Challenging Behaviour

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Challenging Behaviour

  1. 1. Evidence-Based Strategies Promoting the Social-Emotional Challenging Behaviors Development of Young Children
  2. 2. Good Morning Training <ul><li>Challenging Behavior </li></ul><ul><li>When You Do Nothing </li></ul><ul><li>Keys to Understanding Behavior </li></ul><ul><li>Where Do You Stand? </li></ul><ul><li>The Process of Change </li></ul>
  3. 3. Good Afternoon Training <ul><li>Functional Assessment of Behavior </li></ul><ul><li>Keys to Encouraging Behavior </li></ul><ul><li>Emotional Literacy </li></ul><ul><li>Social Emotional Teaching Strategies </li></ul><ul><li>Strategies That Help </li></ul>
  4. 4. Self-Regulation Communicating and Learning Making Friends & Getting Along With Peers
  5. 5. Confident Friendly Good Peer Relationships Tackles Challenges Good Language Development Communicates Well Listens to Instructions Is Attentive
  6. 6. Why do they do what they do? Question:
  7. 7. What do children do when they can’t concentrate and persist at a challenging task and they are faced with something that is hard for them ? Question:
  8. 8. What do children do when they can’t get along with other children and they can’t resolve conflict constructively? Question:
  9. 9. <ul><li>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. Challenging behavior is thus defined on the basis of its effects. </li></ul>Challenging Behavior
  10. 10. Terrible Disruptive Bad Difficult Out-of-Control Beware!
  11. 11. May be used to communicate a message when a child does not have language. Challenging Behavior
  12. 12. 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
  13. 13. <ul><li>Children engage in challenging behavior because “it works” for them. </li></ul><ul><li>Challenging behavior results in the child gaining access to something (i.e., obtain ) or avoiding something (i.e., escape ). </li></ul>Challenging Behavior
  14. 14. Basic Principles #1 Many if not most young children engage in challenging behavior in the course of early development.
  15. 15. Basic Principles #2 Many young children who engage in chronic, highly challenging behaviors proceed through a predictable course of ever-escalating challenging behaviors.
  16. 16. Incidence & Trajectory
  17. 17. An estimated 9 to 13% of American children and adolescents between ages nine to 17 have serious diagnosable emotional or behavioral health disorders resulting in substantial to extreme impairment. (Friedman, 2002)
  18. 18. <ul><li>Students with SED miss more </li></ul><ul><li>days of school than do students in </li></ul><ul><li>all other disability categories </li></ul><ul><li>(U.S. Department of Education, 1994)‏ </li></ul><ul><li>More than half of students with </li></ul><ul><li>SED drop out of grades 9-12, the </li></ul><ul><li>highest rate for all disability </li></ul><ul><li>categories. </li></ul><ul><li>(U.S. Department of Education, 2002)‏ </li></ul><ul><li>Of those students with SED who </li></ul><ul><li>drop out of school, 73% are </li></ul><ul><li>arrested within five years of </li></ul><ul><li>leaving school. </li></ul><ul><li>(U.S. Department of Education, 1994)‏ </li></ul>
  19. 19. Interesting Facts
  20. 20. <ul><li>Campbell (1995) estimated that approximately 10-15% of all typically developing preschool children have </li></ul><ul><li>chronic mild to moderate levels of </li></ul><ul><li>behavior problems. </li></ul>
  21. 21. <ul><li>The proportion of preschool children meeting the criteria for the clinical diagnosis of ODD (Oppositional Defiant Disorder) ranges from 7% to 25% of children in the United States, depending on the population surveyed. ( Webster-Stratton, 1997) </li></ul>
  22. 22. Sobering Facts
  23. 23. <ul><li>The correlation between preschool-age aggression and aggression at age 10 is higher than that for IQ. (Kazdin, 1995)‏ </li></ul>
  24. 24. <ul><li>Early appearing aggressive behaviors are the best predictor of juvenile gang membership </li></ul><ul><li>and violence. </li></ul><ul><li>(Reid, 1993)‏ </li></ul>
  25. 25. <ul><li>When aggressive and antisocial behavior has persisted to age 9, further intervention has a poor chance of success. </li></ul><ul><li>(Dodge, 1993)‏ </li></ul>
  26. 26. <ul><li>Of the young children who show early signs of problem behavior, it has been estimated that fewer than 10% receive services for these difficulties. </li></ul><ul><li>(Kazdin & Kendall, 1998) </li></ul>
