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KNR 253. Behavior Management Family Interventions. Behavior Management. Lavay, French, & Henderson, 1997. Behavior Management. Managing behaviors Science & art Blend proven theories with your own personality and unique mix of clients Respects cultural differences - PowerPoint PPT Presentation
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Behavior ManagementBehavior Management
Lavay, French, & Henderson, Lavay, French, & Henderson, 19971997
Behavior ManagementBehavior Management
Managing behaviorsManaging behaviors Science & artScience & art
Blend proven theories with your own Blend proven theories with your own personality and unique mix of clientspersonality and unique mix of clients
Respects cultural differencesRespects cultural differences Lavay, French, & Henderson, 1997Lavay, French, & Henderson, 1997
PreventionPrevention Positively stated rules & expectationsPositively 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 examplesProvide clear examples Clearly state consequencesClearly state consequences Make sure they understand the rulesMake sure they understand the rules
Teach expected behaviorsTeach expected behaviors Social skills, anger management, peer mediation, Social skills, anger management, peer mediation,
count to 10, deep breaths, quiet spacecount to 10, deep breaths, quiet space Encourage expected behaviorsEncourage expected behaviors
Focus on increasing appropriate behaviorsFocus on increasing appropriate behaviors Give specific feedbackGive specific feedback Increase involvement & making choicesIncrease involvement & making choices
PreventionPrevention
Discourage problem behaviorsDiscourage problem behaviors Structure programStructure program Daily scheduleDaily schedule Enforce rulesEnforce rules Give understandable definitions of infractionsGive understandable definitions of infractions Tolerate some behaviors (pick your battles)Tolerate some behaviors (pick your battles) Redirect to different tasksRedirect to different tasks Use nonverbal cuesUse nonverbal cues Give consequences related to behaviorGive consequences related to behavior Be consistent & follow through with Be consistent & follow through with
consequencesconsequences Provide empathy/listenProvide empathy/listen
PreventionPrevention
Be a role modelBe a role model Attention is paid to what you do vs. sayAttention is paid to what you do vs. say Use peer role modelsUse peer role models Be prepared and organizedBe prepared and organized
Recognize good behaviorsRecognize good behaviors Normally we comment on badNormally we comment on bad For every correction, give 4 positive For every correction, give 4 positive
commentscomments Catch doing something goodCatch doing something good Provide opportunities for successProvide opportunities for success
PreventionPrevention
Keep things activeKeep things active Have funHave fun Do things they like to doDo things they like to do Get them involvedGet them involved Provide choicesProvide choices Decrease line up timeDecrease line up time
Create positive atmosphereCreate positive atmosphere RedirectRedirect
Give something else to doGive something else to do
PreventionPrevention
Know your clientsKnow your clients What sets them offWhat sets them off What they respond toWhat they respond to
Know yourselfKnow yourself Stay calmStay calm Know your triggersKnow your triggers Voice control – speak softlyVoice control – speak softly Take a step backTake a step back Keep hands at sideKeep hands at side Sit down if possibleSit down if possible
Non-physical InterventionsNon-physical Interventions
Planned ignoringPlanned ignoring Signal interferenceSignal interference Proximity/touchProximity/touch Involvement in interest relationshipsInvolvement in interest relationships
Showing interest to divert attentionShowing interest to divert attention Hypodermic affectionHypodermic affection
Giving caring beyond normal amountGiving caring beyond normal amount HumorHumor Hurdle helpHurdle help
Remind of past accomplishmentRemind of past accomplishment
Behavioral ApproachBehavioral Approach
Link behavior to be changed Link behavior to be changed to actions occurring before the behavior to actions occurring before the behavior
(antecedents)(antecedents) To consequences that occur after the To consequences that occur after the
behaviorbehavior StepsSteps
Select & define behaviorSelect & define behavior Observe & record behaviorObserve & record behavior Implement behavioral interventionImplement behavioral intervention Evaluate the behavioral interventionEvaluate the behavioral intervention
Positive ReinforcementPositive Reinforcement
