Behavior Basics: Supporting the Child with Challenging Behaviors

Behavior Basics: Supporting the Child with Challenging Behaviors

Behavior Basics: Supporting the Child with Challenging Behaviors

Joanne Nelson, Inclusion CoordinatorKevin Carraro, Family Resources Administrator

Presented by

Operationally define behaviorImportance of EnvironmentFunctionsABCsData CollectionProactive vs. reactive strategiesPresentation Objectives

Things not to do in your classroom.

Things not to do in your classroomFamily Relationships

How do they make you feel?

How does this impact your relationship with a child and his family?Examining Our Attitudes About Challenging BehaviorsYou feel frustrated, like a failure, ruin my scores, my staff/coworkers are going to constantly complain

Both parents and child are unhappy

See beyond challenging behavior use past experiences, training and support/resources to think of positive ways to deal with situation

Both parents and child are unhappyIt is important to see beyond the challenging behavior------use past experiences with children, training experiences and levels of support/resources to think of positive ways to deal with those situations7Be prepared to support family and staff from the first day of enrollmentKeep lines of communication open between program and familiesSupport and encourage parental involvement in activitiesLearn from family members about their culture, and home and family lifeBuilding Positive RelationshipsDiscuss application enrollment with IFSP/IEP

Notes/phone calls

Birthdays, read, share occupations, holiday traditions

Our individual and cultural beliefs affect our attitudes about challenging behavior

Differences in families and your expectations

Understand where they are coming from

Notes/phone calls

Birthdays, read, share occupations, holiday traditions

Our individual and culturally based beliefs affect our attitudes about challenging behaviors

Differences in families and your expectations about behavior/independance8Caucasian Puerto Rican FilipinoEat Solid Food 8.210.1 6.7 Training Cup 12.0 17.1 21.9Utensils 17.7 26.5 32.4Finger Foods 8.9 9.4 9.5Wean 16.8 18.2 36.2Sleep by Self 13.8 14.6 38.8Sleep all Night 11.4 14.5 32.4Choose Clothes 31.1 44.2 33.1Dress Self 38.2 44.2 39.2Play Alone 25.0 24.8 12.3Toilet Trained Day 31.6 29.0 20.4Toilet Trained Night 33.2 31.8 34.2Mean Age Expectations in Months for Milestone AttainmentImportant role in supporting the childs first relationship-------the relationship with parents and family members

Training cup-------Utnsils-------sleep------toilet training9Share resources with parents about how to support the childs developmentShare positive things the child did at the programConduct meetings with parents in an environment and time convenient for themAssure parents about confidentiality and privacy rights Building Positive RelationshipsCommunity resources

Happy grams---photos----cell phone

Happy Grams----photos / cell phones10Minimize large open spacesMinimize obstaclesHave clear boundaries so that children know where a center begins/endsHave enough centers for the number of children and enough materials so that children are engaged and not continually arguing over materialsConsider the size and location of centersSupportive Classroom EnvironmentCreate environment that they want to be there and promotes engagement

Use creative ways to limit number in center

Lighting----------sound------noise level impacts mood and anxiety

Use creative ways to limit number in center11Develop a schedule that promotes child engagement and successBalance activities: active and quiet, small and large group, teacher directed and child directedTeach and post a visual scheduleEstablish a routine and follow it consistentlyWhen a change is necessary prepare children ahead of timeSchedules, Routines and TransitionsRefer to schedule throughout the day

Talk to families about their routines (bedtime-drop off)

Changes can trigger challenging behavior

Talk to families about their routines (bedtime-drop off)

Changes can trigger a challenging behavior12Minimize the number of transitions

Give a warning before a transition occurs

Post and teach class rules with visualsSchedules, Routines and TransitionsDoes every child have to go to the bathroom at the same time

