Intense interventions lakeshore handouts

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Intense interventions lakeshore handouts

  1. 1. Promoting Social Emotional Competence Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior Module 3a/3b HandoutAngela 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 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, a national trainer for Lakeshore Learning in Carson, California,, and The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University• 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.• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent and Chicago Baby Magazines and is a regular speaker for the Learning and the Brain Conference Sponsored by Harvard, Yale and Stanford Universities. Learner Objectives This workshop will teach you to: 1. Understand the difference between PBS and traditional discipline approaches. 2. Define forms and function of communication and identify the behavioral mechanisms that contribute to viewing challenging behavior as communicative. 3. Identify methods that may be used to determine the function of challenging behavior. 4. Use interview and observation data to determine the communicative function of challenging behavior and develop behavior hypotheses.
  2. 2. National Centers & Resources • Center on the Social and Emotional Foundations for Early Learning (CSEFEL) - www.vanderbilt.edu/csefel • Technical Assistance Center for Social Emotional Intervention (TACSEI) www.challengingbehavior.org • Collaborative for Academic, Social, and Emotional Learning • www.CASEL.org • edutopia.org • The Center for Effective collaboration and Practice www.cecp.air.org 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. • Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destructions, self-injury, noncompliance, and withdrawal The Teaching Pyramid (PBS) Few Individualized Intensive children Interventions Children at-risk Social Emotional Teaching Strategies Designing Supportive EnvironmentsAll children Building Positive Relationships
  3. 3. Intensive Individualized InterventionsIntensive individualized instruction and interventions are used with children who have very persistent and severe challenging behavior and do not respond to the typical preventive practices, child guidance procedures, or social emotional teaching strategies that would normally work with most children. 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, children at risk, etc. • PBS is the only comprehensive and evidence-based approach to address challenging behavior within a variety of natural settings. Wrong Way – Right WayWrong Way Right Way• General intervention for • Intervention matched to all behavior challenges purpose of the behavior• Intervention is reactive • Intervention is proactive• Focus on behavior • Focus on teaching new reduction skills• Quick fix • Long-term interventions
  4. 4. Challenging Behavior Communicates May be used to communicate a message when a child does not have language May be used instead of language by a child who has limited social skills or has learned that challenging behavior will result in meeting his or her needs Challenging Behavior Works• Children engage in challenging behavior because “it works” for them.• Challenging behavior results in the child gaining access to something or someone (i.e., obtain/request) or avoiding something or someone (i.e., escape/protest). Video 3a.7: Tim – Before PBS
  5. 5. Video 3a.8: Tim – With PBS Video 3a.9: Importance of PBS Dimensions of Communication Every communicative behavior can be described by the form and function.• Form: the behavior used to communicate.• Function: the reason or purpose of the communicative behavior.
  6. 6. Children Communicate in Many Ways: • Forms of communication – Words – Sentences – Point to a picture – Eye gaze – Pulling adult – Crying – Biting – Tantrums – ? Children Communicate a Variety of MessagesFunctions of communication– Request object, activity, person– Escape demands– Escape activity– Escape a person– Request help– Request social interaction– Comment– Request information– Request sensory stimulation– Escape sensory stimulation– ? Behavior Equation Maintaining Trigger Behavior ConsequenceJoey is asked to Joey resists, Teacher movescome to circle. cries, and hits away from JoeyTeacher provides teacher. and allows Joey tophysical prompt to select a differentmove him to activity.group.
  7. 7. Setting Event • Event that occurs at another time that increases the likelihood the child will have challenging behavior. Setting events serve to “set the child up” to have challenging behavior. Behavior Equation Setting Maintaining Event Trigger Behavior Consequence Quan Quan moves Child leaves approaches his picture to computer and computer and indicate that Quan sits sees child he is next. down and working on Quan begins program. observes and working. waits for his turn. Behavior Equation Setting Maintaining Event Trigger Behavior ConsequenceQuan was up Quan Quan hits child Child leavesmost the night approaches and pushes his computer andwith an asthma computer and body on the Quan sits downattack. He sees child child’s chair. and beginsarrives at working on working.school looking program.sleepy and withdark circlesunder his eyes.
