforcement) • If a behavior brings no “payoff”, it is discontinued. • Our kids are using the best strategies they’ve found so far.

  13. Bottom line: Why do I act that way? Because it works! • Our kids are using the best strategies found so far for addressing that situation. In new situations, they “generalize”. • We want to teach them more appropriate, prosocial ways to meet their “needs”. • To promote adoption of the new behavior, we have to know what need, drive, or function it must serve. (Replacements must meet the same need to a greater extent.) • “The reason” for a behavior is discovered via…

  14. “Surface Behaviors” • Behaviors are best understood by using the “A-B-C” method of analysis.

  15. A,B,C…it’s as easy as 1,2,3 “There you go again. Why do you always…?” • An Antecedent (“stimulus” if it’s the final antecedent before an action) sparks a Behavior that is maintained by the Consequences.

  16. With nearby others: Consider the upcoming situations & identify the

  17. A student receives 2 nights of detention for refusing teacher directions & uttering rude comments. • A = • B = • C =

  18. The student, being poked by another, moves out of reach of the prodding finger. • A = • B = • C =

  19. After being told “don’t touch that”, Lee is belittled by the adult for “doing the same thing I just told you not to do”, Ricky pushes off the stand, onto the ground. • A = • B = • C =

  20. Louis sees the bully. He insults the hairstyle of the bully. Louis once again gets shoved around and threatened by the bully. • A = • B = • C = • D = Driekurs’ Mistaken Goal?

  21. The behavior (“B”) of one party is the antecedent (“A”) for the other person’s behavior (“B”). That 2nd person’s “B” is the “C” for the previous person’s “B”.Student: A B CTeacher: A B CStudent: A B CTeacher: A B C One Person’s B is Another’s A : The A-B-C model stretched out ^

  22. An adult approaches the youngster and puts his/her arm around the kid’s’s shoulder. The crying, caused by embarrassment at a comment from a “friend”, quickly stops. The adult engages the student in a supportive, instructional conversation. • A – B – C A – B – C

  23. Which letter comes before A? A = “It’s time to join us in the line.” B = The youngster screams refusals, throws things when asked again, & roams about the room playing with things. C = Teacher assistant remains in room until the “crisis intervention teacher” arrives. • HOWEVER, B follows A only about 40% of the time. Is A then truly a “stimulus”? What is going on? Consider “setting events”: Things that sensitize the youngster to the antecedent.

  24. Game, Setting Event, Match A = As Tammy enters the room, the adult directs her to have a seat at the activity table. B1 = Student sits and engages in the activity. B2= Student lays head down into arms on table. C (For both B1 & B2) = Adult ignores the behavior. Given that the antecedent and consequence are the same whether the youngster engages in the “do now” activity or not, what factors might be setting events that influence which “B” is demonstrated on a particular day?

  25. Based on A-B-C, how do we PREVENT problem behaviors from surfacing? • Prevent theSetting events or Antecedentsfrom happening. (Don’t sit certain youngsters near each other; Have other parapro approach the resistant student). • Keep the “payoff” from being delivered. • Prompt (& promptly reinforce) a“Replacement Behavior”(especially a “conflicting” one: “DRI”)that meets the same physical and/or emotional need as the undesirable one to at least the same degree. • What are some“needs”that students possess? • Sensory/physical (movement, “climate”, food, H20) • Safety & avoidance of pain(physical, psychological, & intellectual) • Positive recognition & acceptance by valued persons • Mastery (of a subject or skill) & achievement.

  26. An FBA is a set of precise and complex procedures for…? • …helping the CommitteeonSpecialEducation arrive at the wrong conclusion with great certainty. • I mean… “It’s a combination of procedures for determining the motivation, drive, function, purpose, or cause of an aberrant pattern of (surface) behavior.” (Which then assists us in devising effective interventions.)

  27. From A-B-C to D… Rudolph Dreikurs:Investigated difficulties experienced in forming close interpersonal bonds (“Belonging”)& identified the resultant “Mistaken Goals” that emerge when one does not feel connected to significant others in important life situations. 1897-1972

  28. Many “inappropriate” behaviors (“mistaken goals”) derive from our greatest humanpsychological need…

  29. To “belong”…To be emotionally intertwinedwith others.

  30. Once physical requirements & safety concerns have been met, emotional needs become our focus.From connections with others comes our sense of self.To become “self-actualized”(fully developed psychologically), we need membership in a positive community that unswervingly accepts, values, & supports us.

  31. Once physical requirements & safety concerns have been met, emotional needs become our focus.From connections with others comes our sense of self.To become “self-actualized” (fully developed psychologically), we need membership in a positive community that unswervingly accepts, values, & supports us.

  32. Think about it:With whom are you interpersonally “knotted”?-Who comprises your “support group”?-What’s the “glue”(commonality) that holds it together?kayk~

  33. Pain-Based Behavior:If we feel disconnected from others in important life settings, we react negatively…progressively degenerating if we continue to be excluded from the desirable group and/or its leadership.

