Categories
Anger Management

The 5 Stages of the Assault Cycle

Kaplan and Wheeler created a helpful graph to detail the five stages involved in an episode of violence, assault or physical aggression. Become aware of the five stages to inform how you act in each phase, what to expect to happen and how you might reduce the frequency of it occurring again. Each section of the cycle requires distinct action from the adults involved and this post aims to equip you in part to deal with whatever may come your way.

Stage One: The Trigger Phase

As a rule, there is always a trigger (For 7 Common Triggers: click here). It can be anything. It can occur over a split second like a particular noise, word or action. It could alternatively be a slow-burning trigger such as over-instruction, lack of attention or an internal issue like lack of sleep. If violence is frequent behaviour in your context, it will serve you well to be open and curious to identify the trigger. Keep a log of incidents where you detail what was happening leading up the outburst. Search for clues, patterns and commonalities in the situations and seek out the trigger. Intervening as early as possible through removing or resolving the trigger can prevent reaching the later phases of the cycle.

Stage Two: The Escalation Phase

If an intervention doesn’t occur after the trigger has taken place, the child’s behaviour may start to escalate. Escalation may be prevalent through physical signs such as clenched fists, slight shaking or shallow breathing. It may present through how the child speaks or acts out. As behaviour is escalating, adults should start to intervene. Interventions depend on resources and context. The SCARF model gives us five areas to consider when de-escalating conflict. Outside of these areas, remember to appear calm, use positive language, allow them personal space, offer to help them and seek to divert and distract their attention.

Stage Three: Crisis Phase 

Unfortunately, if the child has reached stage three, they have entered a state of fight-or-flight where they are acting irrationally. The limbic system has taken over from the frontal lobe. Reasoning and logic are of little use at this point. Stage Three is about crisis management. Ask yourself three questions: Can I reduce the audience? What do I want them to do? Is someone in immediate harm?

Avoid actions and statements that will escalate violence further. Do not stare or use excessive instruction, give them two metres of personal space and aim to guide them to a quieter environment away from prying eyes. You may have to remove the other children from the area as opposed to moving the child at crisis point.

Choose your words carefully and keep instruction to a minimum. Deliver short directive statements calmly with only the essential information. For example, calmly stating to put down the scissors.

Secondly, provide directive choices. Calmly ask them to go next door and take a break or have a seat. Non-confrontational tone and calm are a priority. Calm is contagious. If you are being ignored, you can add in a time-limit. Inform them if they do not choose in the next ten seconds, you will escort them next door to (insert suitable teacher/adult) who will let them take a break and calm down.

If there is imminent danger to other children in the room or yourself and all other interventions have been exhausted, physical intervention is needed. The ins and outs of this are beyond the scope of this article. One tip that has stood me well is the concept of fixing. If a child has grabbed or bitten any skin, hair or something which can be damaged, you can support their hand or head gently in place. Your gut reaction can be to pull them apart. Do not. This reaction could hurt someone more than necessary. Fixing the two things together will prevent further damage. The child will most likely release what they are clamping onto when you hold them in place.

Stage Four: Recovery Phase

Although called the recovery phase, there is still potential for further violence in stage four. This potential is why there are spikes on the graph in this section. De-escalation can occur quickly. Calming down, however, takes a prolonged period. If a child has hit a crisis point, it can take ninety minutes to return to baseline behaviour. Reducing the demands of the child is recommended at this point. The curriculum can wait. If there is a calm space for the child to go, this would be wonderful to aid a safe recovery phase where further violence is prevented. The calming process may be most effective by utilising predictability, engaging in special interests, being around people that make them feel safe or calming music, sensory objects and comfortable space. 

As they reached a crisis point where the irrational part of their brain took over, I would advocate for no punishment as they did not have full control over their actions. Even though you feel that the child has fully calmed down, remain alert to the chances of further violence – especially with those first ninety minutes.

Stage Five: Post-Crisis Depression

The final stage of the cycle is the post-crisis depression where feelings of guilt and shame kick in. Only 1% of people do not experience these emotions. The opportunity to talk to the child about the incident should only occur once they have navigated their way through this final phase.

As a team supporting a child through these five phases, there should be a debrief after any major incident. This debrief involves listening to the adult or adults who handled the situation and allowing them to talk. Keep this confidential and use it as a means to process the incident.

A supporting belief to hold is that the child did not have full control over their actions. They entered a state of fight-or-flight that leads to irrational words and actions. Remain positive with and forgive the child and offer them a clean slate to work off for the following day. Design and implement a crisis management plan if this is a frequent situation.

Finally, remember to forgive yourself. It is natural to experience your own negative emotions after dealing with a traumatic event. Prioritise your own self-care. You cannot pour from an empty cup and the need to recharge your own batteries is of paramount importance.

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Categories
anxiety

Banking on Anxiety: Free eBook

With children having missed a significant portion of the year in school and coronavirus dominating the media and household conversations, there is a chance that children may be feeling anxious about returning to the classroom.

