Chapter18 allen7e

©2012 Cengage Learning.
All Rights Reserved.
Chapter 18
Managing Challenging Behaviors

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.

(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.

(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.

(continued)
• Tiered Framework for Intervention
– Build positive relationships
– Preventative classroom interventions
– Social emotional teaching strategies
– Planning intensive individualized interventions

(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.

(continued)
• Five features critical to identifying
challenging behaviors:
– Comprehensive
– Individualized
– Positive programming
– Multidisciplinary
– Data-based

(continued)
• A functional approach to managing
problem behaviors
– Examine the environment.
– Examine your own behaviors.
– Use a functional behavior assessment.

(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.

(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.

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

Progress (continued)
• Collecting data
– Record a baseline—observe the child three to
five days before intervention
– Frequency methods
– Duration methods
– Interval methods

• Aggressiveness
– Conflict—seeing what triggers the behavior
– Managing aggressiveness—watching for the
triggers, eliminating them, teaching
appropriate responses to emotions

• Disruptive and destructive behaviors
– Need for attention
– Mastering routines
– Redirection
– Time-out

• Noncompliance
– Refusing to do what an adult asks
– Prevention strategies
– Preventive discipline

– 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.

• 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

• 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.

• 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.

• Withdrawal
– Withdrawn children do not draw the teacher’s
attention.
– They can retreat even further from social
situations.

– 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?

• Inability to share
– To aid children in learning this skill:
• Provide multiples of materials.
• Interest centers should be attractive.
• Encourage a gamelike atmosphere.

Chapter18 allen7e

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (6)

Similar to Chapter18 allen7e

Similar to Chapter18 allen7e (20)

More from kmgirl

More from kmgirl (20)

Recently uploaded

Recently uploaded (20)

Chapter18 allen7e