  8. 8. Sample Setting Event Chart Mon Tues Wed Thurs FriHow Rides the √ √ √does bushe come Mom √ √to bringsschool? Tantrum √ √ √ at a.m. circleHis Tantrum √ √ √behavior at snack? Tantrum √ √ √ at small group 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. 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. Evan Setting Maintaining Event Trigger Behavior Consequence Function:
  9. 9. EvanSetting Event Trigger Behavior Maintaining Consequence Playing with Looks up at Adult helps Duplos, can’t adult, fusses, put blocks connect holds up together. blocks blocks, looks at block/adult Function: Get help Shana• Shana is sitting in her high chair with nothing on the tray. Her mother is stirring her oatmeal. Shana begins crying and bangs her head on the back of the seat. Her mother says to her, "Its not cool enough, honey; just a minute." Shana stops crying when the oatmeal is placed on her tray. ShanaSetting Maintaining Event Trigger Behavior Consequence Function:
  10. 10. ShanaSetting Trigger Behavior MaintainingEvent Consequence? Hungry Sitting in high Cries, gangs Mom says, chair with head. “it’s not cool nothing on tray enough, just a mom stirring minute,” then oatmeal. gives oatmeal. Function: Get oatmeal Tim• Tim is riding a trike on the playground bike path. He sees a child move to the sandbox where Tim had just finished building a road-way. He leaps off his trike and tackles the child. He hits the child. An adult comes over to intervene. She comforts the child and scolds Tim. Tim goes to the sandbox and continues construction on his road-way. TimSetting Maintaining Event Trigger Behavior Consequence Function:
  11. 11. TimSetting Event Trigger Behavior Maintaining Consequence A child Tackles and Adult moves to the hits child. intervenes sandbox and scolds where Tim Tim, comforts has just built other child. something. Tim continues road-way. Function: Get toy back 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 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. MadisonSetting Maintaining Event Trigger Behavior Consequence Function:
  12. 12. MadisonSetting Trigger Behavior MaintainingEvent Consequence Another child Shouts “no,” Sent to “thinking moves to area bites child. chair,” and gets a toy other child (purse). consoled. 4 minutes later, Madison leaves chair and returns to play with purse. Function: Avoid sharing the purseProcess of Positive Behavior Support Step 1: Establishing a collaborative team and identifying goals Step 2: Gathering information (functional assessment) Step 3: Developing hypotheses (best guess) Step 4: Designing behavior support plans Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments Potential Team Members • Parents/Family • Teacher(s) • Assisting Teacher/Paraprofessional • Therapists • Administrative Staff • Other(s)
  13. 13. Process of Positive Behavior SupportStep 1: Establishing a collaborative team and identifying goalsStep 2: Gathering information (functional assessment)Step 3: Developing hypotheses (best guess)Step 4: Designing behavior support plansStep 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments Functional Assessment • A process for developing an understanding of a person’s challenging behavior and, in particular, how the behavior is governed by environmental events. • Results in the identification of the “purpose” or “function” of the challenging behavior. Functional Assessment• Observe the child in target routines and settings.• Collect data on child behavior, looking for situations that predict challenging behavior and that are linked with appropriate behavior.• Interview persons most familiar with the child.• Review records.
  14. 14. Everybody Helps • Family collects data • Educational staff collects data • Therapists collect data • Collect data in ALL settings Sample Setting Event Chart MON TUES WED THURS FRI SAT SUN Slept Yes Yes Yes Yes Yes Yes Yes What Poorly No No No No No No Nohappenedthe night Mom on Yes Yes Yes Yes Yes Yes Yes before? Midnight No No No No No No No Shift Tantrum Yes Yes Yes Yes Yes Yes YesHow was in A.M. No No No No No No No hisbehavior? Tantrum Yes Yes Yes Yes Yes Yes Yes in P.M. No No No No No No No Sample Setting Event Chart Mon Tues Wed Thurs Fri How does Rides the √ √ √ he come bus to Mom √ √ school? brings Tantrum √ √ √ at a.m. circle His Tantrum √ √ √ behavior? at snack Tantrum √ √ √ at small group
