Managing Behaviors. Understanding and Managing Severe Behaviors in Students. Keir Kutney, BSW, RSW. Behavior Consultant

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2 Managing Behaviors Understanding and Managing Severe Behaviors in Students Keir Kutney, BSW, RSW Behavior Consultant

3 Understanding Kid s Behaviour Why do kid s behave that way?

4 Understanding Kids Behavior Why do kids behave that way? Their environment promotes these behaviors

5 A Closer Look at the Environment Frequent Chaos

6 A Closer Look at the Environment Parents have limited skills

7 A Closer Look at the Environment Lack of sleep

8 A Closer Look at the Environment Hunger / Nutrition problems

9 A Closer Look at the Environment Minimal Supervision

10 A Closer Look at the No Boundaries Environment

11 A Closer Look at the Environment Parental Fighting

12 A Closer Look at the Environment Frequent relocation

13 Understanding Kids Behavior Why do kids behave that way? Learned Coping Skill

14 A Closer Look at Coping Skills Temper Tantrums

15 A Closer Look at Coping Skills Whining

16 A Closer Look at Coping Skills Pouting

17 A Closer Look at Coping Skills Crying

18 A Closer Look at Coping Skills Threatening

19 A Closer Look at Coping Skills Avoiding

20 A Closer Look at Coping Skills Blaming others

21 A Closer Look at Coping Skills Disability as an excuse

22 Understanding Kids Behavior Why do kids behave that way? Attention

23 Understanding Kids Behavior Why do kids behave that way? Manipulation

24 Understanding Kids Behavior Why do kids behave that way? Abuse or Neglect

25 Understanding Kids Behavior Why do kids behave that way? Anxiety or Over-stimulation

26 Understanding Kids Behavior Why do kids behave that way? Specific Diagnosis FASD AUTISM ADHD Etc

27 Fetal Alcohol Spectrum Disorder (FASD)

28 Let s look at some brains - FASD IS BRAIN DAMAGE

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32 How the Youth is Impacted by FASD Cannot understand abstract

33 Abstract thinking such as: No concept of money

34 Abstract thinking such as: No concept of time

35 Abstract thinking such as: No concept of temperature

36 Abstract thinking such as: Sayings like Time flies when your having fun Jumping through hoops Juggling priorities Use some elbow grease

37 How the Youth is Impacted by FASD Little or no stranger anxiety

38 How the Youth is Impacted by FASD Cannot ensure personal safety

39 In an emergency Call 911 What is an Emergency?

40 How the Youth is Impacted by FASD Cannot connect behavior with consequences

41 How the Youth is Impacted by FASD Parrots Behaviors

42 How the Youth is Impacted by FASD Pain triggers don t always work

43 How the Youth is Impacted by FASD Hunger triggers don t always work

44 How the Youth is Impacted by FASD Sleep triggers don t always work

45 How the Youth is Impacted by FASD Difficulty Transitioning Skills From One Location to Another

46 Autism and Asperger s

47 What is Autism and Asperger s, really? In order to better understand Autism and Asperger s, let s look at how the Youth translates information

48 Heightened Senses

49 Lights Can be as intense as sunlight Often have a faint hum May have a faint flicker

50 Clothing Can be like wearing sandpaper

51 Sounds Are amplified and of equal intensity

52 All Stimuli Is amplified and of equal intensity

53 Repetitive behaviors Often Autistic children fixate on a theme and can be rigid in their thoughts and actions

54 Autism and Asperger s also means problems with Reciprocal social interaction skills and communication skills

55 Autism also means problems with Reading social cues and facial expressions

56 Attention Deficit Hyperactivity Disorder

57 There are 3 types of ADHD 1. Inattentive type: where the person can t seem to get focused or stay focused on a task or activity 2. Hyperactive-impulsive type: where the person is very active and often acts without thinking 3. Combined type: where the person is inattentive, impulsive, and too active.

58 What is ADHD, really? In order to better understand ADHD, let s take a closer look at the different types

59 Inattentive Type: These are kids who Do not pay close attention to detail Forgets things

60 Inattentive Type: These are kids who Can t stay focused on play or school work Do not want to do things that require ongoing mental effort

61 Inattentive Type: These are kids who Don t follow through with instructions or finish school work or chores Do not seem to care about details, and make careless mistakes

62 Inattentive Type: These are kids who Get distracted easily Don t seem to listen Daydream

63 Inattentive Type: These are kids who Misplaces important things such as belongings, school work, and books Are disorganized

64 Hyperactive / Impulsive type: These are kids who Fidget and squirm Are in constant motion, as if driven by a motor

65 Hyperactive / Impulsive type: These are kids who Cannot stay seated Get out of their chairs when they re not suppose to

66 Hyperactive / Impulsive type: These are kids who Have trouble playing quietly Have trouble taking turns

67 Hyperactive / Impulsive type: These are kids who Talk too much Interrupt others

68 Hyperactive / Impulsive type: These are kids who Blurt out answers before questions have been completed

69 Hyperactive / Impulsive type: These are kids who Interrupt others when they are talking Act and speak without thinking

70 Hyperactive / Impulsive type: These are kids who Butt in on games others are playing Cannot wait for things

71 Combined type: These are kids who Have symptoms of both of the types we ve discussed. Have problems with paying attention, with hyperactivity, and with controlling their impulses.

