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Promoting Social Emotional Competence Individualized Intensive Interventions:  Determining the Meaning of  Challenging Behavior Module 3a and 3b Handout
[object Object],[object Object],[object Object],[object Object],[object Object]
Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learner Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object]
National Centers & Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Challenging Behavior ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Teaching Pyramid Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies (PBS) Individualized Intensive Interventions Few children Children at-risk All children
Intensive Individualized Interventions ,[object Object]
Research on PBS ,[object Object],[object Object],[object Object]
Wrong Way – Right Way ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Challenging Behavior  Communicates ,[object Object],[object Object]
Challenging Behavior Works ,[object Object],[object Object]
Video 3a.2: Brendan – Before PBS
Video 3a.5: Brendan – With PBS
Video 3a.6: Brendan’s Family –  With PBS
Video 3a.7: Tim – Before PBS
Video 3a.8: Tim – With PBS
Video 3a.9: Importance of PBS
Dimensions of Communication ,[object Object],[object Object],[object Object]
Children Communicate  in Many Ways: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Children Communicate  a Variety of Messages ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Behavior Equation Joey is asked to come to circle. Teacher provides physical prompt to move him to group. Joey resists, cries, and hits teacher. Teacher moves away from Joey and allows Joey to select a different activity. Trigger Behavior Maintaining Consequence
Setting Event ,[object Object]
Behavior Equation Quan approaches computer and sees child working on program. Quan moves his picture to indicate that he is next.  Quan observes and waits for his turn. Child leaves computer and Quan sits down and begins working. Setting  Event Trigger Behavior Maintaining Consequence
Behavior Equation   Maintaining Consequence Behavior Trigger Setting  Event Child leaves computer and Quan sits down and begins working. Quan hits child and pushes his body on the child’s chair. Quan approaches computer and sees child working on program. Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.
Sample Setting  Event Chart Mon Tues Wed Thurs Fri How does  he come to school? Rides the bus    Mom brings   Tantrum at a.m. circle    His behavior? Tantrum at snack    Tantrum at small group   
Evan ,[object Object]
Evan Function:   Setting  Event Trigger Behavior Maintaining Consequence
Evan Function: Get help Setting Event Trigger Behavior Maintaining Consequence Playing with Duplos, can’t connect blocks Looks up at adult, fusses, holds up blocks, looks at block/adult Adult helps put  blocks together.
Shana ,[object Object]
Function:   Shana Setting  Event Trigger Behavior Maintaining Consequence
Shana Function: Get oatmeal Setting Event Trigger Behavior Maintaining Consequence ? Hungry Sitting in high chair with nothing on tray mom stirring oatmeal. Cries, gangs head. Mom says, “it’s not cool enough, just a minute,” then gives oatmeal.
Tim ,[object Object]
Tim Function:   Setting  Event Trigger Behavior Maintaining Consequence
Tim Function: Get toy back Setting Event Trigger Behavior Maintaining Consequence A child moves to the sandbox where Tim has just built something. Tackles and hits child. Adult intervenes and scolds Tim, comforts other child. Tim continues road-way.
Madison ,[object Object]
Madison Function:   Setting  Event Trigger Behavior Maintaining Consequence
Madison Function: Avoid sharing the purse 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, Madison leaves chair and returns to play with purse.
Process of Positive Behavior Support ,[object Object],[object Object],[object Object],[object Object],[object Object]
Potential Team Members ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Process of Positive Behavior Support ,[object Object],[object Object],[object Object],[object Object],[object Object]
Functional Assessment ,[object Object],[object Object]
Functional Assessment ,[object Object],[object Object],[object Object],[object Object]
Everybody Helps ,[object Object],[object Object],[object Object],[object Object]
Sample  Setting Event Chart MON TUES WED THURS FRI SAT SUN What happened the night  before? Slept Poorly Yes  No Yes No Yes No  Yes  No Yes  No Yes  No Yes  No Mom on Midnight Shift Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No How was his behavior? Tantrum in A.M. Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Tantrum in P.M. Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No
Sample Setting  Event Chart Mon Tues Wed Thurs Fri How does  he come to school? Rides the bus    Mom brings   Tantrum at a.m. circle    His behavior? Tantrum at snack    Tantrum at small group   
Scatter Plot 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 not observe NA 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 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 Problems Steps: 1.  Select materials 1.  Pick materials that no one is using. 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 ___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
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 : x _ Y  __Y __N  x _N T1 :  T2 : __Y  __Y __N  __N T1 :  T2 : __Y  __Y __N  __N T1 :  T2 : __Y  __Y __N  __N T1 :  T2 : __Y  __Y __N  __N Lunch T1 :  T2 : __Y  __Y x _N  x _N T1 :  T2 : __Y  __Y __N  __N T1 :  T2 : __Y  __Y __N  __N T1 :  T2 : __Y  __Y __N  __N T1 :  T2 : __Y  __Y __N  __N Outside T1 :  T2 : __Y  x _ Y x _N  __N T1 :  T2 : __Y  __Y __N  __N T1 :  T2 : __Y  __Y __N  __N T1 :  T2 : __Y  __Y __N  __N T1 :  T2 : __Y  __Y __N  __N Ratio: __ 2 __ #yes __ 6 __ total # observed _____#yes ____total # observed _____#yes ____total # observed _____#yes ____total # observed _____#yes ____total #  observed
