KNR 253 Behavior Management Family Interventions

Behavior Management Lavay, French, & Henderson, 1997

Behavior Management Managing behaviors Managing behaviors Science & art Science & art Blend proven theories with your own personality and unique mix of clients Blend proven theories with your own personality and unique mix of clients Respects cultural differences Respects cultural differences Lavay, French, & Henderson, 1997 Lavay, French, & Henderson, 1997

Prevention Positively stated rules & expectations Positively stated rules & expectations Post rules (pictures for non-readers) Post rules (pictures for non-readers) Involve youth in setting rules (5) Involve youth in setting rules (5) Provide clear examples Provide clear examples Clearly state consequences Clearly state consequences Make sure they understand the rules Make sure they understand the rules Teach expected behaviors Teach expected behaviors Social skills, anger management, peer mediation, count to 10, deep breaths, quiet space Social skills, anger management, peer mediation, count to 10, deep breaths, quiet space Encourage expected behaviors Encourage expected behaviors Focus on increasing appropriate behaviors Focus on increasing appropriate behaviors Give specific feedback Give specific feedback Increase involvement & making choices Increase involvement & making choices

Prevention Discourage problem behaviors Discourage problem behaviors Structure program Structure program Daily schedule Daily schedule Enforce rules Enforce rules Give understandable definitions of infractions Give understandable definitions of infractions Tolerate some behaviors (pick your battles) Tolerate some behaviors (pick your battles) Redirect to different tasks Redirect to different tasks Use nonverbal cues Use nonverbal cues Give consequences related to behavior Give consequences related to behavior Be consistent & follow through with consequences Be consistent & follow through with consequences Provide empathy/listen Provide empathy/listen

Prevention Be a role model Be a role model Attention is paid to what you do vs. say Attention is paid to what you do vs. say Use peer role models Use peer role models Be prepared and organized Be prepared and organized Recognize good behaviors Recognize good behaviors Normally we comment on bad Normally we comment on bad For every correction, give 4 positive comments For every correction, give 4 positive comments Catch doing something good Catch doing something good Provide opportunities for success Provide opportunities for success

Prevention Keep things active Keep things active Have fun Have fun Do things they like to do Do things they like to do Get them involved Get them involved Provide choices Provide choices Decrease line up time Decrease line up time Create positive atmosphere Create positive atmosphere Redirect Redirect Give something else to do Give something else to do

Prevention Know your clients Know your clients What sets them off What sets them off What they respond to What they respond to Know yourself Know yourself Stay calm Stay calm Know your triggers Know your triggers Voice control – speak softly Voice control – speak softly Take a step back Take a step back Keep hands at side Keep hands at side Sit down if possible Sit down if possible

Non-physical Interventions Planned ignoring Planned ignoring Signal interference Signal interference Proximity/touch Proximity/touch Involvement in interest relationships Involvement in interest relationships Showing interest to divert attention Showing interest to divert attention Hypodermic affection Hypodermic affection Giving caring beyond normal amount Giving caring beyond normal amount Humor Humor Hurdle help Hurdle help Remind of past accomplishment Remind of past accomplishment

Behavioral Approach Link behavior to be changed Link behavior to be changed to actions occurring before the behavior (antecedents) to actions occurring before the behavior (antecedents) To consequences that occur after the behavior To consequences that occur after the behavior Steps Steps Select & define behavior Select & define behavior Observe & record behavior Observe & record behavior Implement behavioral intervention Implement behavioral intervention Evaluate the behavioral intervention Evaluate the behavioral intervention

Positive Reinforcement Offering something valued after the desired behavior is exhibited Offering something valued after the desired behavior is exhibited Should increase frequency of desired behavior Should increase frequency of desired behavior Must be something the person wants Must be something the person wants Lavay, French, & Henderson, 1997 Lavay, French, & Henderson, 1997 Contracts Contracts Signed by child, parent, leaders Signed by child, parent, leaders Give copy of contract Give copy of contract

Types of Positive Reinforcement Social Social Smile, nod, high five, “WOW” Smile, nod, high five, “WOW” Most effective if has a comment about the desired behavior Most effective if has a comment about the desired behavior Tangible Tangible Toys, stickers, medals, trading cards, sticker charts Toys, stickers, medals, trading cards, sticker charts When possible, pair with social so can eventually phase out tangible When possible, pair with social so can eventually phase out tangible Token economy (token that can be exchanged for desired reinforcer) Token economy (token that can be exchanged for desired reinforcer) Activity reinforcement Activity reinforcement Use equipment, helper, leader, favorite activity Use equipment, helper, leader, favorite activity

Reinforcement Schedules Continuous Continuous Each time appropriate behavior occurs Each time appropriate behavior occurs Intermittent Intermittent At specific scheduled times At specific scheduled times Ratio (fixed, variable) Ratio (fixed, variable) Depends on number of times Depends on number of times Interval (fixed, variable) Interval (fixed, variable) Depends on period of time Depends on period of time

