+Temper Tamer’s Handbook
EBP Product Outline
Natalie Wahmhoff
University of Utah
Department of Educational Psychology
School Psychology Program
US Office of Education 84.325K
H325K080308
+ The Temper Tamer’s Handbook
Introduction
Definition:
The Temper Tamer’s Handbook is an individualized
intervention that aims to help children who are prone to
outbursts and aggression. It helps to teach these children
how to control, assess, and monitor their actions and feelings.
Temper Tamer’s stems from a cognitive-behavioral
perspective and combines several evidence based
techniques.
+ The Temper Tamer’s Handbook
Introduction
Why would it be used?

To reduce temper tantrums, anger outbursts, and aggression
in the classroom

To improve students’ emotional regulation

To provide students with coping skills

To increase positive interactions between students and teachers

To decrease punitive consequences, class removals, and discipline
referrals

To increase positive class climate
+ The Temper Tamer’s Handbook
Introduction
Target Population
 Designed
for classroom setting (could be adapted
for home use as well)
 Targets
children who are prone to aggression,
tantrums, and outbursts in the classroom
 Basic
concepts are applicable to all ages, but the
format presented is most appropriate for children
in kindergarten to 4th grade
+ The Temper Tamer’s Handbook
Why is this intervention evidence base
practices?
 This
intervention combines several evidence
based components
Relaxation techniques
 Self monitoring
 Variable reinforcement

+ The Temper Tamer’s Handbook
Why is this intervention evidence base
practices?
 Relaxation Techniques
Teaches deep breathing and progressive muscle
relaxation
 Positive effects on physical measures (such as heart
rate and body temperature) and on student selfreport of mood (Lohaus et al., 2001)
 Middle school children also benefited from relaxation
and visualization techniques (Dacey et al., 1997)
 Other studies have shown similar positive effects
following relaxation training (Heibert, 1989; Parrott,
1990)

+ The Temper Tamer’s Handbook
Why is this intervention evidence base
practices?
 Self-Monitoring

This component was added to the intervention in order to
improve student accuracy when they reflect on their own
behavior and help them to be more self-aware in general

One study that utilized the student/teacher matching techniques
for self-monitoring showed increases in targeted social skills
(Peterson et al., 1997)

Many other studies use student self-monitoring as a component of
successful interventions. Overall, published studies that use selfmonitoring as part of the intervention show positive results
(Cooger, Kehle, Bray & Chalouleas, 2007; Clees, 1995; Davies &
Witte, 2000).
+ The Temper Tamer’s Handbook
Why is this intervention evidence base
practices?
 Variable
Reinforcement

Like many interventions, Temper Tamer’s includes a
reinforcement component. This reinforcement is given at
variable intervals, meaning the student is not able to predict
when a reward will be given. This increases motivation and
anticipation

Studies have shown that variable reinforcement is a more
powerful motivator than reinforcement that is given at fixed or
ratio intervals (Davies & Witt, 2000; Robinson & Sheridan, 2000;
Jenson et al., 1982; Stage & Quiroz, 1997)
+ The Temper Tamer’s Handbook
Materials Needed


The student workbook includes:

Worksheets

Reflection sheets

Reminder cards

Break tickets

Change charts
Other materials required

Rewards

Crayola Changeable Markers (optional, but recommended)
+ The Temper Tamer’s Handbook
Step to Implement

Step One: Read through student workbook so you know what
to expect and what activities you will be doing.

Step Two: Find time to meet with target student. Try to make
it a time that does not interfere with a desired activity
(recess, gym class, lunch).

Step Three: Begin working through lessons with the student.
Students may need help generating ideas and practicing
techniques.

Recognizing Temper Triggers (page 1)

If student does not mention a trigger that you see regularly
add it to the list.
+ The Temper Tamer’s Handbook
Step to Implement
Step three (working through the lessons)

Take a Break (page 3)


Student may need help choosing appropriate ways to take a
break, especially when in the classroom and school. Make
special arrangements if needed (i.e. arrange to allow student
to use Mp3 player during school hours)
Cool Thoughts (page 4)


Recognizing the connection between thoughts, feelings, and
actions is difficult for some children. Help children see the
connection by providing examples of different perspectives,
emphasize positive perspectives over negative ones.
+ The Temper Tamer’s Handbook
Step to Implement
Step 3: Working through the lessons

Speed it Up (page 6)


Again, students may need help decided what is helpful and
appropriate for school use. Encourage actions that take the
mind away from anger over ones that still have a violent or
angry edge. For example, choose jumping jacks over
punching a pillow or screaming silently.
Slow it Down (page 7)


This method teaches relaxation techniques and does require
practice. Encourage the student do practice at home and
during stressful and non-stressful times.
+ The Temper Tamer’s Handbook
Step to Implement
Step Four


