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Temper Tantrums

Temper Tantrums . Ashley Watson. What does it look like?. Whining Crying Screaming Kicking Hitting Breath holding Flailing of arms and legs. Why?. Dictionary.com says a tantrum is “a violent demonstration of rage or frustration; a sudden burst of ill temper”

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Temper Tantrums

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  1. Temper Tantrums Ashley Watson

  2. What does it look like? • Whining • Crying • Screaming • Kicking • Hitting • Breath holding • Flailing of arms and legs

  3. Why? • Dictionary.com says a tantrum is “a violent demonstration of rage or frustration; a sudden burst of ill temper” • Being a elementary and special education teacher I will face temper tantrums • I am currently a nanny of 5 kids under 5 I see temper tantrums everyday

  4. Ten-Year-Old with Irritability And Temper Tantrums • Over the past 3 or 4 months he had become increasingly irritable and has frequent temper tantrums • He is distracted in class, often plays by himself and shuns peers • At home he spends most of his time playing video games and watching TV • Gained 10 pounds in 2 months • Always tired and not sleeping well • Parents got divorced 6 months ago • No longer wants to play with football • Hasn’t initiated playing with friends in 3 months

  5. Is Cody OK? • Cody was diagnosed with MDD • It’s important to gain knowledge of students background • If there is a problem ask for help • It’s important to realize that there is always a reason behind a temper tantrum • Dig deeper help a child

  6. The ABC’s • When looking at temper tantrums it is important to notice the Antecedent, Behavior and consequence • Collecting baseline data will provide a clear understanding of why behavior is happening and a basis to start intervention • Data should be graphed so it is clear and understandable

  7. Transitions • Transitions could include transitioning from schools, jobs, classes and activities • I will focus on transitioning between classes and activities. • Preschoolers spend between 20-35% of time in transitions • This can include 15-20 transitions and 70 minutes of instructional time

  8. What to do? • Appropriate transitioning is a skill preschoolers will need for their entire life • Always have a planned strategy for all transitions during the day • Plan which staff members are going to be with which students

  9. I don’t want to do that! • Unwanted activities are often a cause of temper tantrums • Picking up toys is a great example of an unwanted activity • Preferred items and objects as distracters, prespecified reinforcers, high probability request and an alternative activity • Preferred items and objects as distracters could be as simple as snapping fingers from one activity to the next • Prespecified reinforcers is when a preferred item is made available directly after the transition

  10. High probability requests identify a sequence of activities that the student would like to engage in • These include jumping jacks, high fives, patting back, snapping fingers and clapping • At the beginning of the transition give a sequence of preferred activities for the student to complete • Varying the sequence of requests is important to keep the student engaged • Alternative activities would include the teacher given the student two activities to choose from. • It is important the alternative activities are closely related

  11. I want to be with him • Pairing students is an effective strategy in reducing tantrums in the hallway • Pair a student who has trouble following directions and one the follows directions well • Pair a highly active student with a student who has motor delays • Pairing also increases peer to peer interactions and reduces clicks in classroom • Tantrum Behavior is distracted

  12. I don’t understand you • Some students display tantrum behavior because that have trouble processing language • Visual cues are a effective way of eliminating frustration • Clear pictures of what happens before, during and after the task/transition visually reminds students what they are supposed to be doing • A picture calendar of the day allows for students to see what is coming next. This should be posted clearly in the classroom

  13. Lets work together • Communication should be implemented between team members, parents and anyone who works with the child • Consistency of implementing interventions is a must!

  14. Resources • Wilder, D, Chen, L, Atwell, J, Pritchard, J, & Weinstein, P. (2006). Brief functional analysis and treatment of tantrums associated with transitions in preschool children. Journal of applied Behavior Analysis, 38, 103-107. • Thelen, M. (1979). Treatment of temper tantrum behavior. Journal of Clinica child psychology, 140. • Luiselli, J, & Murbach, L. (2002). Providing instruction from novel staff as anantecedent intervention for child tantrum behavior in a public school classroom. Education and Treatment of Children, 25(3), 356-365. • Roberson, A. (2008). Ten-year-old with irritability and temper tantrums. Pediatric Nursing, 34(5), 426-427 • Olive, M. (2004). Transitioning children between activies: effective for decreasing challenging behavior. Beyond Behavior, 11-16 • Potegal, M, & Davidson, R. (2003). Temper tantrums in young children: 1. behavioral composition. Developmental and Behavioral Pediatrics, 24(3), 140-147.

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