A presentation for the Oceana Human Resources Council on Strategies for Defiant Students and Bringing out the Best in Challenging Home School Partnerships in May, 2011 by Steven Vitto

1. BREAKING DOWN THE WALLS Strategies for Defiant Students Presented by: Steven Vitto, M.A., CCII., CTCI., Behavior Specialist, Muskegon Area ISD Oceana County Human Resource Council May 20th, 2011 and bringing out the best in Challenging Home School Partnerships

5. And to think there won’t be repercussions is burying our head in the sand

7. What are the risks of failing?

8. 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

9. Circa 1996

11. RESPONSE TO INTERVENTION (RTI)

20. DEFIANCE What it looks like…

21. How do we respond?

23. STRATEGIES FOR DEFIANCE

25. 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

26. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents . Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)

27. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. An observable and measurable description of the behavior(s) of concern. Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)

28. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. 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) Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)

29. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. 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). “Make it Happen” 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 meds, academic failure, conflicts at home, lack of sleep, missed meals, poor interactions with peers/teacher(s), school/classroom behavioral expectations unclear… Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)

30. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. 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)

31. 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)

33. The Grocery Store OBTAIN ITEM

34. 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

35. 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

37. Some times its hard to be objective

38. Some times things seem worse than they are…

56. Caregiver getting into the power struggle

58. ATTACHMENT DISORDER OPPOSITIONAL DEFIANCE DISORDER CONDUCT DISORDER ATTENTION DEFICIT HYPERACTIVITY DISORDER EMOTIONAL IMPAIRMENT ANXIETY DISORDERS FETAL ALCOHOL SYNDROME ASPERGERS SYNDROME COGNITIVE IMPAIRMENT Conditions Effecting Behavior

63. The Origin of Defiance

66. What is Oppositional Defiance Disorder?

75. “ AN ATTACHMENT DISORDER OCCURS WHEN THE ATTACHMENT PERIOD IS DISRUPTED OR INADEQUATE, LEAVING THE CHILD WITH THE INABILITY TO FORM A NORMAL RELATIONSHIP WITH OTHERS AND CAUSING AN IMPAIRMENT IN DEVELOPMENT.”

79. 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.

81. Scott

89. Tabla Rosa

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

102. Attention, Sensory or Escape Avoidance Control

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

106. Self discipline isn’t taught in obedience school.

111. SETTING EVENT STRATEGIES

112. Withdrawing from Power Struggles The F.A.S.T. Program

118. MODELING Children See Children Do

120. Recovery Phase TCI TRAINING [6] Are you bigger and tougher? Do you tend to cave in?

121. How do we become an educateur?

126. Dealing with Disrespect

127. Dealing with Provocation

128. STRATEGIES FOR DISRESPECT

139. Stress Model of Crisis TCI TRAINING [5]

150. When e m o t i o n s start to F l a r e Remember…

153. Shane

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

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

166. 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

175. A consequence may work at the moment but may be reinforcing the behavior in the long run!!!

179. Motivation: The Hair Cut

181. The Mis-use of Rewards

182. “ Once you give circle a try, we will use the new markers.”

186. BAMBI ACTIVITIES THAT ENCOURAGE RISK TAKING

188. 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

189. Competing Behavior Model Setting Event Antecedent Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Reinforcing Consequence Academic engagement Anger Control Self Management Request to leave class/school Verbal & Physical Aggression Profanity Limited group of friends Lack of sleep Peer negative comments about size/physique or character Adult directions/ comments provided in officious, chiding, or condescending fashion Escape current demands/ situation Personal satisfaction Passing grades Enlistment in military

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

191. For More Information on Positive Approaches for challenging behavior or having Steve present at your school, Write Steve Vitto at [email_address] Or call him at 231-767-7279 Or send for Steve’s Book, In Search of a Heart, Creating Caring, Conscience, and Character in All Kid (A text in using positive a relationship driven approaches for all children), Copyright, 2007 This 450 page text contains researched based methods for implementing positive classroom management strategies and treating children with severe behavior challenges (Cost: $30.00) This book is also available on audio tape and Audio CD

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