Decrease Impulsivity at School & Home | Life Solutions of Dallas-Fort Worth

To improve a child’s or teen’s self-control and decrease unwanted behaviors, parents and teachers are urged to collaborate and implement these four steps.

(1) Increase External Controls

First, it will be helpful to try to increase external controls and reduce the impact of the child’s or teen’s struggles at home and school.

Reduce the student’s access to settings, situations, or other students with which the student usually gets in trouble. For example, if he gets in trouble because the student next to him is constantly asking him questions, either move him or move the other student.
In the classroom, move the student closer to the teacher or another adult to improve self-control. Some impulsive students do well if they are in the middle of the classroom and are surrounded by others who won’t get them off-task by talking to them or asking them questions.
Work out a non-verbal or verbal cue to help the student recognize when an unwanted behavior occurs. In this system, the parent or teacher gives a visual signal or verbal phrase when a targeted inappropriate behavior occurs. This cue can remind the child to correct behavior without confrontation or loss of self-esteem.
Make a plan for downtime or transitions. Many children and teens say that they are most impulsive when they are bored and during transitions. Allowing these students to have something else to do once they have completed their seatwork can go a long way to decreasing their unwanted behavior. Even if it is math, allow an impulsive student to quietly read or doodle once she has completed her work. Give the child or teen a job to do during a transition. At school, cleaning off the whiteboard, scooting in the chairs, or some other productive activity is much better than an impulsive act because she is bored. At home, get creative and give her a job to do!
Before he starts a difficult task, privately ask the child or teen, “What behavior are you working on?” to remind him to exhibit the desired behaviors in specific situations.

(2) Replace Unwanted Behavior

Work with your child or student to replace the unwanted behavior with a competing behavior that meets the same need.

Select and clearly define 1-2 target behaviors for improvement at a time. These are usually the behaviors that cause him and you the most difficulty throughout the day. You may need to be specific about when, where, and how the behavior occurs. At school, “Sit quietly without touching others while waiting for PE to start” is much better than “Don’t distract others during PE.” At home, “Don’t hit your sister” is more specific than “Be nice to your sister.”
Select a behavior to replace the unwanted behavior by making sure it meets the same need. For example, raising his hand in the classroom is a better way to get attention compared to blurting or talking out of turn.
Help the child or student practice the replacement skill to improve his chances of success.

(3) Reinforce and Track Improvements

During the habit-building stage, it is critical to reinforce the child for using a replacement behavior. In the classroom, it will be important to immediately call on a student when he raises his hand instead of blurting out. At home, an incentive program can help reinforce the use of replacement behaviors.

It can also be helpful to use a daily report card (DRC) to track and reinforce a child or teen’s progress at home or school. At school, this research-based tool can be especially useful to communicate and collaborate with parents about the student’s behavioral needs and progress.

After clearly defining and making a plan to address 1-2 target behaviors, it is important to involve the family in reinforcing their student’s success.
Daily, communicate the student’s success at replacing the unwanted behavior with a more desired one.
Parents should reinforce the student’s behavior using a home-based reward/response-cost system.
Monitor the effectiveness of the system and modify/troubleshoot as necessary.

(4) Celebrate and Repeat!

Be sure to celebrate small (and big) successes along the way! Once the first one or two challenges are addressed, use these same strategies to address additional problem behaviors.

All unwanted behaviors can be replaced, but it takes time, effort, and patience.

Need Help Applying These Concepts?

Dr. Davenport loves collaborating with parents and educators to help them help struggling students. Over the years, he has found that problems with impulsivity can be improved using a research-based model of self-control. See a descriptor of this solution, and contact us to make an appointment today.

(c) 2010-2020, Monte W. Davenport, Ph.D.

To improve a child’s or teen’s self-control and decrease unwanted behaviors, parents and teachers are urged to collaborate and implement these four steps.

(1) Increase External Controls

First, it will be helpful to try to increase external controls and reduce the impact of the child’s or teen’s struggles at home and school.

Reduce the student’s access to settings, situations, or other students with which the student usually gets in trouble. For example, if he gets in trouble because the student next to him is constantly asking him questions, either move him or move the other student.

In the classroom, move the student closer to the teacher or another adult to improve self-control. Some impulsive students do well if they are in the middle of the classroom and are surrounded by others who won’t get them off-task by talking to them or asking them questions.

Before he starts a difficult task, privately ask the child or teen, “What behavior are you working on?” to remind him to exhibit the desired behaviors in specific situations.

(2) Replace Unwanted Behavior

Work with your child or student to replace the unwanted behavior with a competing behavior that meets the same need.

Select a behavior to replace the unwanted behavior by making sure it meets the same need. For example, raising his hand in the classroom is a better way to get attention compared to blurting or talking out of turn.

Help the child or student practice the replacement skill to improve his chances of success.

(3) Reinforce and Track Improvements

It can also be helpful to use a daily report card (DRC) to track and reinforce a child or teen’s progress at home or school. At school, this research-based tool can be especially useful to communicate and collaborate with parents about the student’s behavioral needs and progress.

After clearly defining and making a plan to address 1-2 target behaviors, it is important to involve the family in reinforcing their student’s success.

Daily, communicate the student’s success at replacing the unwanted behavior with a more desired one.

Parents should reinforce the student’s behavior using a home-based reward/response-cost system.

Monitor the effectiveness of the system and modify/troubleshoot as necessary.

(4) Celebrate and Repeat!

Be sure to celebrate small (and big) successes along the way! Once the first one or two challenges are addressed, use these same strategies to address additional problem behaviors.

All unwanted behaviors can be replaced, but it takes time, effort, and patience.

Need Help Applying These Concepts?

(c) 2010-2020, Monte W. Davenport, Ph.D.