Temper Tamer’s Handbook EBP Product Outline

1. Temper Tamer’s HandbookEBP Product Outline Natalie Wahmhoff University of Utah Department of Educational Psychology School Psychology Program US Office of Education 84.325K H325K080308

3. The Temper Tamer’s HandbookIntroduction Definition: The Temper Tamer’s Handbook is an individualized intervention that aims to help children who are prone to outbursts and aggression. It helps to teach these children how to control, assess, and monitor their actions and feelings. Temper Tamer’s stems from a cognitive-behavioral perspective and combines several evidence based techniques.

4. The Temper Tamer’s HandbookIntroduction Why would it be used? • To reduce temper tantrums, anger outbursts, and aggression in the classroom • To improve students’ emotional regulation • To provide students with coping skills • To increase positive interactions between students and teachers • To decrease punitive consequences, class removals, and discipline referrals • To increase positive class climate

5. The Temper Tamer’s HandbookIntroduction Target Population • Designed for classroom setting (could be adapted for home use as well) • Targets children who are prone to aggression, tantrums, and outbursts in the classroom • Basic concepts are applicable to all ages, but the format presented is most appropriate for children in kindergarten to 4th grade

6. The Temper Tamer’s HandbookWhy is this intervention evidence base practices? • This intervention combines several evidence based components • Relaxation techniques • Self monitoring • Variable reinforcement

7. The Temper Tamer’s HandbookWhy is this intervention evidence base practices? • Relaxation Techniques • Teaches deep breathing and progressive muscle relaxation • Positive effects on physical measures (such as heart rate and body temperature) and on student self-report of mood (Lohaus et al., 2001) • Middle school children also benefited from relaxation and visualization techniques (Dacey et al., 1997) • Other studies have shown similar positive effects following relaxation training (Heibert, 1989; Parrott, 1990)

8. The Temper Tamer’s HandbookWhy is this intervention evidence base practices? • Self-Monitoring • This component was added to the intervention in order to improve student accuracy when they reflect on their own behavior and help them to be more self-aware in general • One study that utilized the student/teacher matching techniques for self-monitoring showed increases in targeted social skills (Peterson et al., 1997) • Many other studies use student self-monitoring as a component of successful interventions. Overall, published studies that use self-monitoring as part of the intervention show positive results (Cooger, Kehle, Bray & Chalouleas, 2007; Clees, 1995; Davies & Witte, 2000).

9. The Temper Tamer’s HandbookWhy is this intervention evidence base practices? • Variable Reinforcement • Like many interventions, Temper Tamer’s includes a reinforcement component. This reinforcement is given at variable intervals, meaning the student is not able to predict when a reward will be given. This increases motivation and anticipation • Studies have shown that variable reinforcement is a more powerful motivator than reinforcement that is given at fixed or ratio intervals (Davies & Witt, 2000; Robinson & Sheridan, 2000; Jenson et al., 1982; Stage & Quiroz, 1997)

10. The Temper Tamer’s HandbookMaterials Needed • The student workbook includes: • Worksheets • Reflection sheets • Reminder cards • Break tickets • Change charts • Other materials required • Rewards • Crayola Changeable Markers (optional, but recommended)

11. The Temper Tamer’s HandbookStep to Implement • Step One: Read through student workbook so you know what to expect and what activities you will be doing. • Step Two: Find time to meet with target student. Try to make it a time that does not interfere with a desired activity (recess, gym class, lunch). • Step Three: Begin working through lessons with the student. Students may need help generating ideas and practicing techniques. • Recognizing Temper Triggers (page 1) • If student does not mention a trigger that you see regularly add it to the list.

12. The Temper Tamer’s HandbookStep to Implement • Step three (working through the lessons) • Take a Break (page 3) • Student may need help choosing appropriate ways to take a break, especially when in the classroom and school. Make special arrangements if needed (i.e. arrange to allow student to use Mp3 player during school hours) • Cool Thoughts (page 4) • Recognizing the connection between thoughts, feelings, and actions is difficult for some children. Help children see the connection by providing examples of different perspectives, emphasize positive perspectives over negative ones.

13. The Temper Tamer’s HandbookStep to Implement • Step 3: Working through the lessons • Speed it Up (page 6) • Again, students may need help decided what is helpful and appropriate for school use. Encourage actions that take the mind away from anger over ones that still have a violent or angry edge. For example, choose jumping jacks over punching a pillow or screaming silently. • Slow it Down (page 7) • This method teaches relaxation techniques and does require practice. Encourage the student do practice at home and during stressful and non-stressful times.

