Challenging behavior for academy for teachers of young children texas 2013

Taking the Bite Out of Challenging
Behavior in Young Children: Social
Emotional Learning Pyramid
Presented
by
Angela Searcy, M.S.Angela Searcy, M.S.
Simple Solutions Educational Services
www.overtherainbowsimplesolutions.com
asearcya@aol.com
1-866-660-3899

Angela 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 in 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, and Texas ECI. She acts as an
educational consultant for Teaching Strategies, LLC, Lakeshore Learning, Carson CA,
and Center on the Social and Emotional Foundations for Early Learning (CSEFEL) atand Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at
Vanderbilt University. Angela is also a professor at Rasmussen College, a Head Start
CLASS Reviewer, a PDI coach with the Ounce of Prevention and the host of Angela
Searcy’s Simple Solutions Internet Radio Show 11am CST on
www.globalnewsforum.com
• 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.

Angela Searcy’s Simple
Solutions Show! EVERY
Sat at 11am CST @
www.globalnewsforum.comwww.globalnewsforum.com

Want the WHOLE Power
point???
• Facebook: Angela Nelson-Searcy
• http://www.facebook.com/people/Angela-
Nelson-Searcy/100001295809551
• Linkedin: Angela Searcy, M.S.
• http://www.linkedin.com/in/angelasearcy

Few
children
Children
at-risk
The Center on the Social and Emotional Foundations in Early LearningThe Center on the Social and Emotional Foundations in Early Learning
All
Children

What is CSEFEL?
The Center on the Social and Emotional
Foundations for Early Learning
www.vanderbilt.edu/csefel
A Federally Funded Center Focused on Improving the Social Emotional
Partners:
• Vanderbilt University
• University of Illinois at Urbana-Champaign
• University of Colorado at Denver
• University of South Florida
• ZERO to THREE
• Georgetown Center for Child and Human Development
A Federally Funded Center Focused on Improving the Social Emotional
Outcomes of Children Birth to Age Five.

How to Approach Trainings…
• I have tried everything -consider how
long, how effective, how consistent
• My assistant is not on board –team
approach is best but even individualapproach is best but even individual
strategies work
• It won’t make a difference if the parents
aren’t on board –we have children
sometimes 6 hours a day, and see them
often more than their parents, we teach
children how to respond to us

Responsibilities
• Teacher ---to ask of yourself
what you ask of your studentswhat you ask of your students
LEARN something NEW! Ask
for help, persist at it, and do it
willingly

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.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

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,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 Way
Wrong Way
• General intervention for
all behavior challenges
• Intervention is reactive
Right Way
• Intervention matched to
purpose of the behavior
• Intervention is proactive• Intervention is reactive
• Focus on behavior
reduction
• Quick fix
• Intervention is proactive
• Focus on teaching new
skills
• Long-term interventions

Okay that sounds nice but I
have a question about…
• Really intense behaviors!!!

Children Communicate
in Many Ways:
• Forms of communication
– Words
– Sentences
– Point to a picture– Point to a picture
– Eye gaze
– Pulling adult
– Crying
– Biting
– Tantrums
– ?

Children Communicate
a Variety of Messages
Functions of communication
– Request object, activity, person
– Escape demands
– Escape activity
– Escape a person– Escape a person
– Request help
– Request social interaction
– Comment
– Request information
– Request sensory stimulation
– Escape sensory stimulation
– ?

Functional Assessment
• A process for developing an
understanding of a person’s challenging
behavior and, in particular, how thebehavior 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 behaviorsituations that predict challenging behavior
and that are linked with appropriate behavior.
• Interview persons most familiar with the child.
• Review records.

Everybody Helps
• Family collects data
• Educational staff collects data
• Therapists collect data• Therapists collect data
• Collect data in ALL settings

Scatter Plot
Dates
Time Activity 10/1 10/2 10/3 10/4 10/5 10/8 10/9 10/10 10/11 10/12
7:30 Arrival
Free Choice
Student:
Observer:
Dates:
Target Behavior:
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
days or weeks
Rachel
Maya
10/1 through 10/12
Hitting Peers
Behavior did
not occur
Behavior did
occur
Did notNAFree Choice
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
Did not
observe
NA

