Challenging Behavior III : Identifying Triggers and Teaching Replacement

Behaviors

Adapted From Module 3a and 3b of CSEFEL

Debbie Lickey and

Susie Powell

Opening: What do these acronyms stand for?

• 7B47B• T7WOTW• 50WTLYL• 12SOTZ• 13IABD• ATWI80D• WYSLMWI64

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 Instruction• Used 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 Discussion

• What are some characteristics of challenging behavior you experience with the children you serve?

Challenging Behavior Communicates

•Communicates 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 Works• Children 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 Communication

Every communicative behavior can be described by the form and function.

• Form: the behavior used to communicate

• Function: 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 Messages

•Functions 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 stimulation

And these are all a form of???

-

Functional Assessment

•A process for developing an understanding of a person’s 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- ABCSetting Event

Trigger (Or Antecedent)

(A)

Behavior

(B)

Maintaining Consequence

( C)

2 31

4

7

5

8

* 0

6

9

#

OBSERVATION

IS

THE

KEY

2 31

4

7

5

8

* 0

6

9

#

ABC DEF

PQRS

GHI

TUV WXYZ

MNOJKL

OPERTONE

VIDEO

Function of Behavior- ABCSetting Event

Trigger (Or Antecedent)

(A)

Behavior

(B)

Maintaining Consequence

( C)

• Video

Function of Behavior- ABCSetting Event

Trigger (Or Antecedent)

(A)

Behavior

(B)

Consequence

( C)

Playground play with 2 friends. Girl goes to basket and gets truck just like the other friend’s 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.

Tim

Setting Event Trigger

A

Behavior

B

Consequence

C

A 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.

Function:

‘WHY’ IS A BEHAVIOR IS OCCURRING?

CREATING A HYPOTHESIS

Trigger Behavior Consequence

• Group play: centers and outside play with peers

Setting Events (if applicable):

Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction

• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim

Tim’s Chart- Hypothesis

Function: obtain toy/play

Teaching Replacement Skills

• Teach 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 you• Look for a direct replacement behavior• Compare that to the undesired behavior• Teach the direct replacement behavior

and then the skills necessary to support the desired behavior– General Skills– Coping, 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 attention

Discussion Activity:Competing Behavior Equation

To obtain:Tim threats, hits, pushes, kicks, throwing toys

Trigger Behavior Maintaining Consequence

• Group play: centers and outside play with peers

Setting Events (if applicable):

Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction

• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim

Preventions New Skills New Responses

Tim’s Support Planning Chart- Hypothesis

Function: obtain toy/play

Possible Replacement Skills

Obtain (e.g., attention, object, activity)

• Follow visual schedule

• Participate in routine• Use a picture card

to request a turn• Request help• Teach delay of

reinforcement

• Request attention (sign, picture, etc)

• Provide a Choice• Ask for a hug• Ask for a turn• Ask for item

Replacement Skills Cue Cards

Activity Turn-Taking Cue

Song Choices

Circle Choices

Escape (e.g., activity, demands, social interaction)

• Request break• Request help• Use visual schedule

to follow routine or anticipate transitions

• Participate in routine • Choice

• Say “No”• Say “All done”• Identify and express

feelings• Use supports to follow

rules

Possible Replacement Skills

Snack

First Then

First/Then Photo Schedule

Wash hands

Learning the routine

Use of Scripted Stories

• Scripted stories provide a script for the child about social situations and expectations.

• The story is written from the child’s perspective.

• The story includes descriptive, perspective, and directive sentences.

• The story must match the child’s symbolic and receptive communication level.

http://csefel.vanderbilt.edu/resources/strategies.html

Functional Equivalence

• Identify an acceptable way that the child can deliver the same message.

• Make sure that the new response is socially appropriate and will access the child’s 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 Scenario

• Partner 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

Setting Event

Trigger Behavior Maintaining Consequence

Function: ?

Trigger Behavior Maintaining Consequence

Trying to go into library Drops 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

Preventions New Skills New 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.htm

Resources

• http://csefel.vanderbilt.edu/index.html

Technical Assistance Center on Social Emotional Intervention

TACSEI

Center on the Social and EmotionalFoundations for Early Learning