Challenging behavior for academy for teachers of young children texas 2013

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PowerPoint on dealing with Challenging Behaviors in Young Children

PowerPoint on dealing with Challenging Behaviors in Young Children

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  • 1. Taking the Bite Out of Challenging Behavior in Young Children: Social Emotional Learning Pyramid Presented by Angela Searcy, M.S.Angela Searcy, M.S. Simple Solutions Educational Services www.overtherainbowsimplesolutions.com asearcya@aol.com 1-866-660-3899
  • 2. Angela Searcy asearcya@aol.com 708-845-2343 • Angela Searcy M.S., D.T. holds a B.A. degree in English and secondary education with teacher certification though the state of Illinois and a M.S. degree in early childhood development from Erikson Institute, with a specialization in Infant Studies and a credential in developmental therapy. Angela is a Diversifying in Higher Education in Illinois Fellow at Argosy University in the Doctor of Education Program • Angela is the owner and founder of Simple Solutions Educational Services, has over 20 years of experience in the field of education, is an approved professional development provider by the Illinois State Board of Education, and Texas ECI. She acts as an educational consultant for Teaching Strategies, LLC, Lakeshore Learning, Carson CA, and Center on the Social and Emotional Foundations for Early Learning (CSEFEL) atand Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University. Angela is also a professor at Rasmussen College, a Head Start CLASS Reviewer, a PDI coach with the Ounce of Prevention and the host of Angela Searcy’s Simple Solutions Internet Radio Show 11am CST on www.globalnewsforum.com • A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois, Angela has specialized training in the neurosciences and is a nationally recognized speaker with extensive experience working with professionals, young children, and their families as an early childhood teacher, child development specialist, staff developer, mental health consultant, parent educator, language arts teacher, college professor and tutor. Her expertise encompasses developing behavior modification programs from a neuropsychological perspective, and creating professional development grounded in neuroscience research related to adult learning.
  • 3. Angela Searcy’s Simple Solutions Show! EVERY Sat at 11am CST @ www.globalnewsforum.comwww.globalnewsforum.com
  • 4. Want the WHOLE Power point??? • Facebook: Angela Nelson-Searcy • http://www.facebook.com/people/Angela- Nelson-Searcy/100001295809551 • Linkedin: Angela Searcy, M.S. • http://www.linkedin.com/in/angelasearcy
  • 5. Few children Children at-risk The Center on the Social and Emotional Foundations in Early LearningThe Center on the Social and Emotional Foundations in Early Learning All Children
  • 6. What is CSEFEL? The Center on the Social and Emotional Foundations for Early Learning www.vanderbilt.edu/csefel A Federally Funded Center Focused on Improving the Social Emotional Partners: • Vanderbilt University • University of Illinois at Urbana-Champaign • University of Colorado at Denver • University of South Florida • ZERO to THREE • Georgetown Center for Child and Human Development A Federally Funded Center Focused on Improving the Social Emotional Outcomes of Children Birth to Age Five.
  • 7. How to Approach Trainings… • I have tried everything -consider how long, how effective, how consistent • My assistant is not on board –team approach is best but even individualapproach is best but even individual strategies work • It won’t make a difference if the parents aren’t on board –we have children sometimes 6 hours a day, and see them often more than their parents, we teach children how to respond to us
  • 8. Responsibilities • Teacher ---to ask of yourself what you ask of your studentswhat you ask of your students LEARN something NEW! Ask for help, persist at it, and do it willingly
  • 9. Challenging Behavior • What 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.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
  • 10. Research on PBS • Effective for all ages of individuals with disabilities 2-50 years. • Effective for diverse groups of individuals with challenges: mental retardation, oppositional defiant disorder, autism, emotional behavioral disorders,disorder, autism, emotional behavioral disorders, children at risk, etc. • PBS is the only comprehensive and evidence-based approach to address challenging behavior within a variety of natural settings.
  • 11. Wrong Way – Right Way Wrong Way • General intervention for all behavior challenges • Intervention is reactive Right Way • Intervention matched to purpose of the behavior • Intervention is proactive• Intervention is reactive • Focus on behavior reduction • Quick fix • Intervention is proactive • Focus on teaching new skills • Long-term interventions
  • 12. Okay that sounds nice but I have a question about… • Really intense behaviors!!!
