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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
