Managing Behaviour

When at a loss, we tend to fall back on STANDBY, TRADITIONAL often FAMILIAL INFLUENCE TOOLS like yelling, threats, and physical interference

ADHD and LD’sHistory of ADHD

1940’s- Hyperkinetic Disorder of Childhood

1980- Attention Deficit Disorder

1987-2016:Attention Deficit

Hyperactivity Disorder

Learning DisAbilities

Category 1-Input DisAbilities

Visual Perception DisAbility

Audio Perception DisAbility

Category 2-Integration DisAbilities

Sequencing DisAbility

Abstraction DisAbility

Organization DisAbility

Category 3-Memory DisAbiliities

Category 4-Output DisAbilities

Language DisAbility and Motor DisAbility

ADHD DIAGNOSISIn order to give a diagnosis of ADHD, A child MUST have one or

more of

The following;

1) Hyperactivity

2) Distractability

3) Impulsivity

Emotional Effects of ADHD

Aggressive or Violent Behaviour Withdrawal, Anxiety, Depression Low Self-Esteem Physical Symptoms (child buries feelings and

they come out in headaches, stomach, joint pains)

Social Effects of ADHD Camp Clown or Camp Bully Avoids of Refuses to participate in all or certain

activities where she is unsure of her success May need time to observe first and participate

with encouragement. Competition is NOT OK for this camper!

Family Effects of ADHD

Anger (why does my kid have this?) Anxiety (I might be viewed as a bad parent if I

am in public with my child) Fear of talking to “staff” as they never hear

anything good about their child. “Staff” always seem to blame the parents!

Do this… Minimize Stress for child Spend one to one time Work from child’s strength’s Remember that ADHD is a neurological disorder

and the child is NOT misbehaving on purpose (Hyperactivity, Distractability, Impulsivity)

Remember this for all kids:

Even with no ADHD diagnosis, kids are not inherently evil, they are NOT born socialized.

They learn to obeyThey learn to respect other people’s rightsThey learn to co-operate Depending on life circumstances, some kids

do these things earlier then others.

Learning Take Place when:

Kids have a close, warm and confiding relationship with caring adults

When children know what behaviour is acceptable

When children know what behaviour is consistently approved and rewarded

When unacceptable behaviour is consistently disapproved

When children take part in educational and recreational activities

Content References:

Reeducating Troubled Youth: Larry BrendtroJalal Shamsie, Institute for the study of

Antisocial Behaviour in Youth (U of Toronto)Larry Silver, Georgetown University, School of

MedicineBased on my experience as a Child and Youth

Worker (kids are the best teachers)!

Assessing the Problem: Testing for Depth and Spread

Situational SPREAD PervasiveBehavioral

Level

D

E

P

T

H

Emotional Level

Table 5.1, Re-Educating Troubled Youth, Brentro & Ness, 1983, pg. 130

Behavioral Incident

(Ex. Scott becomes noisy and restless just before the bell is to ring

Pattern of Disordered Behaviour

(Ex. Ally always shouts without raising her hand)

Crisis Reaction(Ex. Angela is upset when her parents are the only ones not to

visit)

Pattern of Distorted values, attitudes,

feelings(Ex. Jeremy bullies other children with no sign of

remorse)

Planned Ignoring A planned, skillful lack of recognition of a

student’s negative attention seeking behaviour.

Cautions Dangerous behaviour Ignoring may signal acceptance Contagious behaviour

Signaling A sign of disapproval (pre-planned or

spontaneous) directed at a student when negative behaviour begins

Cautions Need a fairly good relationship with student Student must be in control of her behaviour

Proximity and Touch Control

Helping student to recognize and control behaviour by moving closer/using touch

Cautions- Must be aware of a given student’s likely response Do not use as a means to “control” but as a means to indicate Do not use when a student is engaging in a power struggle or aggression Supportive Stance

Interest Boosting Problems of troubled students can be decreased or prevented by increasing the interest level of the activity Adult Excitement = Student Interest

Cautions Not used to change negative behaviour but to promote continuation of positive involvement Proactive approach!

Hypodermic Affection A dose of warm attentinon/affection to help

child cope with a stressful or difficult situation Strategic use is to help a child whose own self

control is deteriorating to regain her composure

Cautions Ensure affection is perceived positively by child Works best with younger kids

Humor Serves to reduce immediate tension and allows

student in power struggle to save face

Cautions Watch that humor is not perceived as sarcasm

or a denial of seriousness

Hurdle Help Ego support to child to help deal with

frustrating obstacles Being observant and moving in to help

before a crisis or blow-up occurs

Cautions Overuse can result in over protectiveness,

dependency, avoidance of problems and manipulation of adult

Interpretation An attempt to move student from” acting-ou

t” the problem to a discussion or recognition of the motivating problem or difficulty

Cautions Requires good relationship between adult and student Requires student ability to discuss/understand self and motivation for behaviour

Regrouping Change the composition of a group to avoid or

interrupt a potential problem Options include changing the entire group, sub-

grouping or regrouping individual studentsCautions Don’t use to avoid dealing with an issue that

requires attention

Restructuring Preventing or resolving problems by altering

the structure of a particular activity TRANSITION TIMES!

Cautions Do not use excessively as the ultimate

purpose of structure is to help students learn to organize self and eventually organize own behaviour through internal structure

Direct Appeal A direct appeal to a student with whom the

adult has a reasonable relationship to stop a negative behaviour

The adult may appeal to the relationship/values/group code/pride

Cautions Do not plead or beg Do not use to force student to choose

between an adult or peer

Limitation of Space and Tools

Limiting of materials and space based on a student’s lack of “readiness”, abuse or danger

Cautions Reassure student of temporary limitation

Physical Removal NONPUNITIVE removal of the child from the group to allow her an opportunity to gain behavioural composure in the absence of an audience

Cautions Need to ensure physical and psychological safety of removed student Do not use when child will be made fun of by others TEMPORARY REMOVAL!

Physical Restraint Used when a child is dangerous to self,

others Formerly included property, but now physical

restraint is only used if child is harming property which will directly harm self, others

LAST RESORT! Certification to restrain is required, or you

will loose your job (CPI, UMAB, SAFE, PMAB, TCI)

Authoritarian Interference

Used when a behaviour is so unacceptable/dangerous that it requires a sharp clear statement by the adult

Saying NO in such a way that the child understands that we mean it

Cautions Overuse makes the technique ineffective

Promises and Rewards

One of the most powerful techniques available Cognitive behaviour modification used to mold thoughts, feeling and behaviour

Caution Some children may not be able to respond to future rewards, as they only live in the present Important to know how children see reward Most effective rewards is social reinforcement (sincere praise)

Threats and Punishment

Form of behaviour modification Proven to be effective in the presence of the “punisher”, but little success in lasting behaviour changes

Cautions Negative feelings from punishement must be tied to the behaviour being punsihed Punishment must not be internalized to individual producing defensiveness, anxiety, aggression, withdrawal.

Questions? Feel free to contact me at any time to discuss,

ask questions, or find out more information!Marco Felvus

marco.felvus@mohawkcollege.ca