Dealing with Severe and Persistent Temper Tantrums

Hi Mark,

My mother S___ talked to you and then bought your program for my wife J___ and I. We have two boys Sammy 8 and Andy 4 (turns 5 Aug 20). Both of our boys have tons of energy and are very strong-willed. We're concerned about Andy's behavior however, we're optimistic that the program will also help Sammy. We've worked through Session 1 and 2 and have experienced some positive results despite the opposition at times. Our new "outlook" has not been popular especially with Sammy.

Andy can be having a wonderful day and then suddenly "snap" and go into another place where he is defiant, annoying, and ignores any type of authority or discipline. He will lose one toy after another and not seem to care. He will not stay in a time out. He's aggressive and borderline abusive with our dog, his brother etc. He can get very physical. He gets this Jack Nicholson (shining) look on his face. He even does the eye roll. It's like a switch has been thrown and nothing can turn it around. Yesterday the "switch" was thrown over getting dressed. He wanted to put on his pajamas. Jackie said "no" that he needed put on clothes for the day.

He will be entering kindergarten this fall (three weeks). Although he is not interested in the academics, he's big for his age, extremely athletically talented and very social. Until summer, he had been attending a pre-school three days a week. All of his caregivers are totally convinced that he is ready to go even though he is young. We're very concerned about his behavior once he starts school.

We were first alerted of his behavior weirdness while he was at preschool. The caregiver lost control of him completely as he trashed the place, hurt other kids and scratched, and pinched her. Up until then, they praised his behavior and never had any issues with him. He was a great, mellow, happy baby.

The 2nd red flag involved Andy attending a two week day camp for 5 yr. olds. We thought this would be a wonderful social opportunity for him to prep for kindergarten. It was an absolute disaster. Two young, rookie councelors had 12 kids. We barely made it through the first 4 days before the 3 day weekend. Although the program was totally unorganized, Andy was defiant, showed no respect for the councelors and was "not nice" to his fellow campers. We pulled him after the 1st day of week two when I got a call that Andy was completely out of control and hurting other kids and the councelors.

It seems as though if there's any hint of lack of control, he'll do whatever it takes to escalate the issue, or get control himself. Once he's in the zone, it seems that nothing will get through to him. He doesn't compute consequences to promote good behavior. This throws him into rage and he acts out even more.

Sammy has always demanded an extreme amount of attention and because he's older and very athletically gifted as well, he's been in the spot light. We've really tried to give both of our kids equal attention and praise. It seems as though we've been over the top on the praise. Sammy and Andy fight and play wrestle quite a bit and it always leads to someone upset or crying. Sammy is not very nice to his little brother as he sees him as annoying. Andy of course provokes and pushes all of the right buttons.

So here's an introduction to our challenges. I'm sure you'll have questions, but we're stuck on what to do in the heat of the moment, when he's in the zone. He could care less if we take away all of his toys. Last night, I led him into the car, buckled him in and told him that he was going somewhere else to live, that he obviously didn't want to live with us, respect us or listen to us. I was prepared to drive down to the police station, when he finally snapped out of it, started crying and climbed out of the car and ran back into the house. He quickly picked up the board game that he had dumped got ready for bed and seemed sincerely sorry for how he had behaved. However, Jackie informed me that he was unaffected this morning and refusing to put on his clothes.

There you have it. We'd love some feedback. We're excited about your program and we want to get our kids back on track. Thanks for listening.

D.

