Steps for Oppositional Defiance
1. When the student lays down on the ground and refuses to get up, step back and give as little eye and physical contact as possible. Ensure his safety by removing any objects nearby that may cause harm (e.g., chairs). Tell him one time to get up. Remove eye contact and step back two steps.
(a) After he stands up, wait fifteen seconds return eye contact and tell him “Use your words to tell me what is wrong”. If it is at all possible honor his request. If it is not possible offer an alternative. Praise him for using a quiet voice to tell you what he wanted or what was wrong. Remind him of what reward he is “working for” and what he must do to get it. Remind him of the next desired activity (paired after undesired or difficult activities) “First finish _____, then you ______”.
(b) Immediately return to the activity or action that was disrupted by the behavior. Never allow him to stop an undesired activity, person or action as a result of physical aggression. This will reinforce future aggression to escape undesired tasks or people. Never allow him to gain a desired action, person or activity by engaging in self-injury.
(c) Constantly praise Ethan when he is engaging in desired behaviors (e.g., good hands down, good quiet talking, good sitting, good walking etc.,).
2. If the student is in an area or a situation that could cause harm to himself or others (e.g., playground, parking lot) physically escort him to the closest safe area. The safest escort procedure for caregivers and the student is positioning one caregiver on each side, placing the caregiver’s inside arm under his armpit and gently lifting him to a standing position. Ensure his safety before removing direct eye contact. Complete steps a-c.
1. When the student lays down on the ground and refuses to get up, step back and give as little eye and physical contact as possible. Ensure his safety by removing any objects nearby that may cause harm (e.g., chairs). Tell him one time to get up. Remove eye contact and step back two steps.
(a) After he stands up, wait fifteen seconds return eye contact and tell him “Use your words to tell me what is wrong”. If it is at all possible honor his request. If it is not possible offer an alternative. Praise him for using a quiet voice to tell you what he wanted or what was wrong. Remind him of what reward he is “working for” and what he must do to get it. Remind him of the next desired activity (paired after undesired or difficult activities) “First finish _____, then you ______”.
(b) Immediately return to the activity or action that was disrupted by the behavior. Never allow him to stop an undesired activity, person or action as a result of physical aggression. This will reinforce future aggression to escape undesired tasks or people. Never allow him to gain a desired action, person or activity by engaging in self-injury.
(c) Constantly praise Ethan when he is engaging in desired behaviors (e.g., good hands down, good quiet talking, good sitting, good walking etc.,).
2. If the student is in an area or a situation that could cause harm to himself or others (e.g., playground, parking lot) physically escort him to the closest safe area. The safest escort procedure for caregivers and the student is positioning one caregiver on each side, placing the caregiver’s inside arm under his armpit and gently lifting him to a standing position. Ensure his safety before removing direct eye contact. Complete steps a-c.