Tough Kids: Practical Behavior Management

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Tough Kids Practical Behavior Management

• Evidence Based Practice for Externalizing
  Disorders

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Commonly Used Labels for Tough Kids

• Behaviorally Disordered (BD)
• Seriously Emotionally Disturbed (SED)
• Conduct Disordered (CD)
• Oppositionally Defiant Disordered (ODD)
• Attention Deficit Hyperactivity Disordered (ADHD)
• Reactive Attachment Disordered (RAD)
• Intermittent Explosive Disordered (IED)
• Mood Disordered BiPolar (MD)

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Tough Kid Definition

• Behavior Excesses
• Noncompliance
• Aggressive
• Argumentative
• Destroys Property
• Behavior Deficits
• Contingency Governed Not rule governed
• Poor Social Skills
• Academic Deficits

Make Me
Of Course I Can Read
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Self-Management and the Tough Kid

• Non-disabled students are Rule Governed and
  internalize values
• Tough Kids are Contingency Governed-First thing
  that catches their attention impulsively controls
  their behavior
• Supervision is the most effective intervention

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Academics and the Tough Kid

• Reading is the most important skill
• 80 of Tough Kids have an academic deficit
• Programs that work Direct instruction, phonetic
  based, word attack approaches, CBM-Dibels
• National Reading Panel Report
• Not whole language, developmentally based,
  literacy based, balance literacy, or reading
  recovery programs
• Mileage (academic engagement time)-external
  incentive programs
• Motivation and heavy metal poisoning
• Jump year programs-
• Study Skills

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Study Skills Programs

• Extract, Organize, and Regurgitate

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Social Skills

• Tough Kids are chronologically behind their peers
  in social skills
• Tough Kids are quickly rejected by nondisabled
  peers
• Tough Kids go through friends very quickly and
  try and dominate social interactions
• Tough Kids need effective social skills training
• But social skills training as commonly practiced
  does not work
• Social skills taught across the entire
  environment not just pull out groups
• An error correction procedure, when Tough Kids
  have social problems that involves teaching the
  required skill

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Assumptions for Tough Kids

• Assumption 1
• Tough Kids are managed not cured
• Assumption 2
• There are multiple causes for Tough Kids
• Assumption 3
• Positives work best with Tough Kids
• Assumption 4
• Mystery assumption?
• (You have to like the kids and their behaviors)

You Must be Timmys Dad. Im Timmys
Teacher.
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Tough Kids Are One of the Reasons Teachers Leave
Teaching
I Quit
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Colleges and Universities Seldom Teach Practical
Behavior Management and Discipline Courses
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Behaviors That Go Away or Dont Go Away

• Circles are Males
• Squares are Females
• Open Squares and Circles Nonproblem Children
• Closed Squares and Circles Tough Kids Referred
• From Ages 4 to 18

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What Children Grow Out of and Do Not Grow Out Of
Source Achenbach T. A. (1991) Manual for the
Child Behavior Checklist/4-18. Burlington, VT
University of Vermont.
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Dog Factor
Interventions Dont Permanently Fix Anything They
Manage Behavior
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What Goes Away Naturally
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Behavior That Do Not Go Away
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Stable and Social Behaviors
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School and Age 10 Behaviors
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Tough Kids Practical Behavior Management

• What Works and Doesnt Work
• Evidence Based Practice

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Questions to Be Asked

• How do we judge what interventions works?
• How do we judge what interventions harms Tough
  Kids?

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Two Group Studies

• Study 1 University of Oregon
• 119 antisocial teen youths
• 38 matched controls
• 12 Weeks of groups teaching pro-social goals and
  self-regulation behavior
• Followed for three years
• Study 2 Temple University
• Cambridge-Somerville Youth Study-125 males
• Summer program camps-some for 1 year some for 2
  years
• Followed into adulthood to assess outcomes

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Effects of Grouping Tough Kids

• After Age 10
• Grouping prodives a rich environment for Tough
  Kids to learn deviant behaviors
• Derive meaning and values from deviancy training
• Rewarded for deviancy-Estimated ratio is 9
  (peers) to 1(staff) (Buhler, Patterson,
  Furniss, 1966)
• Only two ways to reduce group deviancy training
• Placement of pro-social teens in groups
• Group contingencies (whole group wins or whole
  group loses dependent upon the behaviors of
  individuals in the group)

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How Can We Assess What is Effective in the
Education of Tough Kids?