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Hi D.,

So we’re talking basic temper tantrums here. Here is a list of ways to avoid and also deal with temper tantrums:
  1. Allow a grace period before an activity ends - This is one that I have started doing constantly with our grandson, Jake, and it has worked wonders for us. Carry a timer or even use the alarm on a cell phone. Tell your kid for example "OK you have 5 minutes left to watch TV before bed. When the alarm goes off then time is up". I normally play the alarm to let Jake know what it will sound like before I set it.
  1. Allow options! - Give a little leeway and allow your kid to make some choices for himself. Ask "Do you want to wear the green shirt or the blue shirt today?" Allowing your kid to be active in choices when appropriate will help to prevent power struggles.
  1. Count - If you kid is starting to get worked up step aside with your kid and say "Lets count". This will help to distract your kid and refocus his mind on something else. Count with your kid until he calms down. Then you can calmly discuss the situation that caused a tantrum if needed.
  1. Distraction - If a situation is getting touchy and you know that your kid will throw a tantrum redirect their attention immediately. If it’s raining outside and the kid is throwing a tantrum to go outside think of an indoor activity that your kid loves and suggest it instead.
  1. Do not reward - Don't reward your kid after a tantrum. They may associate tantrums with ways to get better treats.
  1. Don't ask! - Avoid arguments that will lead to tantrums by NOT asking your kid to do something that they have to do. Don't ask "Ready to brush your teeth?" Instead say "OK time to brush your teeth now."
  1. Establish a reward system for good behavior - Set up a chart with your kid’s name on it and squares for each day of the week. Buy some stickers that your kid likes. When your kid has a good day have him place a "reward sticker" on the square for that day. You can offer different rewards for different amounts of stickers. We offer Jake a prize day where if he has had good behavior for the week then we will get him a "prize" while he is at school. We have done toys (small toys like cars, trucks, etc), movies, and books.
  1. Establish a routine and stick to it! - This can help eliminate many many nighttime tantrums. Once your kid learns what is expected to happen there will be less of a struggle and less tantrums.
  1. Ignore - Sometimes its best to ignore a tantrum that is being thrown for the sole purpose to attract your attention. Tell your kid that when he decides to act appropriate then you will pay attention. After the kid has finished the tantrum then provide the attention wanted.
  1. Never give in - Giving in to a tantrum will only encourage the behavior and will result in the kid throwing tantrums more often. If your kid knows that you will cave if he throws a tantrum then it will most likely happen anytime you refuse to give something wanted.
  1. Remain Calm - I know it’s hard to do, but if you remain calm then it will help to shorten your kid’s tantrum and help keep you sane. Spanking or yelling at your kid while he is throwing a tantrum will only make the tantrum worse and cause you to become madder.
  1. Reward positive behavior - Positive re-enforcement of good behavior is a good way to prevent tantrums. Kids will want to make you happy and if you are super excited about good behavior they will try to repeat. "Great job sharing your toys!"
  1. Tolerance - How many times do you say NO to your kid each day? Avoid fighting over minor things to help prevent tantrums.
Remember to ignore the disapproving glances by others in the stores if your kid is throwing a tantrum. Handle the tantrum appropriately and remember that they have either been in the same situation with their kid or its been so long since they had to deal with a tantrum that they have forgotten what its like. It will take some time but being consistent with how you handle tantrums will help to eliminate most if not all of them in the future!

Mark Hutten, M.A.

Grounded for 2 months?!

Hi Mark, I'm asking for some advice regarding a certain situation with my son. I had given you a little background in an e-mail I sent you earlier this week. My son is 15, has a girlfriend, and since she has come into his life, my son has changed quite a bit. The girl and her family are not the kind of people I care to have my son spending time with. She has an older brother, and he is a very negative influence on my son. He lives the "thug" life, acts like a thug, and I simply don't trust him. He is soon to be 18, lives at home with his family, doesn't have a job, and just recently received his GED. He's very "sneaky" in the way he acts. I have my suspicions that this boy has influenced my son with things like drinking, cigarettes, and possibly marijuana. I have no proof, but I have my suspicions. My son is grounded at this time for sneaking out of his bedroom window and going to his girlfriend's. The mother and girlfriend both lied to me when I called the morning I realized he wasn't in his room. This being said, my concern is when school starts on August 25th, and my son is back into his "school routine", he will be associating with his girlfriend once again. I told him he would be grounded for 2 months, and he told me that he WON'T be grounded during school. He will come home at 5:30 for dinner (this has always been a non-negotiable rule with me) but other than that, he will do what he wants after school. He said if my husband or myself goes to school to pick him up, he will just "wave at us and walk by". I know I need to be careful what I say about his girlfriend and her family, because I don't want him to rebel in an extreme way. If I were to tell him that he is forbidden to spend time with them, I'm sure he will do whatever he has to do, to get away from me/us, and go over there. What is your advice for this situation? I'm really dreading school starting. Thank you, M.


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Hi M.,

Grounded for 2 months?!

No offense, but it doesn’t sound as though you watched all the Instructional Videos in the online version of the eBook?