Offering something valued after the Offering something valued after the desired behavior is exhibiteddesired behavior is exhibited
Should increase frequency of desired Should increase frequency of desired behaviorbehavior
Must be something the person wantsMust be something the person wants Lavay, French, & Henderson, 1997Lavay, French, & Henderson, 1997
ContractsContracts Signed by child, parent, leadersSigned by child, parent, leaders Give copy of contractGive copy of contract
Types of Positive ReinforcementTypes of Positive Reinforcement
SocialSocial Smile, nod, high five, “WOW”Smile, nod, high five, “WOW” Most effective if has a comment about the desired Most effective if has a comment about the desired
behaviorbehavior
TangibleTangible Toys, stickers, medals, trading cards, sticker chartsToys, stickers, medals, trading cards, sticker charts When possible, pair with social so can eventually When possible, pair with social so can eventually
phase out tangiblephase out tangible Token economy (token that can be exchanged for Token economy (token that can be exchanged for
desired reinforcer)desired reinforcer)
Activity reinforcementActivity reinforcement Use equipment, helper, leader, favorite activityUse equipment, helper, leader, favorite activity
Reinforcement SchedulesReinforcement Schedules
ContinuousContinuous Each time appropriate behavior occursEach time appropriate behavior occurs
IntermittentIntermittent At specific scheduled timesAt specific scheduled times
Ratio (fixed, variable)Ratio (fixed, variable) Depends on number of timesDepends on number of times
Interval (fixed, variable)Interval (fixed, variable) Depends on period of timeDepends on period of time
Negative ReinforcementNegative Reinforcement
Reinforcer used to increase a desired Reinforcer used to increase a desired behavior by encouraging person to behavior by encouraging person to perform a particular behavior to perform a particular behavior to avoid, escape, or eliminate avoid, escape, or eliminate something they dislikesomething they dislike
Results in increased desired behavior Results in increased desired behavior because you removed something because you removed something that was perceived as unpleasantthat was perceived as unpleasant
It is not punishmentIt is not punishment Lavay, French, & Henderson, 1997Lavay, French, & Henderson, 1997
Negative ReinforcementNegative Reinforcement
ExamplesExamples A student avoids loosing points off her A student avoids loosing points off her
class grade (aversive stimuli) by class grade (aversive stimuli) by attending all classes (increase in attending all classes (increase in behavior)behavior)
A student who doesn’t want to sit in the A student who doesn’t want to sit in the bleachers and write a report (aversive bleachers and write a report (aversive stimuli) will act appropriately in physical stimuli) will act appropriately in physical activity (increase in behavior)activity (increase in behavior)
Lavay, French, & Henderson, 1997Lavay, French, & Henderson, 1997
PunishmentPunishment
Designed to decrease inappropriate behaviorsDesigned to decrease inappropriate behaviors Should always attempt to correct undesirable Should always attempt to correct undesirable
behavior with positive methods firstbehavior with positive methods first No corporal punishmentNo corporal punishment 3 forms3 forms
Withdrawal of a reinforcerWithdrawal of a reinforcer Presentation of aversive stimulusPresentation of aversive stimulus Requiring an aversive behaviorRequiring an aversive behavior
Lavay, French, & Henderson, 1997Lavay, French, & Henderson, 1997
Punishment:Punishment:Withdrawal of a ReinforcerWithdrawal of a Reinforcer
Extinction or planned ignoringExtinction or planned ignoring Reinforcement of a previously reinforced Reinforcement of a previously reinforced
behavior is discontinuedbehavior is discontinued Response costResponse cost
Take away a reinforcer after person Take away a reinforcer after person misbehavedmisbehaved
Dock pay if late to workDock pay if late to work Time-outTime-out
Remove from reinforcing environmentRemove from reinforcing environment
Types of Time-OutTypes of Time-Out ObservationalObservational
Remove from activity but can still watch others Remove from activity but can still watch others who are participating appropriatelywho are participating appropriately
ExclusionExclusion Sit in corner or some place where they can’t Sit in corner or some place where they can’t
see the activities of the other studentssee the activities of the other students SeclusionSeclusion