72 The Number One Tool For Managing any Behavior A Relationship

73 Relationships There Are No Throw-Away Kids! The kids who need adult relationships the most, seem to have the least.

74 Relationships First Priority: Where are the healthy relationships Who are the youth s supports? Are they truly supports?

75 Relationships How to establish a relationship Communication

76 Relationships Working as a team with the youth

77 Relationships Mutual Respect

78 Relationships Communication Blocks Giving Solutions, Advising Ordering, Directing, Commanding Warning, Threatening Extorting, Preaching, Moralizing

79 Relationships More Communication Blocks Judging, Criticizing, Blaming Name Calling, Ridiculing, Shaming Interrupting, Diagnosing, Psychoanalyzing

80 Relationships Listening with meaning. Squarely Face the child Open posture Lean in Eye contact Relaxed

81 Relationships Listening with meaning. Be aware of the non-verbal cues that the youth is giving off. Facial gestures, wiping palms, tone of voice, changes in eye contact, fidgety, tired, head down

82 Relationships Listening with meaning. Be aware of the non-verbal cues that you are giving off. Facial gestures, wiping palms, tone of voice, changes in eye contact, fidgety, tired, head down

83 Relationships Builds Resiliency in Kids

84 Relationships Ensure You Know The Youth!!!

85 Assumptions Relationships

86 Targeting Behaviors

87 Targeting Behaviors If the behavior is out of control the youth is not in a position to learn

88 Targeting Behaviors Where do I start? What behaviors do I pick? Important things to know first: It takes 8 weeks to change a behavior The behavior will ALWAYS get worse before it gets better

89 Targeting Behaviors Where do I start? What behaviors do I pick? Make a list the behaviors Prioritize the behaviors Have the teen be a part of picking

90 Targeting Behaviors One behavior at a time

91 Targeting Behaviors What will the behavior look like when the goal has been reached?

92 Targeting Behaviors What is the youth capable of?

93 Targeting Behaviors Who or what is driving the goal?

94 Targeting Behaviors Is the goal realistic?

95 Teaching New Behaviors Ensure the youth is a part of the plan

96 Teaching New Behaviors Have the child perform the new behavior

97 Teaching New Behaviors Practice the behavior

98 Teaching New Behaviors Bring it into the real world

99 Teaching New Behaviors Creating Habits

100 Teaching New Behaviors Anger Management Jerry Wilde, Ph.D. ISBN #

101 Teaching New Behaviors Social Skills: How to introduce yourself How to make a friend How to keep a friend How to join in a conversation Understanding peer pressure

102 Responding to Problem Behaviours What Doesn t Work: Punishment

103 Responding to Problem Behaviours What doesn t work: Yelling or increasing your volume

104 Responding to Problem Behaviours What doesn t work: Sarcasm or criticism

105 Responding to Problem Behaviours What doesn t work: Public humiliation

106 Responding to Problem Behaviours What doesn t work: Lectures

107 Responding to Misbehaviour If the kid is loosing it: Younger Kids - put them in a quiet area by themselves (time out) until their calm Older Kids - let them walk away

108 Consequences

109 Consequences Must have a learning component

110 Consequences 3 Types of consequences Natural Logical Arbitrary

111 Consequences Must be done in private

112 Consequences Should be immediate

113 Consequences Should be simple

114 Consequences When they re done they re done

115 Consequences One consequence is enough

116 Consequences Example of appropriate consequences youth who puts a hole in the wall

117 Rewards Rewards are not Bribes Internal Motivators vs. External Motivators

118 Rewards Tangible Nontangible

119 Rewards Have the youth pick the reward

120 Rewards Rewards need to be changeable

121 Rewards Give two rewards

122 Class rewards Rewards

123 Rewards Unplanned rewards

124 Rewards Setting up the child to win

125 Behavior Chart Focus Behavior Listening (define on reverse) Prizes every 5 th line 0 day 1 day 2 day 3 day 4 day 5 day 6 day 7 day 8 day 9 day 10 (Bonus Ups for Social Skills)

126 (On the Back of the Chart) Listening Looking at the person Sitting still Doing as I m asked Bonus Ups Thinking of others * Helping a peer * Helping an adult (* Must be seen by an adult)

127 What do we need a chart for?? Motivational and maintains focus Displays progress and problem areas Can be used at home or at school Transferable among substitutes Visual for the child Visual for the adult Consistent and clear

128 Understanding Anxiety

129 Reducing Anxiety Problems when You Get Together? Meet and Greet

130 Meet and Greet What kind of day did they have?

131 Reducing Anxiety Problems following directions? One direction at a time

132 Reducing Anxiety Slow to respond? Lower your volume and simplify your request

133 Reducing Anxiety Problems on the playground? Structure recess

134 Use Fidget Kits

135 Extra Tips: Mentors for the 5% to 10 % of really hard to manage kids (let the youth pick) Meet and greet program Projects to encourage inclusion into the school community - Pet program - Picture Board - School Errand Kid - Video Game Organizer

136 Questions?