Guiding Your Strong Willed Child, Week 2
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    Guiding Your Strong Willed Child, Week 2 Guiding Your Strong Willed Child, Week 2 Presentation Transcript

    • Guiding Your Strong Willed Child 0 1 2 3 4 5 6
    • Review Were you able to… •  Map Your Weekly Schedule as a Family? – Fixed Time Events, Consistent Routines, *Special Events* •  Make Time to Take Time? – Daily Five: 5 min of parent + child time, use a timer – Weekly HAT Meeting: 30 min of child-free conversation
    • Review Not-A-Test •  Krista believes that the best way to parent is described in the book: •  The Absorbent Mind by Maria Montessori •  Parenting with Love & Logic by Foster Cline & Jim Fay •  The Attachment Parenting Book by William & Martha Sears •  French Kids Eat Everything by Karen LeBillion •  On Behavior by BF Skinner •  None of the above
    • Review Not-A-Test •  Krista believes that the best way to parent is described in the book: •  •  •  •  •  •  None of the above Parenting is personal! The plan you make at your HAT is the best way for YOU to parent. Harnessing the science of learning can make parenting easier.
    • Review Not-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
    • Review Not-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
    • Week 2. The Basics 0 1 2 3 4 5 6
    • Week Two Community Name the Good Content The ABCs Collaboration Yes, No, Negotiable Extension Sure Y! First X, Then Y
    • Community Why Bother to Name the Good? KEY: Turn the principal office upside down! Attention for good, boring if bad, create a new way
    • Community Why Bother to Name the Good? “Research has shown that the most effective way to reduce problem behavior in children is to strengthen desirable behavior through positive reinforcement rather than trying to weaken undesirable behavior using aversive or negative processes.” •  Sidney W. Bijou, Ph.D.
    • Community Self-Evaluation: Name the Good 1.  Were you able to set aside 5 min to “play” most days? How did you make it work as part of your routine? 2.  Did you avoid making demands, corrections or asking questions? What was most difficult to avoid? 3.  Did you decide to SPECIFICALLY describe &/or link behavior to its NATURAL positive consequence? 4.  Did you Name the Good by highlighting ONLY those things you would like to see your child do more of?
    • Community Whole Group Reflection •  What worked? •  Could you continue to take this time daily? •  What obstacles did you face? •  Looking for ideas… Reflect Highlight Natural Perks Imitate Specifically Describe C: “I am building a tower.” P: “That is a tall tower!” C: (Shares toy) P: “You set the table, now we can eat our snack!” C: (Dancing) P: (Dance!) C: (Racing cars) P: You are racing cars!
    • Week Two Community Name the Good Content The ABCs Collaboration Yes, No, Negotiable Extension Sure Y! First X, Then Y
    • Content Nuts & Bolts of Behavior Operational Definitions Original Behavior Antecedent Replacement Behavior Consequence
    • Content Today’s Gift from Science Operational Definitions Behavior Antecedent Consequence
    • Content Antecedents – What Comes Before! •  It is loud ! child covers his ears… – Why did he cover his ears? •  Friend nabs a toy ! child hits her friend… – Why did she hit her friend? •  No snack in car ! yelling, “snack!” … – Why is child yelling, “snack”? •  Antecedents may set the stage for learned behavior but they do NOT cause behavior
    • Content Harness Antecedents •  If we can control relevant antecedents we can decrease opportunity for challenging behavior – Bjorn can’t jump on chair to see out window to see passing dogs – Bjorn can’t reach plant to dig in plant to eat dirt
    • Content Unset the Stage, if possible •  Use what you have learned from history to prevent challenging behavior by unsetting the stage
    • Content Antecedents Don’t “Cause” Bx •  Be warned, if we don’t address the function of the behavior, trouble (aka Bjorn) might still get by…
    • Content Antecedent Interventions •  Up too early? Can’t read time? – Visual alarm clock such as Ok to Wake! Alarm Clock Photo via amazon.com
    • Content Antecedent Interventions •  Argues over who puts her to bed at night? – Post a Bedtime Schedule (& blame “The Man!”)
