Crisis Intervention Managing Disruptive and Challenging Behavior Violence

Crisis Intervention Managing Disruptive and Challenging Behavior Violence Prevention

Managing Disruptive Behavior Establish systematic classroom management procedures and practices Manipulate antecedent stimuli to avoid potential behavior problems Assess students and employ specific strategies to meet individual needs

Classroom Management Organized and efficient learning environment. Increased academic-engaged time Ensure Instructional Match Active and direct teaching in groups Demonstrate responsiveness to students. Expect that students can achieve.

Manipulating Antecedent Stimuli: Preparing to avoid problem behaviors Physical Space: Analyze space demands. Determine Setting demands. Rules clearly defined and understood. Scheduling Teacher movement patterns Modeling

Strategies to Address Disruptive Behaviors Knowledge of consequences Consistent application of consequences Differential reinforcement of alternative behaviors

How to avoid power struggles Don’t get into them. Diffuse the situation Remove dialogue, or Insert humor Ensure student involvement in appropriate decision-making Exact appropriate consequences Do not editorialize

Crisis Intervention Develop a plan for handling crisis events Determine who will help How they will help Under what circumstances

Essential rules for Crisis Events Don’t work alone, get help Remove others from harm Protect those in specific danger Use the safest non-threatening procedure

Involving students. Peer-mediated strategies Peer monitoring Peer management Non-threatening. Group contingencies dependent interdependent

Self-Mediated Strategies Aggression is an interpersonal behavior Use self-management in conjunction with contingency management Use of self-regulation often has a positive interference effect on problem behavior

Challenging Behaviors Etiology and Recommendations

Specific Challenging Behaviors Aggression Disruption Non-compliance Inattention Depression

Reducing the Likelihood of Aggression Among Adolescents with Severe Problem Behaviors Relationship-building (Winters & Haines. Burnham, 2005) Cognitive Behavior Management (Sukhodolsky et al. , 2004; Lesure-Lester, G. E. , 2002) Problem solving Self-monitoring and regulation Social Skills training Behavior Interventions (Fields & Mc. Namara, 2003) Environmental manipulations with reinforcement

Aggression Defined Occurs to gain something for the aggressor To injure someone Hostile Aggression Usually unplanned Instrumental Aggression Leads to guilt or rage Developmental in Nature

Microaggression Racial Macroaggression: “the everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership. ” For a discussion, see Sue, 2009, Harris, 2008, Harris, 2009, Wong, et, al, 2014

Patterns of Aggression Over-aroused aggression Impulsive aggression Affective aggression Predatory aggression Instrumental aggression

Over-aroused Aggression Random selection of victims High rates of activity frequent accidents many altercations

Impulsive Aggression “Seething volcano” Low tolerance for frustration Quick and intense flurry of acts

Affective aggression The “wounded badger” rageful, angry behavior seems permanently hostile

Predatory aggression The “hunter” seeks revenge looks for opportunities to hurt others

Instrumental aggression The “bully” Out to get his/her way Intimidation tactics

Adult Approaches to Prevent Aggression Modeling alternative behaviors Avoid negative reinforcement for aggressive behavior Effective use of adult discipline Soft and Calm approach Patient Wait Time approach Firm and Consistent approach

Peer Contingencies and Reinforcement to Reduce Aggression Provide consequences to peers for supporting aggressive behavior Group contingency reinforcement plans Dependent: Everyone gets a consequence/reward for one individual’s behavior Independent: Each student receives individual reward/consequence for behavior Interdependent: Group performance determines reward/consequence

Disruption Off-task behavior Out-of-seat Noise-making Non task related manipulation of objects playing throwing Climbing Not intended to harm, but may result so.

