This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..

1. BREAKING DOWN THE WALLS Strategies for Defiant Students Presented by: Steven Vitto, M.A., CCII., CTCI., MIBLSI Coach, Behavior Specialist, Muskegon Area ISD MIBLSI State Conference 2009

3. DEFIANCE What it looks like…

4. STRATEGIES FOR DEFIANCE

5. Competing Behavior Model alternative, functionally equivalent behavior Long-term desired behavior Setting Events/ Slow Triggers Antecedents/Fast Triggers Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Reinforcing Consequence

6. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Obtain Attention Escape or Avoid Avoid adult control Obtain Sensory Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) An observable and measurable description of the behavior(s) of concern. Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers… Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)

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

14. The Origin of Defiance

17. What is Oppositional Defiance Disorder?

22. Scott

23. The Grocery Store IS THIS CHILD IN CONTROL OF HIS BEHAVIOR???

27. 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.

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

44. Attention, Sensory or Escape Avoidance Control

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

48. If you’ve told a child a thousand times and she/he still doesn’t understand, then it is not the CHILD who is the slow learner! Anonymous

49. Circa 1996

55. SETTING EVENT STRATEGIES

66. Shane

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

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

74. 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

79. Have a Routine for Responding to Minor Problem Behavior PRE-ARRANGED CONSEQUENCES Specific Request If, Compliance Walk Away & wait 5-10 seconds If, Non-Compliance Reinforce! “ Please _________” Request in a calm voice If, Compliance If, Noncompliance Preplanned Consequence Walk away & Wait 5-10 sec . Reinforce!

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

99. 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

100. 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

102. Are you going to finish strong?? (Building Resilience) TEACHING YOUR STUDENTS NOT TO GIVE UP..

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

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