All parents dread the day when their son or daughter comes home with a new love interest. There will be many relationships that you know will not work out. And while you might be tempted to share your opinion with your child, I would suggest you didn’t. One point I can’t stress enough is to never tell your child you disapprove of his girlfriend. 

This will only make him that much more attracted to her. If he asks your opinion, you can say that the girl isn’t the person you would have chosen for him, but it’s his life and he has to figure that out for himself. If you keep telling him how bad of a person his new fling is, she could turn out to be your daughter-in-law. 

==> JOIN Online Parent Support

I know this from first hand experience. My wife hated my daughter’s high school boyfriend - even forbid her from seeing him. All this did was make her want to see him even more. At one point my daughter said to me, “When my boyfriend and I would have disagreements, I would not see that the relationship wasn’t working. I would only see that I had to make it work to keep mom from knowing she was right about him all along.” 

You have a Romeo & Juliet phenomenon on your hands that will need to be diffused (if not, they will work harder at sneaking rendezvous behind your back). Unfortunately, if your son wants to be with someone -- he'll find a way, no matter what you say or do. Parents can only guide their children in the right direction and hope for the best. If they do a good job, their children will make the right decision all on their own.

Since you will not be successful at keeping those two apart, you must adopt a philosophy of “if you can’t beat ‘em - join ‘em.” In other words, they should be able to see one another within limits, and you decide what those limits are. Maybe your limits will look something like this: 

 · They can be together at your house only during those times that you are home and can monitor their behavior (if not, she has to leave).

 · Or you could schedule some activity for them in which you would be a distant chaperon (e.g., take them to a shopping plaza and tell them to meet you back at the coffee shop in exactly one hour). 

 · Or your son is allowed to go over to her house for a designated time period (if he violates the time limit, there is a consequence that is commensurate with the “crime”).

 Figure out a way for your son to see his g-friend in a way that will keep him safe. This is the best you will be able to do. Otherwise, you are likely to get sucked into weeks – if not months – of power struggles. 

 Mark

==> JOIN Online Parent Support

Emotional Bullying

Hi Mark— I want to start by thanking you again for your continued support and constant flow of information on your website. I have just completed the program and have seen positive changes in my 11-year-old son at home. He still continues to CONSTANTLY ANNOY others and put them down. He does this to his friends and other children in our neighborhood. He has been tackled two times this summer because of his mouth. I do not know what to do. I know that he is constantly putting down people because of his own self-esteem. We are trying hard to follow all steps of the program. I review them several times a week. Please let me know if there is something else we can do to help him not to make fun of people and feel better about himself. Thank you. J.

Click here for my response...

Son refuses to go to school...

"My 15 year old son refuses to go to school, but otherwise is a good kid. How can I make him do school work? He attends a private school. He says he can't "force" himself to do it."

Click here for my response...

Our problem is that he is never home...

Hi J.,

== > I’ve responded throughout your email:

Mark,

To catch you up and again some suggestions for guiding us (parents). M______ was successfully released from probation end of July. Just as we predicted, he has been out of control. He is 17 1/2. He has joined up with some friends who are known to buy/do weed. He has been linked to buying/doing weed as well. Not sure how "hooked" he may be--this is all hear say. He is told if he is not home by parent set curfew, he is not to come in the house. He may sleep in the shed if he does come home. We have let him in several times when out with his g'friend as she does call with their where abouts and are home soon after. We do trust her and she has confided in us about some of the things M has done/is doing. We have told him also that the security system is on, and he may not come into the house until a parent is home (we deleted his pass code).

== > This is all good. Great job!

He still is maintaining his job (Dad or g'friend or g'ma drive). He broke the power cord to his lap-top so has no internet (we lock ours). We confiscated his cell (he paid for phone we pay service/he pays "overages"), and the state suspended his driving license due to too many points. I will be DCing his phone service permanently this week as soon as I can get to the store. We (parents) do not plan on signing for his license when he is eligible (he believes we will "cave"). Told we would not drive him to/from school, he could take the bus, or travel with friends. He was told he can buy his own power cord when he has the money and can get one at retail, we would not loan him the money, or order one thru the internet. I stopped doing his laundry due to foul language aimed at me.

== > I think you hit another home run here!! Wow!

