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Effective instruction challenging behavior (revised)

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This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.

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Effective instruction challenging behavior (revised)

  1. 1. For Distribution at the ECE Meeting July 24, 2012 EFFECTIVE ASSESSMENT AND INSTRUCTION FOR CHILDREN WITH CHALLENGING BEHAVIOR AMY HUNTER, LICSW MARY LOUISE HEMMETER, PHD
  2. 2. Objectives • Define persistent challenging behavior • Describe assessment strategies for children experiencing challenging behavior • Identify and share new tips and tools for supporting young children with challenging behavior • Share T/TA experiences working with programs around supporting children with challenging behavior
  3. 3. What is Challenging Behavior? Any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults
  4. 4. Challenging Behavior Behaviors that are not responsive to the use of developmentally appropriate guidance procedures Defined by caregiver Challenges caregivers’ sense of competence
  5. 5. What is Challenging Behavior? • Intense • Frequent • Long Duration
  6. 6. What Challenging Behaviors do You See or Hear About?
  7. 7. Where do the Sticky Notes Go?
  8. 8. How do you Help Programs? What works? What does not?
  9. 9. Key messages about challenging behavior • All behavior has a message/function/meaning • A single behavior may have multiple functions • Children often have “challenging behavior” when they don’t have other skills to meet their intended need (e.g., social, language)
  10. 10. Key messages about challenging behavior • Challenging behavior is context related • Typically, to “obtain” something, to “get away from” something or sensory related • Effective interventions are based on a thorough understanding of the child and his or her challenging behavior
  11. 11. How are programs assessing children with challenging behavior?
  12. 12. Assessment • Deficits or delays in one or more areas may lead to challenging behavior • Variety of settings
  13. 13. ASSESSMENT STRATEGIES • Families involved • Cultural and family beliefs considered in assessment process • Assessment tools are appropriatelinguistically, culturally and developmentally
  14. 14. ASSESSING THE BEHAVIOR Purpose: To identify activities and events associated with occurrences and non-occurrences of the problem behavior.
  15. 15. ASSESSING THE BEHAVIOR • • • • • • Setting event What happened before? What happened after? How often? How long each time? When, where, what, with whom?
  16. 16. ASSESSING THE BEHAVIOR • Direct Observation (Consultants, Teachers, and Families) – Activity Analyses/Schedule Analyses – Charts – Checklists • Functional Behavior Analysis • Family engagement related to assessing behavior
  17. 17. How are programs assessing relationships, environments and quality targeted instruction ?
  18. 18. The Teaching Pyramid Model: Promoting Social and Emotional Competence and Addressing Challenging Behavior Tertiary Intervention: Few Children Secondary Prevention: Some Children Universal Promotion: All Children 18
  19. 19. IMPLICATIONS FOR INSTRUCTION • Prevention • Teaching Skills • Modifying Responses to Behavior
  20. 20. OLD WAY • General intervention for all behavior problems • Intervention is reactive • Focus on behavior reduction • Quick Fix NEW WAY • Intervention matched to purpose of the behavior • Intervention is proactive • Focus on teaching new skills • Long term interventions
  21. 21. NATIONAL CENTERS - RESOURCES Center on the Social and Emotional Foundations for Early Learning (CSEFEL) www.vanderbilt.edu/csefel Technical Assistance Center on Social Emotional Interventions (TACSEI) www.challengingbehavior.org Center for Early Childhood Mental Health Consultation http://www.ecmhc.org/
  22. 22. National Center on Quality National Center on Health Teaching and Learning 877-731-0764 1-888-227-5125 ncqtl@uw.edu nchinfo@aap.org Mary Louise Hemmeter, PhD Amy Hunter, LICSW ml.hemmeter@vanderbilt.edu AH1122@georgetown.edu For more Information, contact us at: NCQTL@UW.EDU or 877-731-0764 This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.

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