Child: Rachel Routine/Activity: House Center
Activity Description Behavior Expectations Problems
Steps:
1. Select materials 1. Pick materials that no
one is using.
2. Pretend in roles 2. Use materials
Activity Analysis
2. Pretend in roles 2. Use materials
appropriately.
3. Exchange materials
with peers
3. Don’t take from peer. 3. Takes materials from
others.
4. Follow peers’ lead or
accept role assignment
4. Maintain engagement. 4. Ignores peers,
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. Average
Arrival ___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___510 times
___10-15
___15-20
___+20
Circle ___0 times ___0 times ___0 times ___0 times ___0 times ___0 timesCircle ___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
Lunch ___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
Average ___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10 times
___10-15
___15-20
___+20

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
Amy’s Transition
Week of: _________________
Rate the problem behavior:
0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression
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 3
Other:
_Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Average
Score
Average Score:
3
Average Score:
2.2
Average Score:
1.4
Average Score:
1.4
Average Score:
.8

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

“KIS”
• “KIS it” (Keep It Simple)
- - Create simple, user-- - Create simple, user-
friendly forms to collect
information (e.g., rating
scales, checklists).

What is CECP?
The Center for Effective Collaboration and
Practice
www.cecp.air.org
It is the mission of the Center for Effective Collaboration
and Practice to support and promote a reoriented
national preparedness to foster the development and
the adjustment of children with or at risk of developing
serious emotional disturbance. To achieve that goal, the
Center is dedicated to a policy of collaboration at
Federal, state, and local levels that contributes to and
facilitates the production, exchange, and use of
knowledge about effective practices.

Okay that sounds nice but I
have a question about…
• How am I supposed to fit this in my
day…Do you know how BUSY I am!!!!

Clear Your Mind! Put on Your
Mask! They know What
Scares You!

Personal reaction/professional
action!

Trigger Behavior Maintaining Consequence
Setting Events (if
applicable):
Preventions New Skills New Responses
To Challenging Behavior:
Behavior Planning Chart
Function:
Obtain toy/play
Use of New Skill:

Setting Event
• Event that occurs at another time that
increases the likelihood the child will
have challenging behavior. Settinghave challenging behavior. Setting
events serve to “set the child up” to
have challenging behavior.

Behavior Equation
Setting
Event Trigger Behavior
Maintaining
Consequence
Quan
approaches
computer and
Quan moves
his picture to
indicate that
Child leaves
computer and
Quan sitscomputer and
sees child
working on
program.
indicate that
he is next.
Quan
observes and
waits for his
turn.
Quan sits
down and
begins
working.

Maintaining
ConsequenceBehaviorTrigger
Setting
Event
Child leaves
computer and
Quan sits down
Quan hits child
and pushes his
body on the
Quan
approaches
computer and
Quan was up
most the night
with an asthma
Behavior Equation
Quan sits down
and begins
working.
body on the
child’s chair.
computer and
sees child
working on
program.
with an asthma
attack. He
arrives at
school looking
sleepy and with
dark circles
under his eyes.

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. Hequite 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.

Setting
Maintaining
Consequence
Evan
Function:

Evan
Setting Event Trigger Behavior Maintaining
Consequence
Playing with
Duplos, can’t
connect
Looks up at
adult, fusses,
holds up
Adult helps
put blocks
together.connect
blocks
holds up
blocks, looks
at block/adult
together.
Function:
Get help

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 asksand 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.

Setting
Maintaining
Consequence
Madison
Function:

Madison
Setting
Event
Trigger Behavior Maintaining
Consequence
Another child
moves to area
and gets a toy
(purse).
Shouts “no,”
bites child.
Sent to “thinking
chair,”
other child
consoled.
4 minutes later,4 minutes later,
Madison leaves
chair and returns
to play with purse.
Function:
Avoid sharing
the purse

• Group play: centers
and outside play with
peers
• Circle Time
Setting Events (if
applicable):
Verbal aggression (threats),
physical aggression (hit,
push, kick, punch), property
destruction
• Peers give up toys/items
• Peers leave area
• Adults intervene with
negative attention to Tim
Tim’s Support Planning Chart
Function:
Obtain toy/play
• Pre-teach skills by role
playing via scripted
story
• Use visual cards to
help him remember
lessons when in
difficult situation
• Teacher will subgroup
during centers
• Teacher will change
location of circle time
• Teacher will allow Tim
to ask for a break
• Asking to play
• Everyone can play with the
toys
• Asking for teacher’s help
• Anticipate & cue to use new
skill: asking to play/help
• Intervene to prevent harm
by providing
attention/support to child
who is attacked
To Use of New Skill:
• When asks, respond
• Provide certificate and
acknowledge positive
behavior. Fade certificate.

