This document discusses managing challenging behaviors in children. It begins by explaining when a behavior becomes a problem, noting that temperament and the child-caregiver relationship are important factors. A tiered framework for intervention is proposed, including building relationships, classroom strategies, and individualized plans. A functional approach is described which examines triggers for problems behaviors and teaches replacement behaviors. Data collection methods are outlined to monitor progress. Common behavior issues like aggression, noncompliance and tantrums are explained with potential solutions. The family's involvement is also noted as central to addressing challenges.

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Chapter 18
Managing Challenging Behaviors

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When is a Behavior a Problem?
• 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.

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When is a Behavior a Problem?
(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.

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When is a Behavior a Problem?
(continued)
• How much is too much?
– 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.

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A Tiered Framework for Intervention
• Building positive relationships
• Preventative classroom interventions
• Social emotional teaching strategies
• Planning intensive individualized
interventions

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A Tiered Framework for Intervention
(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.

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A Functional Approach to Managing
Problem Behaviors
• A functional approach to managing
problem behaviors
– Examine the environment.
– Examine your own behaviors.
– Use a functional behavior assessment.

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A Functional Approach to Managing
Problem Behaviors (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.
– Identify a replacement behavior.
– Plan the intervention.

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A Functional Approach to Managing
Problem Behaviors (continued)
– Implement the plan and ensure that it is
carried out as planned.
– Monitor the child’s progress and continue to
monitor implementation.

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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.

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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.

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Common Behavior Problems and
Solutions
• Aggressiveness
– Conflict—seeing what triggers the behavior.
– Managing aggressiveness—watching for the
triggers, eliminating them, teaching
appropriate responses to emotions.

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Common Behavior Problems and
Solutions (continued)
• Disruptive and destructive behaviors
– Need for attention – challenging behavior
gains attention.
– Mastering routines – not understanding or
mastering classroom routines.
– Redirection – gentle reminders of expected
behavior.
– Time-out – break the pattern of responses.

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Common Behavior Problems and
Solutions (continued)
• Noncompliance
– Prevention strategies
• Advance warnings.
• Reduce overload.
• Make requests and give directions clearly and
briefly.
• Provide choices.
• Beware of choices that are not choices
• Focus the child’s attention

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Common Behavior Problems and
Solutions (continued)
• Allow time to comply
• Practice consistency and firmness
• Make sound judgments

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Common Behavior Problems and
Solutions (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

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Common Behavior Problems and
Solutions (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.

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Common Behavior Problems and
Solutions (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.

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Common Behavior Problems and
Solutions (continued)
• Withdrawal
– Withdrawn children do not draw the teacher’s
attention.
– They can retreat even further from social
situations.

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Common Behavior Problems and
Solutions (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?

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Common Behavior Problems and
Solutions (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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Common Behavior Problems and
Solutions (continued)
• The family’s involvement
– Central role in addressing challenging
behavior.
– Culture influences differences in agreement
about what is considered a challenge or
problem behavior.