Valuable content is abundant out there for teacher, parents and children to support them in their return and I’ve written my own contribution to this cause.

My eBook Banking on Anxiety includes a lens through which to view anxiety alongside strategies that may help teachers and parents prevent minor anxieties from becoming bigger ones with early intervention.

Click the link below to download and please share far and wide or let me know what you think!

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Categories
Behaviour Management Inclusion parenting Special Education

What are SEBD, EBD, BESD & SEMH?

What exactly are social, emotional and behavioural difficulties (SEBD)? Many definitions exist and even the overarching term is interchanged with others. You may hear the same difficulties referred to as emotional & behavioural difficulties (EBD). You could potentially hear the term behavioural emotional and social development (BESD). The most recent term that also pops up is social, emotional and mental health (SEMH).

All of the four terms above can be defined in similar ways. The definition that I prefer encapsulates how many children could fall under the umbrella of SEBD:

“difficulties which a young person is experiencing which act as a barrier to their personal, social, cognitive and emotional development. These difficulties may be communicated through internalising and/or externalising behaviours. Relationships with self, others and community may be affected and the difficulties may interfere with the pupil’s own personal and educational development or that of others. The contexts within which difficulties occur must always be considered and may include the classroom, school, family, community and cultural settings.”

(Source here)

I chose this definition because it encompasses the wide variety of difficulties that children may face. It avoids falling into the pitfall of just defining the most severe and shocking elements of SEBD that usually gain the most attention.

It highlights how a social, emotional or behavioural difficulty can impact relationships. Perhaps their relationship with themselves and their self-esteem is severely damaged? Maybe, they can’t build positive relationships with their peers or family because they have trouble regulating their own emotions. They could even be isolated in the community as they explicitly or implicitly can’t access local clubs and amenities because they are seen as different, challenging or strange.

Externalised behaviours get a lot of attention as they are very hard to ignore in a classroom. You may also hear these behaviours referred to as “acting out behaviours”. These include behaviour like defianceaggression, vandalism, bullying, swearing, shouting and running away.

Internalised behaviours can get less attention. These behaviours are easier to ignore or miss altogether. They can also be called “acting in behaviours”. Internalised behaviour may present as withdrawal, depression, passivity, anxiety or even self-harm. 

I also like how this definition highlights the importance of context. It is worth observing where these difficulties occur. Are they just in school and not at home? Vice versa? Perhaps these difficulties manifest in certain places and not in others. 

So if someone says that a child is dealing with SEBD, EBD, BESD or SEMH, you will need to ask them to be more specific. Are their difficulties being communicated through externalised behaviour or internalised behaviour? In what contexts are these difficulties occurring? Which relationships are being impacted? Avoid the trap of thinking that a child who has an emotional or behavioural difficulty must automatically be presenting a certain way. Remain curious and dig deeper.

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Categories
Behaviour Management Inclusion Special Education

Long Read: A Critical Analysis of a Controversial Issue in Applied Behaviour Analysis

           As an Irish primary school teacher who has been working in a special education context for the past number of years, the subject of applied behaviour analysis (ABA) was of interest to me. While reading about the principles of ABA, the topic of punishment emerged as a controversial issue. In this article, the emergence of the issue is discussed alongside a critical reflection on the controversy noting three main observations. Furthermore, I suggest some ways that the issue could progress most productively. As a teacher, the topic of punishment is one of importance as there is a growing debate over how to meet the growing social, emotional and behavioural needs that are in our classrooms. The area of punishment is considered a controversial strategy so I enjoyed reading into the issue in the context of ABA. 

The Issue

ABA could be considered as having lived through a series of controversies, criticisms and debates since its inception. Dillenberger, O’Reilly and Keenan (1997) wrote that there have been incidences where negative views may have been warranted whereas more may have been unjustified. These issues have led to ABA presiding through periods of acceptance and rejection along with spells of crisis. They believed at the time of writing their book that applied behaviour analysis still had not gained widespread acceptance and put forward seven hypotheses for this opinion. One such hypothesis was that ABA’s connections with punishment had led to much controversy over the years. Leslie (2002) subscribes to this theory stating that the use of punishment with individuals who have developmental disabilities had resulted in a controversy lasting over a decade. Central characters championing this view strongly were McGee et. al. (1987) in their writing and public speaking engagements (Dillenberger, O’Reilly and Keenan, 1997). 

McGee et. al. (1987) could be considered scathing in their criticism of applied behaviour analysis and the controversy regarding ABA’s links to punishment could be viewed to peak when their book, Gentle Teaching, was published. In their work, they cite ABA as a practice that is to be viewed as evil and controlling. Their central argument appeared to be that ABA encouraged only contingently valuing an individual if the rules are followed and that behaviour is managed through restraining and restriction. Jones and McCaughey (1992) wrote that in McGee et. al.’s (1987) work, they even compared ABA to a methodology that condones torture. Baker and Allen (2012) remarked that the wider community could be seen to share these concerns as punishment was being increasingly used with examples including electric shocks, forced body positions and the removal of possessions or opportunities to engage in desirable activities.

