Paradoxical  Intervention  to  Reduce  Tantrums A case study
Precis <ul><li>Reducing tantrums by paradoxically encouraging tantrum behavior </li></ul>
Introduction  <ul><li>Paradoxical intervention has effectively reduced tantrums by urging the child to perform behavior in...
Paradoxical intervention <ul><li>Mother obtained five days of baseline behavior data </li></ul><ul><ul><li>Frequency </li>...
Paradoxical intervention: Phase 1 <ul><li>Tom was told that tantrums were perfectly acceptable </li></ul><ul><li>He should...
Paradoxical intervention: Phase 1 <ul><li>They instructed him to tell when he is  </li></ul><ul><li>about to have tantrums...
Paradoxical intervention: Phase 2 <ul><li>adults informed Tom to have as many tantrums in his place but  alone </li></ul>
Results Before intervention Phase 1 Phase 2 frequency 6 1.4 0.57 duration 11mins 13secs 2.2mins 40.4secs
Oops! <ul><li>Proper training </li></ul><ul><li>School-based use may necessitate an aide/carer </li></ul><ul><li>Imposing ...
Classroom Behavioral Intervention for ADHD students
Precis <ul><li>Techniques for improving behaviors of ADHD children in the classroom using both antecedents and consequence...
Introduction <ul><li>This article examines the evidence for a wide variety of behavioral approaches dealing not only with ...
Intervention <ul><li>Classroom seating arrangements: </li></ul><ul><ul><li>Row seating </li></ul></ul><ul><ul><ul><li>Incr...
Intervention  <ul><li>Contingency management </li></ul><ul><ul><li>3 types of group contingencies and peer-mediated reinfo...
Interdependent  <ul><li>Behavior of entire group determines if group will receive reinforcement </li></ul><ul><li>= </li><...
Independent <ul><li>Child’s behavior determine whether he or she will receive reinforcement </li></ul><ul><li>=  </li></ul>
Dependent  <ul><li>Behavior of one or more children determines if the group will receive reinforcement </li></ul><ul><li>=...
Oops! <ul><li>Careful training, selection of reinforcers and degree of commitment are all factors that influence the choic...
References: <ul><li>Cohen, Jeffrey J. (1993),. Handbook of school-based intervention: resolving student problems and promo...
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Special Topic Report for ILLC : June 2009

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Transcript of "Special Topic Report for ILLC : June 2009"

  1. 1. Paradoxical Intervention to Reduce Tantrums A case study
  2. 2. Precis <ul><li>Reducing tantrums by paradoxically encouraging tantrum behavior </li></ul>
  3. 3. Introduction <ul><li>Paradoxical intervention has effectively reduced tantrums by urging the child to perform behavior in a specific spot and defined length of time. </li></ul>
  4. 4. Paradoxical intervention <ul><li>Mother obtained five days of baseline behavior data </li></ul><ul><ul><li>Frequency </li></ul></ul><ul><ul><li>Duration </li></ul></ul><ul><ul><li>Location of tantrums </li></ul></ul>
  5. 5. Paradoxical intervention: Phase 1 <ul><li>Tom was told that tantrums were perfectly acceptable </li></ul><ul><li>He should choose a place and have </li></ul><ul><li>tantrums there </li></ul>
  6. 6. Paradoxical intervention: Phase 1 <ul><li>They instructed him to tell when he is </li></ul><ul><li>about to have tantrums so he can move to </li></ul><ul><li>his place </li></ul><ul><li>At school, intervention is </li></ul><ul><li>extended with an aide/carer </li></ul>
  7. 7. Paradoxical intervention: Phase 2 <ul><li>adults informed Tom to have as many tantrums in his place but alone </li></ul>
  8. 8. Results Before intervention Phase 1 Phase 2 frequency 6 1.4 0.57 duration 11mins 13secs 2.2mins 40.4secs
  9. 9. Oops! <ul><li>Proper training </li></ul><ul><li>School-based use may necessitate an aide/carer </li></ul><ul><li>Imposing time limit </li></ul><ul><li>Certain level of intelligence </li></ul><ul><li>for the child to understand </li></ul><ul><li>and evaluate </li></ul>
  10. 10. Classroom Behavioral Intervention for ADHD students
  11. 11. Precis <ul><li>Techniques for improving behaviors of ADHD children in the classroom using both antecedents and consequences of behavior. </li></ul>
  12. 12. Introduction <ul><li>This article examines the evidence for a wide variety of behavioral approaches dealing not only with contingency management (managing the consequences of behavior),. But also with antecedents of </li></ul><ul><li>behavior such as setting </li></ul><ul><li>and environmental design. </li></ul>
  13. 13. Intervention <ul><li>Classroom seating arrangements: </li></ul><ul><ul><li>Row seating </li></ul></ul><ul><ul><ul><li>Increase productivity </li></ul></ul></ul><ul><ul><ul><li>Reduce off-task behavior </li></ul></ul></ul><ul><ul><ul><li>Limit social interactions </li></ul></ul></ul><ul><ul><li>Cluster seating </li></ul></ul><ul><ul><ul><li>Facilitate social interplay </li></ul></ul></ul><ul><ul><ul><li>Limit on-task behavior </li></ul></ul></ul>
  14. 14. Intervention <ul><li>Contingency management </li></ul><ul><ul><li>3 types of group contingencies and peer-mediated reinforcement </li></ul></ul><ul><ul><ul><li>Interdependent </li></ul></ul></ul><ul><ul><ul><li>Independent </li></ul></ul></ul><ul><ul><ul><li>dependent </li></ul></ul></ul>
  15. 15. Interdependent <ul><li>Behavior of entire group determines if group will receive reinforcement </li></ul><ul><li>= </li></ul>
  16. 16. Independent <ul><li>Child’s behavior determine whether he or she will receive reinforcement </li></ul><ul><li>= </li></ul>
  17. 17. Dependent <ul><li>Behavior of one or more children determines if the group will receive reinforcement </li></ul><ul><li>= </li></ul>
  18. 18. Oops! <ul><li>Careful training, selection of reinforcers and degree of commitment are all factors that influence the choice of intervention. </li></ul><ul><li>Long term planning for kids with ADHD </li></ul>
  19. 19. References: <ul><li>Cohen, Jeffrey J. (1993),. Handbook of school-based intervention: resolving student problems and promoting healthy educational environments,. California, Jossey-Bass Inc., </li></ul>

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