  15. 15. Scatter Plot Student: Rachel Target Behavior: Hitting Peers Observer: Maya 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 Dates: 10/1 through 10/12 days or weeks Behavior did Dates not occur Time Activity 10/1 10/2 10/3 10/4 10/5 10/8 10/9 10/10 10/11 10/12 Behavior did occur 7:30 Arrival Free Choice NA Did not observe 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 Activity Analysis Child: Rachel Routine/Activity: House Center Activity Description Behavior Expectations ProblemsSteps:1. Select materials 1. Pick materials that no one is using.2. Pretend in roles 2. Use materials appropriately.3. Exchange materials 3. Don’t take from peer. 3. Takes materials from with peers others.4. Follow peers’ lead or 4. Maintain engagement. 4. Ignores peers, accept role assignment interferes in play.5. Clean-up 5. Put materials on shelf in correct area. 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. AverageArrival ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___510 times ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20Circle ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20Lunch ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20Average ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20
  16. 16. Child’s Name: Tim Observer: ___________________Check yes (Y) or no (N) at time one (T1) and time two (T2) to indicate whether the child is interacting with a peer at the time of observation. T1 and T2 observations should be at least 5 minutes apart.Activity Date:____ Date:____ Date:____ Date:____ Date:____Centers T1: T2: T1: T2: T1: T2: T1: T2: T1: T2: x_Y __Y __Y __Y __Y __Y __Y __Y __Y __Y __N x_N __N __N __N __N __N __N __N __NLunch T1: T2: T1: T2: T1: T2: T1: T2: T1: T2: __Y __Y __Y __Y __Y __Y __Y __Y __Y __Y x_N x_N __N __N __N __N __N __N __N __NOutside T1: T2: T1: T2: T1: T2: T1: T2: T1: T2: __Y x_Y __Y __Y __Y __Y __Y __Y __Y __Y x_N __N __N __N __N __N __N __N __N __N Ratio: __2__#yes _____#yes _____#yes _____#yes _____#yes __6__total # ____total # ____total # ____total # ____total # observed observed observed observed observed Amy’s Transition Week of: _________________ 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 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 3Other:_Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 Average Average Score: Average Score: Average Score: Average Score: Average Score: Score 3 2.2 1.4 1.4 .8 Rate the problem behavior: 0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression 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
  17. 17. Activity Analysis Child: Rachel Routine/Activity: Snack Activity Description Behavior Expectations ProblemsSteps:1. Sit in chair. 1. Stay in seat.2. Take food from plate 2. Take one item, wait for 2. Takes multiple items, puts when passed. turn. hand in bowl, grabs while plate is passed.3. Eat food on plate. 3. Eat from own plate. 3. Takes food from other children’s plates.4. Drink juice from own cup. 4. Drink and put cup on table.5. Ask for more food. 5. Ask using please. 5. Grabs food when she wants more.6. Wipe face with napkin. 6. Use napkin, not clothing.7. Throw plate/cup/napkin 7. Clear place, throw in away when finished. trash. Observation Card Name: Observer: Date: General Context: Time: Social Context: Challenging Behavior: Social Reaction: POSSIBLE FUNCTION: Observation Card Example Name: Karen Observer: teacher Date: 1/22 General Context: Choice time/art Time: 10:00 Social Context: Playing alone in house. Teacher comes over to Karen and asks her to come to the art table for art. When she doesn’t respond, the teacher tries to assist her by taking her arm to nudge her to stand. Challenging Behavior: Karen pulls away and begins to protest by saying, “No! I not go to art!” as she pulls away from the teacher. Social Reaction: The teacher walks away and says, “I will be back in a few minutes to see if you are ready.” POSSIBLE FUNCTION: Escape art
  18. 18. Video 3a.10: Observation Vignette #1 Observation CardName: Segment 1 Observer: Date:General Context: Choice time Time:Social Context:.Challenging Behavior:Social Reaction:POSSIBLE FUNCTION: Observation Card Example Name: Segment 1 Observer: Date: General Context: Choice time Time: Social Context: Playing alone in block play. Goes over to a group of children playing. Challenging Behavior: Sticks out tongue and makes raspberry sound, hits boy, scratches his shoulder. Social Reaction: Boy yells at him, friend brings him a lizard, boy yells to teacher. Possible Function: Initiate social interaction/Join play
  19. 19. Video 3a.11: Observation Vignette #2 Observation CardName: Segment 2 Observer: Date:General Context: Playground Time:Social Context:Challenging Behavior:Social Reaction:POSSIBLE FUNCTION: Observation Card Example Name: Segment 2 Observer: Date: General Context: Playground Time: Social Context: Playground play with 2 friends. Girl goes to basket and gets truck just like the other friend’s truck Challenging Behavior: He tries to take her truck, shoves, pushes, and continues tugging for toy. Social Reaction: Gets toy for a second, continues to fight girl for toy , teacher reprimands and carries him away. Possible Function: Obtain the toy (same truck as “best friend’s”)
  20. 20. “KIS”• “KIS it” (Keep It Simple) - - Create simple, user- friendly forms to collect information (e.g., rating scales, checklists). Home Observation Card Home Observation Card
