presentation keynote march (power point) 2014

Parent Parent Management Management TrainingTraining

Parent Parent Management Management TrainingTraining

Kazdin Method™Kazdin Method™Kazdin Method™Kazdin Method™

Parent Management Training Parent Management Training Institute, LLCInstitute, LLC

Parent Management Training Parent Management Training Institute, LLCInstitute, LLC

Tracie Bush, M.A., CKPMTTracie Bush, M.A., CKPMT

Cognitive - Behavior ClinicianCognitive - Behavior Clinician

Certified Trainer in the Kazdin Certified Trainer in the Kazdin Method™ Parent Management TrainingMethod™ Parent Management Training

Consultant at the Yale University Consultant at the Yale University Parenting Center Parenting Center

Parenting and Child Parenting and Child Conduct CounselingConduct CounselingParenting and Child Parenting and Child Conduct CounselingConduct Counseling

Andy Anderson, M.A., LPC, KPMTAndy Anderson, M.A., LPC, KPMT

Certified Clinician in the Kazdin Certified Clinician in the Kazdin Method™ Parent Management TrainingMethod™ Parent Management Training

567 Madison567 Madison

St. Charles, MO 63301St. Charles, MO 63301

(636) 699-0872(636) 699-0872

Parent Management Parent Management TrainingTraining

Parent Management Parent Management TrainingTraining

Evidence - Based Treatment Program for Evidence - Based Treatment Program for

Children with Oppositional Defiant Children with Oppositional Defiant

Disorder or Conduct DisorderDisorder or Conduct Disorder

Studied for over 30-years with children Studied for over 30-years with children

between the ages of 2 - 14between the ages of 2 - 14

Considered the Considered the ““treatment of choicetreatment of choice””

for ODD and for ODD and CDCD

Skills are taught to parentsSkills are taught to parents

Presentation Presentation ContentsContents


Parent Management Training ResearchParent Management Training Research

PMT SkillsPMT Skills

How to formulate Positive Opposite How to formulate Positive Opposite

- Practice- Practice

How to Prompt - PracticeHow to Prompt - Practice

How to Praise - PracticeHow to Praise - Practice

Simulations or Simulations or PracticesPractices

Simulations or Simulations or PracticesPractices

Useful for all behaviorUseful for all behavior

Child receives reinforcement for Child receives reinforcement for

pretending to perform behaviorpretending to perform behavior

Pretending should start out easy and Pretending should start out easy and

get continually more difficultget continually more difficult

If child refuses to pretend, just If child refuses to pretend, just

let it go and try again laterlet it go and try again later



Incentive ChartsIncentive Charts

Other PMT SkillsOther PMT Skills

Time - Out from ReinforcementTime - Out from Reinforcement

Attending - Planned IgnoringAttending - Planned Ignoring

Low - Rate BehaviorLow - Rate Behavior

ReprimandReprimand

CompromiseCompromise



Working with Families of Children Working with Families of Children

with Behavior Problemswith Behavior Problems

PMT PMT Statistics ...Statistics ...

PMT PMT Statistics ...Statistics ...

Almost 80% of parents who completed Almost 80% of parents who completed

treatment reported significant treatment reported significant

improvement in their childimprovement in their child’’s behaviors behavior

28% dropped out28% dropped out

34% of people who dropped out reported 34% of people who dropped out reported

significant improvement in their childsignificant improvement in their child’’s s

behaviorbehavior

8% show no improvement8% show no improvement

How well does PMT How well does PMT Work?Work?

How well does PMT How well does PMT Work?Work?

78% of participants indicate 78% of participants indicate

significant improvement in behaviors significant improvement in behaviors

associated with Conduct Disorder and associated with Conduct Disorder and

CDCD

Whereas...Whereas...

The well known drug, Prozac, considered by The well known drug, Prozac, considered by

millions to effectively treat depression, only millions to effectively treat depression, only

has a less than 50% success rate in improving has a less than 50% success rate in improving

depressiondepression

PMTPMTThe Treatment of Choice for The Treatment of Choice for

Behavioral ProblemsBehavioral Problems

PMTPMTThe Treatment of Choice for The Treatment of Choice for

Behavioral ProblemsBehavioral Problems

According to the Association of According to the Association of

Behavioral and Cognitive Therapies Behavioral and Cognitive Therapies

(ABCT), PMT is the ONLY well - (ABCT), PMT is the ONLY well -

established treatment for behavioral established treatment for behavioral

difficulties such as ODD and CDdifficulties such as ODD and CD

Effective Child TherapyEffective Child Therapy

Parent Management Training Parent Management Training has also been shown to . . has also been shown to . .

..

Parent Management Training Parent Management Training has also been shown to . . has also been shown to . .

..

