Consulting on behavior problems

1. Consulting on behavior problems Chapter 6

2. Theme for behavior problems • http://www.youtube.com/watch?v=4qHX493bB3U

3. EBD or Emotionally Disturbed • "The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: • a) An inability to learn which cannot be explained by health, sensory, or intellectual factors. • b) An inability to build or maintain satisfactory interpersonal relationships with peers and • teachers; • c) Inappropriate types of behavior or feeling under normal circumstances • d) A general pervasive mood of unhappiness or depression • e) A tendency to develop physical symptoms or fears associated with personal and school • problems.

4. Risk factors • Difficult temperament • Early development of antisocial behavior • Academic failure and school discipline problems • Parental psychopathology or criminality • Lax supervision and erratic discipline at home • Abuse • Broken home and marital discord • Environmental conditions associated with low SES • Punitive, deteriorated, poorly managed, crowded, and inadequate school environments (Kazdin, 1987)

5. Reasons for behavior problems • Attention – even if its bad attention (disruptions) • Child rearing/parenting – neglectful parenting or overly harsh parenting; inconsistent rules, poor models, lack of social skill training at home • Classroom management issues – disorganized, lack of control • Conflict with authority – general perception in society now that all authority figures are free game, not as much general respect in our society for offices, persons, etc. • Media influence – violence in media

6. Reasons (cont) • Alleviate boredom, have fun, deal with frustration • Psychiatric diagnoses – ADHD, ODD, Conduct Disorders, Mood disorders, etc. • Communication skill difficulties • Differences in temperament traits • Antecedents in specific settings (who, where, etc).

7. Categorical systems for EBD • DSM-IV • http://www.dr-bob.org/tips/dsm4a.html • Empirically derived system (Achenbach)

8. Diagnostic methods Behavioral Traditional Contingencies maintain behavior Behavior needs to be defined well Antecedents and consequences Direct observations, interviews Intrapsychic determinants Behavior is a symptom Behavior = diagnostic label Interviews, projective tests, self reports

9. Diagnosing behavior problems • Functional assessment of behavior – what is the function of the behavior, purpose, what maintains it, consequences etc. • DATE is used • Functional analysis – this is pretty involved, change conditions and see what happends (for example, if attention is the function, you remove attention and see what happens to the behavior)

10. FBA • P. 212-213 • Frequency, intensity, duration • antecedents – who, when, where • Consequences • Health issues – e.g., mood, sleep, medications • Reinforcers • Hypothesized function of behavior • Replacement behavior • What has been tried, successful, etc.

11. Charting methods • Frequency counts • Momentary time sampling • Duration recordings

12. Assessment methods • Rating forms • Observational methods • Interviews

13. Preventive techniques • Classroom rules – positive, specific, and state consequences • Procedural practices – preparation to teach, appropriate teaching methods, grouping of students, • Contingency management/contracting – • Non-contingency related interventions (assorted daily interventions that good teachers use) • Social skills training – there are specific programs that can be followed

14. What are social skills? • Beginning social skills – listening, taking turns, etc • Advanced social skills – joining groups, apologizing • Dealing with feelings – empathy, expressing feelings • Negotiating and using self-control rather than aggression • Dealing with stress – • Problem solving skills

15. APA site • http://www.apa.org/ed/cpse/class-management.html