Negative Reinforcement Reinforcer used to increase a desired behavior by encouraging person to perform a particular behavior to avoid, escape, or eliminate something they dislike Reinforcer used to increase a desired behavior by encouraging person to perform a particular behavior to avoid, escape, or eliminate something they dislike Results in increased desired behavior because you removed something that was perceived as unpleasant Results in increased desired behavior because you removed something that was perceived as unpleasant It is not punishment It is not punishment Lavay, French, & Henderson, 1997 Lavay, French, & Henderson, 1997

Negative Reinforcement Examples Examples A student avoids loosing points off her class grade (aversive stimuli) by attending all classes (increase in behavior) A student avoids loosing points off her class grade (aversive stimuli) by attending all classes (increase in behavior) A student who doesn’t want to sit in the bleachers and write a report (aversive stimuli) will act appropriately in physical activity (increase in behavior) A student who doesn’t want to sit in the bleachers and write a report (aversive stimuli) will act appropriately in physical activity (increase in behavior) Lavay, French, & Henderson, 1997 Lavay, French, & Henderson, 1997

Punishment Designed to decrease inappropriate behaviors Designed to decrease inappropriate behaviors Should always attempt to correct undesirable behavior with positive methods first Should always attempt to correct undesirable behavior with positive methods first No corporal punishment No corporal punishment 3 forms 3 forms Withdrawal of a reinforcer Withdrawal of a reinforcer Presentation of aversive stimulus Presentation of aversive stimulus Requiring an aversive behavior Requiring an aversive behavior Lavay, French, & Henderson, 1997 Lavay, French, & Henderson, 1997

Punishment: Withdrawal of a Reinforcer Extinction or planned ignoring Extinction or planned ignoring Reinforcement of a previously reinforced behavior is discontinued Reinforcement of a previously reinforced behavior is discontinued Response cost Response cost Take away a reinforcer after person misbehaved Take away a reinforcer after person misbehaved Dock pay if late to work Dock pay if late to work Time-out Time-out Remove from reinforcing environment Remove from reinforcing environment

Types of Time-Out Observational Observational Remove from activity but can still watch others who are participating appropriately Remove from activity but can still watch others who are participating appropriately Exclusion Exclusion Sit in corner or some place where they can’t see the activities of the other students Sit in corner or some place where they can’t see the activities of the other students Seclusion Seclusion Leave setting entirely Leave setting entirely Little visual or auditory stimulation Little visual or auditory stimulation No other participants around No other participants around Must be supervised Must be supervised Go to principal’s office Go to principal’s office

Effective Time-outs First offense First offense Warn & discuss expectations & consequences Warn & discuss expectations & consequences Second offense Second offense Give a time-out in designated area for 1-5 minute Give a time-out in designated area for 1-5 minute Third offense Third offense Hold a parent conference Hold a parent conference

Effective Time-outs Use warning Use warning If behavior continues there will be a time-out If behavior continues there will be a time-out Use verbal explanations Use verbal explanations Used during time-out Used during time-out Explain why in time-out; state the rules Explain why in time-out; state the rules Specify behaviors that led to time-out Specify behaviors that led to time-out Should be brief Should be brief No longer than 5 minutes No longer than 5 minutes Processing Processing Participant states what they did wrong Participant states what they did wrong States what do differently States what do differently Don’t overuse time-outs Don’t overuse time-outs

Punishment: Presentation of Aversive Stimulus Direct discussion Direct discussion Verbal reprimand Verbal reprimand Tell behavior is unacceptable & why Tell behavior is unacceptable & why Ask what should do instead Ask what should do instead Physical restraint Physical restraint Used only after training and in extreme cases to keep violent person from hurting self or others Used only after training and in extreme cases to keep violent person from hurting self or others

Punishment: Requiring an Adversive Behavior Reparation Reparation Pay with money or time Pay with money or time Overcorrection Overcorrection Restitutional Restitutional Return environment to improved state Return environment to improved state Positive practice Positive practice Repeatedly perform behavior Repeatedly perform behavior

Progressive Steps Prior to Discharge First significant offense First significant offense Talk with child Talk with child Call parent Call parent Tell what happened Tell what happened Tell behavioral expectations Tell behavioral expectations Request parent to talk with child Request parent to talk with child Document call Document call Second offense Second offense Meet with parent to create written plan Meet with parent to create written plan Document meeting Document meeting

Progressive Steps Prior to Discharge Third offense Third offense Call parent and say plan is not working Call parent and say plan is not working Inform that child needs removed from program Inform that child needs removed from program Document all conversations Document all conversations Involve supervisors Involve supervisors Goal is to find a way to keep the child in the program Goal is to find a way to keep the child in the program