  • 13. Children Communicate in Many Ways: • Forms of communication – Words – Sentences – Point to a picture– Point to a picture – Eye gaze – Pulling adult – Crying – Biting – Tantrums – ?
  • 14. Children Communicate a Variety of Messages Functions of communication – Request object, activity, person – Escape demands – Escape activity – Escape a person– Escape a person – Request help – Request social interaction – Comment – Request information – Request sensory stimulation – Escape sensory stimulation – ?
  • 15. Functional Assessment • A process for developing an understanding of a person’s challenging behavior and, in particular, how thebehavior and, in particular, how the behavior is governed by environmental events. • Results in the identification of the “purpose” or “function” of the challenging behavior.
  • 16. Functional Assessment • Observe the child in target routines and settings. • Collect data on child behavior, looking for situations that predict challenging behaviorsituations that predict challenging behavior and that are linked with appropriate behavior. • Interview persons most familiar with the child. • Review records.
  • 17. Everybody Helps • Family collects data • Educational staff collects data • Therapists collect data• Therapists collect data • Collect data in ALL settings
  • 18. Scatter Plot Dates Time Activity 10/1 10/2 10/3 10/4 10/5 10/8 10/9 10/10 10/11 10/12 7:30 Arrival Free Choice Student: Observer: Dates: Target Behavior: Using a scatter plot involves recording the times of day (and/or activities) in which the behavior does and does not occur to identify patterns over days or weeks Rachel Maya 10/1 through 10/12 Hitting Peers Behavior did not occur Behavior did occur Did notNAFree Choice 9:00 Planning 9:30 Centers 10:30 Snack 11:00 Outside 11:30 Small Group 12:00 Lunch 12:30 Nap 1:30 Outside 2:30 P.M. Circle 3:00 Departure Did not observe NA
  • 19. Child: Rachel Routine/Activity: House Center Activity Description Behavior Expectations Problems Steps: 1. Select materials 1. Pick materials that no one is using. 2. Pretend in roles 2. Use materials Activity Analysis 2. Pretend in roles 2. Use materials appropriately. 3. Exchange materials with peers 3. Don’t take from peer. 3. Takes materials from others. 4. Follow peers’ lead or accept role assignment 4. Maintain engagement. 4. Ignores peers, interferes in play. 5. Clean-up 5. Put materials on shelf in correct area.
  • 20. Child’s Name: ______________ Week of: _________________ Check the number of times the child is aggressive during the activity. Aggression includes: hits, pinches, pulls hair, bites, kicks, & scratches. Activity Mon. Tues. Wed. Thurs. Fri. Average Arrival ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___510 times ___10-15 ___15-20 ___+20 Circle ___0 times ___0 times ___0 times ___0 times ___0 times ___0 timesCircle ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 Lunch ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 Average ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10 times ___10-15 ___15-20 ___+20
  • 21. Monday Tuesday Wednesday Thursday Friday Arrival 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 Circle 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 Nap Amy’s Transition Week of: _________________ Rate the problem behavior: 0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression Nap 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 Clean-up 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 Other: _Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 Average Score Average Score: 3 Average Score: 2.2 Average Score: 1.4 Average Score: 1.4 Average Score: .8
  • 22. Child’s Name: ______________________ Behavior: ____sitting______ Week of: _________________ Average Duration for Week: ___9___ minutes Starting from the bottom, shade the number of boxes that represent the length of the target behavior. Each box represents TWO minutes. Monday Tuesday Wednesday Thursday Friday 30 30 30 30 30 28 28 28 28 28 26 26 26 26 26 24 24 24 24 24 22 22 22 22 22 20 20 20 20 20 18 18 18 18 18 16 16 16 16 16 14 14 14 14 14 12 12 12 12 12 10 10 10 10 10 8 8 8 8 8 6 6 6 6 6 4 4 4 4 4 2 2 2 2 2
  • 23. “KIS” • “KIS it” (Keep It Simple) - - Create simple, user-- - Create simple, user- friendly forms to collect information (e.g., rating scales, checklists).
  • 24. What is CECP? The Center for Effective Collaboration and Practice www.cecp.air.org It is the mission of the Center for Effective Collaboration and Practice to support and promote a reoriented national preparedness to foster the development and the adjustment of children with or at risk of developing serious emotional disturbance. To achieve that goal, the Center is dedicated to a policy of collaboration at Federal, state, and local levels that contributes to and facilitates the production, exchange, and use of knowledge about effective practices.