Use finger plays songs while waiting

Use timers---visual cues

Use finger plays and songs while waiting

Use timers and visual cues13 Pyramid Model

ANYTHING we SAY or DO:Focus on what is observable rather than intentionsHOW WE REACT to our environmentBehaviors are LEARNED and continue because they serve a PURPOSE or FUNCTIONWe engage in behaviors because we have learned that a DESIRED OUTCOME occurs

What is behavior

Examples of BehaviorThorough and specific description of behaviorHighly ObjectiveMeasurableAnswer questionsWhoWhenWhereHow longHow often

Operationally DefineThe 4 AsAttentionAccessAvoidance/EscapeAutomatic/Sensory Stimulation

Behavior has a function/purposeThe 4 As

Behavior Sequences Are Critical. Simple as ABC!

Antecedent: whats going on before a person engages in a targeted behaviorBehavior: what exactly the person doesConsequence: what happens following an occurrence of a targeted behaviorABCAntecedent: Teacher tells Stewie to clean up his centersBehavior: Stewie punches MegConsequence: Teacher gives Stewie a cookie

Example of ABC Sequence

Antecedents and consequences that immediately precede and follow behavior are, ultimately, what affect behavior (and whether or not the behavior is likely to occur again)Antecedents and consequences are things we can change and things we control

Why Look at the ABCs?Who else present? What time? Where?Antecedent What was said? What happened immediately before the student engaged in the behavior?Behavior What exactly did the student do?Consequence What did you do? Praise? Scold? Ignore? Yell? Gave something? Time-out?

Example of ABC/Sequence AnalysisMost EthicalAntecedent-based interventions are ways to prevent/or reduce behavior from occurring.Examples:Pre-assignment attentionMoving seats, line order, environmental manipulationsFrequent breaks and positive attentionTeaching and prompting alternative/incompatible behaviors Rehearsal and teaching of Replacement Behaviors

Positive StrategiesPositive Teachers Get Positive ResultsChange what you do in order to change what they do.Be careful of exclusionSelf esteem may become problematic if always criticized, tell what to do in a positive way.Get buy in whenever possibleEstablish consistent limits and boundariesEstablish enforceable, relevant rules

Positive StrategiesPositive Teachers Get Positive ResultsReduce or eliminate attention directed to the inappropriate behavior, maximize attention given to the replacement behavior.

Sprick Ratio: 4 positive statements to 1 redirectionhand raising talk to the student when they raise a quiet hand Use Pivot Praise ignore junk behavior, praise students doing the right thingconsider using chat breaksPre-Assignment AttentionGive the student a helper jobRemember: Attention is your most valuable reinforcer Praise is a limitless, inexpensive and powerful positive consequence for attention-seeking behavior

Interventions for Inappropriate Attention-Seeking BehaviorMatch the instructional level to the students ability level. Premack Principle do the least preferred before the more preferred activity is accessedBreak tasks into smaller stepsFollow through with your directions, Be the Broken Record!Use choice language Remind the student to ask for a break upon completion of some portion of workRemind the student to ask for helpIntersperse hard tasks with easy onesEstablish consistent routinesRemember, timeout for task escape behavior could result in a continuation of the inappropriate behaviors!Interventions for Avoidance/Escape BehaviorsFollow the Premack PrincipleAllow students to earn things they want, contingent on following classroom rules.Star chart, sticker chart or other token systems.Use ifthen or whenthen statements

Interventions for AccessTeach alternative behaviors:Use fidget toys in replacement of hand flappingReinforce student for keeping hands in pocketsBuild in times for movementEnriched environment: high levels of access to preferred items or activities, lots of attentionAntecedent-Based Intervention

Automatic/Sensory StimulationIn Conclusion

Must know why behavior is occurring to develop an effective intervention plan

When you understand what is happening at your center and why it is happening, your team will be able to change how things work (the system) to increase appropriate behavior and decrease inappropriate behavior

Behavior BasicsThinkFunctionABCsPremack Principle- use the most preferred to get the least preferred accomplishedSprick Ratio- 4 positive comments for every 1 negative comment

When in Doubt?