As incentives, he can "earn" back me doing laundry and driving him to/from work by not swearing and making his curfew for 3 consecutive days (has not done it yet). Can "earn" back license and use of a car by attending school, no swearing, picking up after himself, and coming in by curfew, passing drug screens (I bought these but so far has refused them), and must do this for 6 weeks and ONLY then with GPS teen tracking system on the car. (We know you recommend 7 days max, but we would be held legally responsible for anything happening to him/our vehicle and if he wants a car sooner than this, he can buy his own. Is this on track?)

== > Most definitely. You are a great role model for other parents who have trouble with the “tough love” concept. Before I read on …I want to say something at this point. Even though things may be far from perfect – can you imagine how bad things might have been had you not made your son accountable on these important issues?

Our problem is that he is never alone/home. He is with his g'friend or not home. He refuses to talk to us about the above. We can't even tell him the consequences because he starts yelling/swearing. We try to discuss him moving out in 6 months, but again, yelling. We find it impossible to tell him anything positive/and "I love you" when we don't even see him. How do we get our message to him?

== > I think you have bigger fish to fry than “swearing” at this stage of the game. He is an adult. Shift to helping him make plans to move out. Put it in writing – short and sweet – and let him know he has a deadline to be packed up and moved out.

Also, last night, he missed curfew (1/2 hour), started calling cell phones, house phones, knocking on the bedroom windows, and ringing the doorbell. The phones we can turn off, but we have to get up early for work, and have a younger child who really needs to be sleeping. Husband opened the door, and M barged in when told to stay out. Any ideas on keeping him out besides police involvement? The local police have told us they would make us allow him into the house as he legally lives there.

== > I want you to begin to focus on him moving out at this point. All the other stuff is water under the bridge. Here’s what one single father did who was in the same boat as you:

1. He told his son he had a deadline to be moved out (the day after his 18th birthday).

2. One week before the deadline, he took his son apartment shopping.

3. His son didn’t like any of the apartments – so Dad said, “Do YOU want to pick – or do you want ME to pick?” …The son picked.

4. Dad helped his son move – and even paid the first 2 months rent.

5. Lastly, he told his son he is always welcome to come home for a visit – but can no longer live there. Dad also said, “In the event you get evicted for not paying your rent, there is a Mission - The Christian Center on Main Street - that will take you in temporarily.”

End of story.

This father was not being cruel – quite the opposite. He was a good student of Online Parent Support and knew exactly what he had to do to “foster the development of self-reliance” in his son.

The latest parenting challenge is dealing with emerging adults who have no intention of leaving the nest. Many 18 to 29-year-olds either return home after college or they've never even left home. The media refers to them as "Boomerang Kids." Parents are worried that their kids won't leave home.

This new phenomenon is highlighted in the movie "Failure to Launch." Matthew McConaughey plays Tripp, 30-something bachelor whose parents want him out of the house. They hired Paula (Sarah Jessica Parker), an interventionist, to help him move out. Paula has a track record of successfully boosting men's self-confidence to cause them to want to be independent.

Interestingly, this story line is not as far-fetched as it may seem. Young adults are indeed becoming more difficult to coax out of their comfy childhood homes. Since the '70s, the number of 26-year-olds still living at home has nearly doubled! Here are the top four factors contributing to this change:

They Are Unprepared—They are overwhelmed or unmotivated to live independently. They would rather play it safe by occupying the family home, playing computer games, and delivering pizza.

These kids often grow up living the life of the privileged. Here well-meaning parents provide their children with all the amenities congruent with an affluent lifestyle. The parents are focused on doing more for their children than what their parents did for them-at the expense of keeping them dependent. Kids don't move out because they've got it made!

When your financial generosity isn't combined with teaching kids how to become self-sufficient at an early age, we cannot expect them to automatically possess adequate life skills when they reach legal adulthood. How will they gain the skills to confidently live their own life, when they haven't had the opportunity to do things for themselves?

They Are Cautious or Clueless—They are committed, but unsure how to discover their ideal career path. They approach college with the same trial and error mindset their parents had only to find out that it no longer prepares them for today's competitive world.

Parents do their kids a disservice by waiting until they are 17 or 18 before initiating career-related discussions. In our dynamic society where change is a daily diet, this is much too late! It's best to start young, at age 13.

This stage of development is the perfect time to begin connecting the dots between what they love to do and possible career options. It can take years to prepare for the perfect career. Beginning early will help teens maximize their opportunities in high school and make college a much better investment.