  27. 27. Basic Principles #3 There is a complex interplay among risk factors that lead to the formation and perpetuation of problem behaviors. Family Factors Biological Factors Environmental Factors
  28. 28. Good
  29. 29. Basic Principles #4 Children’s challenging behavior can often be eliminated or substantially reduced by a change in adult behavior.
  30. 30. <ul><li>Environmental Design </li></ul><ul><li>Effective Positive Behavioral Interventions </li></ul><ul><li>Curricular Modification and Accommodation Strategies </li></ul><ul><li>Consultation and Technical Assistance </li></ul>Good
  31. 31. Basic Principles #5 Individuals, parents, professionals, and others who come into contact with young children often have strong emotions, expectations, and beliefs about certain behaviors.
  32. 32. Basic Principles #6 Parents and professionals need each other when it comes to a young child with challenging behavior. We need to be partners.
  33. 33. “We should examine most closely the things we hold most dear.&quot; - Rene Decartes
  34. 34. &quot;The way one defines a problem will determine in substantial measure the strategies that can be used to solve it.&quot; - Nick Hobbs
  35. 35. 3 Keys to Understanding Behavior
  36. 36. Understanding Behavior Any Behavior That Persists Is “Working” for the Individual Involved
  37. 37. The Single Event Is of Little Consequence- It’s The Pattern That Counts Understanding Behavior
  38. 38. We Tend To Conclude That The Individual Either Can’t or Won’t Do Otherwise Understanding Behavior
  39. 39. Where Do You Stand?
  40. 40. Question? Two-parent families are the best way to raise children
  41. 41. Question? Doctors should be allowed to assist terminally ill people to die
  42. 42. Question? Children who hurt other children should be removed from the regular school setting
  43. 43. The Process of Change
  44. 44. My Experience With Change Activity One
  45. 45. What's Going On In Your World? Activity Two
  46. 46. <ul><li>Change that involves top down implementation. </li></ul><ul><li>Change that is not likely to happen quickly. </li></ul>The Big Picture
  47. 47. <ul><li>The major ingredients are within your immediate possession. </li></ul><ul><li>The change can occur within a reasonable period of time. </li></ul>Right Here, Right Now
  48. 48. Thinking About Change Activity Three
  49. 49. <ul><li>Does the Person’s Behavior Need to be Addressed? </li></ul><ul><li>Do I Want or Even Need to Keep this Person in My Life? </li></ul><ul><li>Can the Change be Brought about in an Acceptable Amount of Time? </li></ul>No Go Go
  50. 50. <ul><li>Shock-Denial </li></ul><ul><li>Flood of Emotions </li></ul><ul><li>Bargaining </li></ul><ul><li>Depression/Grief </li></ul><ul><li>Acceptance </li></ul>Emotional Reactions to Change
  51. 51. Distorted Perceptions Affect Behavior
  52. 52. Increase Information Flow Increase Information Flow Increase Information Flow Increase Information Flow Increase Information Flow
  53. 53. “If You Always Do What You Always Did, You’ll Always Get What You Always Got!
  54. 54. Change Happens in Stages PROCHASKA
  55. 55. <ul><li>1. Not Ready to Change </li></ul><ul><li>2. Thinking About Change </li></ul><ul><li>3. Getting Ready to Change </li></ul><ul><li>4. Changing </li></ul><ul><li>5. Maintaining Change </li></ul>The Stages of Change
  56. 56. What Stage Are They In? Activity Four
  57. 57. <ul><li>Has the person recognized that there is a problem? Yes No </li></ul><ul><li>Is there evidence that the person is intending to change? Yes No </li></ul><ul><li>Has the person taken action regarding the problem? Yes No </li></ul><ul><li>Has the person solved the problem? </li></ul><ul><li> Yes No </li></ul>ASK YOURSELF AND ANSWER : Q u e s t i o n s Stage Finder
  58. 58. <ul><li>1. “No” to all questions 1. Not Ready </li></ul><ul><li>2. “Yes” to #1, “No” to others 2. Thinking </li></ul><ul><li>3. “Yes” to #1, #2, “No” to others 3. Getting Ready </li></ul><ul><li>4. “Yes” to #1, #2, #3, “No” to #4 4. Changing </li></ul><ul><li>5. “Yes” to all 5. Maintaining </li></ul>A n s w e r s Stage The Stage Finder Solutions
  59. 59. Returning to the Familiar
  60. 60. The Process of Change Have a Good Lunch

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