Challenging Behavior III : Identifying Triggers and Teaching Replacement Behaviors
Adapted From Module 3a and 3b of CSEFELDebbie Lickey and Susie Powell
Opening: What do these acronyms stand for?7B47BT7WOTW50WTLYL12SOTZ13IABDATWI80DWYSLMWI64
How did our opening exercise relate to identifying triggers for challenging behaviors?
Challenging BehaviorWhat we are referring to when we say challenging behavior is:
Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers and adults.Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destructions, self-injury, noncompliance, and withdrawal
What behaviors did we see in the video that might be classified as challenging?
Intensive Individualized InstructionUsed with children who have very persistent and severe challenging behavior and do not respond to the typical preventive practices, child guidance procedures, or social emotional teaching strategies that would normally work with most children.
Group DiscussionWhat are some characteristics of challenging behavior you experience with the children you serve?
Challenging Behavior CommunicatesCommunicates a message when a child does not have language.
Used instead of language by a child who has limited social skills or has learned that challenging behavior will result in meeting his or her needs.
Challenging Behavior WorksChildren engage in challenging behavior because it works for them.
Challenging behavior results in the child gaining access to something or someone (i.e., obtain/request) or avoiding something or someone (i.e., escape/protest).
Dimensions of CommunicationEvery communicative behavior can be described by the form and function.Form: the behavior used to communicateFunction: the reason or purpose of the communicative behavior (What is the function?)
Children Communicatein Many Ways:What are some forms of communication children will use?-Words-Sentences-Eye gaze-Pulling adult-Crying-Biting-Tantrums
Children Communicatea Variety of MessagesFunctions of communication-Request object, activity, person-Escape demands-Escape activity-Escape a person-Request help-Request social interaction-Comment-Request information-Request sensory stimulation-Escape sensory stimulationAnd these are all a form of???-
Functional AssessmentA process for developing an understanding of a persons challenging behavior and, in particular, how the behavior is governed by environmental events.
Results in the identification of the purpose or function of the challenging behavior.
Function of Behavior- ABC
Setting EventTrigger (Or Antecedent)(A)Behavior
(B)Maintaining Consequence( C)
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VIDEO
Function of Behavior- ABC
Setting EventTrigger (Or Antecedent)(A)Behavior
(B)Maintaining Consequence( C)
Video
Function of Behavior- ABC
Setting EventTrigger (Or Antecedent)(A)Behavior
(B) Consequence( C)Playground play with 2 friends. Girl goes to basket and gets truck just like the other friends truck
He tries to take her truck, shoves, pushes, and continues tugging for toy. Gets toy for a second, continues to fight girl for toy , teacherreprimands and carries him away.
TimTim is riding a trike on the playground bike path. He sees a child move to the sandbox where he had just finished building a road-way. He leaps off his trike and tackles the child. He hits the child. An adult comes over to intervene. She comforts the child, and scolds Tim. Tim goes to the sandbox and continues construction on his road-way.
TimFunction:
Setting EventTriggerABehaviorBConsequenceCA child moves to the sandbox where Tim has just built something.Tackles and hits child.Adult intervenes and scolds Tim, comforts other child.
Tim continues road-way.
WHY IS A BEHAVIOR IS OCCURRING?
CREATING A HYPOTHESIS
Tims Chart- HypothesisFunction: obtain toy/play
TriggerBehavior ConsequenceGroup play: centers and outside play with peers
Setting Events (if applicable):Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destructionPeers give up toys/itemsPeers leave areaAdults intervene with negative attention to Tim
Teaching Replacement SkillsTeach alternative behavior to challenging behavior.Replacement skills must be efficient and effective (i.e., work quickly for the child).Consider skills that child already has. Make sure the reward for appropriate behavior is consistent.
How do I know what to teach?Use your hypothesis to guide youLook for a direct replacement behaviorCompare that to the undesired behaviorTeach the direct replacement behavior and then the skills necessary to support the desired behaviorGeneral SkillsCoping, Tolerance, and Self Regulation Skills
In group situation.Peer gives him a toy and then leaves.Teacher supported request for toy or to join play with peers (picture cards, signs, or verbal prompt)Gets a toy , gets attentionDiscussion Activity:Competing Behavior EquationTo obtain:Tim threats, hits, pushes, kicks, throwing toys
Tims Support Planning Chart- HypothesisFunction: obtain toy/play
TriggerBehaviorMaintaining ConsequenceGroup play: centers and outside play with peers
Setting Events (if applicable):Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destructionPeers give up toys/itemsPeers leave areaAdults intervene with negative attention to TimPreventionsNew SkillsNew Responses
Possible Replacement SkillsObtain (e.g., attention, object, activity)Follow visual scheduleParticipate in routineUse a picture card to request a turnRequest helpTeach delay of reinforcementRequest attention (sign, picture, etc)Provide a ChoiceAsk for a hugAsk for a turnAsk for item
Replacement Skills Cue Cards
Activity Turn-Taking Cue
Song Choices
Circle Choices
Escape (e.g., activity, demands, social interaction)Request breakRequest helpUse visual schedule to follow routine or anticipate transitions Participate in routine Choice Say NoSay All doneIdentify and express feelingsUse supports to follow rulesPossible Replacement Skills
SnackFirstThenFirst/Then Photo ScheduleWash hands
Learning the routine
Use of Scripted StoriesScripted stories provide a script for the child about social situations and expectations.The story is written from the childs perspective.The story includes descriptive, perspective, and directive sentences.The story must match the childs symbolic and receptive communication level.
http://csefel.vanderbilt.edu/resources/strategies.html
Functional EquivalenceIdentify an acceptable way that the child can deliver the same message.Make sure that the new response is socially appropriate and will access the childs desired outcome.Teach the child a skill that honors that function of the behavior (e.g., if child wants out of activity, teach child to gesture finished).
Practice ScenarioPartner up with one or two people and watch the video to determine the trigger, the behavior and the consequence of the behavior, as well as the possible function of the behavior
Video 3a.2 Brendan- Before PBS
Function: ?
Setting EventTriggerBehaviorMaintaining Consequence
TriggerBehaviorMaintaining ConsequenceTrying to go into libraryDrops to floor, resists moving, screams, kicks, tries to run,drops, resists, screams, becomes wet noodle.Mother picks him up and carries him into the library
Gets attention from mom
PreventionsNew SkillsNew Responses
Video 3a.5 Brendan- After PBS
Major Messages
Challenging _______has meaning for the child.
Children use behavior to _____something or someone or _______something or someone.
The hypothesis describes the T_______, the B_______, and the maintaining C_______
Children need to be taught ________behaviors in order to accomplish his/her goal using appropriate behaviors
http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_updated_zip.htmResourceshttp://csefel.vanderbilt.edu/index.html Technical Assistance Center on Social Emotional InterventionTACSEICenter on the Social and EmotionalFoundations for Early Learning
****List some challenging behaviors that you deal with in your classroom/practice**************************
