1. School Psychologist as Parent Consultant: Solutions to Child Behavior Problems Michael I. Axelrod University of Wisconsin – Eau Claire Kimberly A. Haugen Boys Town NASP 2013Axelrod/Haugen1

2. Slides can be found at: http://www.uwec.edu/HDC/resources.h tm NASP 2013Axelrod/Haugen2

3. Assumption #1: No Child is an Island Problems rarely occur in a vacuum Child’s problem = family’s problem 3Axelrod/HaugenNASP 2013

4. Assumption #2: A Child’s Problem can be Solved by Parents More productive to conceptualize problems from a behavioral perspective; parents need to accept that their child can be responsible for their behavior Parents hold the keys to the kingdom The 4 Fs: Free Time, Friends, Funds, & Fun 4Axelrod/HaugenNASP 2013

5. Assumption #3: Rules and Consequences are Crucial to Parental Success Learning is a function of doing followed by feedback 5Axelrod/HaugenNASP 2013

6. Assumption #4: Parents need to display both a “hard” side and “soft” side Raising children is like tending to a garden They need to be “weeded” and “pruned” They also need “water” and “sun” and “fertilizer” 6Axelrod/HaugenNASP 2013

7. Children are Like Sunflowers Negative experiences  Child grows toward the negative Negativity breeds negative behavior Positive experiences  Child grows toward the positive Positivity breeds positive behavior NASP 2013Axelrod/Haugen7

8. Consequences of Negativity in the Parent-Child Relationship Limited physical signs of affection Conversations filled with criticism Little to no unconditional positive regard Few acknowledgments Limited quality time NASP 2013Axelrod/Haugen8

9. Parent Consultation Points Educate, normalize Emphasize the “soft side” of parenting Teach parents to talk about the misbehavior not the child Encourage acceptance of feelings Increase unconditional positive regard Increase acknowledgment Maintain at least 4:1 ratio NASP 2013Axelrod/Haugen9

10. Issuing Commands Get child’s attention State command in positive form, few words Wait (identify duration) Respond Praise Initiate discipline NASP 2013Axelrod/Haugen10

11. Time Out Principles “Time out” from reinforcement Experience of nothingness Immediate & consistent Restrict access & value increases Start what you finish NASP 2013Axelrod/Haugen11

12. What is Time Out? Opportunity for children to learn appropriate behavior Listening to authority figures Self-regulation Boundaries Autonomy Alternative to coercive discipline Yelling Spanking Indefinite grounding NASP 2013Axelrod/Haugen12

13. Developmental Applications Toddler: Time out School Age/Teens: Job card grounding Grounding Adults: Silent treatment NASP 2013Axelrod/Haugen13 Time Out

14. Time Out Age Range: Toddler – 7/8 years old Uses: Routine rule violations Process: Explain procedure Identify rule violation Ignore all behavior Look for signs of compliance Quiet for 15 seconds Compliance check NASP 2013Axelrod/Haugen14

15. Job Card Grounding Age Range: 7/8 - Adolescence Uses: Routine rule violations Process: Explain procedure Identify job & completion criteria Identify rule violation & assign a job Add additional job(s) if behavior persists – 3 max Child checks back & caregiver checks Grounding duration until job(s) complete NASP 2013Axelrod/Haugen15

16. Example: Job Card Grounding Clean Bathroom Mirror clean & streak-free Vanity & sink clean Toilet clean inside and out Toilet paper roll mounted Floor clean Trash can empty Hand towel neatly hung NASP 2013Axelrod/Haugen16

17. Grounding Age Range: 7/8 - Adolescence Uses: Severe, dangerous, infrequent behavior Process: Explain procedure Identify duration Identify restriction Identify location Consider reducing for “good time” NASP 2013Axelrod/Haugen17

18. Formal Programs McMahon & Forehand Helping the Noncompliant Child Barkley Defiant Children Eyberg Parent Child Interaction Therapy Webster-Stratton The Incredible Years NASP 2013Axelrod/Haugen18

19. Final Thoughts Behavior occurs within the context of the environment We learn by doing and receiving feedback Parents can be behavior change agents Weeding & fertilizing, in combination, produces the best outcomes NASP 2013Axelrod/Haugen19