The impact of these criticisms and how they were portrayed had a tangible impact on ABA’s popularity as Dillenberger, O’Reilly and Keenan (1997) discussed particularly in the context of Irish psychology practice. McGee presented his thoughts at the Mental Handicap Group of the Psychological Society of Ireland Annual Easter Workshop in 1989 where he spoke of behaviourism as an evil practice based on punishment and one which would never benefit individuals with learning disabilities. The effects of this presentation were compounded over the next two years by Brandon and Lovett who shared McGee’s views and thus led to Irish psychologists listening for three years to anti-behaviourist views which inevitably affected its adoption rate. The same impact could be viewed in America where parent support groups began to take a stand against the use of punishment while several states banned punishment techniques in treatment (Leslie, 2002). It is clear from reading the literature that this is a keenly contested debate with both sides having their merits.

Critical Analysis

Reflecting on this controversial debate between the side led by McGee et. al. (1987) and applied behaviour analysts bring three key observations to mind regarding the dangers of marrying oneself to an ideology, ambiguity and the value of seeing both sides.

The dangers of marrying oneself to an ideology

Charlie Munger (Kaufman, 2005, cited in Clear, 2019) said that “this business of not drifting into extreme ideology is very, very important in life. If you want to end up wise, heavy ideology is very likely to prevent that outcome.” This piece of advice from a man who has ties to the finance world as opposed to the world of psychology came to mind when reading about the debate that occurred around punishment in the 1980s and 1990s. There were numerous descriptions of this ongoing debate that presented it as one which became rather unsavoury. Dillenberger, O’Reilly and Keenan (1997, p. 94) described the debate as ‘acrimonious and divisive’ as well as featuring misinformation and objectivity while Baker and Allen (2012) also noted the presence of vitriol. One could consider that when tempers flare in debate and discussion turns into attack, reason and objectivity can go out the window leaving the quality of the exchange to be compromised. 

Munger’s quote may be relevant in viewing this controversial debate as Jones and McCaughey (1992) remark on the strength of the language used in the work of McGee et. al. (1987) while also, unfortunately, noting that there was wrongful reporting in their book regarding the use of ammonia spray as a punishment when it was, in fact, water. This could appear as a key point as the idea of spraying water mist in an individual’s face could evoke a different reaction than that of spraying ammonia. Interestingly, when McGee wrote his rebuttal, rather than acknowledging any mistake on their part, he stated that “whether involving water, ammonia, contingent electric shock, or any other aversive procedure, the point was to question critically any practice that might offend human dignity” (1992, p. 870). It could appear that the discussion had become so fraught that facts should not stand in the way of winning the debate. 

There is a shared responsibility between both sides, however, as Jones and McCaughey (1992) conclude that even though gentle teaching and applied behaviour analysis framed themselves as polarising sides which argued vehemently against the other, there are actually a number of overlapping principles that have not been observed mainly due to a misreading of each other’s philosophy. Proponents of the ABA methods who criticised gentle teaching may have been surprised to find that Jones (1990) and Mudford (1985) noted there were many procedural similarities between the two methods such as stimulus control and shaping while the differences existed mainly in the philosophical realm. One could speculate having reflected on this element of the debate that if both parties were less rigid in their devotion to their respective ideology and willing to unbiasedly review the other side’s principles and practices at the time, a less emotive and more valuable discussion may have taken place leading to improved wisdom and practice on all sides.

Defining Punishment

The debate may have been so heated that what was being debated may not have been so clear. Jones and McCaughey (1992, p. 862) believed that a core issue at the centre of the debate was defining the word punishment. This was a view that was mentioned elsewhere in the literature (Leslie, 2002; Alberto and Troutman, 2013). Leslie (2002) elaborated further saying that punishment in colloquial language can refer to an aversive stimulus delivered in no relation to behaviour or contingent to a response. Taking this into consideration, one’s opinion on punishment may differ greatly depending on which type of punishment one is referring to. If people believed that ABA condoned punishment in no relation to behaviour, it would be of no surprise that ABA would gain a poor reputation and people should rightly be vocal in their disdain and Leslie (2002) goes on to confirm that some believed punishment was used in the context of revenge, harm or cruelty.

Alternatively, Fisher, Piazza and Roane (2011, p. 348) present their view of punishment in terms of ABA. They discuss the two contrasting types of punishment: positive punishment and negative punishment. Positive punishment refers to the contingent presentation of a stimulus that decreases the likelihood of a behaviour and negative punishment refers to the contingent removal of a stimulus that decreases the likelihood of a behaviour. Negative punishment typically refers to response cost and time-out. This definition of punishment appears far more reasonable and clearer as punishment is utilised to decrease a target behaviour and if harnessed appropriately, would have many advantages. 