  34. Lack of Belonging & the “5Fs” • Young people who are disconnected from consistently caring adults become distrustful & on-guard for possible threats to their physical or psychological safety, using strategies to outmaneuver authority. • Fight • Flight • Freeze • Freak out • Fool Like tape repeatedly pulled off the wall: After a while, it won’t stick to a new surface, UNLESS…

  35. Lack of Belonging & the “5Fs” • Young people who are disconnected from consistently caring adults become distrustful & on-guard for possible threats to their physical or psychological safety, using strategies to outmaneuver authority. • Fight • Flight • Freeze • Freak out • Fool Like a piece of tape repeatedly pulled off the wall; after a while, it won’t stick when placed somewhere else, UNLESS…

  36. The Downward Slide

  37. Dreikurs’Mistaken Goals (School-Based) ^ • Attention • Power Seeking • Revenge • Inadequacy/withdrawal

  38. Dreikurs’Mistaken Goals (School-Based) • Attention • Power Seeking • Revenge • Inadequacy/withdrawal

  39. ATTENTION SEEKING ^ • It is especially prominent in kids who: • Struggle academically • Don’t get much positive attention at home & desire it from us(but don’t know how to attain it appropriately) • Have learned negative attention-getting behaviors at home & generalize to the school. • When it’s on us: Students have demonstrated appropriate behavior(e.g., starting a task, remaining on-task, completing work, arriving on time, being nice to others), but did not receive recognition for doing so. While they desire positive recognition, negative attention beats no attention at all. • These kids (like all of us) wish to “belong”. Our attention is valuable to them. Let’s help them acquire it in positive ways.

  40. Attention Seeking^ • Students try to gain the trappings of belonging(individual recognition, exchanging of words, etc) by ? - Asking irrelevant questions   - Calling out answers frequently   - Failing to engage in the task / stay focused unless the teacher hovers over them. • Clue for this “mistaken goal”: Actions re-occur soon after having been given attention. • Assessing whether we’re right: Try this phrasing while using a concerned, polite, non-sarcastic voice tone: “Would you like me to spend more time with you?“ • Verification:Verbal acknowledgement or non-verbal look of recognition (sheepish grin, lowering head).

  41. TEAMS: An Example of anAttention-Seeking Pattern of Behavior • Identify the actions that evidence this stage • Identify ways in which we might intervene in order to address: • Her academic concerns (assistance) • Her need for positive contact (attention). • To avoid the “power seeking” stage, assure that your interventions help her learn to demonstrate more appropriate ways to gather attention & assistance. “Amy”video clip

  42. SEEKING POWER^ • If attention seeking actions don't work, resentful youngsters DEMAND our attention with non-compliance & defiance. • How might they acquire & maintain our physical presence & “conversation”?(the trappings of belonging) -Contradict  -Lie  -Refuse to work or follow directions -Argue  -Throw a temper tantrum  -Tell you to “Go take a flying leap"  -Behave hostilely toward you • Assessing whether we’re right:Using a concerned, polite tone of voice & respectful wording, we ask: "When you try to prove that nobody can make you do things you don't want to do, does that mean you’re upset with us?”

  43. Behavioral Road Signs • If a youngster • refuses to stop as directed, • &/or escalates the confrontational behavior, s/he is probably engaging inPower seeking

  44. Why Does Defiance Surface in the Classroom? What sets it off? • Teacher’s direction interfereswith the student’s present pursuit of a desired goal(completing a task, reaching a stopping point in a game, socializing, pestering another). • Directives& assignments viewed as being: • Wrong • Unreasonable/Waste of time • & one’s suggestions/contrary views given no consideration by the adult. • A mutual dislikefor each other’s responses has resulted in an ingrained pattern of act/react. Each plays a continuing role that instigates & escalates problems. • The degree to which we are connected with our students influences whether & to what degree defiance surfaces.

  45. Cutting into the cue:David’s misguided attempt to “belong”?(David Video found at BehaviorAdvisor.com) • If so, to whom does he want to “belong”? • Are other factors in play here? -Age related characteristics? -Filling the void of authority? • Nature abhors a vacuum. Voids of authority will be filled. • Other observations? • Info from the previous slide?

  46. SEEKING REVENGE^ • If attention or power seeking doesn't work, kids may seek revenge against you or others.  Their belief: "I can only feel significant if I hurt others.  I'm just doing what they've done to me.  I don't care if I'm disliked. It is a victory to be disliked & undergo punishment if I’ve retaliated & made them suffer.“ (Typically not done face-to-face. Vengeful acts are perpetrated in a concealed manner or at an unexpected time.) • They might display which actions?   -Treat others cruelly (How does this punish us?)   -Set selves up to be punished via use of threatened aggression or in-your-face aggression against your valued possessions (How does this punish us?) -Engage in pranks or vandalism behind your back. • Assessing whether we’re right:In concerned, polite wording and a non-sarcastic tone of voice, say:"When you did that, were you trying to:? hurt me because you're angry withme?” ‘lanta

More Related