Supporting Children with Challenging Behaviors Refresher Training

Supporting Children with Challenging Behaviors

Refresher Training

Training Schedule

Supporting Children with Challenging Behaviors

Unit Outcome

Implement strategies to teach social skills and prevent and respond to behavioral problems in young children.

Unit Objectives

Knowledge of recommended practices and general principles of behavior intervention.

Knowledge of typical and atypical social and emotional development.

Utilize intervention strategies for preventing problem behaviors, teaching social skills and responding to challenging behaviors effectively.

Unit Objectives

Assess children’s behavior to determine function and develop a positive behavior support plan.

Utilize simple measures of child progress to determine effectiveness of strategies and make intervention decisions.

TRAC 2004 Units

Recommended Practices

Recommended Practices

Inclusive Programming

Systematic teaching of social skills

Developmentally appropriate environment

Analysis of child’s behavior

Comprehensive behavior

intervention

Family-centered

collaborative services

General Principlesof Behavior Intervention Reinforce positive behavior Prevent the behavior the behavior

Encouraging alternative behaviors

Provide a variety of behaviors

Determine communicative intent Incorporate multi-element intervention

strategies

Be consistent

Social Development

Activity

Social Development Puzzle

Frequency

Intensity

Duration

Dimensions of Problem Behavior

Variety

Multiple Settings

Two Additional Considerations

“Difficult temperament” Infant

Chronic oppositional behavior Toddler

Aggressiveness to adults and other children Preschooler

Stealing and truancy Elementary

Patterns of Development forBehavior Problems

Favorable Conditions andNormal Development

RISK

Favorable conditions

Intervention Strategies

Prevent: Simplifying and/orModifying Activities Alter task demands by simplifying or

modifying activities

Schedule preferred activities following non-preferred activities

 Limit choices available

Prevent: Clarifying and Communicating Expectations

Use visuals to clarify schedule

Circle Choice SnackWash Hands

Prevent: Clarifying and Communicating Expectations

Use visuals to help clarify choices

Library Writing Table Toys

Prevent: Clarifying and Communicating Expectations

Use visuals for the child to communicate

Use a story board

Prevent: Clarifying and Communicating Expectations

Use visuals to communicate behavior expectations

Prevent: Clarifying and Communicating Expectations

Provide verbal or visual prompts or warnings

Use scripted routines

Use scripted responses

Prevent: Individual Support Strategies

Provide additional staff

Use props for transitions

Provide one-on-one adult attention

Define personal space

Teach: Strategies for Teaching Social Skills

Teach alternative behaviors

Model appropriate behaviors

Target skills within activities

Break down the social skills

Reinforce the use of social skills

Teach self regulation

Use role play

Respond: Strategies for Responding to Problem Behavior

Ignore the behavior

Provide assistance

Verbally and/or Physically Assist

1. Acknowledge the child’s feelings

2. Give feedback

3. Provide an alternative behavior

Respond: Strategies for Responding to Problem Behavior

Ignore the behavior

Provide assistance

Redirect

Loss of privilege or toy

Time out or time away

Time Out Use to allow the child time to calm down Use as a logical consequence Allow the child to control when they rejoin the

group Use after children have been made aware of

this as a consequence Use to help children learn self-control

Positive Behavior Support Plans

How it all Fits Together

Social Skills Instruction

Positive Behavior Support Plans

Strategies become more

intenseBehavior Intervention Guidelines

Problem Behaviors Definition

Behaviors of such frequency, intensity, and duration that they interfere with the child’s ability to learn, relate socially to his peers, family members, others in the community, or pose health or safety issues to themselves or others.

Positive Behavior Support Plan Checklist

Behavior concern determined. Parents aware of initial concerns. Parental permission for evaluation obtained. Medical causes investigated. Environment and curriculum determined appropriate. Information regarding behaviors collected from parents,

other staff member and related service providers. Parents have been invited to assist in the development

of the plan.

Functions of Behavior

Gain attention from peer or adult

Gain something

Escape or Avoidance

Intrinsic

Steps to Developing a PBSP

Step 1: Complete an observation of the child.ABC ObservationBehavior Incident Log

Steps to Developing a PBSP

Step 2: Complete a reflective assessment of the child’s behavior.Positive Behavior Support Plan

Development Form.

Steps to Developing a PBSP

Step 3: Develop individualized supports and interventions.Classroom Positive Behavior Support Plan

form.

Steps to Developing a PBSP

Step 4: Design Monitoring System.

Activity

Review example PBSP

Steps to Developing a PBSP

Step 1: Complete an observation of the child.

Step 2: Complete a reflective assessment of the child’s behavior.

Step 3: Develop individualized supports and interventions.

Step 4: Design monitoring system.

Determining the Effectiveness of Strategies - Updating

Programming Decisions – General Principles

Decisions are made by comparing data

Look for patterns

Fade out unnecessary supports

Do not make changes too soon

Change one thing at a time

Document the changes

Data Collection and Analysis Steps

Step 1: Observe child and collect data

Social Competence Project Behavior Data Sheet

Child's Name: Kal J ones Date Recording Initiated: October 13, 2002 Date Recording Terminated:

Planning Data Collection (dates of data collection in shaded boxes)

Programming Decision

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

10/13 10/15 10/17

11111 111

11111 11111 1111

10/20 10/22 10/24

Collect data on MWF f rom 10:00-11:00 am. Record a tally mark for each inappropriate attention seeking behavior you observe.

