FAST-Behavior Caregiver Skills Group Week 1

slide1. FAST-Behavior
Caregiver Skills Group<br>
slide2. Week 1<br>
slide3. Welcome to group! Please log into Zoom early, we will start right on time
Label yourself on Zoom:
Your name (child’s name – age)
Example: Tim & Ellen (Lina- 8)<br>
slide4. TeleGroup guidelines Please do:
Turn on your video!
Mute when not talking
Prop up device
Use the chat, hand raising, and “reaction” emojis anytime
Use big nonverbal communication to support each other
Try to remain in one place<br>
slide5. TeleGroup guidelines During group, please avoid:
Driving
Calling from a public place
Cooking meals
Multi-tasking

Privacy: Please keep other families’ information private<br>
slide6. What is this group? “Parent Behavior Management Training”
Evidence-based treatment
The recommended first step therapy for:
ADHD
Disruptive or oppositional behaviors
Child relational and adjustment problems
Goals:
Improve child’s independence and functioning
Reduce family stress
Improve parent/child relationship<br>
slide7. Introductions Leaders
You/your child
Child’s name and age
Something you love about your child
Something you hope to learn from group<br>
slide8. What Causes Problem Behavior?<br>
slide9. Parent Attention: Changing negative cycles into positive cycle<br>
slide10. Special Time Demonstrations What did you not like? What would you do instead? https://www.seattlechildrens.org/health-safety/classes-events/behavior-basics-class/<br>
slide11. Special time 10-15 min per day (timed)
Scheduled!
Child chooses and leads activity
Parent as the “Sportscaster” of play
Parent pays special attention!
Praise
Reflect
Imitate
Describe
Enjoy
Unconditional: Do not take it away<br>
slide12. Special time<br>
slide13. Special time activities Younger
Legos, blocks
Color/draw
Craft project
Play a game the child’s way
Play with a pet together
Build a fort
Older
Go for a walk
Get a cup of tea/hot chocolate together
Talk
Practice a sport
Let them teach you about a favorite topic<br>
slide14. Special time tips Special Time Tips Schedule a consistent time
Set a timer
Plan something for other children to do
If negative behavior occurs – IGNORE! Or end special time for today
Don’t ask your child to turn off a screen to start special time – too hard to compete with a screen! Avoid competitive play
Choose an interactive activity (not a screen)
Use popsicle stick for ideas if necessary
Offer special time to each child<br>
slide16. Ways to practice Schedule 10 to 15 minutes Special Time- 5 times per week and complete tracking sheet
How will you explain special time to your child? How will you time it? What rules will help it be successful?
When is a good regular time to do it?
How can you keep other children occupied during special time? Special Time Tips<br>
slide17. Week 2<br>
slide18. Welcome back! Homework review: Special Time
What did you do?
Wins and challenges?
How did that time affect your child’s
behavior (if at all)? Observations?
Insight?Questions?<br>
slide19. Attention to positive behavior Good behavior only continues as long as it is noticed
If you want to teach a new behavior, reward/praise it right away, every time
New behaviors need to be shaped<br>
slide20. Positive behaviors need to be shaped<br>
slide21. Catch ‘em being good How to do it?
Labeled praise - be specific and tell your child exactly what they did that you liked
Immediate or as close in time to the behavior as possible
Stay near them and praise as they do the behavior
Include physical affection if it feels natural (high 5’s, hugs)<br>
slide22. Examples of catch ‘em being good<br>
slide23. Catch them being good Why do it?
Helps change patterns of negative attention into positive ones
See more desirable behaviors
Kids feel better and parents feel better
Builds self-esteem and confidence<br>
slide24. “Being respectful” Looking at parent when they are talking
Using calm tone of voice with sister<br>
slide25. “Cooperating” Following instructions the first time
Acknowledging when instructions given
Getting started with one reminder<br>
slide26. “You did an
awesome job
starting to pick up
as soon as I asked.”<br>
slide27. “Thanks for speaking
so kindly to your
sister. You really
made my evening!”<br>
slide29. When should we remove our attention? Ignoring is an ACTIVE technique
Kids learn better ways to communicate and get attention
Decreases “power struggle” between parents and kid<br>
slide30. Planned Ignoring: How to do it You can tell your child what you will ignore
When the behavior starts, you can give one warning, then start ignoring
Remove ALL attention
Turn your body away
Neutral facial expression
No talking!
Do something relaxing to keep your cool