They Have Personal Problems—They don't have effective life coping skills, have failed relationships or are grieving some other loss or wrestling with a challenging life event.

In "Failure to Launch," we learn that Tripp's parents indulged him largely because the woman he loved died and he hadn't gotten over his loss. When Tripp fell in love with Paula-the new girl of his dreams-his self-sabotaging habit of dumping a girl before she can get too close got reactivated. Finally, his friends intervene and Tripp eventually faces his demons, to everyone's delight.

If your teen is struggling emotionally, don't make the mistake of thinking it will somehow magically get better without an intervention. Tough love requires that you insist your adolescent get professional help so that he or she can move forward. If you don't know how to have that kind of conversation, consider getting help from a parenting expert.

They Have Mounting Debt—They've accumulated significant credit card debt and moving back in with their parents is a way to pay it off.

According to the National Credit Card Research Foundation, 55% of students ages 16-22 have at least one credit card. If your teen falls into this group, make sure you monitor spending together online. Helping your teen understand how to budget and manage credit cards will be important for handling a household budget in the future.

Kids can't learn to manage money if they don't have any, or if parents always pay for everything. If your offspring moves back home, I recommend you charge a nominal amount for room and board. As an adult member of your household, it's important for your young adult to contribute to household chores and expenses.

If the purpose of your child's return home is to pay off bills or a college loan, have a realistic plan and stick to the plan to make sure your young adult moves out of the house.

Determine Goals and Stick to Them—Most parents enjoy having their children visit and will consider offering some short-term help. However, indulging an adult child's inaction does not help your son or daughter begin their own life. If your child defaults on your agreement, be willing to enforce consequences, to help him or her launch into responsible adulthood.

Mark

My Out-of-Control Teen

I am not alone in this "battle"...

Dear Mr. Hutten:

I cannot tell you how excited I am to begin implementing your parenting techniques. I just ordered the Online book, and have read up to page 30 (end of Session #1).

I have to admit, it was nice to read that I am not alone in this "battle" with my son. He just turned 15 last month, but his attitude and demeanor started to change in February/March, when he met his girlfriend... His grades started dropping (he had been an A/B student until this point). He failed a semester of Spanish, then a semester of Biology; didn't care about anyone else, has ONLY cared about himself, but yet, he cannot accept responsibility for himself. Like you stated, he blames EVERYONE else for his actions. So, yes, everything I have read so far, I can truly relate to.

My son is in counseling. I wonder now if that is where he needs to be. His father and I are divorced (have been for 10 years - I remarried 3 1/2 years ago). My son has issues at his dad's, with his dad's girlfriend. Dad likes to take the girlfriend's side on everything. I have always been the disciplinarian, dad has always been the "toy" and the "giver"... I do know that my son has been hurt by his dad's actions and the fact that dad never stood up for him in certain instances at their house. So I wonder if he has some deep down hidden anger. If he does, isn't that something that he really needs to talk to a counselor about, so he can overcome what he feels? I'm very confused about counseling now.

When my son first started to fail in school, he was grounded for a full marking period - 6 weeks. In hopes that would get his attention and he would pick his grades up. He was grounded with NO privileges, had to sit at the kitchen table, on a hard wooden chair, no t.v., no phone, etc. He passed the next marking period. BUT... started failing again the last semester. So, in all, he sat for 18 consecutive weeks at the kitchen table, without privileges. And unfortunately, he seems pretty proud of that.

The thing that brought me to this point, and prompted me to find you online, was the fact that he had snuck out his bedroom window (2 days before we were to leave for vacation, mind you), and my husband had to call me at work and tell me my son wasn't home. I immediately left work to go back home. He went to his girlfriend's house (big surprise). (he also admitted that this was not the first time he had snuck out the window, he had been doing it quite frequently). But later admitted to me that the girl AND her mother, both lied to me when I called to see if he was there. Needless to say, he is once again grounded. Obviously, I don't have any respect for the mother now, and I am not thrilled with the daughter either. The whole family has been a bad influence on my son, and I hope these issues are also discussed in your book. I thought if I limited my son's time with the girl and her family, that would be better than the argument/fight I would be in for by telling him that he was forbidden to spend time with them at all. Like you said, I can't control him.

