Rage  to  Reason Behavioral  Intervention  and   Treatment  for  Explosive  Behaviors  in   Children  with  Emotional  Disorders   Amy  Buie,  MEd,  BCBA,  LBA [email protected] Regulation The  ability  to  experience  and  maintain  stress  within   one’s  window  of  tolerance.    Generally  referred  to  as   being  calm,  focused  or  relaxed.    This  term  is  utilized   by  literally  every  scientific  discipline Dysregulation The  experience  of  stress  outside  of  one’s  window  of   tolerance.    Generally  referred  to  as  being  stressed   out,  or  in  a  state  of  distress.    It  is  believed  that   affect  dysregulation is  a  fundamental  mechanism   involved  in  all  psychiatric  disorders  (Taylor,  et.  Al   1997) Dysregulation Dysregulation Hyper-­‐arousal Hypo-­‐arousal • Unable  to  focus  or  sit  still • Defiant • Will  not  adhere  to  rules • Withdrawn  from  peers • Aggressive • Tardy • Resistantto  directives • Absent • Argumentative • Disassociates-­‐shuts down • Anxious  before  tests • Avoids  tasks • Impulsive • Numbs  out— “I  don’t  care” • Risk-­‐Taking  Behavior • Forgetful Communication  of  Needs • Communicating  that  he  is  in  a  state  of   stress • Voicing  his  needs • Unequipped  to  self  regulate • Unable  to  calm  his  own  nervous  system Planned  Ignoring An  extinction  procedure  for  behavior   maintained  by  positive  reinforcement  of   attention. No  longer  give  attention  to  the  behavior  so  that   it  is  no  longer  reinforced  and  therefore   extinguishes  the  behavior What  about  using  planned  ignoring  when  a  child   is  dysregulated? When  problem  behavior  occurs: 1. Determine  the  function  of  the  behavior 2. Determine  the  reinforcement   3. Determine  consequences Immediately  following  a  problem  behavior  we   typically  ask  ourselves,  “What  should  I  do  about   this  behavior?” This  leads  to  consequences New  questions FIRST:   “What  can  I  do  at  this  very  moment  to  improve   my  relationship  with  this  student?” SECOND:   “What  do  I  want  them  to  do  instead?” Heather  Forbes Beyond  Consequences Creating  a  Trauma  Sensitive  Classroom! Create  a  sense  of  belonging • Historically,  humans  lived  in  multi-­‐ generational  and  multi-­‐cultural  settings • We  are  biologically  designed  to  be  in  a   community • We  all  need  to  belong  and  fell  like  we  are   important • “You  are  one  of  us”  verses  “You  are  not  one  of   us”