managing frustration and anxiety, and teaching social...
TRANSCRIPT
Managingfrustrationandanxiety,andteachingsocialskills
JedBaker,Ph.D.www.socialskillstrainingproject.com
Firsthelpcaretakershavetherightattitude
Understandwhy
studentsmisbehave
Manageyourownemotions
asaprovider
De-escalatecriseswith
yourstudents
Setuppreventionplansforanyrepeatproblems
DifficultiesAssociatedwithChallengingBehavior
• LowFrustrationTolerance– Limbicsystem:Controlsemotionsandfight,flightorfreezeresponse
– Forebrain:Reasoningandplanning– Limbicsystemcanhijacktherestofthebrain• IncredibleHulkvsDr.Banner
– PreventmeltdownanddistractwheninHulkzone.
HandlingOurOwnFeelings• Howdowethinkaboutbadbehavior• Hope!• Attributionalstyle:temporarynotstable• Specificnotglobalcharacterflaw
• Noone’sfault(internalattribution):• Attributionalstyle:externalnotinternal
Inthethrowsofameltdown
Traditionaldisciplinemayescalateproblemfor30%ormore
Whenlogicisgone:Distract• Novelitems• Specialinterests• Sensoryactivities
Whenthereisarepeatproblem
• Askwhyithappens– FunctionalBehavioralAssessment– Triggertellsyouhowbesttoprevent– NoMoreMeltdownsAPP,availableatAPPstoreorwww.symtrend.com/nmm
TypicalTriggers
• Internalissues:hunger,tiredness,illness,grief• Sensoryissues:over-stimulation,boredom• Lackofstructure• Challengingwork,fearsandphobias• Havingtowait,notgetwhatonewants,disappointments
• Threatstoself-esteem:losing,mistakes,criticism
• Unmetwishesforattention:ignored,wantotherstolaugh
ComponentsofaBehaviorPlanseewww.apbs.org
1. Changethetriggers:sensory/biological,structure,taskdemands
2. Teachskillstodealwithtriggers:
3. Rewardnewskills
4. Losssystemifnotalreadyfrustrated
DemandsforWork1. Changethetriggers– Modelitalltoavoidearlyfrustration– Explaingrowthmindset– Visuallysupportlanguage– Reducelength,usetimer
2. Teach“TryingWhenIt’sHard”– Tryalittle– Asktowatchfirstoraskforhelp– Takeabreakandtryagain– Negotiatehowmuch
CarolDweck’sMindsets
Mindset Preferred task difficulty
Response to Mistakes
Acceptance of help
Learning outcomes
Fixed Easy Lose motivation
Avoid Lower
Growth Hard Stay motivated
Welcome Higher
DemandsforWork
3. Rewardsystem– Fortrying,notforbeingcorrect– TryingPoster
4. Avoidlosssystemwhenfrustrated
DealingwithFear• Changethetriggers– Canavoidfearedsituationwheneasy,butsome
situationswemayneedtoface• Teach“Dealingwithfear”– Winthemovertoworkingonissue– Explainanxiety:Trueversusfalsealarms– Gradualexposuretofear:createaFEARLADDER
basedonself-reportorobservedbehavior– Thinklikeascientist:Overestimatinglikelihoodor
dangerofnegevent?– Addexercise,meditation/relaxation– Considerneurofeedback,medsifneeded
Waiting,AcceptingNo,StoppingFun
1. Changethetriggers– Useavisualtimerandshortenwaittime– Createavisualschedule.Usea“todo”box– Highlightrewardforwaiting/acceptingno&prime
ahead2. Teachskills(invisiblepayoff)– Waiting:getsomelater– Acceptingno:getsomethingelselater– Stoppingontime:gettogobacklater
Waiting,AcceptingNo,StoppingFun
3. Rewardsystem– Pointsforwaiting,acceptingnoandstoppingon
time– Disappointmentposter
4. Naturallosssystems:– Can’tstop,can’tdoitagain
Self-esteem: Mistakes,Losing,Teasing
1. Changethetriggers– Offerchoice:letthemwinornotseemistakes– Primeahead– Protectfromteasing
2. Teachskills(invisiblepayoff)– Mistakeshelpuslearn– Wintheinvisiblegame:friendship/self-control– Teasing:checkitout1st,stop,ignore,report
Self-esteem: Mistakes,Losing,Teasing
3. Rewardsystem:– Rewardsforhandlingimperfectionaregreater
thanrewardsforwinningordoingworkright.4. Avoidlosssystemswhenfrustrated
UnmetNeedsforAttention1. Changethetriggers– Scheduleattention:specialtime– Useatimerandred/greencards– Provideanappropriateoutlet:theatre,presentation
2. Teach“PositiveWaystoGetAttention”– Howtogetadultattention– Howtogetpeerattention:Publicversusprivate
topics– Rulesofcomedy:Can’tmakefunofvulnerable,use
slapstick,randomthoughts,andself-deprecation
Public/PrivatePublic Private
Past:Howwas____? Avoidsensitivetopics:
Future:Whatareyougoingtodo____? Sex,Violence,Race, Religion,Politics
Present: Whatareyou_______? Avoidinsults
Common/otherinterest:Didyou____? Avoidcurses
UnmetNeedsforAttention3. Rewardsystem:– Rewardsforappropriatetopics
4. Losssystems:– Responsecost
Warning
Loss of:10 min
Simpsons
Warning Loss of:snack
Loss of:20 min
Simpsons
Loss of:30 min
Simpsons
SensoryNeeds:Self-Stimulation
1. Changethetriggers– Altersensoryenvironment– Forboredom,reducewaittimeandengage– Scheduleregulatingactivities– Lotsofselfstimmaymeaninstructionalmethodnot
engaging2. Teachskills– Alternativeways/timestoself-stim– Howtobeaself-advocateforbetterenvironment
SensoryNeeds:Self-Stimulation
3. Rewardsystem– Rewardnewwaystoself-stim
4. Losssystems:– Mayberesponsecost
UnexpectedTriggers:Self-Calming
1. Prepareforunexpected– Collaborateonwaystodistractandsoothein
preparationfortheunexpectedupsets.Createarelaxationfolder.
