exam 2 adhd and odd treatment Flashcards
Coercive Cycle
a pattern of negative interactions b/t parents and kids
Positive reinforcement
rule
When a behavior receives positive consequences immediately after it occurs, that behavior is more likely to occur in the future
the attention rule
the attention from others, especially parents, is a very powerful reinforcer to children 3-8
Attends
o High-rate form of positive attention in which the parents provides an ongoing verbal description of the child’s activity
o Helps the parent relate to the child on their level
child directed play, no directions or requests, only sports announcing
rewards
physical rewards, unlabeled verbal awards, labeled verbal rewards
active ignoring
not providing attention to a specific behavior, used to reduce many types of not ok behaviors, esp attention seeking
accomodation
Changes to how a student learns or demonstrates knowledge, but expectations remain the same
Ex: extended time on tests. Use of a quiet space for tests. Note taking outlines
modification
changes to what a student is expected to lean, lowering the standard of instruction
Ex: simplified assignments. Fewer or different test questions. Reducing reading level materials
Tiered classroom
interventions
framework used to provide differentiated support based on students’ individual needs
to ensure that every student gets the level of support they need to succeed
Attention chart quad 2: ok behavior +parent attention
child is cleaning up, parent praises, child encouraged to clean up more often
Attention chart quad 1: not ok behavior + parent attention
kid refuses to comply, parent only gives neg attention, neg behavior increases
attention chart quad 3: ok behavior + no attention
child cleans up toys, parent ignores, child cleans up toys less
attention chart quad 4: not ok behavior + no attention
kid breaks something, parent ignores, kid learns that breaking things is ok
Write out the clear instructions sequence (hint – include all three potential paths).
path 1: command given, child complys, praise given
path 2: command give, child refuses, warning given, child complys, praise given
path 3: command give, child refuses, warning given, child refused, child in timeout, command reissued, child complys, praise given
How does the clear instructions sequence disrupt the coercive cycle?
it does not give the child a chance to not comply and then escalate their behavior. the parent no longer needs to yell and argue with the child, the child only has a few options to comply and get praise or to not and go into a timeout and then comply
What is the purpose of time out?
a time out is a time out from positive reinforcement, more extreme form of ignoring
What is a daily report card (DRC)? What is the purpose of a DRC?
a daily report card is an individualized behavior plan, helps with progress monitoring by giving the kid a clear set of expectations to follow
two phases of parent child interaction therapy
child directed interaction (focuses on improving the parent child bond through positive play
parent directed interaction (parents taught to manage defiant behaviors using commands and consistent discipline)
cognitive behavorial therapy
helps kids understand and modify their thought patterns and behaviors
cognitive restructuring
behavioral activation
problem solving skills
social skills training
in middle and high school
teaching effective ways to communicate, how to handle conflicts w/out aggression, encourage teamwork and sharing
phase 1 of behavioral parent training
skills of differential attention
positive reinforcement, rewards, attention, etc
phase 2 of behavioral parent training
skills of compliance training
clear commands, ignoring, timeouts, etc.
iep
individualized education plan
present levels of academic performance, accomodations and modifications, etc.
504 plans
students with disabilities, accomodations
tier one: targeted individual support
provided to all students, behavioral expectations, praising desired behavior, clear instructions
tier 2: targeted group support
DRCs, individualized behavioral goals, supplemental instruction
tier 3: intensive individual support
tutoring, functional behavioral assessments, specialized curriculum