Leave setting entirelyLeave setting entirely Little visual or auditory stimulationLittle visual or auditory stimulation No other participants aroundNo other participants around Must be supervisedMust be supervised Go to principal’s officeGo to principal’s office
Effective Time-outsEffective Time-outs
First offenseFirst offense Warn & discuss expectations & Warn & discuss expectations &
consequencesconsequences Second offenseSecond offense
Give a time-out in designated area for 1-Give a time-out in designated area for 1-5 minute5 minute
Third offenseThird offense Hold a parent conferenceHold a parent conference
Effective Time-outsEffective Time-outs Use warningUse warning
If behavior continues there will be a time-outIf behavior continues there will be a time-out Use verbal explanationsUse verbal explanations
Used during time-outUsed during time-out Explain why in time-out; state the rulesExplain why in time-out; state the rules Specify behaviors that led to time-outSpecify behaviors that led to time-out Should be briefShould be brief
No longer than 5 minutesNo longer than 5 minutes ProcessingProcessing
Participant states what they did wrongParticipant states what they did wrong States what do differentlyStates what do differently
Don’t overuse time-outsDon’t overuse time-outs
Punishment:Punishment:Presentation of Aversive StimulusPresentation of Aversive Stimulus
Direct discussionDirect discussion Verbal reprimandVerbal reprimand
Tell behavior is unacceptable & whyTell behavior is unacceptable & why Ask what should do insteadAsk what should do instead
Physical restraintPhysical restraint Used only after training and in extreme Used only after training and in extreme
cases to keep violent person from cases to keep violent person from hurting self or othershurting self or others
Punishment:Punishment:Requiring an Adversive BehaviorRequiring an Adversive Behavior
ReparationReparation Pay with money or timePay with money or time
OvercorrectionOvercorrection RestitutionalRestitutional
Return environment to improved stateReturn environment to improved state Positive practicePositive practice
Repeatedly perform behaviorRepeatedly perform behavior
Progressive Steps Prior to Progressive Steps Prior to DischargeDischarge
First significant offenseFirst significant offense Talk with childTalk with child Call parentCall parent
Tell what happenedTell what happened Tell behavioral expectationsTell behavioral expectations Request parent to talk with childRequest parent to talk with child Document callDocument call
Second offenseSecond offense Meet with parent to create written planMeet with parent to create written plan Document meetingDocument meeting
Progressive Steps Prior to Progressive Steps Prior to DischargeDischarge
Third offenseThird offense Call parent and say plan is not workingCall parent and say plan is not working Inform that child needs removed from Inform that child needs removed from
programprogram Document all conversationsDocument all conversations Involve supervisorsInvolve supervisors
Goal is to find a way to keep the Goal is to find a way to keep the child in the programchild in the program
Family InterventionsFamily Interventions
Not much writtenNot much written
ImportantImportant
LAFF: Leisure and Family FunLAFF: Leisure and Family Fun Mary Atteberry-Rogers, 1993Mary Atteberry-Rogers, 1993 Evolved from work with adolescents Evolved from work with adolescents Chemical dependenceChemical dependence Felt appropriate for other family programsFelt appropriate for other family programs
LAFFLAFF
RationaleRationale Families are affected when 1 member has an Families are affected when 1 member has an
addictionaddiction Shared leisure can increase family cohesionShared leisure can increase family cohesion
Designed as multi-family programDesigned as multi-family program Less threatening than traditional family Less threatening than traditional family
counselingcounseling Provides support systemProvides support system Provides nonthreatening environment to address Provides nonthreatening environment to address
treatment issuestreatment issues
LAFF: Overall GoalsLAFF: Overall Goals
To provide an opportunity for families to To provide an opportunity for families to play together, laugh together and play together, laugh together and explore common leisure interests for the explore common leisure interests for the purpose of enhancing family cohesion.purpose of enhancing family cohesion.
To address issues related to treatment, To address issues related to treatment, specifically issues pertaining to trust, specifically issues pertaining to trust, communication and expression of communication and expression of feelings through use of activity and play.feelings through use of activity and play.