Jones and McCaughey (1992, p. 862) put forward the thought-provoking view that depending on your perspective, many strategies can be considered punishment and cite O’Brien’s (1989) theory that any treatment that results in decreasing a target behaviour may be considered punishment regardless of how else an individual may describe it. Building on this point, Iwata (1987, p. 363) discusses how it can even be difficult to distinguish between positive and negative. If a stimulus is removed like in negative punishment, a stimulus must take its place which could be considered positive punishment. This discussion can result in a debate comparable to “is the glass half full or half empty?” where neither answer is correct or incorrect and could be considered dependent on your outlook on life. 

With all these different interpretations of the word punishment and the terminology surrounding it during such an important and worthwhile discussion, it would be difficult to ensure a coherent discussion. Agreeing a single definition of the word may have provided the most productive first step to an agreement as to how appropriate it is to use punishment as a strategy.

A Debate Worth Having

Bearing in mind the tone of the debate and the ambiguity surrounding the content, there is an apparent consensus that the nucleus of the discussion is one worth having as even within ABA, there are polarizing views regarding punishment as some applied behaviour analysts acknowledge that using punishment can be aversive and repressive – as can many therapeutic approaches (Dillenberger, O’Reilly and Keenan, 1997). Jones and McCaughey (1992) reinforce this view stating that there have been cases where behavioural principles have been applied in aversive and undesirable circumstances. To demonstrate how truly divisive the use of punishment concerning ABA is, one needs only to read that Skinner – a founding father of behaviourism – believed that punishment should ideally not be used at all because he believed that it does not work (Staddon, 2014).

Leslie (2002) endorsed the view that critiquing the validity of using punishment was important. Acknowledging that there were controversies attached to its use, the case was made that ABA had learned from these and had developed a set of principles that could aid the prevention of such circumstances occurring again. Best practice was developed through the guise of six fundamental rights (Van Houten et. al., 1988) for the individual being treated including the right to the best treatment available. The use of punishment was discouraged unless considered the best intervention to cause a significant behavioural change. This could be considered an important step in the right direction as ABA had acknowledged the need to mitigate the overuse of punishment or its inappropriate use. Of course, writing down a principle is very different from applying a principle and whether this principle is consistently used remains to be seen, as the literature states. Fisher, Piazza and Roane (2011) pointed to thirty-five years of applied research related to the use of punishment which divulged there were advantages and disadvantages to its uses. Whilst many applied behaviour analysts noted these disadvantages and the need to use punishment sparingly, Jarmolowicz and Tetreault (2015) note that in large-scale program reviews, punishment is still used more regularly than should be expected. They also provide an alternative view to that of Fisher, Piazza and Roane (2011) stating that punishment is underexplored in applied research and therefore, it is hard to advocate the use of punishment as an evidence-based approach of any value. Taking both sides of the debate into consideration, there are some ways that applied behaviour analysts could decide to progress this issue to a fruitful conclusion. 

Moving Forward

Throughout this article, there have been minor suggestions to move this controversy to a satisfactory conclusion or at least, facilitate a productive debate. These suggestions include being open to alternative and conflicting views along with defining punishment clearly for anyone outside of the applied behaviour analysis realm so they may better understand what is being discussed. Furthermore, I would also suggest that more comprehensive applied research be conducted around punishment procedures whilst always ensuring that punishment is only used in alignment with Van Houten et. al.’s (1988) principle that people receive the most effective treatment available.

Although Donnellan and LaVigna (1990) believe that there is no need for further research in the area of punishment because alternative methods such as extinction and reinforcement exist, one would agree with Vollmer’s (2002) assertion that there is no benefit to be gained from ignoring punishment as it is something that happens in everyday life. With this in mind, applied behaviour analysts have a responsibility to understand these procedures and their impact on behaviour change. As Jarmolowicz and Tetreault (2015) stated that punishment was an under-researched area, there are also concerns over the quality of the research that does exist. Research around the area of punishment can be difficult to interpret as it is often confused by its unwitting combination with extinction or verbal reprimands (Lerman and Vorndran, 2002). 

Regarding what specific elements of the punishment should be researched, there are many suggestions. Horner (2002) warns against over-specific and narrow analyses and instead points in the direction of analysing the most common and complex uses of punishment to ensure a more effective technology of applied behaviour change. Lerman and Vorndran (2002) alternatively recommend focusing on less intrusive punishment procedures and how to fade them out. I believe combining the two suggestions by analysing the most common punishment procedures and how to fade them out successfully would provide the most benefit at this time as this is an area of interest to all people – not just behaviour analysts. Indeed, Iwata et. al. (1997) experienced some success moving from a continuous schedule to an intermittent schedule of punishment and broadening this type of research would be of great intrigue.

