2. Hello.
• Krista Keintz
• Board Certified Behavior Analyst (BCBA)
• American Montessori Society (AMS)
3. What is Applied Behavior Analysis?
• Applied
– Real world practice. It is applying basic science to
improve the lives of people.
• Behavior
– Any action of any living thing. For our purposes we are
interested in observable and measurable behavior.
• Analysis
– A scientific study. We are going to allow our teaching to
be guided by what really works!
4. Guiding Your Strong Willed Child
• Parenting is personal
– My goal is to help you be the parent you want to be
• Equip you to effectively, purposefully & consistently
parent
– Community, science, techniques, support & practice
• Designed to be a lifestyle change, not a diet
– Invest & expect measurable growth over time
8. Community
Spirited Child?
• “The word that distinguishes spirited children from
other children is more. They are normal children who
are more intense, persistent, sensitive, perceptive,
and uncomfortable with change than other
children…" {continue reading in your binder}
Kurcinka. Raising Your Spirited Child. (2006)
9. Community
Strong Willed Child?
• Pluses
– “usually have a very strong sense of independence… typically
also assertive, confident, determined & persistent”
• And, minuses
– “a strong sense of independence also frequently leads these
children to become stubborn, argumentative & defiant”
• You are not alone
– 48% of parents of 2-6 year olds informally surveyed by the
authors described their child as “strong willed”
Forehand & Long. Parenting the Strong Willed Child. (2002)
10. Community
A Poll
• How many of the following describe your child’s
behavior?
Disobedient
Resists anything
done to him
Bossy
Broadway-style
tantrums
Argues
Aggressive
Demands attention
Cries to get
her own way
Destructive
Very sensitive
Doesn’t respond
to discipline
Stubborn
Adapted from Forehand & Long. Parenting the Strong Willed Child. (2002)
12. Community
The Power of the Will
• “There are books that use the term “strong-willed”
to discuss a child who cannot or will not
cooperate with adults or family members – a child
who, in fact, does not have a developed “will.” In
Montessori education, we focus instead on the
development of the will as the positive force that
enables us to learn from our environment and
society and to make a contribution to them” (24).
Lillard & Jessen. Montessori from the Start. (2003)
13. Community
A Developed Will
• A child who can say…
– “I can focus my energies.
– I can restrain my actions.
– I can control my impulses.” (25)
Lillard & Jessen. Montessori from the Start. (2003)
17. Content
Operational Definitions
• Objective
– Did I use only observable characteristics?
• Clear
– Could an unfamiliar actor use it as a script?
• Complete
– Does it include everything I want to include & exclude
everything I want to exclude?
22. Content
Nebulous Feeling of Guilt
• Sometimes we write historical fiction about our
children’s behavior – short on facts, long on drama
23. Content
Extreme Makeover – O.D.
Before
We haven’t had as much quality
time for him because of the new
baby so he’s acting out his
insecurity at bedtime.
She is sad about going to school
because her day is too long
thanks to my work schedule.
We can’t go to Target together
anymore because he is strongwilled and won’t let me get my
shopping done without a fight.
After
24. Content
Extreme Makeover – O.D.
Before
After
We haven’t had as much quality
time for him because of the new
baby so he’s acting out his
insecurity at bedtime.
Screams, “No, don’t leave me!”
while grabbing onto parent
She is sad about going to school
because her day is too long
thanks to my work schedule.
Drops to the floor and throws
backpack in front of classroom
We can’t go to Target together
anymore because he is strongwilled and won’t let me get my
shopping done without a fight.
Kicks and screams for over one
minute in a shopping cart
25. Content
Not-A-Test
• Circle all of the words you might find in an
“operational definition” of a tantrum.
Wanted toy Produces tears Shouts “no” Angry
Kicks feet Mad at brother Didn’t sleep well
Longer than a minute Happy Throws object
26. Content
Not-A-Test
• Circle all of the words you might find in an
“operational definition” of a tantrum.
Wanted toy Produces tears Shouts “no” Angry
Kicks feet Mad at brother Didn’t sleep well
Longer than a minute Happy Throws object
•
Answer? All but those in black – those all are presumptions we make based on our observations, but are not
objective descriptions of behavior
28. Collaboration
Daily Five Preparation
• Map Your Weekly Schedule as a Family
– Forest to Trees
• Begin with “fixed” time specific items (drop-off, pick-up,
bedtime…) – UNDERLINE
• Add detail in areas with “fixed” routines (getting ready for
school, bedtime routine…) - REGULAR
• Feel free to add common but not fixed items – STAR
29. Collaboration
Daily Five Preparation
• Map Your Weekly Schedule as a Family
– Workshop Additions
• DAILY FIVE: Pick one, 5 min window for Daily Five
• EMAIL: Decide when you will try to email your 30 sec video
clip to me
• HAT MEETING: Pick one, 30 min window each week for
Parent’s HAT Meeting – How Are Things?
30. Collaboration
Daily Five – Name the Good
• This week, play the “Name the Good” game
o Set aside 5 minutes to “play” each day
o Consider just joining into child’s existing play
o No demands, corrections or questions!
o This should be experienced as really easy & fun for your child
o Your Interaction Options:
o SPECIFICALLY describe: “You painted using red & purple”
o Link behavior to its NATURAL positive consequence: “You shared
your car with me! That makes me want to share my car with you!”
o ONLY highlight those things you would like to see your child
do more of!
31. Collaboration
“How Are Things” Meeting
• Consider having a How Are Things meeting with
your parenting partner each week of the workshop
– If one or both parents miss a workshop, this is
mandatory… or else!
• Plan for 30-minutes of kid-free time
• Review slides, talk over life & operational
definitions, drink hot cocoa…
32. Collaboration
Your At-Home Extension
• Self evaluation
o Did you set aside 5 minutes to “play” each day?
o Did you avoid making demands, corrections or asking
questions?
o Did you specifically name what the child was doing?
o Did you decide to SPECIFICALLY describe or link behavior to its
NATURAL positive consequence?
o Did you Name the Good by highlighting ONLY those things
you would like to see your child do more of?
• Email me by this weekend (SUNDAY night at latest)
– 30-second video of you playing Name the Good
