Week 3 - Externalising disorders kids Flashcards
1
Q
What changes do you need to make to current parenting?
A
- think about operant conditioning
- attention
- communication - instructions, tone
- punishment (size, immediacy)
- consistency
- situational analysis
2
Q
What is the first step of operant conditioning to teach parents in PMT?
A
POSITIVE ATTENTION:
- teach parents to increase positive attention to good behaviours and ignore negative behaviours. This increases positive behaviour, reduces negative behaviour and improves the child-parent relationship.
- quality time: parent - child time (with each parent) –> particularly important in adolescents in which this if often completely absent
- CATCH THEIR CHILD BEING GOOD
- PRAISE
- AFFECTION
- PHYSICAL REWARDS (SMALL) - treat, token
3
Q
What is the best way to portray descriptive praise to children?
A
- tell the child exactly what it is that they did that was good
e. g. thank you for asking nicely - genuine –> not over the top
- IMMEDIATE
- later, introduce sporadic praise (to reduce extinction of behaviour), but at first get parents using it regularly to increase learning the association between the behaviour and the positive outcome
4
Q
What are some difficulties with implementing positive affection?
A
- parents want discipline – praise feels soft
- parents don’t value praise and positive attention
- parents find it hard to deliver positive attention in a genuine way
- when parents first implement it, the child may not respond and parents get defeated
- it’s hard for parents to think of times when their child is behaving appropriately, so used to see the bad behaviour it is hard to identify the good behaviour
5
Q
What is the second step of PMT?
A
Planned ignoring
6
Q
What are the principles of planned ignoring?
A
- decrease attention to minor poor behaviour
- types of behaviours that planned ignoring is helpful e.g. whining, swearing, pulling silly faces and making silly noises
- parents need to ignore the behaviour completely. That means avoiding eye contact and not saying anything to the child. e.g. if the first time a child uses a swear word the parent laughs or spends a lot of time giving lecturing the child about why they shouldn’t swear, this increase attention can be interesting for the child
7
Q
What is the best way to give good instructions to a child?
A
- get the child’s attention (use their name, get their eye contact- if possible, get in close)
- instructions should be short and specific
- parents can get children with attentional difficulties to repeat the instruction back
- if they don’t comply the first time –> good instruction with planned consequence e.g. “go and put your shoe son now otherwise you will not get dessert tonight”
- do not insist on immediate obedience (give them a mental count of 5 to comply. Gives the child time to mentally change from what they are doing to what they need to do.
- it is preferable to get your child to follow the instruction at a natural break in the activity they are doing.
8
Q
How do we use rewards first to shape behaviour?
A
- sticker chart
- prizes or treats e.g. eat dinner all their dinner get dessert, eat all dinner within a set time get to choice dinner the next night
- get their homework done/clean their room to an appropriate standard get X.
- Get the reward ONLY IF they do the required task WITHOUT A FUSS!
- start with relatively easy successes and then raise the bar.
9
Q
How do we use star charts?
A
- terms must be negotiated with the child beforehand (get the child to help make the chart)
- in week 1 focus on good behaviours that the child does already at a relatively frequent rate. REWARD FREQUENTLY THIS WEEK
- second: step up the task difficult required to gain same reward (this is when we start working on behaviours to be modified)
- star chart must include (list of behaviours, days of week, key indicating what different colours stars are worth, and then how many stars are needed to gain the target reward e.g. book, extra tv time, game with dad.
- parents must deliver the reward as IMMEDIATELY as possible.
- hang in a prominent place (assists motivation)
- if the child does not do the required behaviour, they must not be given the start - parents should not get into a debate about it (attention).
- the rule needs to be definite –no negotiation allowed. Remind them that if they do the right thing tomorrow then they can get a reward then.
10
Q
What does logical consequences pertain to?
A
- use logical consequences for most behaviours
- punishment or reward is related to the behaviour (fighting over = tv turned off for 5 minutes)
- keep the rewards and punishments relatively small - trying to instil self-motivation to do the right thing, not bribery
11
Q
What is timeout?
A
- removed the child for a short period IMMEDIATELY after a problem behaviour
12
Q
What is the best way to do timeout?
A
- sit down and explain the procedure to the child first. Walk them through the procedure at a calm time (role play with parents)
- it is best conducted in a boring but safe place: a corridor, a step, bathroom, parent bedroom.
- after behaviour, child is either given a warning to change their behaviour, or they can be sent straight to time out for behaviours such as hitting, biting etc.
- the child must then stay in that location until they have been quiet for 1-2 minutes agree.
DO NOT LET A SCREAMING CHILD OUT TIME OUT - THEY SHOULD BE CALM.
13
Q
What is likely to happen in the early phases of timeout implementation?
A
- in the early phases, may need to shut the door for the timeout period or escort them to time out
- the child is likely to yell and scream. YOU MUST IGNORE THE BEHAVIOUR AND WAIT TILL THE CHILD IS CLAM BEFORE YOU LET THEM OUT.
- after a few times of being in time out your child will go there more willingly and will be calmer through the process
14
Q
How do you provide instruction for timeout?
A
- issue a good instruction that is clear, short and to the point. Make sure you have your child’s full attention when you give an instruction
- if they don’t comply issue a warning
- if they don’t comply after 3 second of the warning, clearly state that they will be going to time out because of…
- lead the child to time-out without lecuring, scolding or arguing
- ignore shouting, protesting, negotiating, or promises to comply
- when the time is over, tell your child that time-out is over
- ask your child to promise to comply with the original command or to promise to not perform the original undesirable behaviour.
- if the child complies, praise them.
- implement time out again if the child continues not to comply
15
Q
How does the silent seat or naughty step/corner differ from timeout?
A
- can be used for younger kiddies (toddlers and preschoolers)
- removing them and placing them in a chair/step that is set up for this purpose
- parents do not need to leave the room
- it is important that while the child is in the silent seat they do not get any attention
- parents need to tell the child what behaviours will result in the silent seat procedure e.g. hitting.
- when The Silent Seat is over, it is not necessary to hig and kiss them or make them say sorry etc. They have served their time - let them go. Use distraction to give them something to do to move on.