LAFF: Overall GoalsLAFF: Overall Goals
To examine personal values as they To examine personal values as they relate to leisure, fun and play, an to relate to leisure, fun and play, an to be able to express these values be able to express these values within the family structure.within the family structure.
Treatment GoalsTreatment Goals
Session 1Session 1 Focus: Giving & receiving complimentsFocus: Giving & receiving compliments Tx Goal: To increase positive social Tx Goal: To increase positive social
interaction between family membersinteraction between family members
Session 2Session 2 Focus: CommunicationFocus: Communication Tx Goal: To increase awareness of the Tx Goal: To increase awareness of the
effect of positive communication styleseffect of positive communication styles
Treatment GoalsTreatment Goals
Session 3Session 3 Focus: Leisure interests & resourcesFocus: Leisure interests & resources Tx Goal: To develop awareness of personal Tx Goal: To develop awareness of personal
leisure interests and how these interests leisure interests and how these interests may be incorporated into the family lifestylemay be incorporated into the family lifestyle
Session 4Session 4 Focus: ObservationFocus: Observation Tx Goal: To develop observational skills & Tx Goal: To develop observational skills &
increase awareness of external environmentincrease awareness of external environment
Treatment GoalsTreatment Goals
Session 5Session 5 Focus: Self-esteemFocus: Self-esteem Tx Goal: To enhance participant’s Tx Goal: To enhance participant’s
understanding of self-esteem & the understanding of self-esteem & the manner in which it is affected during daily manner in which it is affected during daily interactionsinteractions
Session 6Session 6 Focus: CooperationFocus: Cooperation Tx Goal: To develop awareness of how Tx Goal: To develop awareness of how
working together & problem solving allows working together & problem solving allows for successful completion of taskfor successful completion of task
Treatment GoalsTreatment Goals
Session 7Session 7 Focus: CopingFocus: Coping Tx Goal: To enhance participants’ ability Tx Goal: To enhance participants’ ability
to cope with internal as well as external to cope with internal as well as external pressurepressure
Session 8Session 8 Focus: Leisure interests & resourcesFocus: Leisure interests & resources Tx Goal: To develop awareness of Tx Goal: To develop awareness of
personal leisure interests & how these personal leisure interests & how these interests may be incorporated into the interests may be incorporated into the family lifestylefamily lifestyle
Treatment GoalsTreatment Goals
Session 9Session 9 Focus: Working togetherFocus: Working together Tx Goal: To enhance interaction skills Tx Goal: To enhance interaction skills
within the familywithin the family
Session 10Session 10 Focus: CompromiseFocus: Compromise Tx Goal: To develop decision making Tx Goal: To develop decision making
skillsskills
Treatment GoalsTreatment Goals
Session 11Session 11 Focus: ValuesFocus: Values Tx Goal: To increase awareness of Tx Goal: To increase awareness of
leisure valuesleisure values Session 12Session 12
Focus: TrustFocus: Trust Tx Goal: Te enhance understanding of Tx Goal: Te enhance understanding of
trust & the manner in which it is trust & the manner in which it is affected during daily interactionsaffected during daily interactions
Treatment GoalsTreatment Goals
Session 13Session 13 Focus: Compliments & self-esteemFocus: Compliments & self-esteem Tx Goal: To enhance participant’s Tx Goal: To enhance participant’s
understanding of self-esteem & the understanding of self-esteem & the manner in which it is affected during manner in which it is affected during daily interaction with family membersdaily interaction with family members
Session 14Session 14 Focus: CommunicationFocus: Communication Tx Goal: To increase awareness of the Tx Goal: To increase awareness of the
effect of positive communication styleseffect of positive communication styles
Treatment GoalsTreatment Goals
Session 15Session 15 Focus: Working togetherFocus: Working together Tx Goal: To develop awareness of how Tx Goal: To develop awareness of how
working together & problem solving working together & problem solving allows for successful completion of taskallows for successful completion of task
Session 16Session 16 Focus: CommunicationFocus: Communication Tx Goal: To enhance listening skillsTx Goal: To enhance listening skills
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