  • 25. Okay that sounds nice but I have a question about… • How am I supposed to fit this in my day…Do you know how BUSY I am!!!!
  • 26. Clear Your Mind! Put on Your Mask! They know What Scares You!
  • 27. Personal reaction/professional action!
  • 28. Trigger Behavior Maintaining Consequence Setting Events (if applicable): Preventions New Skills New Responses To Challenging Behavior: Behavior Planning Chart Function: Obtain toy/play To Challenging Behavior: Use of New Skill:
  • 29. Setting Event • Event that occurs at another time that increases the likelihood the child will have challenging behavior. Settinghave challenging behavior. Setting events serve to “set the child up” to have challenging behavior.
  • 30. Behavior Equation Setting Event Trigger Behavior Maintaining Consequence Quan approaches computer and Quan moves his picture to indicate that Child leaves computer and Quan sitscomputer and sees child working on program. indicate that he is next. Quan observes and waits for his turn. Quan sits down and begins working.
  • 31. Maintaining ConsequenceBehaviorTrigger Setting Event Child leaves computer and Quan sits down Quan hits child and pushes his body on the Quan approaches computer and Quan was up most the night with an asthma Behavior Equation Quan sits down and begins working. body on the child’s chair. computer and sees child working on program. with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.
  • 32. Evan • Evan is playing with Duplos. He tries to attach a block to his stack of 3. He can’t quite get the blocks to connect. Hequite get the blocks to connect. He looks up at the adult and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the adult. The adult helps him put the blocks together.
  • 33. Setting Event Trigger Behavior Maintaining Consequence Evan Function:
  • 34. Evan Setting Event Trigger Behavior Maintaining Consequence Playing with Duplos, can’t connect Looks up at adult, fusses, holds up Adult helps put blocks together.connect blocks holds up blocks, looks at block/adult together. Function: Get help
  • 35. Madison • Madison is in housekeeping, putting on high heels and a hat. Emily moves into the area and selects a purse from the dress-up box. Madison shouts “no” and bites Emily. A teacher comes over; she asksand bites Emily. A teacher comes over; she asks Madison to go to the thinking chair and takes Emily to the bathroom to look at the bite. After 4 minutes, Madison leaves the thinking chair and returns to housekeeping. She grabs the purse Emily had selected and continues to play. Emily leaves the bathroom with the teacher and then begins an art activity where the teacher is present.
  • 36. Setting Event Trigger Behavior Maintaining Consequence Madison Function:
  • 37. Madison Setting Event Trigger Behavior Maintaining Consequence Another child moves to area and gets a toy (purse). Shouts “no,” bites child. Sent to “thinking chair,” other child consoled. 4 minutes later,4 minutes later, Madison leaves chair and returns to play with purse. Function: Avoid sharing the purse
  • 38. Trigger Behavior Maintaining Consequence • Group play: centers and outside play with peers • Circle Time 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 Function: Obtain toy/play • Pre-teach skills by role playing via scripted story • Use visual cards to help him remember lessons when in difficult situation • Teacher will subgroup during centers • Teacher will change location of circle time • Teacher will allow Tim to ask for a break • Asking to play • Everyone can play with the toys • Asking for teacher’s help To Challenging Behavior: • Anticipate & cue to use new skill: asking to play/help • Intervene to prevent harm by providing attention/support to child who is attacked To Use of New Skill: • When asks, respond • Provide certificate and acknowledge positive behavior. Fade certificate.
  • 39. • Students respond better to adults who take a personal interest in them. • Develop positive relationships with all studentsall students • Make sure the ratio between positive and negative experiences for students is about 5 positives for every negative. 39
  • 40. Building Positive RelationshipsBuilding Positive RelationshipsBuilding Positive RelationshipsBuilding Positive Relationships with Studentswith Studentswith Studentswith Students • Paper Clip Test • Take 10 paper clips- Move a paper clip fromMove a paper clip from right pocket to left each time you make a negative comment ---if you don’t have any paper clips after a half hour add more positives!
  • 41. Logan Square
  • 42. HSCI Curriculum Modifications Module Here a child is not yet using a functional grasp, so a materials adaptation is created by using a table easel to help her keep her hand in the appropriate position.