Rate the problem behavior:   0 = no problems,  1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression 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  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
Activity Analysis Child:  Rachel   Routine/Activity:  Snack Activity Description Behavior Expectations Problems Steps: 1.  Sit in chair. 1.  Stay in seat. 2.  Take food from plate when passed. 2.  Take one item, wait for turn. 2.  Takes multiple items, puts 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 away when finished. 7.  Clear place, throw in 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
Video 3a.10: Observation Vignette #1
Observation Card Name:   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
Video 3a.11: Observation Vignette #2
Observation Card Name:   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”)
Video 3a.14: Observation Vignette #5
Observation Card Name:   Segment 5  Observer: Date: General Context:   Circle with puppet Time: Social Context: .  Challenging Behavior: Social Reaction: POSSIBLE FUNCTION:
Observation Card Example Name:  Segment 5 Observer:  Date:  General Context:  Circle with puppet Time:  Social Context:  Teacher kisses children’s cheeks with puppet.  Says, “Say  good-bye to MiMi” Teacher gets up to put away puppet.  Challenging Behavior:  Hitting self on head with fist, pull at shirt  Social Reaction:  Adult says “Ryan, ready to dance?  Want to dance Ryan?”  Goes and sits in her lap and is happy.  Possible Function:  Adult attention
Video 3a.15: Observation Vignette #6
Observation Card Name:   Segment 6  Observer: Date: General Context:   Center time Time: Social Context: Challenging Behavior: Social Reaction: POSSIBLE FUNCTION:
Observation Card Example Name:  Segment 6 Observer:  Date:  General Context:  Floor play Time:  Social Context:  Teacher brings him to the floor, sits him down, and then leaves Challenging Behavior:  Pulls shirt off one arm, hits head with fist, thrusts back, head  bangs. Social Reaction:  Teacher returns, helps him with getting shirt back on and then hugs him.  Possible Function:  Adult attention
“ KIS” ,[object Object]
Home Observation Card
Home Observation Card
Functional Assessment Interview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Functional Assessment Interview ,[object Object],[object Object]
Hypotheses Statements ,[object Object],[object Object],[object Object],[object Object]
Tim’s Support Planning Chart- Hypothesis Function : obtain toy/play Trigger Behavior Maintaining Consequence ,[object Object],[object Object],Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction ,[object Object],[object Object],[object Object],Preventions New Skills New Responses
Tim’s Support Planning Chart Function : attention  Trigger Behavior Maintaining Consequence Parents  Setting Events  (if applicable): Hits cries  Want’s her way ,[object Object],Preventions New Skills New Responses To Challenging Behavior: To Use of New Skill:
Tim’s Support Planning Chart Function : to get what he wants  Trigger Behavior Maintaining Consequence ,[object Object],[object Object],[object Object],Throws objects Doesn’t listen  ,[object Object],[object Object],[object Object],Preventions New Skills New Responses To Challenging Behavior: To Use of New Skill:
Hypothesis Statement ,[object Object]
Hypothesis Statement ,[object Object]
Hypothesis Statement ,[object Object]
Not Sure About the  Hypothesis? ,[object Object],[object Object],[object Object],[object Object]
Working as a Collaborative Team ,[object Object],[object Object],[object Object]
Roles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Hypothesis Development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Major Messages ,[object Object],[object Object],[object Object],[object Object]
Tim’s Support Planning Chart Function : Obtain toy/play Trigger Behavior Maintaining Consequence Setting Events  (if applicable): Preventions New Skills New Responses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Behavior support Plans  ,[object Object]
Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
[object Object],[object Object],[object Object]
[object Object],[object Object],Building Positive Relationships  with Students Play Time & Attention Home  visits Share Empathy Notes  home Happy  Grams
Your  Behavior Is Key ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Consider this… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
RAH – at Adams City High School (Respect – Achievement – Honor) RAH Classroom Hallway/ Commons Cafeteria Bathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism
Designing Classroom Routines Routine Desired Behavior Signal Teach Routine Entering Class Walk in,  sit down start bell ringer High five/greeting walking in the door Positive and Negative Examples first week of class/ongoing/who will get the sticker??? Obtaining class attention Students need to stop whatever they are doing and immediately look in my direction Teacher says “class” lights out singing bowl  Positive and Negative Examples first week of class/ongoing/who’s the fastest??? FAST PASS  Getting Help during seat work/group time  Use 3 before me  Visual on Wall as reminder/direction chart
3 Before Me 1. Think to myself 2.  Check the direction chart. 3.  Ask a Classmate If you still need help clip your name to the chart for teacher help.
Manipulatives! Lindamood-Bell Visualizing and Verbalizing for Comprehension  ,[object Object]
 
