| Untitled | Untitled |
|---|---|
have conversation in person. flip script by asking parent how they think things are going. | provide specific rate of positive praise vs. feedback |
instead of having phone conversations — which may have become a cue for defensive responses — the adult and parent could try video calls or in-person meetings in a neutral, relaxed setting (like a café or during a walk). This shift introduces novelty and disrupts the automatic cue-response loop, making the habitual defensive reaction less likely to be triggered. | self-monitoring combined with implementation intentions. Once the adult becomes aware of the defensive habit and shifts to goal-directed behavior, they can use a strategy like: “If I feel defensive, then I will pause and ask a clarifying question instead.” This kind of “if-then” planning helps reduce the likelihood of reverting to the old habit by giving the brain a clear alternative response. Over time, this can decrease the frequency of defensive replies and reinforce more constructive communication patterns. |
Automatic responding | Umm maybe a token board for adults |
Repeating what they are saying, for example you are saying X | The goal would be to identify solutions to the problem. |
Repeat the suggestion back | Have conversation in person |
create a script to practice a new response to criticism | create a script, brain storm with the client to create multiple scripts to offer alternative responses |
Asking a question that is a preferred activity for the subject to interrupt being defensive. | ability to acquire acquisition to a preferred item for a decrease of defensive behaviors. |
Use a stress ball, or deep breathing to pause after a triggering comment | refer to text prompts/scripted responses for more productive ways to respond |
responding defensively | Fixing the the problem or asking for clear indications of a problem |
no idea | |
Have parents text suggestions or problems, requirethe learner to wait 20 minutes before responding | Have learrner identify one or two ways to apply what the parent is saying, then respond |
Before answering the call with the parent, the adult could write down a short reminder phrase on a sticky note (e.g., "pause, listen first") and keep it visible during the call. This shifts the environment from reactive to mindful, creating a tiny buffer between hearing the suggestion and responding | At that point the aim is to make the old response less likely to occur and reinforce the alternative behavior. An effective intervention here would be Differential Reinforcement of Alternative Behavior (DRA) |
Ask if there is anything they need help with | Ask if they need advice or someone to listen |
Take a breathe before responding. | Use a familiar script, ask yourself the same question before you respond. |
Instead of parents calling the adult will call and not initiate defensive responses | Continue with the plan as is |
end conversation | stop talking to parent |
Put the phone on mute or take a pause to put on chapstick or take a deep breath | Respond with : What is a goal you would like to make for yourself that we can work towards |
standard response- I'll get back to you! | wait 10 seconds before responding could say, "let me think for a second" |
Role play. | having a standard response- "let me think on that. I'll get back to you later" |
Take a breath first. | write it down first |
Using a prediscussed statement prior to making a suggestion or hinting at a problem. | |
stop making suggestions, instead ask questions that make the person get into the right mindset and plan his actions correctly. | DRL |
In this case, the person can take a moment before responding to avoid reacting defensively automatically. | DRA |
give a compliment | first/then |
Use the sandwich approach: first say something positive/encouraging, then make the suggestion, then say something positive. | The parent can praise the adult for accomplishing the goal-directed behavior. |
| Untitled | Untitled |