  21. 21. Functional Assessment Interview • Define behavior (describe what you see) • Describe frequency and intensity • Explore possible setting events • Identify predictors (triggers) • Identify maintaining consequences • Identify current communicative functions • Describe efficiency of the behavior • Describe previous efforts • Identify possible reinforcersFunctional Assessment Interview • Refer to Tim’s Sample Functional Assessment Interview • TimFAI.pdf Hypotheses Statements• Triggers of the challenging behavior• Description of the challenging behavior• Responses that maintain the challenging behavior• Purpose of the behavior
  22. 22. Tim’s Support Planning Chart- Hypothesis Trigger Behavior Maintaining Consequence• Group play: centers Verbal aggression (threats), • Peers give up toys/items and outside play physical aggression (hit, • Peers leave area push, kick, punch), property • Adults intervene with Function: destruction negative attention on Tim obtain toy/playSetting Events (if applicable): Preventions New Skills New Responses Tim’s Support Planning Chart Trigger Behavior Maintaining ConsequenceParents Hits cries • No recess Want’s her waySetting Events (if applicable): Function: attention Preventions New Skills New Responses To Challenging Behavior: To Use of New Skill: Tim’s Support Planning Chart Trigger Behavior Maintaining Consequence• ADHD Throws objects • Teacher talks softly to him• Wrote note for home Doesn’t listen • Sit in thinking chair • Move to red lightSetting Events (if Function: applicable): to get what he wants Preventions New Skills New Responses To Challenging Behavior: To Use of New Skill:
  23. 23. Hypothesis StatementIn group play situations (outside play/centers),Tim uses verbal aggression (threats), physicalaggression (hit, push, kick, punch), andproperty destruction (throwing or bangingtoys) to obtain toys and/or join play. Whenthis occurs, the peer relinquishes the desiredtoy and leaves the play area and/oran adult intervenes and provides Timwith excessive negative attention. Not Sure About the Hypothesis?• What would make the challenging behavior stop? Is it something you would provide or allow the child to access? Or is there something to remove? Or can you allow the child to leave?• If still unsure, collect more data in the same context.• Some challenging behavior may have the same form but serve multiple functions.• Some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., gain attention). Working as a Collaborative Team• Assign roles.• Determine agenda and time for meetings.• Ensure group participation through facilitation and participatory processes.
  24. 24. Roles• Facilitator – person • Reporter – person who who guides group in shares group information, stating agenda, work makes presentation goals, time allocation • Encourager – person• Recorder – person who who provides feedback to writes down the group members discussion • Jargon-buster – person• Time Keeper – Person who asks the question who tracks time and “what do you mean when warns when agenda you say ‘gobbley-gook’ item is ending and helps the group with communicating clearly Hypothesis Development• Assign roles.• Review child description, observation, and interview.• Complete final page of interview.• Determine functions of challenging behavior.• Write hypothesis statement for at least one function.• Report to group. Major Messages 1. Challenging behavior has meaning for the child. 2. Children use behavior to access something or someone (obtain/request) or avoid something or someone (escape/protest). 3. The process of Functional Assessment is used to determine the function or purpose of challenging behavior. 4. Hypotheses statements describe the triggers, challenging behavior, maintaining consequences, and function.
  25. 25. Trigger Behavior Maintaining Consequence Tim’s Support Planning ChartSetting Events (if applicable): Function: Preventions Obtain toy/play New Skills New Responses Does not •Teaches child To Challenging Behavior: To Use of New Skill: teach replacement • Must monitor new skill • Must have several skill that reinforcement that honors function Change in honors the • Fade over time based on classroom function progress or teacher or schedule Behavior support Plans • This is a THREE tier approach to dealing with challenging behaviors Individualized Intensive Interventions Social Emotional Teaching Strategies Designing Supportive Environments Building Positive Relationships 75
  26. 26. • Students respond better to adults who take a personal interest in them. • Develop positive relationships with all students • Make sure the ratio between positive and negative experiences for students is about 5 positives for every negative. 76 Building Positive Relationships with Students s • Paper Clip TestEmpa Note e hom Play thy e Ho m visits • Take 10 paper clips- Time & Move a paper clip from py right pocket to left eachHap s Attention Gram Shar time you make a e negative comment ---if you don’t have any paper clips after a half hour add more positives!