• Anecdotal reports/personal experiences
• Workshops
• Popular articles, books, local and national news
• Research papers
• Reviews of research
• Meta-analysis

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What is a Meta-Analysis?

• Used in medicine colon and prostate cancer, hair
  dye, coronary heart disease, blood pressure
  treatments, anti-depressants medications,
  stimulant medication, substance abuse risk after
  taking stimulants
• Special review of research literature that
  reduces bias
• Before investigator starts
• Define a number of years 10 to 20 generally
• Problem area (special education)
• Subjects (children)
• Type of treatments
• Then collect research articles
• Then do the analysis-compare pretreatment
  baselines to treatments

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Effect Size (ES)
All Baseline averages are different-Z score
transformation sets them all at zero
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1 is the Magic
Number One 85 better than non-treated
controls 0 no change .2 small change .5 medium
change .8 large change 1 very large change
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Research Findings on Retention as an Intervention

• Retention is the Single Most Powerful Predictor
  of High School Drop Out
• Each Retention Increases the Chances of Dropping
  School Drop Out Approximately 30
• There are No Differences in Effects Between
  Students Retained in the Early Grades
  (kindergarten through 3rd grade) in Comparison to
  Later Grade Retention
• Any Positive Gains Shown Through Grade Retention
  Were Lost in 2.5 Years with Bad Effects Still in
  Place
• Effect Sizes for Retention
• Overall ES -.31
• Academic Achievement ES -.39
• Social and Emotional Adjustment ES -.22

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SS-ES.199 (small)
1. Do Not Use Just Pull Out Groups 2. Teach
Social Skills Across the Whole School
Environment 3. Include an Error Correction
Process That Involves Social Skills 4. Combine
Social Skills with and All School Management
Program 5. Combine Social Skills with
Self-Management Intervention
Cook Kids Susan Fister-Mulkey Boys Town Social
Skills Program
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Small Individual Counseling
-.31 Cognitive-Behavioral -.36 Functional
Behavior Assess -.51 Response Cost -.53
Medium Punishment -.58 Home Based
Conting -.55 Parent Training -.60 Exercise
Program -72 Teacher Behavior -.77
Large Group Conting
-1.02 Self-Manage -.97 Diff. Reinf. -.95 Token
Econ. -.90 Stimulus Que -.83
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Tough Kids Why Do We Have Them? Causes

• How Cause Impacts Evidence Based Practice

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Contributing (Risk) Factors to Tough Kids

• Parent Background
• Parenting Style
• Divorce
• Supervision
• Association With Peer Group
• Social Class/Socioeconomic Disadvantage
• Onset/Chronicity
• Types of Behavior Overt vs Covert
• Family Size/Birth Order
• School Experience and Failure

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Nine Temperament Characteristics
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Three Categories of Temperament

• Easy (40) Friendly Adapt Well, Pleasant Mood,
  Cyclic, Accept Frustration
• Slow to Warm Up (15) Mild Intensity, Adapts
  Overtime
• Difficult (10) Unpleasant, Crying, Irregular,
  Reacts Poorly to Change
• No Category (35)
• Easy Temp-18 School Problems
• Difficult-70 School Problem
• Chess, S. and Thomas, A. (1987) Evolution of
  behavior disorders from infancy to early adult
  life, Cambridge, M.A. Harvard University Press

Hes only 2 days old and hes already had nine
time outs
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Why Does This Happen?
Masai Warriors
Masai Infants 5 Months Later 97 Cattle Died Only
1 Easy Temperament Infant Survived All Difficult
Infants survived
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Coercion/Pain Control

• Would You Like To? Ignores You
• Come On Please.. Delays
• You Had Better-Yells! Excuses, Argues
• You Had Better-Ultimate!!! Tantrums, Aggression

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Coercion/Pain Control

• Would You Like To? Ignores You
• Come On Please.. Delays
• You Had Better-Yells! Excuses, Argues
• You Had Better-Ultimate!!! Tantrums, Aggression
• Ok, Ok-Withdraws Request Stops Tantrum
• 60 Requests Are Withdrawn
• Pain Stops-Request Withdrawn
• Randomly Rewarded
• Reinforces Micro-Bursts of Aggressive Behavior
• Impedes Social Skills Development
• Reduces Academic Learning

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Antecedent Control

• Using a Question Format
• Distance from Child
• Eye Contact
• Two Requests
• Loudness of Request
• Enough Time
• Nonemotional Instead of Emotional
• Describe Behavior
• Reinforce Compliance

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(Sopriswest.com)
ToughKid.com
(Amazon.com)