Yuma Time Out Strategies

QP provided Chase with the opportunity to participate in an evidence base practice geared toward understanding warning signs. QP explained to Chase that the activity will him to identify times when he need to take a time-out and how to use self-calming thoughts. QP explained to Chase, that Self-calming thoughts are used to help de-escalate one’s emotions and separate them from a potentially difficult situation. QP explained to Chase, what red flags are; that is, the signs that indicate to a person that a time-out is necessary or a situation may get abusive or escalates. QP explained to Chase that the goal of the intervention is, to teach him how to identify personal red flags and how to use self-calming thoughts in a situation. QP asked

QP reviewed with Quadir appropriate responses to anger feelings. QP asked Quadir to list some rules of the house and school that he has to follow. QP examined with Quadir, what causes him to get upset when asked to complete task from his mother, teacher, and grandparents. QP reviewed with Quadir how to respond to anger situation appropriately. QP discussed with Quadir on task and attentive behaviors in all settings. QP reviewed with Quadir mediation, self-control strategies and impulse delay strategies. QP asked Quadir to discuss a time when he has demonstrated good impulse control and engaged in fewer disruptive behaviors. QP asked Quadir, if he has decreased the frequency of disruptive, aggressive or negative attention seeking behaviors. QP asked Quadir, how he is get along with his mom. QP praised Quadir for the progress he has made with his behavior in the home and at school. QP provided Quadir with feedback on the positive progress he as mad since starting IIH services. QP suggested to Quadir to keep up the good work he has made and continue to improve on the changes he has made with his behavior and the goals he was working

In the beginning, Yuma was a just a small town that would continuously be flooding. Yuma wanted to make something out of the small floodplain town so they decided to try to control the Colorado river flow. Yuma county thought about what they could do… in 1912, they built a dam to regulate the flow of water to the Yuma Valley. Many corporations helped with the redirect of the water flow. I’m not sure if the Yuma people realized that with the construction of the dam, their small town would soon be booming. Yuma wanted to become this area of agricultural greatness, so they came together with other corporations to achieve this goal of theirs. From that day Yuma has been working and being involved with the agricultural business.

Yuma did not respond well to the intervention. Yuma could not or did not want to explain what he has learned from the intervention. Yuma continues to have difficulty responding in sessions. Yuma is making minimal progress towards his goals. Yuma was provided verbal assistance during the session. Yuma was given chooses on how he can respond to the intervention. Yuma body language and his demean indicated that he did not want to participate in the session. Yuma responded by shaking his head, to indicate a yes to the question asked. Yuma was given examples of situation to choose from on how he may have used time-out during a conflict situation. Yuma was able to choose walking away and listening to music. Yuma was given choices of the answer to

QP engaged Maunica in participating in a CBT activity geared towards the aggression cycle. QP explained to Maunica that the activity examine the aggressive cycle and progressive muscle relaxation technique that can help to reduce anger level. QP explained to Maunica the three phases of the aggression cycle, which consist of escalation, explosion, and post explosion. QP asked Maunica to list some things that can cause her anger to escalate. QP asked Maunica, what level has her anger reached. QP reviewed with Maunica thing that triggers her anger. QP brainstormed with Maunica some of her anger cues. QP reviewed with Maunica negative consequences that are associated with anger explosion. QP assisted Maunica in identifying the cues that occurs

QMHP-C encouraged Summer to stay attentive during sessions. QMHP-C expressed that knowing her right will also help with develop anger management skills. QMHP-C encouraged Summer to think of her rights when she has anger outburst. QMHP-C reminded Summer that she can express herself but just be mindful how and respecting

QP engaged Quadir in participating in a CBT activity geared towards defusing anger. QP explained to Quadir that the activity will teach him how destructive thoughts can escalate into anger and violence, the importance of controlling anger, review how anger can impact relationship, recognize how the feelings of anger may