Increase positive relationships within the family Increase positive relationships within the family

Family Environment ScaleFamily Environment Scale

Lower depression and other symptoms of psychopathology Lower depression and other symptoms of psychopathology

in parents in parents

Beck Beck

Depression Inventory, Hopkins Symptom Checklist 90Depression Inventory, Hopkins Symptom Checklist 90

Decrease parent stress Decrease parent stress

Parenting Stress InventoryParenting Stress Inventory

Improve peer relations Improve peer relations

Peer Inventory ScalePeer Inventory Scale

Why No Improvement for Why No Improvement for 8%???8%???

Why No Improvement for Why No Improvement for 8%???8%???

Probably StressProbably Stress

But if stressed families complete But if stressed families complete

treatment they show even more treatment they show even more

improvement in behavior.improvement in behavior.

Parent Problem SolvingParent Problem Solving

PMT ManualPMT ManualPMT ManualPMT Manual

Parent Management Training: Treatment Parent Management Training: Treatment

for Oppositional, Aggressive, And for Oppositional, Aggressive, And

Antisocial Behavior in Children and Antisocial Behavior in Children and

AdolescentsAdolescents

Code to get online handouts ONLINE:Code to get online handouts ONLINE:Oup.com/us/pmtOup.com/us/pmtDownloadable formsDownloadable formsUsername: representedUsername: representedPassword: illustrationPassword: illustration

ABCABC’’s of Behaviors of BehaviorABCABC’’s of Behaviors of Behavior

AntecedentsAntecedents

BehaviorBehavior

ConsequencesConsequences

Positive Positive OppositesOppositesPositive Positive OppositesOpposites

Positive oppositesPositive opposites are what you desire the are what you desire the

child to do rather than what he is currently child to do rather than what he is currently

engaged in doingengaged in doing

All behavior will be thought of in terms of itAll behavior will be thought of in terms of it’’s s

positive opposite!positive opposite!

Parent and Clinician will be Parent and Clinician will be avoidingavoiding stop, no, stop, no,

or donor don’’t when asking for behavior in the moment t when asking for behavior in the moment

OR when putting it on a chart!OR when putting it on a chart!

This does not mean that a parent canThis does not mean that a parent can’’t say t say ““NONO””

to a request! 😊to a request! 😊

Positive Positive OppositesOppositesPositive Positive OppositesOpposites

Problem Behavior Positive Opposite

Jumping on the CouchGet down off the couch

More Positive More Positive OppositesOpposites




Go outside to jump





Go outside to jump

Come and help in the kitchen calmly

Even More Positive Even More Positive OppositesOpposites



Slamming the door

Complaining




Slamming the door Shut the door quietly

Complaining ????

PromptingPromptingPromptingPrompting

A cue or a direction a parent gives A cue or a direction a parent gives

to a child to get behavior for the to a child to get behavior for the

purpose of getting positive purpose of getting positive

behavior.behavior.

Behavioral Function - AntecedentBehavioral Function - Antecedent

Prompting Prompting Effectively ...Effectively ...

Prompting Prompting Effectively ...Effectively ...

Be SpecificBe Specific

Be CalmBe Calm

Be Close Without TouchingBe Close Without Touching

Use a StatementUse a Statement

Say it ONE TimeSay it ONE Time

Be SpecificBe SpecificBe SpecificBe Specific

ItIt’’s far better to say....s far better to say....

““Please put your shoes away in the Please put your shoes away in the

closet neatlycloset neatly””

Than to say...Than to say...

““Put your shoes away.Put your shoes away.””

Be CalmBe CalmBe CalmBe Calm

Human Nature - to get upset and dig Human Nature - to get upset and dig

in your heels if someone takes a in your heels if someone takes a

confrontational tone with youconfrontational tone with you

Models good behaviorModels good behavior

Less likely to escalateLess likely to escalate

Be Close Without Be Close Without TouchingTouching

Be Close Without Be Close Without TouchingTouching

Be in the same room when asking for Be in the same room when asking for

behaviorbehavior

Can be reasonably confident he/she heard Can be reasonably confident he/she heard

youyou

Touch can be very reinforcing. Save it for Touch can be very reinforcing. Save it for

when the behavior is completed.when the behavior is completed.

Touch could escalate the situation if done Touch could escalate the situation if done

when child is upset or strong - willed.when child is upset or strong - willed.

Use a StatementUse a StatementUse a StatementUse a Statement

Questions get answers NOT behaviorQuestions get answers NOT behavior

Avoid could you, would you, can you, Avoid could you, would you, can you,

etc.etc.

One - TimeOne - TimeOne - TimeOne - TimeAsking over and over is REINFORCING negative Asking over and over is REINFORCING negative

behavior. Why? behavior. Why?

ATTENTION ATTENTION increases increases Behavior!Behavior!

