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What to do with aggressive children

What to do with aggressive children. Rachel J. Valleley, Ph.D. Munroe-Meyer Institute Nebraska Medical Center. Review of Essentials of Learning. Predictability Practice Contrast Increase the good as well as decrease the bad. Types of aggression. Verbal Physical Tantrums

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What to do with aggressive children

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  1. What to do with aggressive children Rachel J. Valleley, Ph.D. Munroe-Meyer Institute Nebraska Medical Center

  2. Review of Essentials of Learning • Predictability • Practice • Contrast • Increase the good as well as decrease the bad

  3. Types of aggression • Verbal • Physical • Tantrums • Property Destruction • Self-Injurious Behavior

  4. Steps for addressing Aggressive Behavior • 1. Gather Baseline Data: How often • 2. Identify why behavior is occurring (function) • 3. Pick strategies that do not reinforce aggression based upon function • 4. Reinforce alternative behaviors

  5. Gather Baseline Data • Important to know how often occurring so can tell if intervention is decreasing aggression over time • Helps with identifying function • Helps determine criteria for earning reinforcers to ensure success

  6. Why does aggression occur? • To get what want • To get out of what don’t want to do • Self-stimulation

  7. Methods for identifying why occurring • Keep track of incidents and what is occurring around incident • What happens before • What happens after • Functional Analysis: generally only done with severe cases and by someone trained

  8. Why not to reason when disciplining • May not understand • Understanding does not equal doing • Learn better through experience • Create bigger effect for bad behavior • When emotions are high, message lost • Talking leads to arguing • Become dependent on someone else to calm down

  9. Increasing the Good • Frequent, intermittent attention for other behavior • Use dot-to-dots, magic circle charts, grab bags for aggression-free periods of time (use baseline data to start) • Child’s Game to build relationship

  10. Types of Consequences to decrease the bad • Natural • Related • Unrelated

  11. Unrelated Consequences • Two Popular Procedures: • Time Out • Job Card Grounding

  12. What is time out? • Time out is the removal of attention, tangibles, or anything interesting to the child for a brief amount of time.

  13. Misconceptions and mistakes with time out • Not the chair • Have to sit quietly before time starts • 1 minute per year • Think about what did wrong and feel sorry • Talking to child in time out • Not expecting extinction burst

  14. How to do Time Out • Stop talking once told “Time Out” • Get to chair/spot with minimal guidance • Do not attend to anything in time out • Stay close enough to monitor but be aloof • Child serves 2-3 minutes • Let child out • Follow up with expecting appropriate behavior

  15. Common problems with Time Out • The child won’t go/stay in time out • The child does not seem to care that they are in time out • The child will not be quiet in time out • The child won’t get out of time out

  16. Time out for aggression and rule infractions • Do not use warning • Look for positive behavior immediately following time out to praise. Create contrast!!

  17. What is job card grounding? • Discipline program which requires children to earn their way off grounding, rather than simply waiting for time to pass.

  18. Job Card Grounding • Common uses of job card grounding • Arguing • Noncompliance • Rule infractions

  19. Set up for Job Card Grounding • Develop Daycare rules • Do what you are told • Be respectful • Develop list of jobs • Develop list of rewards • Set criteria for earning reward

  20. Job Card Procedure • Rule infraction earns job card • Grounded from all privileges until job is complete • Once job is done, no more discussion of misbehavior • Reward for following rules

  21. Trouble Shooting Job Card Grounding • What if child argues when given job card? • What if grounding seems to be lasting an excessively long time? • What do you do regarding extracurricular activities or leaving for day?

  22. Recommendations for Biting • What could be done given what we have described for addressing biting? • Function? • How often? • Possible interventions?

  23. How to teach behavioral skills in daycare • Do Child’s Game with new children to build relationship while others napping • Use dot-to-dot and compliance training practices for any new child or anytime you notice an increase in noncompliance • Use time out/job cards predictably

  24. How to teach behavioral skills in daycare • Have grab bags for 2 or fewer time outs/job cards a day • Use sticker chart for every good day and after X number of stickers, earn grab bag • Set timer to cue giving frequent bursts to all those who are doing something okay

  25. Summary of Teaching Important Behavioral Skills • Predictability • Practice • Contrast • Just as important to increase appropriate behaviors as it is to decrease inappropriate behaviors

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