• Students respond better to adults
who take a personal interest in
them.
• Develop positive relationships with
all studentsall students
• Make sure the ratio between
positive and negative experiences
for students is about 5 positives
for every negative.
39

Building Positive RelationshipsBuilding Positive RelationshipsBuilding Positive RelationshipsBuilding Positive Relationships
with Studentswith Studentswith Studentswith Students
• Paper Clip Test
• Take 10 paper clips-
Move a paper clip fromMove a paper clip from
right pocket to left each
time you make a
negative comment ---if
you don’t have any
paper clips after a half
hour add more
positives!

HSCI Curriculum Modifications Module
Here a child is not yet using a
functional grasp, so a materials
adaptation is created by using a
table easel to help her keep her
hand in the appropriate position.

Environmental Support

Simple Solutions Steps to
Arrival

Simple Solutions Before Children
come to school in Indiana

How WE Wait –Mom/ Dad/Ya Ya!

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
working on it at a later
time.

Uptown!1.Stand on a square
2.Stand behind a friend
3.Catch a bubble
4. Hold on to the railing

Consider this…
Things you can’t change
• Parents
• Your organization
• Your coworker
Things you can change
• How you present information
• How you speak to the child
(ren)
• How long, how fast, the
location
• Teacher directed, child• Your coworker
• This new generation
• Teacher directed, child
directed, small groups, large
groups
• You expectations
• Rate of reinforcement
• Materials you use
• Your approach

•Group play: centers
peers
Setting Events (if
applicable):
Verbal aggression
(threats), physical
aggression (hit, push, kick,
punch), property
destruction
•Peers give up toys/items
•Peers leave area
•Adults intervene with
Function: Obtain toy/play
applicable):
•Pre-teach skills by
role playing via
scripted story
•Use visual cards to
help him remember
lessons when in
difficult situation
•Self-monitoring form
to work on new skills
To Challenging
Behavior:
Use of New Skill:

“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 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 as
we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)Tom Herner (NASDE President ) Counterpoint 1998, p.2)
55

Identifying Teachable Moments
56

Turtle Technique
RecognizeRecognize
that youthat you
feel angry.feel angry.
“Think”“Think”
Stop.Stop.
Go into shell.Go into shell.
Take 3 deepTake 3 deep
breathes.breathes.
And thinkAnd think
calm, copingcalm, coping
thoughts.thoughts.
Come outCome out
of shellof shell
when calmwhen calm
and think ofand think of
a solution.a solution.

Problem Solving Steps
Would it be safe?
Would it be fair?
How would everyone feel?
Step 2

Room 13 at Uptown Uses a key
Ring instead…

What is Conscious Discipline for
Educators?
www.consciousdiscipline.com
Conscious Discipline is a comprehensive self-Conscious Discipline is a comprehensive self-
regulation program that integrates social-
emotional learning and discipline.

What is (TACSEI)?
The Technical Assistance Center on Social
Emotional Intervention for Young Children
www.challengingbehavior.org
TACSEI) takes the research that shows which practices
improve the social-emotional outcomes for young
children with, or at risk for, delays or disabilities and
creates FREE products and resources to help decision-
makers, caregivers, and service providers apply these
best practices in the work they do every day. Most of
these free products are available right here on our
website for you to immediately view, download and use.

What is CASEL?
CASEL is a growing 501(c)(3) not-for-
profit organization that works to advance
the science and evidence-based practice
of social and emotional learning. We are
.
•Collaborative for Academic, Social, and Emotional
Learning
www.CASEL.org
the science and evidence-based practice
of social and emotional learning. We are
committed to conducting the research,
practice, and policy work to establish
social and emotional learning as an
essential component of Pre-K through 12
education nationwide.
edutopia.org

•Group play: centers
peers
Setting Events (if
applicable):
Verbal aggression
(threats), physical
aggression (hit, push, kick,
punch), property
destruction
•Peers give up toys/items
•Peers leave area
•Adults intervene with
Function: Obtain toy/playapplicable):
•Pre-teach skills by role
playing via scripted
story
•Use visual cards to
help him remember
lessons when in
difficult situation
•Self-monitoring form
to work on new skills
• Asking to play
• Everyone can play with
the toys
• Asking for teacher’s help
To Challenging
Behavior:
To Use o New Skill:

Simple Solutions Adaptation at
Ezzard Charles Montessori

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