 
Few positive SW expectations defined, taught, & encouraged
Behavior Support Plan ,[object Object],[object Object],[object Object],[object Object]
Video 3b.1: Observation Vignette #1
Video 3b.2: Observation Vignette #2
Video 3b.3: Observation Vignette #3
Simple Solutions Support!
Simple Solutions Steps to Arrival
CEDA Bridgeview Head Start
HSCI Curriculum Modifications Module Environmental Support
Marycrest Academy in Joliet
Lexington District 1 in South Carolina
Simple Solutions Before Children come to school in Indiana
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Students love choices and challenges! Whenever possible, give students choices - whether it's a long-range project on a country they select, or coloring a map with crayon, marker, or colored pencil! I try to give as many "small" forced choices as possible, even if it seems insignificant.  Linda Norman Ayer Middle School Ayer, MA Grade Levels: 6-8 Read more on TeacherVision:  http://www.teachervision.fen.com/slideshow/classroom-management/52282.html#ixzz1LP9U9fhM
THINK-TAC-TOE Choose three! Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.
 
 
How WE Wait –Mom/ Dad/Ya Ya!
Logan Square
NAEYC says…Read Story While children Act it Out
 
 
Logan Square!
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 a functional grasp, so a materials adaptation is created by using a table easel to help her keep her hand in the appropriate position. HSCI Curriculum Modifications Module
Step 3:  Support Plan Development (cont.) ,[object Object],[object Object],[object Object]
Tim’s Support Planning Chart Function :  Obtain toy/play Trigger Behavior Maintaining Consequence ,[object Object],[object Object],Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction ,[object Object],[object Object],[object Object],Preventions New Skills New Responses ,[object Object],[object Object],[object Object],To Challenging Behavior: Use of New Skill:
Promoting Social  Emotional Competence Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
“ 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 as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2)
Identifying Teachable Moments
 