When negative behavior stops, give positive attention right away!!<br>
slide31. What Should I Ignore? IGNORABLE
Arguing
Complaining/whining
Back talk
Tattling
Yelling
Annoying noises
Potty humor
Anything reinforced by parental attention! NOT IGNORABLE
Noncompliance
Safety risks
Aggression<br>
slide32. Extinction burst<br>
slide33. Ignoring Tips Tell your child what you will ignore ahead of time
“The complaining is only making things harder in the morning. I’m not going to respond to complaining.”
“You’ve asked, I’ve answered.”
“I will not respond to yelling. I’ll be glad to respond to a calm voice.”
Hold boundary if behavior becomes “not ignorable”
Hold limit/consequence as “Robot Parent”
Use few words, no lecturing, no eye contact
Avoid criticizing, showing emotion, or “fueling the fire”<br>
slide34. Planned Ignoring Example https://www.seattlechildrens.org/health-safety/classes-events/behavior-basics-class/<br>
slide35. Break out: Planning ignoring Which behaviors will you ignore?
What challenges might you encounter?
What will you do while ignoring to keep calm?<br>
slide37. Ways to practice Catch ‘Em Being Good
Planned Ignoring
Keep doing Special Time<br>
slide38. Week 3<br>
slide39. Welcome back! Homework review:
Catch ‘Em Being Good
Planned Ignoring
Special Time Observations?
Insight?Questions?<br>
slide40. Effective instructions Get the child’s attention
Direct and specific
Only one at a time
Followed by 10 seconds of silence
Praise steps toward compliance<br>
slide41. Instruction traps<br>
slide42. “Let’s get ready to go!” Please put on your shoes now.
Please put the LEGOs into the bin.<br>
slide43. “I am tired of all the mess in here! You need to clean up and I don’t want to hear any complaining.” Please start by putting the clothes in the hamper.
Please put away everything lying on the ground.<br>
slide44. “You need to be respectful to your coach” Please turn your body and eyes to your coach when he talks.
Please put the soccer ball down when your coach talks<br>
slide45. Kids with ADHD or challenging behavior need more practice and motivation to master a routine

Rewards increase motivation and consistency

Eventually, you’ll fade out the reward Why does my child  need rewards?<br>
slide46. When-Then Rewards “When you put away your clothes, then we can head to the park.”<br>
slide48. Reward Ideas<br>
slide49. Homework Use Effective instructions
Plan a When-Then instruction
Keep doing special time, catch them being good, Ignoring<br>
slide50. Week 4<br>
slide51. Welcome back! Homework review:
Effective instructions
How often did you give instructions?
Were you able to make them more effective?
When-Then Rewards<br>
slide52. Consequences Makes a behavior less likely to happen again
Used to handle “not ok” behaviors

If a consequence does NOT change a behavior, it may not actually be a punishment
(like yelling, or lecturing)<br>
slide53. Picking a punishment We do not recommend physical punishment
“Natural” consequences can be too delayed
Use smallest consequence that will have an effect
Ignore as much as you can!
Give consequence that happen right away
Logically connected to behavior
Give child opportunity to correct behavior<br>
slide55. Privilege removal Planned/explained ahead of time
Logically linked to behavior
Homework + screen time
Smallest amount of time
For one hour, vs. one week
One piece of the privilege vs. all at once
No Minecraft this afternoon, vs. no screens today
Matter of fact manner, little talking<br>
slide56. Example: Privilege removal Two siblings fighting over a nerf gun
Take away nerf gun (logical)
For next 20 min
Give them a chance to try again<br>
slide57. What you say:
“This is your warning. If you grab or yell at each other again, the nerf gun is gone for 20 minutes.”“You yelled again, the nerf gun is gone for 20 minutes. I’ll tell you when time is up.”<br>
slide58. Example: Privilege removal Child filled in fake answers to their worksheet
Take away part of what they were rushing to get to
Lost 10 min of screen time
Cannot start screen time until answers are corrected<br>
slide59. Example: Privilege removal Child kept playing Roblox after you told them their time was up
Antecedent: 20 min warning window to save game before power off
Lose 30 min of tomorrow’s screen time
Earn 15 bonus min for tomorrow for following rules<br>
slide61. Practice<br>
slide62. Time out tweaks Make it …
Planned
Boring (location)
Short
Powerful – ignore everything except safety risks
When it ends…
Rule-breaking: invite child to rejoin family
Not following instructions: Must do the original task<br>
slide63. Reward Ideas<br>
slide64. Practice time out Decide which behaviors get a Time Out
Practice with your child!
Practice giving stuffy a Time Out
Have your child give stuffy a Time Out<br>
slide65. For older kids Rename it
“A break”
“Red Card”
Use “mini-grounding”
All privileges frozen
30 to 60 min<br>
slide67. Ways to practice Introduce a consequence for breaking a rule or not following directions
Continue:
When-then rewards
giving positive attention
planned ignoring
effective commands<br>
slide68. Week 5<br>
slide69. Welcome back! Homework review:
Privilege Removal
Time Out
Other skills Observations?
Insight?Questions?<br>
slide70. What are the biggest screen challenges in your home?<br>
slide73. Creating Screen Limits Guidelines for the whole family
Discussed at a family meeting
Linked to privileges and consequences

What do kids learn from rules?
Values
There are limits
Adults are in charge
Self-control<br>
slide76. Screen Limit Examples No screens in bedroom
No screens if guests over
No screens at the table
Limit of X time on screens per day
Screen time starts after schoolwork/chores
All screens remain charging in kitchen overnight
Screen curfew is 8pm
Limits on certain games
Parents will put away their phones from 6-8 pm<br>
slide77. Family Media Plan Without screen limits, other parenting limits won’t work!