It is worth noting that this article does not seek to unequivocally condone the use of punishment but merely cite the need to research its use. Vollmer (2002) believed that punishment should be avoided until avoiding it would be of greater cost than engaging with it which appears a reasonable view. Iwata et. al. (1997) were also wary of punishment and the ethical issues surrounding it but believed that it may be necessary when the reinforcers that maintain a behaviour cannot be identified or controlled.

Punishment should always be used in adherence to the principle of being the best practice available and when used be in line with Lerman and Vorndran’s (2002) guidelines. They recommend “the least amount of punishment that is effective (i.e lowest intensity, shortest duration) should be used” (p. 441). As a relatively unpopular practice (Iwata et. al., 1997), there are concerns over the acceptability of punishment and this may explain why applied behaviour analysts have under-researched the area. There is a suggestion that an unwillingness to publish failed punishment studies exists (Lerman and Vorndran, 2002) and this is understandable as successfully researching punishment is contentious enough without drawing criticism for research conducted that has demonstrated unfavourable side effects. Despite this, applied researchers need to make their work known for the procedures to be improved.

Conclusion

The topic of punishment and its efficacy is one which emerges in teaching staffrooms regularly. It is interesting to research the topic through the lens of applied behaviour analysis. Much like in teaching, there is no black-and-white answer to its use but there are guidelines to ensure it is not misused. Punishment is best served to reduce behaviour when other methods of intervention such as extinction or differential treatments have been used and proven ineffective. It may also be necessary when the reinforcer that is maintaining a behaviour cannot be identified or controlled. Using the least amount of punishment necessary is, of course, most appropriate and when punishment is used, it should be viewed as an intervention that is phased out as soon as possible. With this in mind, there is still far more scope for applied research to be conducted in this area and teachers – along with parents and other caregivers – would be served well by keeping abreast of the results if this occurs.

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Reference List

Alberto, P.A. & Troutman, A.C. 2013, Applied Behaviour Analysis for Teachers, Ninth edn,
Pearson Education, New Jersey.


Baker, P. & Allen, D. 2012, “Use of positive behaviour support to tackle challenging behaviour”, Learning Disability Practice, vol. 15, no. 1, pp. 18-20.


Clear, J. 2019, , 3 ideas, 2 quotes, 1 question (October 31, 2019) [Homepage of Jamesclear.com], [Online]. Available: https://jamesclear.com/3-2-1/october-31-2019 [2019, November 1st]


Cradden, J. 2014, May 20th 2014-last update, The battle over ABA: autism education in limbo [Homepage of The Irish Times], [Online].
Available: https://www.irishtimes.com/news/education/the-battle-over-aba-autism-education-in-limbo-1.1798534 [2019, November 15th].


Dillenberger, K., O’Reilly, M.F. & Keenan, M. 1997, Advances in Behaviour Analysis, University College Dublin Press, Dublin.


Donnellan, A.M. & LaVigna, G.W. 1990, “Myths About Punishment” in Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities, eds. A.C. Repp & N.N. Singh, Sycamore, Sycamore, IL, pp. 33-57.


Durkin, T. 2010, July 27th 2010-last update, Failure to tackle autism epidemic is a scandal [Homepage of The Irish Times], [Online].
Available: https://www.irishtimes.com/news/health/failure-to-tackle-autism-epidemic-is-a-scandal-1.628310 [2019, November 15th].


Fisher, W.W., Piazza, C.C. & Roane, H.S. 2011, Handbook of Applied Behaviour Analysis, Guilford Publications, New York.


Horner, R.H. 2002, “On the status of knowledge for using punishment: a
commentary”, Journal of Applied Behaviour Analysis, vol. 35, no. 4, pp. 465-467.

ICEP Europe 2019, , Applied Behaviour Analysis – Critical Exploration and Practice [Homepage of ICEP Europe and University of East London], [Online].
Available: https://uel.icepe.co.uk/course/view.php?id=82 [2019, November 15th].


Iwata, B.A. 1987, “Negative Reinforcement in Applied Behaviour Analysis: An Emerging Technology”, Journal of Applied Behaviour Analysis, vol. 20, no. 4, pp. 361-378.


Jones, R.S.P. 1990, “Gentle Teaching: Behaviourism at its best?”, Community Living, vol. 3, no. 1, pp. 9-10.


Jones, R.S.P. & McCaughey, R.E. 1992, “Gentle Teaching and Applied Behaviour Analysis: A Critical Review”, Journal of Applied Behaviour Analysis, vol. 25, no. 4, pp. 853.


Kaufman, P.D. 2005, Poor Charlie’s Almanack, First edn, The Donning Company, Brookfield


Lerman, D.C., Iwata, B.A., Shore, B.A. & DeLeon, I.S. 1997, “On The Status For Using Punishment: Implications For Treating Behaviour Disorders”, Journal of Applied Behaviour Analysis, vol. 30, no. 2, pp. 187-201.