 
Turtle Technique Recognize  that you  feel angry.   “ Think”  Stop. Go into shell.  Take 3 deep breathes.  And think calm, coping thoughts.   Come out  of shell when calm and think of a solution.
Centers!
Teach  Rules in the Context of Routines
On Monday When It Rained Book Nook Activity Example “ I feel excited when I get to go to my friend Coby’s house to play.” “ I feel upset when my mommy didn’t get me anything.”
Feeling Dice/Feeling Wheel
Would it be safe? Would it be fair? How would everyone feel? Problem Solving Steps Step 2
Simple Solutions Adaptation
[object Object],Simple Solutions Educational Services© 2010  [email_address]   866-660-3899
 
Walk away ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Simple Solutions Educational Services© 2010  [email_address]   866-660-3899
Ask for a Break ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Simple Solutions Educational Services © 2010  [email_address]   866-660-3899
Tell an Adult ,[object Object],[object Object],[object Object],[object Object],[object Object],Simple Solutions Educational Services© 2010  [email_address]   866-660-3899
 
 
Lose a Game…Win a Friend! ,[object Object],[object Object],[object Object],[object Object],Simple Solutions Educational Services© 2010  [email_address]   866-660-3899
 
 
 
 
Anger Scale Difficulties  What Does it Look Like ? How Does it make you Feel? 5 Screaming, throwing, cursing Hot, see red 4 Walking away-but adult or student won’t let me Trying to calm myself, sweating, getting hot 3 Yelling  Getting mad, body tight 2 Arguing –but calm Getting frustrated  1 Try to ignore the problem-don’t respond  Ok -cool
Step 4: Support Plan Development (cont.) ,[object Object]
Tim’s Support Planning Chart Function :  Obtain toy/play Trigger Behavior Maintaining Consequence ,[object Object],[object Object],Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction ,[object Object],[object Object],[object Object],Preventions New Skills New Responses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],To Challenging Behavior: To Use o New Skill:
Step 5: Support Plan Development (cont.) ,[object Object]
 
 
 
 
 
 
 
 
Simple Solutions Adaptation at Ezzard Charles Montessori

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Intense interventions for north adams 2012

