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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
To Challenging Behavior:
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
Event Trigger Behavior
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
Event Trigger Behavior
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
Trigger Behavior Maintaining Consequence
• 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
Preventions New Skills New Responses
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
To Challenging Behavior:
• 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!
Logan Square
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
HSCI Curriculum Modifications Module
Simple Solutions Steps to
Arrival
Simple Solutions Before Children
come to school in Indiana
Choice Chart
How WE Wait –Mom/ Dad/Ya Ya!
Right Way/Wrong Way
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
HSCI Curriculum Modifications Module
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
Trigger Behavior Maintaining Consequence
•Group play: centers
and outside play with
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
negative attention to Tim
Tim’s Support Planning Chart
Function: Obtain toy/play
applicable):
Preventions New Skills New Responses
•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.
Centers!
Turtle Box
19
Problem Solving Steps
Would it be safe?
Would it be fair?
How would everyone feel?
Step 2
Simple Solutions Adaptation
The Solution Kit
28
Logan Square!!
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
Trigger Behavior Maintaining Consequence
•Group play: centers
and outside play with
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
negative attention to Tim
Tim’s Support Planning Chart
Function: Obtain toy/playapplicable):
Preventions New Skills New Responses
•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
Trigger Behavior Maintaining Consequence
• 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
Preventions New Skills New Responses
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
To Challenging Behavior:
• 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.

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Challenging behavior for academy for teachers of young children texas 2013

  • 1. 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
  • 2. 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.
  • 3. Angela Searcy’s Simple Solutions Show! EVERY Sat at 11am CST @ www.globalnewsforum.comwww.globalnewsforum.com
  • 4. 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
  • 5. 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
  • 6. 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.
  • 7. 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
  • 8. 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
  • 9. 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
  • 10. 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.
  • 11. 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
  • 12. Okay that sounds nice but I have a question about… • Really intense behaviors!!!
  • 13. 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 – ?
  • 14. 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 – ?
  • 15. 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.
  • 16. 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.
  • 17. Everybody Helps • Family collects data • Educational staff collects data • Therapists collect data• Therapists collect data • Collect data in ALL settings
  • 18. 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
  • 19. 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.
  • 20. 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
  • 21. 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
  • 22. 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
  • 23. “KIS” • “KIS it” (Keep It Simple) - - Create simple, user-- - Create simple, user- friendly forms to collect information (e.g., rating scales, checklists).
  • 24. 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.
  • 25. 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!!!!
  • 26. Clear Your Mind! Put on Your Mask! They know What Scares You!
  • 28. Trigger Behavior Maintaining Consequence Setting Events (if applicable): Preventions New Skills New Responses To Challenging Behavior: Behavior Planning Chart Function: Obtain toy/play To Challenging Behavior: Use of New Skill:
  • 29. 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.
  • 30. 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.
  • 31. 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.
  • 32. 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.
  • 34. 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
  • 35. 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.
  • 37. 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
  • 38. Trigger Behavior Maintaining Consequence • 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 Preventions New Skills New Responses 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 To Challenging Behavior: • 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.
  • 39. • 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
  • 40. 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!
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  • 44. 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.
  • 47. Simple Solutions Before Children come to school in Indiana
  • 49. How WE Wait –Mom/ Dad/Ya Ya!
  • 51. 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 HSCI Curriculum Modifications Module working on it at a later time.
  • 52. Uptown!1.Stand on a square 2.Stand behind a friend 3.Catch a bubble 4. Hold on to the railing
  • 53. 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
  • 54. Trigger Behavior Maintaining Consequence •Group play: centers and outside play with 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 negative attention to Tim Tim’s Support Planning Chart Function: Obtain toy/play applicable): Preventions New Skills New Responses •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:
  • 55. “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
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  • 59. 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.
  • 61. Problem Solving Steps Would it be safe? Would it be fair? How would everyone feel? Step 2
  • 65. Room 13 at Uptown Uses a key Ring instead…
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  • 69. 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.
  • 70. 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.
  • 71. 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
  • 72. Trigger Behavior Maintaining Consequence •Group play: centers and outside play with 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 negative attention to Tim Tim’s Support Planning Chart Function: Obtain toy/playapplicable): Preventions New Skills New Responses •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:
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  • 81. Simple Solutions Adaptation at Ezzard Charles Montessori
  • 82. Trigger Behavior Maintaining Consequence • 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 Preventions New Skills New Responses 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 To Challenging Behavior: • 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.