A presentation by Steven Vitto in Detroit, Michigan on March 24th, 2010 for Maybury Elementary School, dedicated to Margaret Yamokowski on Strategies for Defiant Students. Thanks to Linda and Ellen!

1. BREAKING DOWN THE WALLS Strategies for Defiant Students Presented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISD

2. Establishing a Relationship Based Approach Reinforcement should be a celebration of effort

10. Clearly defined and communicated academic and behavioral expectations schoolwide. Change to what?

13. Assessment of Challenging Behaviors and Development of Effective Interventions

21. Behavior Mantra : “ It is easier to prevent a behavior from occurring than to deal with it after it has happened.”

22. If you’ve told a child a thousand times and she/he still doesn’t understand, then it is not the CHILD who is the slow learner! Anonymous

24. DEFIANCE What it looks like…

25. STRATEGIES FOR DEFIANCE

26. Competing Behavior Model alternative, functionally equivalent behavior Long-term desired behavior Setting Events/ Slow Triggers Antecedents/Fast Triggers Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Reinforcing Consequence

27. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Obtain Attention Escape or Avoid Avoid adult control Obtain Sensory Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) An observable and measurable description of the behavior(s) of concern. Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers… Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)

34. ATTACHMENT DISORDER OPPOSITIONAL DEFIANCE DISORDER CONDUCT DISORDER ATTENTION DEFICIT HYPERACTIVITY DISORDER EMOTIONAL IMPAIRMENT ASPERGERS SYNDROME DOWN SYNDROME Conditions Manifesting in Defaince

35. The Origin of Defiance

37. SCOTT

39. What is Oppositional Defiance Disorder?

44. Scott

45. The Grocery Store IS THIS CHILD IN CONTROL OF HIS BEHAVIOR??? All behavior meets needs!!!

49. Students with conduct disorder engage in deliberate acts of self-interest to gain attention or to intimidate others. They experience no distress or self-devaluation or internalized distress.

64. We all like to be in control of our lives. It’s how we meet that need that sets us apart.

66. Attention, Sensory or Escape Avoidance Control

68. OTHER MOTIVATIONS OF BEHAVIOR

71. Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Testable Hypothesis ٭

72. When Sequoia misses her 12:30 medication & teachers make multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. Setting event Antecedent Response Consequence Misses 12:30 medication Teachers make multiple task demands Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful What function? Avoid difficult tasks

73. Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention. What function? Escape adult & peer attention

74. Setting event Antecedent Response Consequence As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” ?? Look at him. “ What’s up!” “ Who ya lookin’ at?” “ Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “ weirdo” What function? Access peer attention

75. Setting event Antecedent Response Consequence The football game is coming on in 2 minutes. Your significant other asks you to wash the dishes. You happily oblige. After one minute, you have broken two glasses and one dish. Your significant other pushes you out of the way and says, “ Just let me do them.” You sigh and go watch the game . You know if you pretend you can’t do something she will do it for you The football game is coming on and your spouse asks you to wash dishes You break two dishes and a glass Your spouse takes over and washes the dishes herself What function? Avoid activity

82. Shane: Avoid Activity

83. What is the function of Tracy’s behavior?

93. Avoid peers

99. Behavior Mantra: “ It is easier to prevent a behavior from occurring than to deal with it after it has happened.”

100. If you’ve told a child a thousand times and she/he still doesn’t understand, then it is not the CHILD who is the slow learner! Anonymous

101. Circa 1996

107. SETTING EVENT STRATEGIES

118. Shane

124. REPLACEMENT BEHAVIOR SWEARING ESCAPE TASK DEMANDS (WRITING) Function Behavior R

125. REPLACEMENT BEHAVIOR SWEARING ESCAPE TASK DEMANDS (WRITING) REQUEST A BREAK X Behavior Function R

126. REPLACEMENT BEHAVIOR SWEARING ESCAPE TASK DEMANDS (SPECIFICALLY WRITING) ESCAPE TASK DEMANDS (SPECIFICALLY WRITING) REQUEST A BREAK SWEARING !?!? X X EXTINCTION 1 2 R R R R

139. Have a Routine for Responding to Minor Problem Behavior Specific Request If, Compliance Walk Away & wait 5-10 seconds If, Non-Compliance Reinforce! “ Please _________” Request in a calm voice If, Compliance If, Noncompliance Preplanned Consequence Walk away & Wait 5-10 sec . Reinforce!

144. WHAT CAN I DO TO GET THAT KIND OF REACTION AGAIN?

156. Competing Behavior Model Setting Event Antecedent Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Reinforcing Consequence Academic engagement Respect and Instructional Control Will compromise and let staff know appropriately Will respond to a coded system Will meet weekly with the teacher and process progress Defiant and disrespectful of staff Bullying others on the playground Adversarial home school partnership History of trauma and neglect Oppositional Temperament Staff demands, limits or boundaries Staff correction, social disapproval, response cost loss of privileges Staff become emotional and upset Avoids teacher demands and consequences Sent home or to the office Parent complains to principal and yells at teacher Leadership and responsibility Input into Plan Self management and reward

157. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work w/o complaints. Ask for break, ask for help. The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Extended structured activity (math) Do a difficult task Threatens, Uses profanity Remove from class. Function Avoid task

159. Are you going to finish strong?? (Building Resilience) TEACHING YOUR STUDENTS NOT TO GIVE UP..

161. FOR MORE INFORMATION ON WORKING WITH DEFIANT STUDENTS, WRITE STEVE AT [email_address] OR GOOGLE STEVE VITTO @ SLIDESHARE.COM OR VISIT THE MAISD WEBSITE

162. GO OUT AND MAKE A DIFFERENCE!! Steve Vitto at Slide Share.com