Lerman, D.C. & Vorndran, C.M. 2002, “On The Status Of Knowledge For Using Punishment: Implication For Treating Behavior Disorders”, Journal of Applied Behaviour Analysis, vol. 35, no. 4, pp. 431-464.


Leslie, J. 2002, Essential Behaviour Analysis, Oxford University Press Inc., New York.


Leslie, J. & Tierney, K. 2013, “Behaviour Analysis in Ireland”, The Irish Journal of Psychology, vol. 34, no. 3, pp. 156-162.


Maglieri, K.A., DeLeon, I.G., Rodriguez-Catter, V. & Sevin, B.M. 2000, “Treatment of Covert Food Stealing In An Individual With Prader-Willi Syndrome”, Journal of Applied Behaviour Analysis, vol. 33, no. 4, pp. 615-618.


McGee, J.J., Menolascino, F.J., Hobbs, D.C. & Menousek, P.E. 1987, Gentle teaching: A nonaversive approach for helping persons with mental retardation, Human Sciences Press, New York.


Mudford, O.C. 1985, “Treatment selection in behaviour reduction: Gentle teaching versus the least intrusive treatment model”, Australian and New Zealand Journal of Developmental Disabilities, vol. 10, no. 5, pp. 265-27.


O’Brien, F. 1989, “Punishment for people with developmental disabilities” in The treatment of severe behaviour disorders, ed. E. Cipani, American Association of Mental Retardation,
Washington, pp. 37-58

Switzer, E.B., Deal, T.E. & Bailey, J.S. 1977, “The Reduction of Stealing in Second Graders Using a Group Contingency”, Journal of Applied Behaviour Analysis, vol. 10, no. 2, pp. 267-272.


Van Houten, R., Axelrod, S., Bailey, J.S., Favell, J.E., Foxx, R.M., Iwata, B.A. & Lovaas, O.I. 1988, “The right to effective behaviour treatment”, Journal of Applied Behaviour Analysis, vol. 21, pp. 381-384.


Vollmer, T.R. 2002, “Punishment Happens: Some Comments On Lerman and Vorndran’s Review”, Journal of Applied Behaviour Analysis, vol. 35, no. 4, pp. 469-473.

Categories
anxiety

Phobias: 2 Routes To Try

Phobias are a form of anxiety disorder. They’re much more than fear. They occur when someone develops an over-the-top fear of a scenario or object. Their level of fear will be disproportionate to the level of danger. The idea of the scenario or object or being exposed to it may cause extreme anxiety, panic or distress. 

Phobias can emerge from frightening events or stressful periods in their lives. A child may adopt a phobia from a family member displaying phobic behaviour. 

There are five common self-explanatory types of phobias: Blood-injection-injury, natural environment, situational, animal and “other” types (such as fear of the number thirteen). As teachers and parents, how might we intervene with a child displaying phobic behaviour? There are two ways to try to intervene early and help the child overcome their issue.

Cognitive Behaviour Strategies

Cognitive behaviour therapy (CBT) helps people identify, understand and correct thoughts that have become irrational. Teachers and parents can attempt strategies based on CBT principles to intervene and support the child to overcome their phobia.

One such strategy that comes from CBT is “Think like a Scientist”. This is a strategy for children who would have the ability to be analytical and rational in their approach to anxieties that they may be facing. This approach encourages the child to detail what they are afraid of, why they are afraid of it and then research and note the realistic outcome of facing their fear based on facts.

You set up a page to look something like this:

Feared SituationAnxious ThoughtRealistic Outcome







You may be as detailed as you need to be. Instagram post here.

I would encourage adults to use their discretion and best judgement in using this strategy and basing their decision on their knowledge of the child and their personality. I have previously mentioned more indirect strategies that can be utilised. This strategy is useful for fears of going swimming, going on stage and other common irrational fears that children face in school.

Mindfulness

Mindfulness is a longer-term solution. Practising mindfulness takes patience and consistency to develop higher levels of tolerance of anxiety. There are several ways to do this with or without technology.

Getting your child to try focussing on their breath and striving to be in the moment are great ways to explicitly reduce anxiety. The benefits of these strategies are well known and there is so much content out there to facilitate these strategies. You might want to choose a physical object like a breathing ball or perhaps you want a youtube video for young children. Older children might enjoy learning about how to do 4-7-8 breathing or engaging in a full-on 5 minute guided meditation aimed at children. There are also apps like Headspace and Calm that provide a certain amount of free content to test out. I am also a fan of the app Mindful Gnats. This app provides relaxation exercises, breathing exercises, body scans and more through an attractive interface which may encourage children to adopt mindfulness as a regular practice.

Android Version available here.

Apple Store Version available here.

These are two different routes to attempt when dealing with phobic behaviour. If you’re not experiencing success and the phobias are causing extreme distress, I would recommend reaching out and seeking professional help from the appropriate source who may offer structured behavioural therapy or medication if required.