I feel like I have been doing the majority of the things stated in your book. Except for the "poker face". That one tends to be a little difficult for me. But I have remained calm during our "talks". I have already figured out that I get absolutely nowhere with my son when I raise my voice. I fall under the "Indulgent" parent category, and my son would fall under the "Scapegoat" category.

I'm sure I will be in touch with you again, during this process, asking for help, guidance, etc. I would like to thank you for putting your information/experiences together in a book for us parents who are dealing with out of control teenagers. I feel a bit of relief already, just after reading the first 30 pages. I will follow your instructions, one session per week, and will prepare myself for the "it will seem worse before it gets better" period. I know it's a struggle, but he is my child and I love him to death. I would/could NEVER turn my back on him. As parents, we have to take the good with the bad, and I'm hoping this is as bad as it will get, but I won't hold my breath...

Again, thank you, and I look forward to our home life getting better with the help of your step-by-step book.

Sincerely,

M.,
(A desparate mom)

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Hi M.,

Be sure to watch ALL the Instructional Videos that are in the online version of the eBook.

I can see from reading your email that you will have some areas to work on.

Thanks,

Mark

Online Parent Support

School Behavior Problems

Hi Again Mark,

It’s the beginning of week 4 and I’ve just finished reading through the last sections. We’ve continued to make great progress at home and the positive behaviours we’ve started to see from our son are nothing short of amazing. I’m sorry to ask the same questions, but I still don’t know how to handle a couple of situations. I hope you can help me with some specific ideas.

As I mentioned, our son will often become over-excited in social situations and be either annoying, offensive and/or aggressive. This can even escalate into a violent tantrum. We can now handle any meltdowns at home quite well with poker face etc. and mostly ignoring him until he’s calm. This has worked really well and we even got an unprompted apology the other day (unheard of!). My question is: if he’s in a situation where I can’t ignore or leave him alone because he may harm/disrupt others, how do I handle it without giving him any intensity – especially if it usually means we may have to physically remove him from the situation?

My second question is about school again. Unfortunately since I last emailed, he was reported for hurting another boy, given a suspension and told that one more physical incident will mean being expelled. I guess all I can do is stick to the program and hope that doesn’t happen. But also as I mentioned, he comes home each day with a report of how he’s performed against a set of ‘goals’ - ie key areas he MUST improve in – if he can’t, again he will be asked to leave the school (which I think will destroy him). He is given a ‘score’ of 1 (good) to 3 (bad) each day for: sitting still, listening without interruption, working in a group and respecting others. He is still constantly getting 3s. Should I let this run its course? Or should I impose consequences for constant bad scores as they essentially mean he’s behaving badly at school?

Thanks so much again
L.

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Hi L.,

Here are some ways to start dealing with problems or potential problems early, when there is still time to work with teachers and administrators to make school a tolerable place for your son.