Child may wait until parent is really mad before Child may wait until parent is really mad before

doing the behavior.doing the behavior.

When parent is mad, situation may escalate to When parent is mad, situation may escalate to

aggression. How?aggression. How?

Parent should be giving Parent should be giving NONO attention to attention to

noncompliance. Why?noncompliance. Why?NO ATTENTION NO ATTENTION decreases decreases

BEHAVIOR!BEHAVIOR!

Consequences of Consequences of BehaviorBehavior

Consequences of Consequences of BehaviorBehavior

ReinforcementReinforcement

MaterialMaterial

Privilege or ActivityPrivilege or Activity

SocialSocial

TokenToken

MaterialMaterialMaterialMaterial

Privileges or Privileges or ActivitiesActivities

Privileges or Privileges or ActivitiesActivities

Going to the moviesGoing to the movies

Going to the mallGoing to the mall

Going to the skate parkGoing to the skate park

Going to the zooGoing to the zoo

Time together with friendsTime together with friends

Special time with mother or father doing what child Special time with mother or father doing what child

likes to dolikes to do

Computer/video game timeComputer/video game time

Television timeTelevision time

SocialSocialSocialSocial

NOT time with friendsNOT time with friends

Parent approval and PraiseParent approval and Praise

If parent does not do this, the If parent does not do this, the

program will fail!program will fail!

TokenTokenTokenToken

Something small that can be collected Something small that can be collected

and exchanged for a more valuable rewardand exchanged for a more valuable reward

PointsPoints

StickersStickers

MarblesMarbles

PenniesPennies

Poker chipsPoker chips

Changes Occur in Behavior Changes Occur in Behavior When:When:

Changes Occur in Behavior Changes Occur in Behavior When:When:

Kids like the rewards: They are Kids like the rewards: They are

motivating and reinforcingmotivating and reinforcing

Reinforcers are immediate and Reinforcers are immediate and

consistentconsistent

Child has to do the positive Child has to do the positive

behavior before receiving rewards!behavior before receiving rewards!

Older Child Point Older Child Point Incentive ChartIncentive Chart

Older Child Point Older Child Point Incentive ChartIncentive Chart

BehaviorDescripti

onPts Mon Tue Wed Thur Fri Sat Sun

MindingDoing what is asked the first time calmly

2

Making BedPull blankets up and make smooth 5

Remain Calm when Frustrated

or told no

Keep hands and feet to self; say OK; talk nicely and

calmly from 3-4 pm.

10

Points Earned

Previous Balance

Total

Current Balance

Must buy at least two rewards a Must buy at least two rewards a week!!!week!!!

RewardsRewards

Younger Child Point Younger Child Point Incentive ChartIncentive Chart

Younger Child Point Younger Child Point Incentive ChartIncentive Chart

DrewDrew’’s Big Boy Reward Charts Big Boy Reward Chart

Grab Bag Grab Bag TreatTreat

15-minutes 15-minutes of TVof TV

Read an Extra Read an Extra BookBook

Extra Bath Extra Bath TimeTime

Minding - Doing what is asked the first time Minding - Doing what is asked the first time calmly = 1 stickercalmly = 1 sticker

Making the Chart More Making the Chart More EffectiveEffective

Making the Chart More Making the Chart More EffectiveEffective

Parents should praise and give points Parents should praise and give points

immediately after prompted behaviorimmediately after prompted behavior

Family should review chart every dayFamily should review chart every day

Parents need to give rewards as agreed upon, Parents need to give rewards as agreed upon,

regardless of any negative behavior that may regardless of any negative behavior that may

have occurred that day;.have occurred that day;.

Be sure children cash in rewards several times Be sure children cash in rewards several times

a weeka week

Prompt parents to Prompt parents to bring chart to every sessionbring chart to every session

PraisePraisePraisePraise

Right After Child Completes desired Right After Child Completes desired

behavior parent should praise ...behavior parent should praise ...

ImmediatelyImmediately

EnthusiasticallyEnthusiastically

Specifically Specifically

And And Touch Touch the Childthe Child

When Child is When Child is Noncompliant Noncompliant When Child is When Child is Noncompliant Noncompliant

Parent should give very little Parent should give very little

attention to the childattention to the child

Tell the child that no points have Tell the child that no points have

been earnedbeen earned

Encourage child to earn points the Encourage child to earn points the

next opportunitynext opportunity

Andy Anderson, M.A., LPC, Andy Anderson, M.A., LPC, KPMTKPMT567 Madison567 MadisonSt. Charles, MO 63301St. Charles, MO 63301(636)699-0872(636)699-0872

Parenting and Child Conduct Parenting and Child Conduct CounselingCounseling

presentation keynote march (power point) 2014

Documents

positive behavior

behavior child

childs behavior

behavior pretending

antisocial behavior

good behavior

behavior problems

negative behavior