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Categories
Teacher Mindset

5 Quotes For Teachers & Free eBook

A teacher’s best asset is their mind. Stress, anxiety, negativity and all the other things that inhibit our happiness naturally inhibit the quality of our teaching also. I’ve written before about two ways I deal with stress. I think it’s important to talk about this subject as the statistics are so damning.

To maintain a tidy classroom, we develop daily, weekly and yearly habits. One-off fixes are insufficient. I have found maintaining a stress-free and resilient mind is much the same. I have had to develop daily, weekly and yearly habits that help me maintain equilibrium. This isn’t to say my mind is squeaky clean. Much like the classroom, every so often someone bursts open one of those yoghurt tubes (don’t get me started) and makes a huge mess. Thanks to productive habits, however, the mess doesn’t last forever.

Reading and listening to philosophy has been one of my cornerstones. It keeps the principles and practices I value at the forefront of my mind and consuming them prevents me from slipping into old habits. Reading is great but it is my holy grail. I love a podcast, audiobook and youtube clips too as I can listen as I carry out mundane tasks. 

A short book I loved recently and which gave me perspective was Seneca: On the Shortness of Life. It includes three letters: one to Paulinus, one to his mother and one to Serenus. The whole book is 100 short pages and I was the full cliché highlighting quote after quote. I’m going to let the quotes speak for themselves. If you like the book but you’re still not sure, I’m going to include a link to get the first letter for free below.  

My 5 Favourite Quotes that Teachers May Find Thought-Provoking

“You will find no one willing to share out his money; but to how many does each of us divide up his life! People are frugal in guarding their personal property; but as soon as it comes to squandering time they are most wasteful of the thing in which it is right to be stingy.”

“It is generally agreed that no activity can be successfully pursued by an individual who is preoccupied since the mind when distracted absorbs nothing deeply, but rejects everything which is, so to speak, crammed into it. Living is the least desirable activity of the preoccupied man.”

“One person who has achieved the badge of office they coveted longs to lay it aside, and keeps repeating ‘Will this year never end?’

“But nobody works out the value of time: people use it lavishly as if it cost nothing. But if death threatens these same people, you will see them praying to their doctors; if they are in fear of capital punishment, you will see them prepared to spend their all to stay alive. So inconsistent are they in their feelings. But if each of us could have the tally of their future years set before him, as we can of our past years, how alarmed would be those who saw only a few years ahead, and how carefully would they use them.”

“It is no use pouring any amount of liquid into a container without a bottom to catch and hold it, so it does not matter how much time we are given if there is nowhere for it to settle; it escapes through the cracks and holes of the mind.”

Reading books like this one remind me that the day-to-day things that are inclined to stress me are generally meaningless in the wider scheme of things. They help me discard the frivolous thinking and time-wasting I can fall into when I’m not exposing myself to these habitual reminders.

I’d recommend downloading his first letter for free below. You can view this file as a PDF or put it on your kindle to see if it’s for you. You can also take the plunge and buy the full book here. If you want to receive a weekly email from me every Monday that includes a strategy for behaviour and inclusion alongside a thought that links in with topics like stress and mental health, you can subscribe below.

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Behaviour Management

8 Ways to Motivate Children Without Rewards

Different strokes for different folks is becoming my new behaviour policy. What works for me as a teacher, might not work for you. Ditto if your parent. Definitely, if you’re a child. The more I have studied behaviour, the more I have come to wonder why would you marry a single philosophy when there are so many options out there? Handcuffing yourself to a single set of beliefs just limits your options. Develop preferences for sure. But if your strategies aren’t serving you, the adult you’re trying to advise or the child, it’s time to change it up and try something new. As long as the approach abides by obvious ethical parameters, its an option.

Reward systems usually evoke strong opinions. Adults can love or hate them. They can rely heavily on them or avoid them like the plague. The truth, as always, lies in the middle. I wrote a piece about developing top-quality reward systems but I acknowledge they are not for everyone and different strategies are needed. But how do we motivate children to behave and learn without rewards? Here are eight different options:

  1. Providing Choice is a strong motivator. It gives ownership to students over their learning and behaviour. Depending on the situation, you can offer them a choice over what they learn, how they learn and where they learn. (More on choice here)
  2. Providing Competition motivates students. The teacher can set a challenge for the child to overcome. They can challenge a child to beat their own personal best. In the appropriate contexts, they can even pit children against their peers. Healthy competition is part of life and should be harnessed positively.
  3. Technology always is appealing to students. They will jump at the chance to achieve learning objectives using technology instead of using pen and paper. Creating their work digitally, photographically or through video will inspire them to apply themselves.
  4. Art should never be underestimated. Whether it is creating work using new and colourful stationery or reacting to a stimulus through clay or painting, children are often motivated by presenting their work artistically.
  5. Drama stirs children’s imagination. A topic such as the Vikings can be very uninspiring in a textbook, but if it is brought to life through role-play, freeze frames and conscience alleys, it suddenly becomes a world of fun and motivation to get involved.
  6. Mysteries that need solving stoke a child’s curiosity. Give them clues and the resources and support to solve them and they will work like detectives to scratch the itch and find out what the answer is. 
  7. Surprises aren’t for everyone. Some children who are anxious need predictability. Depending on your class, however, inserting novelty and surprise activities can shake off the funk children fall into if they find routine monotonous. Variety is the spice of life and it adds motivation to the mixture too.
  8. Deadlines are simple and effective. Whether you introduce a short term deadline with a radial timer or a longer-term deadline, these can motivate children to achieve task completion before the deadline runs out.