  1. Listen when your son talks— Kids don't answer the question "How was school?" because they know parents only want to hear good news. Parents should reconnect with what it really feels like to be in school -- the uncomfortable desks, the stuffy classrooms, the disengaged teachers, the work that is either too easy or too hard. Think about what it really feels like to be your child at school. Ask questions about feelings, and really listen to what he or she says. Don't be quick with a pep talk and a pat on the back. Having someone to listen, without judging, can help defuse some of the frustration that might later erupt in dangerous behavior. And if you listen closely, you may be able to figure out other ways to lessen your child's emotional burden.
  1. Be realistic about your child's abilities-- Pushing and motivating and holding high expectations can drive some children to be all they can be, but it can drive others straight into anxiety and depression. Would you want to work at a job, day in and day out, where you always had to be at the top of your abilities, handling things you weren't quite on top of and hoping things turn out alright? Kids can't quit, and they have very little recourse in terms of demanding better working conditions, but they can find all sorts of ways to act out their anger and despair. Be honest and compassionate when considering what sort of classroom your child will learn best in and what sorts of supports he or she will require. Academics are important, and it's not wrong to make them your biggest concern, but emotional support and feelings of mastery are important, too.
  1. Be respectful of authority yourself-- We all know how important it is to fight for our children and be strong, effective advocates. That struggle may lead us to conclude that some teachers and some administrators are not worthy of our respect, and their judgment is subject to doubt. But be very, very careful how you communicate that to your child. You may think the message you're giving is that grown-ups can be wrong, and you will always stick up for him, and she should value herself even when others criticize. The message your child receives, though, may be that it's okay to be disrespectful to teachers, the rules don't apply to her, and you will clean up every mess he makes. That's an attitude that's sure to cause major problems at school, and beyond -- if you teach a kid to question authority, sooner or later he's going to question yours.
  1. Volunteer at your child's school—Being a presence at your child's school -- whether you volunteer at the library or help in the lunchroom, serve as class parent or staff special events -- pays numerous dividends. It gets you known by the administration in a non-adversarial context. It lets your child know that school is important to you and a place you want to be. It gives you an opportunity to observe what goes on in that building, from the conduct of the students to the morale of the teachers. If you can't spare the time to volunteer during the school day, attend every Home and School Association meeting you can, and be sure to show up for Back to School nights and teacher conferences. When school personnel get to know you as an involved and interested parent, they're more likely to be your ally when problems come up.
  1. Request an FBA— If the school is sending home complaints about your child's behavior -- and expecting you to do something about it -- put the ball back in their court by requesting a Functional Behavior Assessment (FBA). This will force school personnel to really think about your child's behavior, not just react to it. An FBA examines what comes before bad behavior and what the consequences are for it; what possible function the behavior could serve for the child; and what sorts of things could be setting him or her off. If a child finds classwork too hard or a classroom too oppressive, for example, getting sent to the hallway or the principal or home could become a reward, not a punishment. Conducting an FBA and writing a behavior plan based on it is probably the best way to head off discipline problems. If teachers and administrators refuse to go along with it, you might need to do a little behavior analysis on them.

A Functional Behavioral Assessment (FBA) is an attempt to look beyond the obvious interpretation of behavior as "bad" and determine what function it may be serving for a child. Truly understanding why a child behaves the way he or she does is the first, best step to developing strategies to stop the behavior. Schools are required by law to use FBA when dealing with challenging behavior in students with special needs, although you may need to specifically push for it. The process usually involves documenting the antecedent (what comes before the behavior), behavior, and consequence (what happens after the behavior) over a number of weeks; interviewing teachers, parents, and others who work with the child; evaluating how the child's disability may affect behavior; and manipulating the environment to see if a way can be found to avoid the behavior. This is usually done by a behavioral specialist, and then becomes the basis for a Behavior Intervention Plan.

Examples: A student may act up frequently and be sent to stand in the hallway. But, a FBA may find that the student acts up only during times when a lot of writing is required in class, and that he has documented difficulty with fine motor skills. The misbehavior serves the function of getting him out of written work. Supports to reduce the amount of writing needed and tools to make writing easier may eliminate the behavior in a way that escalating punishments never will.

There is no hard and fast rule regarding what sources of information an FBA includes to lead to some hypothesis about the function of a particular behavior. Let's start by considering what type of information we need and then we can think about how to obtain the answers to these questions:

· Does the behavior occur frequently or infrequently?

· Does the behavior occur in all settings or just some?

· Does the student have the ability to control the behavior or will she need some supports to control it?

· Does the student have the necessary skills to engage in the desired behavior or is there a skills deficit that needs to be addressed?

· Does the student understand the expectations for behavior?

· If the student does have the skills to perform the desired behavior, does the student have the motivation to perform it?

· What is the "payoff" is for the behavior -- e.g., does the student get to avoid some unpleasant activity or get to escape some setting?

To answer the above questions, the school team will generally need to employ a variety of techniques. An FBA should not be based on one person's report or observations. It really requires multiple participants and techniques. When it comes to techniques, in addition to direct assessment of the student and recording of behavior ABC-style, the team will probably also use:

· Scatterplots or matrices tailored to the student that plot the relationship between instructional variables and student behavior over time and situations

· Structured or semi-structured interviews with the student (if appropriate), the student's parents, and school personnel involved with the student

By the end of the data collection process, the team should have sufficient quantitative data on the behavior and qualitative data to develop some guess or hypothesis about what function(s) the behavior serves for the student. It is these hypotheses that will lead to the intervention. There is an important point to be emphasized here: an FBA does not lead to a definite answer or "proof" of anything about the behavior. It leads to an "educated guess" which will then be tested or explored.

