Managing Problem Behaviors in Young Children Emily Warnes, Ph.D. Munroe-Meyer Institute Crete Area Medical Center

What is Behavior Management? Does NOT mean punishment In fact, if behavior is managed well, very little punishment should be needed Behavior Management IS an understanding of learning principles that can help you teach children to act in socially appropriate ways

Two Important Learning Principles ReinforcementPunishment

What are Reinforcement and Punishment? Reinforcement is anything that occurs after a behavior that makes that behavior MORE likely to happen again in the future Punishment is anything that occurs after a behavior that makes that behavior LESS likely to happen again in the future

Developmental Stages

One –Year Olds –Identify and react to emotions of others –Play games like pattycake and peekaboo –Sit up without support –Say mama and dada; imitate sounds –Recognize their own name –Wave bye-bye –Crawl, may walk –Have no sense of caution –Pull themselves up to a standing position –Feed themselves small pieces of food –Show interest in other Two-Year Olds –Assert independence –Demand attention –Favorite word is “no” –Prone to tantrums, hitting, and biting –Easily distracted –Self-centered and possessive –Still do not really play with other children for long periods –Need help dressing & undressing –Affectionate –May develop fears –Walk well, always on the go –Can jump and throw a ball –Appetite may fall off sharply –Learn many new words

Developmental Stages Three –Year Olds –Still say “no” a lot –Favorite word is “why?” –Attention span is increasing –Begin to play with other children –Active imagination –Can repeat short nursery rhymes –Speak in short sentences –Learning to share –Imitate others –Want to please parents –Very active –Small motor skills begin to improve –Spills at mealtime –Need help dressing –Can wash hands and face Four-Year Olds –Quite verbal –Ask constant questions –Attention span is longer –Very imaginative –Recognize colors –Can match sizes, shapes, colors, play well with other children –Boss and criticize others –Enjoy dramatic play –Learning right from left –Love physical activity –Throw balls overhead –Balance is good –Can dress alone –Able to cut with scissors –Begin to form letters (sometimes backwards)

Developmental Stages Five –Year Olds –Can speak clearly –Memory improving –Attention span longer –Generally cooperative –Want to help –Count well –Can learn own phone # and address –Play cooperatively with friends –Want to fit in –Very curious –Gaining in self-control –Sensitive to others –Can print own name –Can retell stories –Have good balance & coordination

Is this Normal? Children may also: –Spit at people –Color or paint on walls, floor, etc. –Track in sand and mud –Break and damage things (poor water on the phone; hammer the wall) –Spill things –Say embarrassing things in public –Spread their bowel movements all over floor and walls –Put things in the toilet and clog it up –Run out the door and into the street naked –Demand a large helping of food and then only eat a few bites –Show less interest in a gift than the box it came in

In General….. Children ages 8 and younger are not at the preabstract level of cognitive development Do not understand time, distance, amount, etc. Language is not the best way to manage young children because it is abstract

How Do Children Learn Best? Experience –Practice more, explain less Repetition –Practice often Contrast –Between reactions to appropriate and inappropriate behaviors Praise –Praise more, criticize less

Summary Children do not act out because they are “bad” Children do what they have learned will earn reinforcement and avoid punishment Children behave in ways that are expected based on their developmental level

Time-In Time-In is the attention you give children when they are behaving appropriately

Time-In Time-In alone can increase compliance with adult requests Time-Out will not work unless there is sufficient Time-In

How do I do Time-In? Maintain a positive to negative ratio of 4:1 Physical Contact –Close proximity –Give frequent pats or hugs Praise –Catch ‘em being good –Immediately –Frequently –Enthusiastically –Eye Contact –Describe

Fun Ways to Motivate Children Mystery Motivators Connect the Dots Grab bags Spinners

Common Concerns with Positive Reinforcement Children shouldn’t have to be rewarded for things that are requirements of everyday life Children who are given rewards will expect to be rewarded for everything Good behavior will go away as soon as the rewards stop coming

Time-Out Ignoring –If bad behavior is minor –If the child is looking for attention from an adult

Time-Out Time-Out Procedure Warn – Provide 1 warning (“Stop/do or you will go to time-out”) Escort – Minimize talk (“Time- out for biting. Stay here until I tell you to get out”) Ignore – Each interaction diminishes effectiveness of time-out Brief – 30 sec to 1 min for every year of age, no more than 10 minutes Release – Limit talk (“You’re calm, you can get up”) Practice – Set up practice for correct behavior when possible Praise – Build contrast

Time-Out Most Common Reasons Time-Out doesn’t work –Not enough time-in and praise for appropriate behavior –Too much interaction during time-out

Other Tips for Managing Behavior Don’t personalize a child’s behavior Stay calm Think prevention – Anticipate and plan! Don’t give an instruction if you do not plan to follow through if the child is noncompliant Don’t expect to be perfect Don’t be afraid to ask for help when you need it