Each of these eight options provides effective motivation on their own or paired with a reward system. Incorporating them into your daily routine will prevent misbehaviour before it has a chance to arise and an ounce of prevention is worth a pound of cure.

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Behaviour Management parenting

Top Quality Reward Systems

Top quality reward systems can be a great way to start the year and establish the standard of behaviour you want in your classroom. They can be fantastic for intervening if a class is particularly challenging to work with. They can be a wonderful way to motivate children or an individual child to apply themselves to a task. 

By committing to a reward system, you are taking a primarily positive approach that will objectively show you if the desired behaviour is increasing and if you are rewarding it regularly. 

This article explains what the key elements are, what the steps involve and common reasons that they may not work.

Four Keys to an Effective Reward System

Lock in these four keys before creating your system. All successful reward system have these four elements in common.

  1. The students must find the reward desirable. If they don’t, the system will be doomed to fail. Provide choice and pick suitable rewards that you both can agree on. Beware of “reinforcer satiation”. This is where a once desirable reward has lost its novelty. Keep it fresh and change it up.
  2. Ensure the behaviour is defined, explained and practised. Choosing between one and four behaviours for a whole class will keep it extremely clear what is expected. Instead of rewarding “being good”, reward “listening when another is speaking”. Reward the specific behaviour you want to increase. Spend time practising what it looks like as you introduce the system. Ensure the behaviour is within their ability.
  3. Decide how often the children will need to be rewarded. When you set up the system first, reward frequently and overtly. This makes it crystal clear what you are rewarding. Pair your rewards with very specific positive language. “Excellent Caleb, I noticed you were looking at Ellen when she was talking, I have to reward that”. Watch as that behaviour spreads through the room. As the days pass, gradually reduce the frequency at which you reward the behaviours but still intermittently reward and praise them. Wait until break time to reward them. Delay it until the end of the day when they are ready. Finally, the end of the week. If the standard of behaviour drops, increase the frequency you reward again. Find the sweet spot and gradually reduce.
  4. If the behaviour is not forthcoming, do not give them the rewards but equally, do not complain. The attention and rewards are solely for the students who are performing the behaviour. This provides consistency in your approach and will harness children who love any attention to your advantage. If they want your attention, they must play by the rules the teacher and students have agreed.

Five Steps to Implementing a Reward System

Whatever you do, spend time working through steps one to three. Think of it like building a house. Build solid foundations and your house will stand the test of time and stormy weather. If you skip the foundations and start by creating a lovely display, you are building on sand and it is sure to decrease the chances of success.

  1. Write and explain clear definitions of the behaviour you want to increase. Actions that can be seen and heard and cannot be argued.
  2. Establish how often the defined behaviour occurs before implementing the system. This helps you decide how often you need to reward it. Raise the standard and increase the time between behaviour and reward as they improve.
  3. List a menu of rewards that they can choose from. Let them have a say in this step to increase compliance.
  4. Create an attractive display. This will maximise buy-in from the kids.
  5. Explain the system clearly.  Taking the time to do this reduces ambiguity and creates excitement as the children can see clearly what they have to do to be rewarded.

Four Reasons It’s Not Working

There is no magic strategy that will solve all problems. Maybe a reward system is not suited to your context. However, there are four common reasons why reward systems fail. Consider these issues and how you might fix them if this ever applies to you.

  1. The students may not clearly understand the expectations or the behaviour may not be within their ability. Put more time into explaining and practising the behaviour you want to increase.
  2. You moved too fast from continuously rewarding the behaviour to infrequently rewarding it. Return to immediately rewarding the specific behaviour you want to increase.
  3. Reinforcer satiation has occurred. The once amazing reward that was on offer has lost its shine. Change the system and rewards to freshen things up.
  4. There are inconsistencies. The child knows that the reward will be given to them anyway. Maybe, they are getting negative attention which they find rewarding. Once the system is set, finetuned and explained, it needs to be executed consistently by all adults in the room to maximise its impact.

Giving children rewards for positive actions and behaviour creates a rapport between teacher and student. If the four keys are secure and the five steps have been taken in the correct order, you will slowly be able to reduce the reliance on your reward systems as the children habitually perform the behaviour. Reward systems are a valuable part of a teacher’s toolkit. Ensure that you use them correctly.

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