©2012 Cengage Learning.
All Rights Reserved.
Chapter 18
Managing Challenging Behaviors
©2012 Cengage Learning.
All Rights Reserved.
Developmentally Normal Deviations
• Most children exhibit mood swings.
• Most...
©2012 Cengage Learning.
All Rights Reserved.
Developmentally Normal Deviations
(continued)
• Temperament
– Goodness of fit...
©2012 Cengage Learning.
All Rights Reserved.
Developmentally Normal Deviations
(continued)
• When is a behavior a problem?...
©2012 Cengage Learning.
All Rights Reserved.
Developmentally Normal Deviations
(continued)
• Tiered Framework for Interven...
©2012 Cengage Learning.
All Rights Reserved.
Developmentally Normal Deviations
(continued)
• Designing interventions
– Pos...
©2012 Cengage Learning.
All Rights Reserved.
Developmentally Normal Deviations
(continued)
• Five features critical to ide...
©2012 Cengage Learning.
All Rights Reserved.
Developmentally Normal Deviations
(continued)
• A functional approach to mana...
©2012 Cengage Learning.
All Rights Reserved.
Developmentally Normal Deviations
(continued)
• Steps to a functional behavio...
©2012 Cengage Learning.
All Rights Reserved.
Developmentally Normal Deviations
(continued)
– Identify a replacement behavi...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress
• Types of data collection
– Frequenc...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
• Collecting data
– Recor...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
• Aggressiveness
– Confli...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
• Disruptive and destruct...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
• Noncompliance
– Refusin...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
– Other strategies
• Give...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
• Temper tantrums
– Tantr...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
• Separation problems
– C...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
• Overdependence
– Childr...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
• Withdrawal
– Withdrawn ...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
– Questions to ask
• Does...
©2012 Cengage Learning.
All Rights Reserved.
Data Collection and Monitoring
Progress (continued)
• Inability to share
– To...
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Chapter18 allen7e

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EDU 221 Children With Exceptionalities

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Chapter18 allen7e

  1. 1. ©2012 Cengage Learning. All Rights Reserved. Chapter 18 Managing Challenging Behaviors
  2. 2. ©2012 Cengage Learning. All Rights Reserved. Developmentally Normal Deviations • Most children exhibit mood swings. • Most children have had at least one tantrum. • Children have off days. • Normal deviations become fixed patterns when they get the adult attention.
  3. 3. ©2012 Cengage Learning. All Rights Reserved. Developmentally Normal Deviations (continued) • Temperament – Goodness of fit. – Caregivers and children need to fit each other. – Active children need caregivers who respect and appreciate the child’s need to move. – Quiet children need a caregiver who understands their need for more one-on-one time.
  4. 4. ©2012 Cengage Learning. All Rights Reserved. Developmentally Normal Deviations (continued) • When is a behavior a problem? – Occasional outbursts are not a concern. – Behaviors that increase in intensity need a second look. – How much is too much of a behavior? – Observation will be the key.
  5. 5. ©2012 Cengage Learning. All Rights Reserved. Developmentally Normal Deviations (continued) • Tiered Framework for Intervention – Build positive relationships – Preventative classroom interventions – Social emotional teaching strategies – Planning intensive individualized interventions
  6. 6. ©2012 Cengage Learning. All Rights Reserved. Developmentally Normal Deviations (continued) • Designing interventions – Positive behavior support • Identify the behavior. • Identify the settings in which it occurs. • Design interventions with which all team members are comfortable.
  7. 7. ©2012 Cengage Learning. All Rights Reserved. Developmentally Normal Deviations (continued) • Five features critical to identifying challenging behaviors: – Comprehensive – Individualized – Positive programming – Multidisciplinary – Data-based
  8. 8. ©2012 Cengage Learning. All Rights Reserved. Developmentally Normal Deviations (continued) • A functional approach to managing problem behaviors – Examine the environment. – Examine your own behaviors. – Use a functional behavior assessment.
  9. 9. ©2012 Cengage Learning. All Rights Reserved. Developmentally Normal Deviations (continued) • Steps to a functional behavior assessment: – Identify the problem situation. – Assess the child and the environment. – Specify an objective for the intervention. – Assess the function of the behavior.
  10. 10. ©2012 Cengage Learning. All Rights Reserved. Developmentally Normal Deviations (continued) – Identify a replacement behavior. – Plan the intervention. – Implement the plan and ensure that it is carried out as planned. – Monitor the child’s progress and continue to monitor implementation.
  11. 11. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress • Types of data collection – Frequency—number of times a behavior occurs – Duration—how long each episode occurs – Interval—breaking the day up into intervals and evaluating when the behavior occurs
  12. 12. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) • Collecting data – Record a baseline—observe the child three to five days before intervention – Frequency methods – Duration methods – Interval methods
  13. 13. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) • Aggressiveness – Conflict—seeing what triggers the behavior – Managing aggressiveness—watching for the triggers, eliminating them, teaching appropriate responses to emotions
  14. 14. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) • Disruptive and destructive behaviors – Need for attention – Mastering routines – Redirection – Time-out
  15. 15. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) • Noncompliance – Refusing to do what an adult asks – Prevention strategies – Preventive discipline
  16. 16. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) – Other strategies • Give advanced warning. • Reduce overload. • Make requests and give directions clearly and briefly. • Provide choice. • Beware of choices that are not choices. • Focus the child’s attention. • Allow time to comply. • Practice consistency and firmness. • Make sound judgments.
  17. 17. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) • Temper tantrums – Tantrums are a child’s try at control over adults. – Children learn that they need to tantrum longer to break down the adults. – Management of tantrums • Consistency • Safety • Identification of underlying causes
  18. 18. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) • Separation problems – Children experience separation problems as a developmental milestone. – Consistency in routine and caregivers is important. – It will pass, but children need to know that they can trust what is in their environment.
  19. 19. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) • Overdependence – Children are clingy to a teacher or parent. – Teacher needs to walk a fine line: • Too little attention, child feels rejected. • Too much attention, child’s behavior increases.
  20. 20. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) • Withdrawal – Withdrawn children do not draw the teacher’s attention. – They can retreat even further from social situations.
  21. 21. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) – Questions to ask • Does the child engage in activities? • Do the materials interest the child? • Does the child spend time watching other children? • Is the child likely to leave an activity if certain children approach? • Does the child play close to some children?
  22. 22. ©2012 Cengage Learning. All Rights Reserved. Data Collection and Monitoring Progress (continued) • Inability to share – To aid children in learning this skill: • Provide multiples of materials. • Interest centers should be attractive. • Encourage a gamelike atmosphere.
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