Problem behavior typically falls into one or more of three general categories:

(a) behavior that produces attention and other desired events (e.g., access to toys, desired activities)
(b) behavior that allows the person to avoid or escape demands or other undesired events/activities
(c) behavior that occurs because of its sensory consequences (relieves pain, feels good, etc.)

The antecedents and consequences are analyzed to see which function(s) the behavior fulfills. Problem behavior can also serve more than one function, further complicating the matter. The interview, combined with direct observation of the behavior is what most people use in determining the function of the behavior. This is fine when the data collected on the antecedents and consequences is clear. Most of the time this is sufficient in determining the behavior’s function(s).

For example, to determine the function of screaming, we could arrange for attention to be given to the child each time she screams and measure how frequently screaming occurs. We could also make demands on the child, terminating them each time she screams and measure how frequently it occurs. In addition, we could leave the child alone and measure how often screaming occurs. If screaming is more frequent when attention is given, we hypothesize that it occurs to get attention. If screaming is more frequent when demands are made, we can assume that screaming has served to let the person escape or avoid demands. Finally, if screaming is more frequent when left alone, we can assume that it is occurring because of its sensory consequences. This third method should be reserved only for situations in which the functions of behavior are not clear through systematic and direct observation.

Sample Functional Behavior Assessment—

Student Grade Date

Person Completing this checklist______________________________

1. Current Challenging Behavior

This can have as many descriptions of the challenging behavior. Example: Check boxes with Inconsistent behavior, sleeps in class, irresponsible, lacks motivation, etc. Boxes are checked for all that apply.

2. School History

A. Academic Skills
Strengths __________________________________ Deficits_____________________________________

B. Previous Behavior Interventions and Results (on a scale of 1-10 with 1 being poor and 10 being very effective). Put the number on line or leave blank if that intervention has not been attempted in the past.

Some examples of the check boxes for this area are: Incentives for appropriate behavior, work etc., Verbal Praise and Attention, Independent work in private , low-stimulus area, parent contacts, etc.

3. Strength Areas

A. Social Skills
Gets along with peers
Gets along with adults
Sense of humor
Likes to please others
Helpful
Generous
Sensitive

B. Natural Talent/Skills

Mechanical Skills
Carpentry Skills
Artistic
Creative
Athletic
Music

C. Coping Skills
Works well independently
Verbalizes concerns
Sorts through options before acting

4. Learning Style Description

Consider Visual, Auditory, Kinesthetic, Environmental Conditions, Instructional Presentation/Style. Indicate + or -

Overheads, blackboard
Oral Presentation
Hands on Tasks
Manipulatives
Small Groups
Low visual distractions
Low auditory distractions
Examples

5. Medical/Physical Conditions That May Have Effect on Behavior

List of medical conditions

6. Positive School-Based Situations

Include classes or situations that are successful, along with those that the student enjoys.

Has positive friends, Positive role models, works independently, good support system, ext.

7. Difficult School Based Behavior (Academic and Social)

How long can the student tolerate the difficult situation before he/she reacts with a challenging behavior?

Situation Frequency/Duration of Tolerance

Large group situations
Auditory distractions
Tasks above ability level
Comparisons to others
Direct confrontation
Too much responsibility
Changes in environment
Poor Follow through, lack of consistency

8. Antecedent Behaviors and Conditions

Early signs of frustration or anger, what happens just before the challenging behavior?

Verbal Signs:
Loud voice
Swearing
Mumbling
Whining
Complains of Headache
Non-Verbal signs:
Increased activity
Head down
Poor eye contact
Sad face
Hunched over
Disheveled appearance
Withdrawal from activities and peers
Decline in grades
Sudden change in friends
Moodiness
Physical complaints
Environmental signs:
Teasing
Direct confrontation
Lack of attention
Poor follow through by adults
Increased activity in environment
Increasing demands/responsibilities
Substitute teacher
Running out of medication/not refilled
Change in family situation

9.Possible Functions of Challenging Behavior

What kind of need may have been met by the challenging behavior?

Gain attention
Escape responsibilities
Coping with stress
Coping with pain
Coping with disappointment
Dealing with depression
Dealing with lack of sleep


I hope this helps,

Mark

P.S. I’ve attached a PDF from the Child Study Center that will provide more info on FBAs.

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