Goal 1: Jeremiah will improve his interactions at home. • Jeremiah was in a pleasant mood when the QP arrived for the visit. • Jeremiah listened as the QP reminded him what positive practice entails. • Jeremiah was observed yelling and screaming at his sisters that asked to participate in the session with him and said he cannot

QP engaged Tatiana in participating in an evidence base practice geared towards understanding feelings. QP explained to Tatiana that the activity will help her make nonviolent and non-abusive choices in two ways; by separating feelings of anger from the behavior choose, by recognizing she can use other feelings when feeling angry. QP explained to Tatiana that the goal of the activity, is to identify the relationship between power and anger, to separate feelings of anger from the behavior chosen and to examine the relationship between anger and other feelings. QP explained to Tatiana that anger should not be used to justify violence and abuse, or to intimidate or make other people feel powerless. QP asked Tatiana to list some ways people can express anger without being abusive or violent. QP asked

Homans talks about “time out”, My question is what is the evidence about the effectiveness of time out? Does it work? What behaviors does it change? Time out is recommended to be use in isolation, as a stand-alone strategy. For example, when a child is throwing objects around in a manner unsafe environment and refuses to stop when being instructed by a parent. A reason for providing an explanation to the child as to why they are going to time out, so they can understand what they have done and to be punished for it, so it won't happen again.

There is a plan to increase the probability that the decrease of disruptive outburst will be exhibited across multiple settings. The multiple settings include, while at home with grandparents, parents, guardians, or any other activities where Taylor begins to have a disruptive outburst. The implementation of more one on one time with Taylor to decrease the amount of group work will decrease disruptive outburst. Taylor's behavior when attention is away from her or during group work is inappropriate behavior such as, disruptive outbursts. To stop Taylor’s disruptive outburst, the teacher will incorporate more one on one time with Taylor. This can include, less group work, having Taylor learn the ability to ask questions. The disruptive outbursts

QP engaged Robert in participating in an evident base practice geared towards hurtful moves and helpful moves. QP explained to Robert that the important part of changing behavior is to think about the choices make. QP explained to Robert that the activity will teach him how feelings, self-talk and beliefs work together to impact how a person choose to respond to an event. QP explained to Robert that he will be able to identify the feelings, self-talk and beliefs, he has in a difficult situations and how to change them so he can make a better choice about his behavior. QP explained to Robert that the goal of the activity is help him to be able to identify his feelings, self-talk and beliefs experienced during difficult situations and how he can change

Time out is a popular method of child rearing. Parents often search for effective and creative ways to deliver the lessons they intend to instill in their children. Some parents issue time-out intervals based on the type of behavior exhibited, while others do so based on chronological age. Researchers have evaluated such as release contingency time-outs, delivery of warnings during time outs and token system time outs. Donaldson, Vollmer, Yakich, and Van Camp (2013) aimed to evaluate compliance to verbal instruction to time-out, using a procedure designed to reduce the problem behavior while increasing compliance.

QP engaged Tatiana in participating in a CBT activity geared towards anger management. QP explained to Tatiana that the activity will her learn to manage anger effectively, look at violence acts and the treat of violence and develop self-control thoughts and actions. QP provided Tatiana with the definition of anger and provide an example. QP discusses with Tatiana the differences between anger and aggression. QP asked Tatiana to give an example of an aggression situation. QP asked Tatiana to explain, “When do anger become a problem for her”. QP brainstormed with Tatiana ways anger can affect a person physically. QP explained to Tatiana, that inappropriate expression of anger initially has apparent payoffs such as releasing tension and controlling people, however these payoffs leads to negative consequences.

Focus: Samantha and family will effectively manage Samantha’s aggressive behaviors in the home and community setting. Ms. Smalls (MHP), Ms. Smith (MHS) and Samantha discussed review and process the past week incidents. MHP and Samantha practice coping skills. Intervention: MHP, Samantha and MHS discuss the details to the reported