Place carrying card (page 10) in areas that will be most helpful
to the student. It can be place on a desk, or if the student has
the most trouble in the lunch room, consider the inside of a
lunch box. The student can also keep a card in her pocket as a
reminder at times the student is away from the classroom.
Step Five:


Discuss (or reiterate) strategies that can be used in the
classroom (cool thoughts, breathing). Encourage these
techniques as they do not take the student away from
instruction
+ The Temper Tamer’s Handbook
Step to Implement
Step Six


Talk about times that the student may be too overwhelmed and
need to leave the classroom. This is the time to use the Break
Tickets (page 11). Be clear about how long breaks should be
and the appropriate activities for these breaks. Write these
down as an agreement that you and student can refer back to.
Step Seven


Introduce the reflection page (page 12). Make copies, because
the student will use it more than once. Work through filling out
one reflection with the student as an example. They may
require assistance the first few days. Students will earn points
when they try a method, when it works, and if they match their
teachers opinion of how well their method worked. If they had
no outbursts or problems at all that day, they deserve all three
points.
+ The Temper Tamer’s Handbook
Step to Implement
Step Nine


Decide what reinforcers will be used. A variety of reinforcers
rather than the same one over and over is best. Make a copy of
the change chart (page 13) or use your own. Place x’s in circles
randomly and at unequal intervals. This creates variable
reinforcement. Use an invisible ink marker to create suspense
and anticipation. For each point the student earns, a student
colors in a circle. When that circle is X’d, the student is
rewarded.

This reflection sheet can also serve as a home note to notify
parents of progress.
+ The Temper Tamer’s Handbook
Troubleshooting
Student takes breaks more than necessary


Require the student to use an in-class method before using
the break method

Give points only for methods he can use in class

Make leaving the classroom one of the rewards
No reward seems motivating


Get input from the student, what do they want?

Examine the reinforcement schedule and the types of
reinforcement. If a student has to wait too long between
rewards they may lose motivation.

Consult with parents about making home rewards contingent
on points earn on reflection sheets

Consider unconventional rewards such as, skipping math
problems on an assignment or sitting in the teacher’s desk for
20 minutes
+ The Temper Tamer’s Handbook
Troubleshooting
This student requires more guidance that I can provide.


Consider asking another staff member to help on a
temporary basis. When the student takes a break, she can
see that staff person until she masters the techniques.

Involve the parents. Work collaboratively with them to teach
the methods and practice them at home and in school.
+
References
Clees, T.J. (1994). Self-recording of students’ daily schedules of teacher’s
expectantcies: Perspectives on reactivity, stimulus control, and
generalization. Exceptionality, 5, 113-119.
Coogan, B.A., Kehle, T.J., Bray, M.A., & Chafouleas, S.M. (2007). Group
contingencies randomization of reinforcers, and criteria for reinforcement,
self-monitoring, and peer feedback on reducing inappropriate classroom
behavior. School Psychology Quarterly, 22, 540-556.
Dacey, J. (1997). The results of teaching middle school students two relaxation
techniques as part of a conflict prevention program. Research in Middle
Level Education Quarterly, 20, 91-102.
Davies, S. & Witte, R. (2000). Self-management & peer monitoring within a
group contingency to decrease uncontrolled verbalizations of children with
attention deficit-hyperactivity disorder. Psychology in the Schools, 37, 137147.
+ Freeland, J.T., & Noell, G.H (1999). Maintaining accurate math responses in
elementary school students: The effects of delayed intermittent
reinforcement and programming common stimuli, Journal of Applied
Behavior Analysis, 32, 211-215.
Heibert, B., Kirby, B., & Jaknanorian, A. (1989). School based relaxation:
Attempting primary prevention. Canadian Journal of Counseling, 23, 273-287.
Jenson, W.R., Neville, M; Sloane, H.N, & Morgan, D. (1982). Spinners and chart
moves: A contingency management system for school and home. Child &
Family Behavior Therapy,4, 81-85.
Lohaus, A. & Klein-Hessling, J. (2003). Relaxation in children: Effects of
extended and intensified training. Psychology and Health, 18, 237-249.
Lohaus, A., Klein-Hessling, J., Voegelle, C., & Kuhn-Henninghausen, C. (2001).
Relaxtion in children: Effects on physiological measures. British Journal of
Health Psychology, 6, 197-206.
Parrott, L., (1990). Helping children manage stress: Some preliminary
observations. Child and Family Behavior Therapy, 12, 69-73.
Peterson, L.D., Young, R.K., Salzberg, C.L., West, R.P., & Hill, M. (2006). Use of selfmanagement procedures to improve classroom social skills in multiple
general education settings. Education and Treatment of Children, 29, 1-21.
Scully, P. (2003). Time out from tension: Teaching young children how to relax. Journal
of Early Education and Family Review, 10, 22-29.
Stage, S.A. & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease
disruptive classroom behavior in public education settings. School
Psychology Review, 26, 333-368.