Family Interventions Atteberry-Rogers, 1993

Family Interventions Not much written Not much written Important Important LAFF: Leisure and Family Fun LAFF: Leisure and Family Fun Mary Atteberry-Rogers, 1993 Mary Atteberry-Rogers, 1993 Evolved from work with adolescents Evolved from work with adolescents Chemical dependence Chemical dependence Felt appropriate for other family programs Felt appropriate for other family programs

LAFF Rationale Rationale Families are affected when 1 member has an addiction Families are affected when 1 member has an addiction Shared leisure can increase family cohesion Shared leisure can increase family cohesion Designed as multi-family program Designed as multi-family program Less threatening than traditional family counseling Less threatening than traditional family counseling Provides support system Provides support system Provides nonthreatening environment to address treatment issues Provides nonthreatening environment to address treatment issues

LAFF: Overall Goals To provide an opportunity for families to play together, laugh together and explore common leisure interests for the purpose of enhancing family cohesion. To provide an opportunity for families to play together, laugh together and explore common leisure interests for the purpose of enhancing family cohesion. To address issues related to treatment, specifically issues pertaining to trust, communication and expression of feelings through use of activity and play. To address issues related to treatment, specifically issues pertaining to trust, communication and expression of feelings through use of activity and play.

LAFF: Overall Goals To examine personal values as they relate to leisure, fun and play, an to be able to express these values within the family structure. To examine personal values as they relate to leisure, fun and play, an to be able to express these values within the family structure.

Treatment Goals Session 1 Session 1 Focus: Giving & receiving compliments Focus: Giving & receiving compliments Tx Goal: To increase positive social interaction between family members Tx Goal: To increase positive social interaction between family members Session 2 Session 2 Focus: Communication Focus: Communication Tx Goal: To increase awareness of the effect of positive communication styles Tx Goal: To increase awareness of the effect of positive communication styles

Treatment Goals Session 3 Session 3 Focus: Leisure interests & resources Focus: Leisure interests & resources Tx Goal: To develop awareness of personal leisure interests and how these interests may be incorporated into the family lifestyle Tx Goal: To develop awareness of personal leisure interests and how these interests may be incorporated into the family lifestyle Session 4 Session 4 Focus: Observation Focus: Observation Tx Goal: To develop observational skills & increase awareness of external environment Tx Goal: To develop observational skills & increase awareness of external environment

Treatment Goals Session 5 Session 5 Focus: Self-esteem Focus: Self-esteem Tx Goal: To enhance participant’s understanding of self-esteem & the manner in which it is affected during daily interactions Tx Goal: To enhance participant’s understanding of self-esteem & the manner in which it is affected during daily interactions Session 6 Session 6 Focus: Cooperation Focus: Cooperation Tx Goal: To develop awareness of how working together & problem solving allows for successful completion of task Tx Goal: To develop awareness of how working together & problem solving allows for successful completion of task

Treatment Goals Session 7 Session 7 Focus: Coping Focus: Coping Tx Goal: To enhance participants’ ability to cope with internal as well as external pressure Tx Goal: To enhance participants’ ability to cope with internal as well as external pressure Session 8 Session 8 Focus: Leisure interests & resources Focus: Leisure interests & resources Tx Goal: To develop awareness of personal leisure interests & how these interests may be incorporated into the family lifestyle Tx Goal: To develop awareness of personal leisure interests & how these interests may be incorporated into the family lifestyle

Treatment Goals Session 9 Session 9 Focus: Working together Focus: Working together Tx Goal: To enhance interaction skills within the family Tx Goal: To enhance interaction skills within the family Session 10 Session 10 Focus: Compromise Focus: Compromise Tx Goal: To develop decision making skills Tx Goal: To develop decision making skills

Treatment Goals Session 11 Session 11 Focus: Values Focus: Values Tx Goal: To increase awareness of leisure values Tx Goal: To increase awareness of leisure values Session 12 Session 12 Focus: Trust Focus: Trust Tx Goal: Te enhance understanding of trust & the manner in which it is affected during daily interactions Tx Goal: Te enhance understanding of trust & the manner in which it is affected during daily interactions

Treatment Goals Session 13 Session 13 Focus: Compliments & self-esteem Focus: Compliments & self-esteem Tx Goal: To enhance participant’s understanding of self-esteem & the manner in which it is affected during daily interaction with family members Tx Goal: To enhance participant’s understanding of self-esteem & the manner in which it is affected during daily interaction with family members Session 14 Session 14 Focus: Communication Focus: Communication Tx Goal: To increase awareness of the effect of positive communication styles Tx Goal: To increase awareness of the effect of positive communication styles

Treatment Goals Session 15 Session 15 Focus: Working together Focus: Working together Tx Goal: To develop awareness of how working together & problem solving allows for successful completion of task Tx Goal: To develop awareness of how working together & problem solving allows for successful completion of task Session 16 Session 16 Focus: Communication Focus: Communication Tx Goal: To enhance listening skills Tx Goal: To enhance listening skills