  • 43. Environmental Support HSCI Curriculum Modifications Module
  • 44. Simple Solutions Steps to Arrival
  • 45. Simple Solutions Before Children come to school in Indiana
  • 46. Choice Chart
  • 47. How WE Wait –Mom/ Dad/Ya Ya!
  • 48. Right Way/Wrong Way
  • 49. By building this puzzle on a tray, this child is able to put the puzzle away intact, and continue working on it at a later HSCI Curriculum Modifications Module working on it at a later time.
  • 50. Uptown!1.Stand on a square 2.Stand behind a friend 3.Catch a bubble 4. Hold on to the railing
  • 51. Consider this… Things you can’t change • Parents • Your organization • Your coworker Things you can change • How you present information • How you speak to the child (ren) • How long, how fast, the location • Teacher directed, child• Your coworker • This new generation • Teacher directed, child directed, small groups, large groups • You expectations • Rate of reinforcement • Materials you use • Your approach
  • 52. 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 Tim’s Support Planning Chart Function: Obtain toy/play applicable): Preventions New Skills New Responses •Pre-teach skills by role playing via scripted story •Use visual cards to help him remember lessons when in difficult situation •Self-monitoring form to work on new skills To Challenging Behavior: Use of New Skill:
  • 53. “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach.If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we……..... …….teach? ……punish? Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2)Tom Herner (NASDE President ) Counterpoint 1998, p.2) 55
  • 54. Identifying Teachable Moments 56
  • 55. Turtle Technique RecognizeRecognize that youthat you feel angry.feel angry. “Think”“Think” Stop.Stop. Go into shell.Go into shell. Take 3 deepTake 3 deep breathes.breathes. And thinkAnd think calm, copingcalm, coping thoughts.thoughts. Come outCome out of shellof shell when calmwhen calm and think ofand think of a solution.a solution.
  • 56. Centers! Turtle Box 19
  • 57. Problem Solving Steps Would it be safe? Would it be fair? How would everyone feel? Step 2
  • 58. Simple Solutions Adaptation
  • 59. The Solution Kit 28
  • 60. Logan Square!!
  • 61. Room 13 at Uptown Uses a key Ring instead…
  • 62. What is Conscious Discipline for Educators? www.consciousdiscipline.com Conscious Discipline is a comprehensive self-Conscious Discipline is a comprehensive self- regulation program that integrates social- emotional learning and discipline.
  • 63. What is (TACSEI)? The Technical Assistance Center on Social Emotional Intervention for Young Children www.challengingbehavior.org TACSEI) takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision- makers, caregivers, and service providers apply these best practices in the work they do every day. Most of these free products are available right here on our website for you to immediately view, download and use.
  • 64. What is CASEL? CASEL is a growing 501(c)(3) not-for- profit organization that works to advance the science and evidence-based practice of social and emotional learning. We are . •Collaborative for Academic, Social, and Emotional Learning www.CASEL.org the science and evidence-based practice of social and emotional learning. We are committed to conducting the research, practice, and policy work to establish social and emotional learning as an essential component of Pre-K through 12 education nationwide. edutopia.org
  • 65. 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 Tim’s Support Planning Chart Function: Obtain toy/playapplicable): Preventions New Skills New Responses •Pre-teach skills by role playing via scripted story •Use visual cards to help him remember lessons when in difficult situation •Self-monitoring form to work on new skills • Asking to play • Everyone can play with the toys • Asking for teacher’s help To Challenging Behavior: To Use o New Skill:
  • 66. Simple Solutions Adaptation at Ezzard Charles Montessori
  • 67. Trigger Behavior Maintaining Consequence • Group play: centers and outside play with peers • Circle Time 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 Function: Obtain toy/play • Pre-teach skills by role playing via scripted story • Use visual cards to help him remember lessons when in difficult situation • Teacher will subgroup during centers • Teacher will change location of circle time • Teacher will allow Tim to ask for a break • Asking to play • Everyone can play with the toys • Asking for teacher’s help To Challenging Behavior: • Anticipate & cue to use new skill: asking to play/help • Intervene to prevent harm by providing attention/support to child who is attacked To Use of New Skill: • When asks, respond • Provide certificate and acknowledge positive behavior. Fade certificate.