An overview of evidenced based classroom management component to minimize power struggles and diffuse defiant behavior. In addition specific strategies for diffusion were identified and a comprehensive Cd tool box was provided

1. BREAKING DOWN THE WALLS Strategies for Defiant Students Presented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISD

2. Developing Preventative Classroom Cultures Diffusion and De-escalation CPI/TCI/NAPPI,PEI Presented by: Steven Vitto , M.A., CCII. Behavioral Specialist, M.A.I.S.D. Adjunct Professor, MCC, MSU Certified Self Defense Instructor Miblsi State Trainer CHAMPS PLUS Instructor

3. What Do You Bring to the Table?

8. The Escalation Model High Low Calm Peak De-escalation Recovery Acceleration Agitation Trigger (Colvin & Sugai, 1989)

10. Developing Preventative Cultures THE VALUE OF TARGET TALK

12. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

14. Classroom Based Support Planning Process

16. Evidence Based Classroom Management

17. Specific feedback is given regarding academic and social performance Staff engages with student professionally and therapeutically Student is actively engaged in the instruction Transitions between instructional and non-instructional activities are efficient and orderly Instruction and materials are matched to student ability (math, reading, language) Problem behavior receives consistent and timely consequence At least 4 positive interactions are provided for every 1 corrective interaction Expected student behaviors and routines are taught directly Expected student behavior and routines in classroom are stated positively and defined clearly Reference to posted classroom rules when student engages in appropriate and inappropriate behavior N/A Not In Place Partial In Place In Place Strategies

18. Systematic Supervision in the Classroom

20. The Potential of a Greeting Allday & Pakurar (2007)

21. MOTIVATION IS:

22. MOTIVATION IS NOT:

23. Establishing a Relationship Based Approach Reinforcement should be a celebration of effort

25. Continuum of School-wide PBS

35. TEACHING LIKE A CHAMPION

37. Behavior Mantra : “ It is easier to prevent a behavior from occurring than to deal with it after it has happened.”

38. PREVENTION

40. DEFIANCE What it looks like…

41. Words can hurt!!

43. STRATEGIES FOR DEFIANCE

45. Withdrawing from Power Struggles The F.A.S.T. Program

49. Shane Responding to Noncompliance

50. OPPOSITIONAL & DEFIANT

51. Defiance: A form of aggression?? A TRIGGER FOR RESTRAINT

53. PROACTIVE VERSUS REACTIVE

54. WHAT CAN I DO TO GET THAT KIND OF REACTION AGAIN?

57. Responding to Provocative Behavior

58. Responding to Provocative Behavior Discrete, Choice, Time, Space

60. Disrespect

61. Responding to Disrespect Don’t take it personally!!

62. Responding to Disrespect

73. PRECIPITATING FACTORS

74. “ If you know why, you can figure out how….” W. Edward Deming

78. SCOTT

80. What is Oppositional Defiance Disorder?

83. ATTACHMENT DISORDER OPPOSITIONAL DEFIANCE DISORDER CONDUCT DISORDER ATTENTION DEFICIT HYPERACTIVITY DISORDER EMOTIONAL IMPAIRMENT ASPERGERS SYNDROME DOWN SYNDROME Conditions Manifesting in Defaince

86. Scott

88. The Grocery Store IS THIS CHILD IN CONTROL OF HIS BEHAVIOR??? All behavior meets needs!!!

92. Students with conduct disorder engage in deliberate acts of self-interest to gain attention or to intimidate others. They experience no distress or self-devaluation or internalized distress.

103. We all like to be in control of our lives. It’s how we meet that need that sets us apart.

105. Attention, Sensory, Escape Avoidance, or Control

108. Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Testable Hypothesis ٭

109. When Sequoia misses her 12:30 medication & teachers make multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. Setting event Antecedent Response Consequence Misses 12:30 medication Teachers make multiple task demands Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful What function? Avoid difficult tasks

110. Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention. What function? Escape adult & peer attention

111. Setting event Antecedent Response Consequence The football game is coming on in 2 minutes. Your significant other asks you to wash the dishes. You happily oblige. After one minute, you have broken two glasses and one dish. Your significant other pushes you out of the way and says, “ Just let me do them.” You sigh and go watch the game . You know if you pretend you can’t do something she will do it for you The football game is coming on and your spouse asks you to wash dishes You break two dishes and a glass Your spouse takes over and washes the dishes herself What function? Avoid activity

119. What is the function of Danny’s behavior?

121. What is the function of Tracy’s behavior?

130. Taking Risks BAMBI ACTIVITIES THAT ENCOURAGE RISK TAKING

144. REPLACEMENT BEHAVIOR SWEARING ESCAPE TASK DEMANDS (WRITING) Function Behavior R

145. REPLACEMENT BEHAVIOR SWEARING ESCAPE TASK DEMANDS (WRITING) REQUEST A BREAK X Behavior Function R

146. REPLACEMENT BEHAVIOR SWEARING ESCAPE TASK DEMANDS (SPECIFICALLY WRITING) ESCAPE TASK DEMANDS (SPECIFICALLY WRITING) REQUEST A BREAK SWEARING !?!? X X EXTINCTION 1 2 R R R R

149. Competing Behavior Model Setting Event Antecedent Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Reinforcing Consequence Academic engagement Respect and Instructional Control Will compromise and let staff know appropriately Will respond to a coded system Will meet weekly with the teacher and process progress Defiant and disrespectful of staff Bullying others on the playground Adversarial home school partnership History of trauma and neglect Oppositional Temperament Staff demands, limits or boundaries Staff correction, social disapproval, response cost loss of privileges Staff become emotional and upset Avoids teacher demands and consequences Sent home or to the office Parent complains to principal and yells at teacher Leadership and responsibility Input into Plan Self management and reward

150. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work w/o complaints. Ask for break, ask for help. The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Extended structured activity (math) Do a difficult task Threatens, Uses profanity Remove from class. Function Avoid task

151. Teaching Students Keep Trying

152. FOR MORE INFORMATION ON WORKING WITH DEFIANT STUDENTS, WRITE STEVE AT [email_address] OR GOOGLE STEVE VITTO @ SLIDESHARE.COM OR VISIT THE MAISD WEBSITE

153. GO OUT AND MAKE A DIFFERENCE!! Steve Vitto at Slide Share.com