PRESENTATION BY STEVEN VITTO AT CHALLENGE OF CHILDREN CONFERENCE IN HOLLAND MICHIGAN 2010 STRATEGIES FOR DEFIANT CHILDREN

1. BREAKING DOWN THE WALLS Strategies for Defiant Children Presented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISD The 2010 Challenge of Children Conference

3. DEFIANCE What it looks like…

4. The Grocery Store

5. Positive Parenting

9. The research is clear. In over 10,000 studies conducted all over the world, the most common variable associated with a child having a healthy social emotional adjustment is: a. strict discipline and limit b. consistent punitive consequences for bad behaviors c. being your child’s friend d. rewarding good behavior e. believing that they are loved Multiple Choice

15. The Conflict Cycle DO WE FEED INTO THE CONFLICT CYCLE?

16. Stress Model of Crisis TCI TRAINING [5]

22. The Origin of Defiance

25. Behavior Mantra: “ It is easier to prevent a behavior from occurring than to deal with it after it has happened.” The best intervention is prevention!! Bausano & Vitto, 2007 Slide 18

28. The Parenting Tips Booklet Positive Approaches for Challenging Behaviors Developed by Susan Mack, MA Steven Vitto, MA MAISD Behavioral Consultants A POSITIVE BEHAVIORAL SUPPORTS PROJECT

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

32. Behaviors Meet Needs

33. Behaviors Meet Needs

35. STRATEGIES FOR DEFIANCE

37. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function 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, Lack of sleep, illness, ADHD, temperament, Generalized Anxiety, etc. Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, correction, social disapproval, conflict with sibling, change in routine An observable and measurable description of the behavior(s) of concern (“No” I won’t do it.”” I did not!!” Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, spanking, loss of privilage) What usually happens after the behavior occurs? (e.g., parental reactions, other sibling’ reactions, power struggle …) Obtain Attention Escape or Avoid Avoid adult control Obtain Sensory

41. What is Oppositional Defiance Disorder?

44. Scott

49. “ If you know why, you can figure out how….” W. Edward Deming

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

56. Attention, Sensory or Escape Avoidance Control

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

64. SETTING EVENT STRATEGIES

73. RATIONALE DETACHMENT OUR ABILITY TO MAINTAIN A THERAPEUTIC APPROACH

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

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

82. 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!

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

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