GSWC Workshop, Week 1

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  • 1. Guiding Your Strong Willed Child0 1 2 3 4 5 6 7 8 9 10
  • 2. Hello.•  Krista Keintz•  Board Certified Behavior Analyst (BCBA)•  American Montessori Society
  • 3. What is Applied Behavior Analysis?•  Applied – Real world practice. It is applying basic science to improve the lives of people.•  Behavior – Any action of any living thing. For our purposes we are interested in observable and measurable behavior.•  Analysis – A scientific study. We are going to allow our teaching to be guided by what really works!
  • 4. My Family
  • 5. My Real Family
  • 6. Our Children-ish
  • 7. Geneva+ Bjorn
  • 8. CommunityGuiding Your Strong Willed Child•  Parenting is personal – My goal is to help you be the parent you want to be•  Equip you to effectively, purposefully & consistently parent – Community, science, techniques, support & practice•  Designed to be a lifestyle change, not a diet – Invest & expect measurable growth over time
  • 9. Introducing You!
  • 10. 0 1 2 3 4 5 6 7 8 9 10Week 1. Defining Strong Willed
  • 11. Session Overview Community At-Home Extensions Content Science of Behavior Collaboration Practical Applications
  • 12. Week One Community Different Perspectives on Strong Willed Children Content Operational Definitions Collaboration Choices Before
  • 13. CommunitySpirited Child?•  “The word that distinguishes spirited children from other children is more. They are normal children who are more intense, persistent, sensitive, perceptive, and uncomfortable with change than other children…" {continue reading in your binder} Kurcinka. Raising Your Spirited Child. (2006)
  • 14. CommunityStrong Willed Child?•  Pluses –  “usually have a very strong sense of independence… typically also assertive, confident, determined & persistent”•  And, minuses –  “a strong sense of independence also frequently leads these children to become stubborn, argumentative & defiant”•  You are not alone –  48% of parents of 2-6 year olds informally surveyed by the authors described their child as “strong willed” Forehand & Long. Parenting the Strong Willed Child. (2002)
  • 15. CommunityA Poll•  How many of the following describe your child’s behavior? Resists anything Disobedient Bossy done to him Broadway-style Argues Aggressive tantrums Cries to getDemands attention Destructive her own way Doesn’t respond Stubborn Very sensitive to discipline Adapted from Forehand & Long. Parenting the Strong Willed Child. (2002)
  • 16. CommunityVideo: http://www.youtube.com/watch?v=WaOazMm9sVw
  • 17. CommunityThe Power of the Will•  “There are books that use the term “strong-willed” to discuss a child who cannot or will not cooperate with adults or family members – a child who, in fact, does not have a developed “will.” In Montessori education, we focus instead on the development of the will as the positive force that enables us to learn from our environment and society and to make a contribution to them” (24). Lillard & Jessen. Montessori from the Start. (2003)
  • 18. CommunityA Developed Will•  A child who can say… – “I can focus my energies. – I can restrain my actions. – I can control my impulses.” (25) Lillard & Jessen. Montessori from the Start. (2003)
  • 19. Week One Community Different Perspectives on Strong Willed Children Content Operational Definitions Collaboration Choices Before
  • 20. ContentNuts & Bolts of Behavior Extinction & Establishing Operational Preference Operations Definitions Assessments Original Behavior Antecedent Consequence Replacement Behavior
  • 21. ContentToday’s Gift from Science
  • 22. ContentToday’s Gift from Science Operational Definitions
  • 23. ContentOperational Definitions•  Objective – Did I use only observable characteristics?•  Clear – Could an unfamiliar actor use it as a script?•  Complete – Does it include everything I want to include & exclude everything I want to exclude?
  • 24. ContentVideo: http://www.youtube.com/watch?v=WLKukwm9ODo
  • 25. ContentWhy Bother?•  Aid to Communication•  Right Response to Behavior•  Antidote to Nebulous Feeling of Guilt
  • 26. ContentAid to Communication•  Observable description of behavior•  Specifically descriptive MC Esher Optical Illusion via lolriot.com
  • 27. ContentRight Response•  Sometimes we see things that are not really there•  Not a problem until it’s time to clean the floor
  • 28. ContentNebulous Feeling of Guilt•  Sometimes we write historical fiction about our children’s behavior – short on facts, long on drama
  • 29. ContentExtreme Makeover – O.D. Before AfterWe haven’t had as much qualitytime for him because of the new baby so he’s acting out his insecurity at bedtime.She is sad about going to school because her day is too long thanks to my work schedule.We can’t go to Target togetheranymore because he is strong-willed and won’t let me get myshopping done without a fight.
  • 30. ContentExtreme Makeover – O.D. Before AfterWe haven’t had as much qualitytime for him because of the new Screams, “No, don’t leave me!” baby so he’s acting out his while grabbing onto parent insecurity at bedtime.She is sad about going to school Drops to the floor and throws because her day is too long backpack in front of classroom thanks to my work schedule.We can’t go to Target togetheranymore because he is strong- Kicks and screams for over onewilled and won’t let me get my minute in a shopping cartshopping done without a fight.
  • 31. ContentNot-A-Test•  Circle all of the words you might find in an “operational definition” of a tantrum. Wanted toy Produces tears Shouts “no” Angry Kicks feet Mad at brother Didn’t sleep well Longer than a minute Happy Throws object
  • 32. ContentNot-A-Test•  Circle all of the words you might find in an “operational definition” of a tantrum. Wanted toy Produces tears Shouts “no” Angry Kicks feet Mad at brother Didn’t sleep well Longer than a minute Happy Throws object•  Answer? All but those in black – those all are presumptions we make based on our observations, but are not objective descriptions of behavior
  • 33. Week One Community Different Perspectives on Strong Willed Children Content Operational Definitions Collaboration Choices Before
  • 34. ContentCollaboration
  • 35. CollaborationVideo: http://www.youtube.com/watch?v=DAKnU95NTzI
  • 36. CollaborationMake Deposits Often Carrots, long or Sit here short? or there? Walk quickly or slowly? “Goodnight, I love you. It is time for bed.”
  • 37. How to: In Good Times There is a difference between asking open- ended questions and•  Offer two choices offering choices. Both are important!•  Wait 10 seconds – If s/he chooses: Honor her request! – If s/he doesn’t choose or chooses something different: You say, “Ok, I choose ______” •  If Child says: “But I wanted…” •  Then you say: “OK great! You can make that choice next time!” And move on…
  • 38. How to: In Thin Ice Times•  Same as in Good Times… But be sure that you are in control in one of the scenarios (shown in red) •  “Do you want to walk or shall I carry you?” •  “Would you like to sit nicely in your chair or sit in my lap?” •  “Would you like to eat one cookie or eat no cookies?” •  “Would you like put on your boots or shall I help you?” •  “Would you like to give your sister a turn with the toy or would you like me to put it away?”
  • 39. CollaborationTime for You: Choices Before•  HERE: Reflect on good times at home and write down 15 new Choices Before that you could offer during those times•  HOME: Post your Choices Before list on your refrigerator and cross them off as you use them•  NEXT WEEK: Bring your crossed off list to share
  • 40. CollaborationAt-Home Extension•  Email me by SUNDAY night – A 30-second video of you offering Choices Before o Were choices offered before the problem? o Did you offer only two choices? o If thin ice, could you “enforce” one of the options? o Did you wait patiently for 10 seconds? o Did you honor your child’s choice if s/he chose? o Did you calmly choose if s/he didn’t?
  • 41. CollaborationQuestions, Comments?•  Review the slides at biehus.wordpress.com•  Email me at biehuschicago@gmail.com