Interventions for Disruption Social skills training for skill deficits Cognitive behavior management for performance deficits

Non-compliance Passive non-compliance: continues with undesired behavior Direct defiance: throwing and arguing Simple refusal: Just says “no” (politely) Negotiation: “one more minute” Challenging when it is frequent and negative

Interventions for Non. Compliance Positive reinforcement for appropriate compliance combined with consequences for non-compliance Cognitive behavior management with Differential Reinforcement

Inattention Developmental lack of focus Selective inattention avoidance

Interventions for Inattention Functional analysis of the behavior determine developmental delays from selectivity Additional and systematic feedback Differential reinforcement Preferred activities as reinforcers Pre-Intervention priming

Depression Pervasive sadness/irritability Biological disruptions Psychological difficulties appetite, insomnia, fatigue low self esteem, poor concentration, hopelessness Results from multiple factors

Interventions for Depression Assessment of depressive factors E. g. , if social isolation: teach social interaction skills Cognitive restructuring Attribution retraining Thinking, changing, rearranging

Behavior Interventions for Adolescents (Kerr & Nelson, 2002) By Adults Positive Social attention and approval reinforcement Contingency Training Contracting procedures Building “backbone” Cognitive Behavior Management

Building “backbone” and Engagement (Sinclair et al. , 2005) Positive school involvement Intellectual stimulation Relevance Social values training and incorporation Development of social competence

Development of Social Competence Prosocial behavior training or reinforcement Assertiveness training Stress prevention Refusal skills

Peer mediated Interventions Use of peers as behavior managers Teaching others leads to improved learning and automaticity

Peer Intervention Strategies Group goal setting and feedback Group Contingencies

Group goal setting and feedback Groups discuss and decide individual student goals Specific goals (objectives) are best

Peer Monitoring

Group Contingencies Dependent Independent Interdependent

Dependent Group Contingencies Individual performance of the target student determines consequences to the whole group. Appropriate when target student is being reinforced by his/her “audience” AND the behavior of the whole group is generally good.

Independent Group Contingencies Every individual instance of the target behavior in a group is given the same consequence E. g. , everyone who turns in a complete homework assignment receives gym instead of study hall

Interdependent Group Contingencies Each student in a group must achieve a prescribed level of performance before anyone in the group can get a reinforcement E. g. , 100% attendance on Fridays for 4 weeks = 10 points for everybody on the midterm

Self-mediated Interventions Self-monitoring (self recording) Self-evaluation Self-instruction

Self-Monitoring Keeping a record of one’s own behaviors Monitoring progress on self-chart

Self-Evaluation Student assesses quality (correctness, adequacy) of selfbehavior

Self-Instruction Planned “whispering” Student whispers appropriate instructions for a behavior to self

Guidelines for Use of Self. Management Determine student ability to self-manage Engage student in determining accurate recording or use of strategies Assess fidelity of the procedure Assess that adequate progress is being made

Behavior-Related Issues for Culturally and Linguistically Diverse Learners Primary Considerations Language Culture Problem Behaviors vs. Cultural Differences

References Fields, S. A. & Mc. Namara, J. R. (2003). Aggression & Violent Behavior, 8 (1), 61 -92 Kerr, M. M. , & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom. Upper Saddle River, NJ: Merrill Publishing Company Lesure-Lester, G. E. (2002) An Application of Cognitive-Behavior Principles in the Reduction of Aggression Among Abused African American Adolescents. Journal of Interpersonal Violence, 17 (4), 394 -413 Sinclair, M. F. ; Christenson, S. L. & Thurlow, M. L. (2005). Promoting School Completion of Urban Secondary Youth With Emotional or Behavioral Disabilities. Exceptional Children, 71 (4), 465 -482 Sukhodolsky, Denis G. ; Kassinove, Howard; Gorman, Bernard S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: a meta-analysis. Aggression &Violent Behavior, 9 (3), 247 -270; Winter, T. & Haines-Burnham, J. (2005). "Just Because" Interventions: Engaging Hard-to-Reach Students. Reclaiming Children & Youth, 14 (1), 37 -39