Introduce screen time monitoring
Consider turning off internet router at curfew
Use FAST-B template or digital version on www.healthychildren.org<br>
slide78. Teaching about emotions Which emotions do you want your child to learn?

How do children learn about emotions?<br>
slide79. Emotion coaching What is it?
Helping children notice and label emotions in themselves and others
Listening and reflecting – helps them feel understood
Develops emotion vocabulary and awareness
Foundation for limit setting and problem solving
Emotion Coaching Clip - Inside Out
When to do it…<br>
slide80. Escalation/Yellow Zone
When we are triggered, we show warning signs. Warning signs are an early indication that a problem or “crisis” is coming. Use an intervention when you first see warning signs that your child is triggered. This may help your child avoid a crisis. Interventions work best early on and are less likely to be successful as your child becomes more escalated.
To Do:
Listen.
Try to understand why your child is triggered.
Use your Safety Plan.
Help focus your child on a coping skill. Crisis/Red or Blue Zone
This is the emotional peak of the problem situation. This phase can include unsafe behavior toward self, others, and community, so be ready to manage safety. People don’t think well when they’re this upset. Your child’s yelling may be a trigger that casues you or other caretakers to escalate. Be aware of your own emotional state and be ready to use coping skills during this period.
To Do:
Use your Safety Plan.
Give space as appropriate to keep you and your child safe.
Use small words, short sentences; only one person should talk at a time.
Have different expectations. Baseline/Green Zone
Baseline behavior is behavior that is “normal” or typical. It looks different for everyone. This is the best time to talk about difficult topics, such as new rules and new schedules.
To Do:
Be proactive: There will always be problems, but there are strategies you can use to reduce them.
Problem solve.
Practice and model coping skills.
Safe proof your home.
Use and update the Coping Card.
Create a Safety Plan. Return To Baseline/Green Zone
Your child is calm and stable. To Do:
Discuss the problem: What happened?
What started it? What could we have done differently? (Adult and child take turns sharing their thoughts.)
Teach new skills.
Discuss any consequences.
Update the Safety Plan and Coping Card Crisis Cycle Psychiatry and Behavioral Medicine Post-Crisis Recovery/Gray Zone
Your child is feeling the aftermath of the adrenaline, so may be very sad, tired, remorseful, and/or hungry. They may sleep, cry, and be hard on themselves.
To Do:
Allow time and space to calm down.
Promote coping skills.
Do not discuss consequences yet. 3/20
PE1551 1 2 3 De-Escalation/Yellow Zone
4 The “crisis” begins to calm. Because adrenaline
levels are so high, it can take over 30 minutes for
everyone’s body to return to baseline functioning.
To Do:
Do not problem solve yet. It will likely re-escalate your child.
Adrenaline is high - focus on safe high-energy activities to “burn off” the adrenaline.
Focus on using a coping skill. 5 6 What Are Triggers? Triggers are experiences that make us feel mad, sad, or upset.
Sometimes you can see triggers, and sometimes you can’t. Line of
“No Thinking”<br>
slide81. How to emotion coach Read your child’s emotional cues
Guess the emotion
“It looks like you’re feeling…”
“You seem….”
Reflect/validate the feeling
Even if you don’t agree with it ;)
“It really is disappointing that you can’t have Sam over.”
“It makes sense that you’re annoyed that screens aren’t allowed at dinner, I know they’re so fun.”
Let them be!<br>
slide82. Avoid emotion dismissing Traps to Avoid<br>
slide83. “But Claire was the one annoying me first! You blame me for everything!”<br>
slide84. “Other parents are letting their kids have sleepovers. You’re mean. You want me to be miserable.”<br>
slide85. Ways to practice Family Media Plan
Try emotion coaching!
Keep doing Special Time<br>
slide86. Week 6<br>
slide87. Review: Emotion Coaching Read your child’s emotional cues
Guess the emotion
“It looks like you’re feeling…”
“You seem….”
Reflect/validate the feeling
Even if you don’t agree with it ;)
“It really is disappointing that you can’t have Sam over.”
“I imagine you’re annoyed that screens aren’t allowed at dinner, I know they’re so fun.”
Let them be!<br>
slide88. Welcome back! Home practice review:
Family Media Plan
Emotion Coaching
Other skills Observations?
Insight?Questions?<br>
slide89. Review of skills Special time
Catch them being good
Planned Ignoring
Effective instructions When-Then Rewards
Privilege removal
Time out
Screen Limits<br>
slide90. How will you keep using skills? Digital reminders
Visual reminders
Partner check-ins
Teach another parent
New family traditions
Frame a checklist of skills, check them off!<br>
slide91. Planning for the Future What other needs does your child have?
Educational
Mental Health / Emotional
Medical
Social
What needs do you have?
Online FAST videos: https://www.seattlechildrens.org/health-safety/classes-events/behavior-basics-class/
Talk to your child’s doctor about more resources<br>
slide92. Thanks for joining us!<br>