    • Content Antecedent Interventions •  Usually fights w/ sibling during dinner prep? – Dinner Bin Time (keep it out of reach during other times!) Photo via happyhooligans.ca
    • Content Antecedent Interventions •  Picking out outfit difficult? – Mini Dressing Rack Photos via etsy.com, designdazzle.com, & onestepahead.com
    • Content Not-A-Test •  An antecedent, behaviorally speaking, can best be described as: •  what happens after a behavior occurs •  what happens before a behavior occurs •  what causes a behavior to occur •  how a child feels before she engages in a behavior
    • Content Not-A-Test •  An antecedent, behaviorally speaking, can best be described as: •  •  what happens before a behavior occurs •  •  Answer: An antecedent comes before a behavior but does not cause operant behavior contrary to popular opinion
    • Content Consequences – What Comes After! •  It is loud ! child covers his ears… – COVERING EARS MAKES IT QUIETER •  Friend nabs a toy ! child hits her friend… – FRIEND GIVES TOY BACK •  No snack in car ! yelling, “snack!” … – DRIVER GIVES SNACK •  Consequences are what occur after a behavior occurs & may have increasing, decreasing or no effect on behavior
    • Content Not-A-Test •  Which of the following could be described as a consequence? Select ALL that apply. •  politely asking your child to sit on time out after she hit her brother •  passing your child the milk when she says, “milk please!” •  talking with your child about how it makes you feel when she hits her brother •  giving your child “the look” but not talking with her after she hits her brother •  giving your child a big hug after she falls down
    • Content Not-A-Test •  Which of the following could be described as a consequence? Select ALL that apply. •  •  •  •  •  politely asking your child to sit on time out after she hit her brother passing your child the milk when she says, “milk please!” talking with your child about how it makes you feel when she hits her brother giving your child “the look” but not talking with her after she hits her brother giving your child a big hug after she falls down ALL ARE CONSEQUENCES. A consequence is simply what happens as a result of a behavior, it could be reinforcing or punishing or have no effect.
    • Content Behavior Serves a Function •  A behavior continues to occur because it worked •  “Worked” does not imply that a person can name or identify the function of their own behavior – Observation is the only real way to understand what consequence is maintaining a behavior •  If you want to change a behavior, a person needs another way to get from A to C…a new B! – This is where the magic lives! More on this to come…
    • Content Not-A-Test •  All behavior serves a __________________. Please write in your single word answer. If you don’t know the real answer, creative wrong answers will earn partial credit ☺
    • Content Not-A-Test •  All behavior serves a __________________. Please write in your single word answer. If you don’t know the real answer, creative wrong answers will earn partial credit ☺ FUNCTION! Answer: And the key to changing a behavior is to understand its function.
    • Week Two Community Name the Good Content The ABCs Collaboration Yes, No, Negotiable Extension Sure Y! First X, Then Y
    • Collaboration Your Turn: Yes, No, Negotiable •  Each family’s values and lifestyle will dictate their unique Yes, No, Negotiable profile •  Tonight you will brainstorm those things to which you can say YES No •  YES means you say, “Yes” or permit whenever possible Negotiable •  YES is largest category! Yes
    • Week Two Community Name the Good Content The ABCs Collaboration Yes, No, Negotiable Extension Sure Y! First X, Then Y
    • Extension Sure Y! First X, Then Y! •  Principle 1: Say YES the first time •  Principle 2: Order matters… Fun Always Follows •  Principle 3: High probability behavior (things people choose to do more often) can be used to increase low probability behavior (things people choose to do less often) •  Principle 4: Less probable behavior becomes stronger when arranged this way over time! Premack’s Principle
    • Extension Tips for Introduction •  GOAL: Use behaviors that are strong to strengthen behaviors that are weak •  Introduce when things are already going well •  Maintain a playful attitude •  Your X request should be short & simple •  If child refuses to do X, don’t make a big deal about it but NO Y until X is done
    • Extension Offer What Child Asks For •  Use what child really likes to do (draw with tub crayons) to reinforce what child is less excited about (have hair rinsed) – C: Can I please use the tub crayons? – P: Sure! First rinse your hair, then play with tub crayons!
    • Extension Offer What Child is Already Doing •  Use what child really likes to do (wrestling) to reinforce what child is less excited about (put folder in backpack ) – C: [Wrestling with brother] – P: Would you like to wrestle with your brother? – C: Yes! – P: [Parent prepares to separate wrestl-ee because demands have to be enforceable!] – P: Okay, first your folder in your backpack, then 2 minutes of wrestling!
    • Extension Offer a Simple Choice •  Use what child really likes to do (read a book together) to reinforce what child is less excited about (put dirty clothes in bin) – P: Shall we read Goodnight Moon or Owl Babies? – C: Goodnight Moon! – P: [parent gets close to child to help them transition to pjs] – P: Okay, first put dirty clothes in laundry bin, then we will read Goodnight Moon!
    • Extension At-Home Extension •  Self evaluation – Were you able to catch an opportunity daily? – Did you start by saying “Sure!”? – Did you keep your X request small & simple? – Did you ensure that Y happened as soon as X was completed? (& that Y didn’t happen until X was completed?) •  Email me 30-sec video by Sunday night – Capture a “Sure Y! First X, then Y” •  invite child to role play if it is too difficult to catch it live
    • Extension Questions, Comments? •  Review the slides at biehus.wordpress.com •  Email me at biehuschicago@gmail.com