14. The Temper Tamer’s HandbookStep to Implement • Step Four • Place carrying card (page 10) in areas that will be most helpful to the student. It can be place on a desk, or if the student has the most trouble in the lunch room, consider the inside of a lunch box. The student can also keep a card in her pocket as a reminder at times the student is away from the classroom. • Step Five: • Discuss (or reiterate) strategies that can be used in the classroom (cool thoughts, breathing). Encourage these techniques as they do not take the student away from instruction

15. The Temper Tamer’s HandbookStep to Implement • Step Six • Talk about times that the student may be too overwhelmed and need to leave the classroom. This is the time to use the Break Tickets (page 11). Be clear about how long breaks should be and the appropriate activities for these breaks. Write these down as an agreement that you and student can refer back to. • Step Seven • Introduce the reflection page (page 12). Make copies, because the student will use it more than once. Work through filling out one reflection with the student as an example. They may require assistance the first few days. Students will earn points when they try a method, when it works, and if they match their teachers opinion of how well their method worked. If they had no outbursts or problems at all that day, they deserve all three points.

16. The Temper Tamer’s HandbookStep to Implement • Step Nine • Decide what reinforcers will be used. A variety of reinforcers rather than the same one over and over is best. Make a copy of the change chart (page 13) or use your own. Place x’s in circles randomly and at unequal intervals. This creates variable reinforcement. Use an invisible ink marker to create suspense and anticipation. For each point the student earns, a student colors in a circle. When that circle is X’d, the student is rewarded. • This reflection sheet can also serve as a home note to notify parents of progress.

17. The Temper Tamer’s HandbookTroubleshooting • Student takes breaks more than necessary • Require the student to use an in-class method before using the break method • Give points only for methods he can use in class • Make leaving the classroom one of the rewards • No reward seems motivating • Get input from the student, what do they want? • Examine the reinforcement schedule and the types of reinforcement. If a student has to wait too long between rewards they may lose motivation. • Consult with parents about making home rewards contingent on points earn on reflection sheets • Consider unconventional rewards such as, skipping math problems on an assignment or sitting in the teacher’s desk for 20 minutes

18. The Temper Tamer’s HandbookTroubleshooting • This student requires more guidance that I can provide. • Consider asking another staff member to help on a temporary basis. When the student takes a break, she can see that staff person until she masters the techniques. • Involve the parents. Work collaboratively with them to teach the methods and practice them at home and in school.

19. References Clees, T.J. (1994). Self-recording of students’ daily schedules of teacher’s expectantcies: Perspectives on reactivity, stimulus control, and generalization. Exceptionality, 5, 113-119. Coogan, B.A., Kehle, T.J., Bray, M.A., & Chafouleas, S.M. (2007). Group contingencies randomization of reinforcers, and criteria for reinforcement, self-monitoring, and peer feedback on reducing inappropriate classroom behavior. School Psychology Quarterly, 22, 540-556. Dacey, J. (1997). The results of teaching middle school students two relaxation techniques as part of a conflict prevention program. Research in Middle Level Education Quarterly, 20, 91-102. Davies, S. & Witte, R. (2000). Self-management & peer monitoring within a group contingency to decrease uncontrolled verbalizations of children with attention deficit-hyperactivity disorder. Psychology in the Schools, 37, 137-147. 

20. Freeland, J.T., & Noell, G.H (1999). Maintaining accurate math responses in elementary school students: The effects of delayed intermittent reinforcement and programming common stimuli, Journal of Applied Behavior Analysis, 32, 211-215. Heibert, B., Kirby, B., & Jaknanorian, A. (1989). School based relaxation: Attempting primary prevention. Canadian Journal of Counseling, 23, 273-287. Jenson, W.R., Neville, M; Sloane, H.N, & Morgan, D. (1982). Spinners and chart moves: A contingency management system for school and home. Child & Family Behavior Therapy,4, 81-85. Lohaus, A. & Klein-Hessling, J. (2003). Relaxation in children: Effects of extended and intensified training. Psychology and Health, 18, 237-249. Lohaus, A., Klein-Hessling, J., Voegelle, C., & Kuhn-Henninghausen, C. (2001). Relaxtion in children: Effects on physiological measures. British Journal of Health Psychology, 6, 197-206. Parrott, L., (1990). Helping children manage stress: Some preliminary observations. Child and Family Behavior Therapy, 12, 69-73.

21. Peterson, L.D., Young, R.K., Salzberg, C.L., West, R.P., & Hill, M. (2006). Use of self- management procedures to improve classroom social skills in multiple general education settings. Education and Treatment of Children, 29, 1-21. Scully, P. (2003). Time out from tension: Teaching young children how to relax. Journal of Early Education and Family Review, 10, 22-29. Stage, S.A. & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26, 333-368.