  27. 27. Consider this… Things you can change • How you present information Things you can’t change • How you speak to the child (ren) • Parents • How long, how fast, the • Your organization location • Your coworker • Teacher directed, child • This new generation directed, small groups, large groups • You expectations • Rate of reinforcement • Materials you use • Your approach Behavior Support Plan• Behavior Hypotheses- Purpose of the behavior, your best guess about why the behavior occurs• Prevention Strategies- Ways to make events and interactions that trigger challenging behavior easier for the child to manage• Replacement Skills– New skills to teach throughout the day to replace the challenging behavior• Responses- What adults will do when the challenging behavior occurs to ensure that the challenging behavior is not maintained and the new skill is learned Video 3b.1: Observation Vignette #1
  28. 28. Video 3b.2: Observation Vignette #2 Video 3b.3: Observation Vignette #3Video 3a.2: Brendan – Before PBS
  29. 29. Video 3a.5: Brendan – With PBS Simple Solutions Support! Simple Solutions Steps to Arrival
  30. 30. CEDA Bridgeview Head StartHSCI Curriculum Modifications Module Environmental Support Marycrest Academy in Joliet
  31. 31. Replacement Skills Cue Cards First/Then Photo Schedule First ThenWash hands Snack Song Choices
  32. 32. Lexington District 1 in South CarolinaSimple Solutions Before Children come to school in Indiana
  33. 33. How WE Wait –Mom/ Dad/Ya Ya! Logan Square NAEYC says…Read Story While children Act it Out
  34. 34. Logan Square!
  35. 35. HSCI Curriculum Modifications Module 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 time.HSCI Curriculum Modifications Module Here a child is not yet using afunctional grasp, so a materialsadaptation is created by using atable easel to help her keep herhand in the appropriate position. Step 3: Support Plan Development (cont.) • Brainstorm Prevention Strategies – Strategies to make routines or activities easier for the child – Strategies to soften the triggers
  36. 36. Tim’s Support Planning Chart Trigger Behavior Maintaining Consequence • Group play: centers Verbal aggression • Peers give up toys/items and outside play with (threats), physical • Peers leave area peers aggression (hit, push, kick, • Adults intervene with punch), property negative attention to Tim destruction Setting Events (if Function: Obtain toy/play applicable): Preventions New Skills New Responses • Pre-teach skills by To Challenging role playing via Behavior: scripted story • Use visual cards to help him remember lessons when in difficult situation Use of New Skill: • Self-monitoring form to work on new skills Promoting Social Emotional Competence Individualized Intensive Interventions Social Emotional Teaching Strategies Designing Supportive Environments Building Positive Relationships 107“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 behave, we……..... …….teach? ……punish?Why can’t we finish the last sentence as automatically aswe do the others?”Tom Herner (NASDE President ) Counterpoint 1998, p.2) 108
  37. 37. Identifying Teachable Moments 109 Turtle Technique Recognize “Think” Think” that you Stop. feel angry.Go into shell. Come outTake 3 deep of shellbreathes. when calmAnd think and think ofcalm, coping a solution.thoughts. Centers! Turtle Box 19
  38. 38. Teach Rules in the Context of Routines On Monday When It Rained Book Nook Activity Example“I feel excited when I get to “I feel upset when my go to my friend Coby’s mommy didn’t get me house to play.” anything.” Feeling Dice/Feeling Wheel
  39. 39. Problem Solving Steps Step 2Would it be safe?Would it be fair?How would everyone feel? Simple Solutions Adaptation Step 4: Support Plan Development (cont.) • Brainstorm ideas about what new skills should be taught to replace challenging behavior; write new skills on chart.
  40. 40. Tim’s Support Planning Chart Trigger Behavior Maintaining Consequence• Group play: centers Verbal aggression • Peers give up toys/items and outside play with (threats), physical • Peers leave area peers aggression (hit, push, kick, • Adults intervene with punch), property negative attention to Tim destructionSetting Events (if applicable): Function: Obtain toy/play Preventions New Skills New Responses• Pre-teach skills by role • Asking to play To Challenging playing via scripted • Everyone can play with Behavior: story the toys• Use visual cards to • Asking for teacher’s help help him remember lessons when in To Use o New Skill: difficult situation• Self-monitoring form to work on new skills Step 5: Support Plan Development (cont.) • Brainstorm ideas about how to respond to challenging behavior when it occurs; write new responses on chart.
  41. 41. Simple Solutions Adaptation at Ezzard Charles Montessori

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