Rage to Reason - Amy Buie

69 Pages·2016·2.41 MB·English

Rage
 to
 Reason
Behavioral
 Intervention
 and

Treatment
 for
 Explosive
 Behaviors
 in

Children
 with
 Emotional
 Disorders

Amy
 Buie,
 MEd,
 BCBA,
 LBA
[email protected]
Regulation
The
 ability
 to
 experience
 and
 maintain
 stress
 within

one’s
 window
 of
 tolerance.

 Generally
 referred
 to
 as

being
 calm,
 focused
 or
 relaxed.

 This
 term
 is
 utilized

by
 literally
 every
 scientific
 discipline
Dysregulation
The
 experience
 of
 stress
 outside
 of
 one’s
 window
 of

tolerance.

 Generally
 referred
 to
 as
 being
 stressed

out,
 or
 in
 a
 state
 of
 distress.

 It
 is
 believed
 that

affect
 dysregulation is
 a
 fundamental
 mechanism

involved
 in
 all
 psychiatric
 disorders
 (Taylor,
 et.
 Al

1997)
Dysregulation Dysregulation
Hyper-­‐arousal Hypo-­‐arousal
• Unable
 to
 focus
 or
 sit
 still • Defiant
• Will
 not
 adhere
 to
 rules • Withdrawn
 from
 peers
• Aggressive • Tardy
• Resistantto
 directives • Absent
• Argumentative • Disassociates-­‐shuts down
• Anxious
 before
 tests • Avoids
 tasks
• Impulsive • Numbs
 out— “I
 don’t
 care”
• Risk-­‐Taking
 Behavior • Forgetful
Communication
 of
 Needs
• Communicating
 that
 he
 is
 in
 a
 state
 of

stress
• Voicing
 his
 needs
• Unequipped
 to
 self
 regulate
• Unable
 to
 calm
 his
 own
 nervous
 system
Planned
 Ignoring
An
 extinction
 procedure
 for
 behavior

maintained
 by
 positive
 reinforcement
 of

attention.
No
 longer
 give
 attention
 to
 the
 behavior
 so
 that

it
 is
 no
 longer
 reinforced
 and
 therefore

extinguishes
 the
 behavior
What
 about
 using
 planned
 ignoring
 when
 a
 child

is
 dysregulated?
When
 problem
 behavior
 occurs:
1. Determine
 the
 function
 of
 the
 behavior
2. Determine
 the
 reinforcement

3. Determine
 consequences
Immediately
 following
 a
 problem
 behavior
 we

typically
 ask
 ourselves,
 “What
 should
 I
 do
 about

this
 behavior?”
This
 leads
 to
 consequences
New
 questions
FIRST:

“What
 can
 I
 do
 at
 this
 very
 moment
 to
 improve

my
 relationship
 with
 this
 student?”
SECOND:

“What
 do
 I
 want
 them
 to
 do
 instead?”
Heather
 Forbes
Beyond
 Consequences
Creating
 a
 Trauma
 Sensitive
 Classroom!
Create
 a
 sense
 of
 belonging
• Historically,
 humans
 lived
 in
 multi-­‐
generational
 and
 multi-­‐cultural
 settings
• We
 are
 biologically
 designed
 to
 be
 in
 a

community
• We
 all
 need
 to
 belong
 and
 fell
 like
 we
 are

important
• “You
 are
 one
 of
 us”
 verses
 “You
 are
 not
 one
 of

us”