Can you give me some effective behavior modification techniques that I can use for violent children?

Question

Can you give me some effective behavior modification techniques that I can use for violent children?

Answer 1

Yell at them if u have to...Escalate the situation. Progressive discipline (google that)...

Answer 2

Belt..... And no its not abuse.........

Answer 3

what do you mean violent?

if he likes to break things, burn things, and blow things up, thats not violent. he just likes to do dangerous things because its fun.

violent children is many a learned reaction from their surroundings. find the sources of violence, and you will be able to steer the child away from it.

Answer 4

I forget who it was that did the study, but they found that tendency to violence increased with sugar intake, not because of sugar levels but because of the glucose they were trying to burn off. ie; lots of exercise works, so whatever you can find to make the kid burn calories will atleast help. Another method; good cop/bad cop. You find a way to scare the heck out of them using someone else; like for ex.; you're sick and you have to hire a baby sitter, and he's an x-con.  There are many ways to fix the problem, you just need to consider the psychology necessary.

Also; baking powder and many food items contain aluminum which causes anger, as does rbst hormone in milk.

Answer 5

Wow!! The answers to your question really scare me.

I hope your question is really how do I use behavioral techniques to prevent children from becoming violent.. or something like that.

As mentioned their are crisis procedures if a child becomes violent, but you must be trained and you must be fully educated about child's rights in your area. They have a lot of protection if they are in special education. Also any restraint or emergency procedure increases the risk of harm to yourself and the child also.

What you need to do is have a school psychologist or behavior specialist conduct a functional behavior assessment (FBA or FAA) to determine the function/ or purpose of the behavior. Meaning why are the children acting violently? What are the triggers or antecedents that make that dangerous behavior likely to occur? What are the consequences in the environment that are maintaining that behavior. Based on this assessment a Behavior Plan (BSP Or BIP) can be formulated that will involve environmental changes as well as changing how adults interact with the children in order to prevent problem behavior, and ways to respond to problem behavior before it escalates to violence. The key of course is prevention and intervention. Crisis procedures such as restraints should only be used as a last resort and should not be seen as "behavior modification" strategy.

Answer 6

Hmm... I guess it depends on the situation but I just had a class on this last week and my instructor encouraged us to put the child in a few holds (she called it a baskethold) this is harmless, it just forces them to calm down and doesn't allow them to hurt others or themselves. She also told us to make sure to keep all of the other kids away and occupied. Don't give the kid attention for acting the way he is. Maybe you could have a special place in the classroom (the library area for example) to take the kids away from the other kids where they can calm down.

Answer 7

In North Carolina, we have to take restraint classes.  I have only restrained 1 child in 10 years and that was because he was a runner.  DO NOT restrain unless you have been trained!  

How often is the child violent and to what extent?  Also, is this a special education student?  Generally, when my students become really violent, I remove the other children from the room and call administration.  This year, because I am pregnant, I was given an extra assistant to help with my violent student.  We ended up having to put him on homebound because of his behavior.

I have written a lot of behavior plans this years....I don't know how much success you would have with that.  What is the age of the child?

Good luck.

Answer 8

Behavior modification starts with the basics... some children do not even recognize when they are angry, so training starts there.  Begin with recognizing facial expressions- a great set for working on behavior mod techniques is the Second Step curriculum from the Committee for Children  http://www.cfchildren.org/

Intervention and PREVENTION are the keys... you want to teach children how to manage their own behavior in appropriate ways, by responding to their needs before there is a chance for them to get worked up past their breaking point.  Behavior modification techniques focus first on looking inward... what are you, other staff, parents, and the environment doing to provoke that child in some way?  How can you change your responses to them or change the environment to fit the child.  Too often, people try to change the child first- assuming the child just isn't fitting the mold the rest of the kids have come to accept.  Sometimes this is true- the child hasn't learned to adapt in one way or another to conformed society- but often there is something about the way we are interacting with the child or the environment is affecting the child, that is setting them off.  We want to look for ways first to prevent the behavior from happening- then if it still is happening, work on ways to show a child how to interact with their world appropriately.  

In conjunction with emotional training, you also have to work intimately training the family.  This can mean home visits once a week, showing the parents the techniques used in school, and helping them to better manage their child's emotional outbursts.  This can be really difficult, depending on the level of committment you get from the parents.

In the classroom, rules need to be firmly laid out so the child knows what to expect.  Minimize transitions (90% of behavior occurs in transitions), use visuals (picture cards) as reminders for what is happening next, make sure directions given are easy to understand and not more than one direction at a time, use active listening skills (many of these kids aren't heard at home), be caring about their needs (know what goes on at home so you can be understanding when something is going on- many of these kids feel out of control), do a functional behavior analysis to find out WHY the child is acting this way (ALL behavior is communication), and reinforce consequences-always.  Children with violent behavior problems sometimes stem from a chaotic home environment- so they often attempt to create chaos in their school environment because that is what they are used to at home.  Oddly, in this situation, the child is more comforted by chaos than calm- because it is what they have grown up with.  Other times, parents are too permissive, so the child has no boundaries at home.  They assume that when they go out in the public (school) that everyone allows their child to do whatever they please, and are shocked when the rules are enforced.  Other times, the child may have a sensory issue that is causing them to do things.  A child who constantly crashes into others and laughs, may not be spiteful, but may have proprioceptive issues that need to be addressed to gain that deep pressure they are craving.  A functional behavior analysis will give you a better idea of what behaviors you are dealing with and possible reasons behind them.  For until you are able to come up with the WHY, you won't be able to figure out a way for that child to be able to express himself in a more appropriate way.  Write up a behavior plan that addresses the child's issues, and have the parents and other staff that work with that child get a copy and sign an original to keep in the child's file.  All people who deal with that child should be aware and perform the specified actions on the plan to keep a cohesive environment for the child to know what to expect.

Techniques for direct management when a child is getting out of control include:  removal from the area, active ignoring (no eye, verbal or physical contact), reinforcing appropriate consequences (if they throw their food, they are done eating lunch), using positive peer praise (note the children who ARE doing what you asked and make no comment to the one who isn't), and complete removal from the room if necessary.  When a child has totally lost it- not complied and is totally throwing a fit- whether it be screaming at the top of their lungs or throwing objects at others- it is time to remove them completely from the room.  The rule for using the more mild techniques is that as long as they are not hurting themselves, other children or the environment, they can be in the room.  But, if they are throwing objects, breaking things, hurting others- they need to be removed or have the other children removed from the room.  Do not attempt any holding techniques unless you have been specifically trained to do so- this is for your safety (and to keep you from being sued) as well as the child's.  For training on this- seek Pro-ACT: http://www.proacttraining.com/  

For all your behavior modification technique information and behavior plans, solution cards, games, etc., you can print them from this free site: http://challengingbehavior.fmhi.usf.edu/...

As well as get some great free training by powerpoint presentation and handouts on behavior modification on:

http://www.vanderbilt.edu/csefel/modules...