– Establishasafeperson2. Teachskills– Self-talk:“Allproblemscanbesolvedifyoucan
waitandtalktotherightperson.”– Draworwritethethingthatdistracts/soothesyou.
UnexpectedTriggers:Self-Calming
3. Rewardsystem:₋ forusingcalmingstrategies
4. Naturallosssystems:– outburstswilllimitcontinuedparticipationin
certainevents.
TieredModelofSocialSkillsTraining• Tier1:School-wide
– Addingstructureandoptionsatlunch/recess– Trainingofaides,staff– Peersensitivitytraining,creatinginclusionenvironments
• Tier2:Caseconferencestudentsinneedofskillenhancement– Lunchbunches,socialskillgroups,themebasedgroups– Consultationwithspecialists
• Tier3:IndividualizedSocialSkillActionPlansfor504/IEPs– TargetRelevantskills:parentalinput– Establishmotivationtosocialize– Teachskills– Generalization:teacher/aide/parentprompts– Peersensitivitytraining,peerbuddies– Evaluatingoutcome:teacher/aide/parentinput
AutismSpectrumDisorder1.SocialCommunicationDifficulties– Initiating/Reciprocating,one-sidedconversation– Non-verbal:lackofeyecontact,gestures– Deficitsindeveloping/maintainingfriends
2.Repetitivepatternofbehavior(2of4):– Stereotyped/repetitivemovements– Insistenceonsameness:routines,rituals,transitions
– Fixatedinterests– HypoorHypereactivitytosensoryinput
SpecifySeverityLevelforeachaboveSpecifyifintellectualandlanguageimpairmentIf#2ismissing:SocialPragmaticCommunicationDisorder
Level3:SignificantlyChallenged
• Challenge:Cannotsimplyexplainwithwordsabouthowtodothingsorwhy.
• Interventionsneedtobevisual,concrete,andpromptedinthemoment– StructureofTeacch,pictures,maybevideo– ABA(DTT,PRT,VBT)emphasisshouldnotjustbeonexternalrewards,butintrinsicaswell
– Playbasedprograms,especiallythosecombinedwithABA,likeEarlyStartDenverModel(RogersandDawson,2010)
Level2:Challenged• Challenge:Understandsbasicdirectives,canrequest,butlanguageisstillconcrete,tiedtopresentmoment.Cannottalkaboutsituationsintheabstract.
• InterventionssimilartoLevel1,yet...– Canaddverbaldirectivesandverbalimitation.Example,Say,“CanIplay?”
– Canbegintoworkonconversationprerequisiteslike“wh”questions
– SocialSkillPictureBooks(Baker2001,2006)– Videomodeling
Level1:Emerging• Challenge:Hasabilitytotalkaboutactualsituationsintheabstract.Yetstillproblemswithabstractionslikeperspectivetaking.
• Interventionscanbevisuallysupported,yetonecannowexplainnotjustwhattodo,butwhy;howotherpeoplethinkandfeel.– SocialThinking– Explaining,modelingandrole-playing– Video-modeling(withhighlightingothersthoughts,feelings,reactions).
ResourcesMusicCD
Social Skills Books
Elementary Level Middle, High School and Beyond
Challenging behaviorDVD
Now an APP too!
Social skill picture book Social skill picture book for high school
MoreResources• NoMoreVictims:ProtectingThosewithAutismfromCyberBullying,
InternetPredators&Scams(Baker,2013)
• OvercomingAnxietyinchildrenandteens(Baker,2015)