Start data on 10/ 13

11111 1

11111 11111

11111 11

10/ 13 10/ 24

45/ 6

7.5/hour

Maintain Programٱ

Modify Programٱ

Decrease Supportsٱ

Program Completedٱ

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

Maintain Programٱ

Modify Programٱ

Decrease Supportsٱ

Program Completedٱ

Data Collection and Analysis Steps

Step 1: Observe child and collect data

Step 2: Total the data

Social Competence Project Behavior Data Sheet

Child's Name: Kal J ones Date Recording Initiated: October 13, 2002 Date Recording Terminated:

Planning Data Collection (dates of data collection in shaded boxes)

Programming Decision

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

10/13 10/15 10/17 11111 111

11111

11111 1111

10/20 10/22 10/24

Collect data on MWF f rom 10:00-11:00 am. Record a tally mark for each inappropriate attention seeking behavior you observe.

Start data on 10/ 13

11111 1

11111 11111

11111 11

10/ 13 10/ 24

45/ 6

7.5/hour

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

Social Competence Project Behavior Data Sheet

Child's Name: Kal J ones Date Recording Initiated: October 13, 2002 Date Recording Terminated:

Planning Data Collection (dates of data collection in shaded boxes)

Programming Decision

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

10/13 10/15 10/17 11111 111

11111

11111 1111

10/20 10/22 10/24

Collect data on MWF f rom 10:00-11:00 am. Record a tally mark for each inappropriate attention seeking behavior you observe.

Start data on 10/ 13

11111 1

11111 11111

11111 11

10/ 13 10/ 24

45/ 6

7.5/hour

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

Data Collection and Analysis Steps

Step 1: Observe child and collect data

Step 2: Total the data

Step 3: Convert data to rate or percentage

Social Competence Project Behavior Data Sheet

Child's Name: Kal J ones Date Recording Initiated: October 13, 2002 Date Recording Terminated:

Planning Data Collection (dates of data collection in shaded boxes)

Programming Decision

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

10/13 10/15 10/17 11111 111

11111

11111 1111

10/20 10/22 10/24

Collect data on MWF f rom 10:00-11:00 am. Record a tally mark f or each inappropriate attention seeking behavior you observe.

Start data on 10/ 13

11111 1

11111 11111

11111 11

10/ 13 10/ 24

45/ 6

7.5/hour

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

Data Collection and Analysis Steps

Step 1: Observe child and collect data

Step 2: Total the data

Step 3: Convert data to rate or percentage

Step 4:Compare current data with previous data

Social Competence Project Behavior Data Sheet

Child's Name: Kal J ones Date Recording Initiated: October 13, 2002 Date Recording Terminated:

Planning Data Collection (dates of data collection in shaded boxes)

Programming Decision

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

10/13 10/15 10/17 11111 111

11111

11111 1111

10/20 10/22 10/24

Collect data on MWF f rom 10:00-11:00 am. Record a tally mark f or each inappropriate attention seeking behavior you observe.

Start data on 10/ 13

11111 1

11111 11111

11111 11

10/ 13 10/ 24

45/ 6

7.5/hour

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

Data Collection and Analysis Steps

Step 1: Observe child and collect data

Step 2: Total the data

Step 3: Convert data to rate or percentage

Step 4:Compare current data with previous data

Step 5: Make programming decision

Social Competence Project Behavior Data Sheet

Child's Name: Kal J ones Date Recording Initiated: October 13, 2002 Date Recording Terminated:

Planning Data Collection (dates of data collection in shaded boxes)

Programming Decision

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

10/13 10/15 10/17 11111 111

11111

11111 1111

10/20 10/22 10/24

Collect data on MWF f rom 10:00-11:00 am. Record a tally mark for each inappropriate attention seeking behavior you observe.

Start data on 10/ 13

11111 1

11111 11111

11111 11

10/ 13 10/ 24

45/ 6

7.5/hour

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

Data Collection and Analysis Steps

Step 1: Observe child and collect data

Step 2: Total the data

Step 3: Convert data to rate or percentage

Step 4:Compare current data with previous data

Step 5: Make programming decision

Step 6: Carry out programming decision

Social Competence Project Behavior Data Sheet

Child's Name: Kal J ones Date Recording Initiated: October 13, 2002 Date Recording Terminated:

Planning Data Collection (dates of data collection in shaded boxes)

Programming Decision

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

10/13 10/15 10/17 11111 111

11111

11111 1111

10/20 10/22 10/24

Collect data on MWF f rom 10:00-11:00 am. Record a tally mark f or each inappropriate attention seeking behavior you observe.

Start data on 10/ 13

11111 1

11111 11111

11111 11

10/ 13 10/ 24

45/ 6

7.5/hour

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

How Data is Collected Target Dates

Date/Data

Date/Data

Date/Data

Date Data Total

Data Summary

Decision Plan/Notes

? Maintain Program

? Modify Program

? Decrease Supports

? Program Completed

Social Competence Project Classroom Positive Behavior Support Intervention Form Child’s Name: Kal J ones Plan Objective: Kal will reduce the number of inappropriate behaviors to gain attention to no more than 2 times per hour as measured by teacher observation for 2 consecutive weeks.

Implementation Information

Intervention

Number

Dates

Prevent

Strategies and supports used to prevent the problem behaviors

from occurring.

Teach

Strategies used to teach appropriate social skills

Respond

Strategies for responding when inappropriate behaviors are

used for the targeted purpose

1

10/ 13

Assistant teacher

welcomes Kal and spends 10 minutes one-on-one with him.

Adults provide additional support when he is playing with J erry.

Adults verbally and with

visual remind Kal to use child’s name to gain attention.

Acknowledge his

f eelings/ needs (“I know that you want Tim’s attention”)

Show him the visual and give him an acceptable alternative (“But hitting is not okay. I f you want Tim’s attention you need to use your words.”)

Have him sit out f or a short time.

Closing Activities

Implementation Plan

Evaluation