  • 1. Promoting Social Emotional Competence Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior Module 3a and 3b Handout
  • 2.
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  • 7. The Teaching Pyramid Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies (PBS) Individualized Intensive Interventions Few children Children at-risk All children
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  • 13. Video 3a.2: Brendan – Before PBS
  • 14. Video 3a.5: Brendan – With PBS
  • 15. Video 3a.6: Brendan’s Family – With PBS
  • 16. Video 3a.7: Tim – Before PBS
  • 17. Video 3a.8: Tim – With PBS
  • 19.
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  • 22. Behavior Equation Joey is asked to come to circle. Teacher provides physical prompt to move him to group. Joey resists, cries, and hits teacher. Teacher moves away from Joey and allows Joey to select a different activity. Trigger Behavior Maintaining Consequence
  • 23.
  • 24. Behavior Equation Quan approaches computer and sees child working on program. Quan moves his picture to indicate that he is next. Quan observes and waits for his turn. Child leaves computer and Quan sits down and begins working. Setting Event Trigger Behavior Maintaining Consequence
  • 25. Behavior Equation Maintaining Consequence Behavior Trigger Setting Event Child leaves computer and Quan sits down and begins working. Quan hits child and pushes his body on the child’s chair. Quan approaches computer and sees child working on program. Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.
  • 26. Sample Setting Event Chart Mon Tues Wed Thurs Fri How does he come to school? Rides the bus    Mom brings   Tantrum at a.m. circle    His behavior? Tantrum at snack    Tantrum at small group   
  • 27.
  • 28. Evan Function: Setting Event Trigger Behavior Maintaining Consequence
  • 29. Evan Function: Get help Setting Event Trigger Behavior Maintaining Consequence Playing with Duplos, can’t connect blocks Looks up at adult, fusses, holds up blocks, looks at block/adult Adult helps put blocks together.
  • 30.
  • 31. Function: Shana Setting Event Trigger Behavior Maintaining Consequence
  • 32. Shana Function: Get oatmeal Setting Event Trigger Behavior Maintaining Consequence ? Hungry Sitting in high chair with nothing on tray mom stirring oatmeal. Cries, gangs head. Mom says, “it’s not cool enough, just a minute,” then gives oatmeal.
  • 33.
  • 34. Tim Function: Setting Event Trigger Behavior Maintaining Consequence
  • 35. Tim Function: Get toy back Setting Event Trigger Behavior Maintaining Consequence A child moves to the sandbox where Tim has just built something. Tackles and hits child. Adult intervenes and scolds Tim, comforts other child. Tim continues road-way.
  • 36.
  • 37. Madison Function: Setting Event Trigger Behavior Maintaining Consequence
  • 38. Madison Function: Avoid sharing the purse 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, Madison leaves chair and returns to play with purse.
  • 39.
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  • 45. Sample Setting Event Chart MON TUES WED THURS FRI SAT SUN What happened the night before? Slept Poorly Yes No Yes No Yes No Yes No Yes No Yes No Yes No Mom on Midnight Shift Yes No Yes No Yes No Yes No Yes No Yes No Yes No How was his behavior? Tantrum in A.M. Yes No Yes No Yes No Yes No Yes No Yes No Yes No Tantrum in P.M. Yes No Yes No Yes No Yes No Yes No Yes No Yes No
  • 46. Sample Setting Event Chart Mon Tues Wed Thurs Fri How does he come to school? Rides the bus    Mom brings   Tantrum at a.m. circle    His behavior? Tantrum at snack    Tantrum at small group   
  • 47. Scatter Plot 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 not observe NA 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 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
  • 48. Activity Analysis 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 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.
  • 49. 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 ___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
  • 50. 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 : x _ Y __Y __N x _N T1 : T2 : __Y __Y __N __N T1 : T2 : __Y __Y __N __N T1 : T2 : __Y __Y __N __N T1 : T2 : __Y __Y __N __N Lunch T1 : T2 : __Y __Y x _N x _N T1 : T2 : __Y __Y __N __N T1 : T2 : __Y __Y __N __N T1 : T2 : __Y __Y __N __N T1 : T2 : __Y __Y __N __N Outside T1 : T2 : __Y x _ Y x _N __N T1 : T2 : __Y __Y __N __N T1 : T2 : __Y __Y __N __N T1 : T2 : __Y __Y __N __N T1 : T2 : __Y __Y __N __N Ratio: __ 2 __ #yes __ 6 __ total # observed _____#yes ____total # observed _____#yes ____total # observed _____#yes ____total # observed _____#yes ____total # observed
  • 51. Rate the problem behavior: 0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression 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 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
  • 52. 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
  • 53. Activity Analysis Child: Rachel Routine/Activity: Snack Activity Description Behavior Expectations Problems Steps: 1. Sit in chair. 1. Stay in seat. 2. Take food from plate when passed. 2. Take one item, wait for turn. 2. Takes multiple items, puts 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 away when finished. 7. Clear place, throw in trash.
  • 54. Observation Card Name: Observer: Date: General Context: Time: Social Context: Challenging Behavior: Social Reaction: POSSIBLE FUNCTION:
  • 55. 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
  • 57. Observation Card Name: Segment 1 Observer: Date: General Context: Choice time Time: Social Context: . Challenging Behavior: Social Reaction: POSSIBLE FUNCTION:
  • 58. 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
  • 60. Observation Card Name: Segment 2 Observer: Date: General Context: Playground Time: Social Context: Challenging Behavior: Social Reaction: POSSIBLE FUNCTION:
  • 61. 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”)
  • 63. Observation Card Name: Segment 5 Observer: Date: General Context: Circle with puppet Time: Social Context: . Challenging Behavior: Social Reaction: POSSIBLE FUNCTION:
  • 64. Observation Card Example Name: Segment 5 Observer: Date: General Context: Circle with puppet Time: Social Context: Teacher kisses children’s cheeks with puppet. Says, “Say good-bye to MiMi” Teacher gets up to put away puppet. Challenging Behavior: Hitting self on head with fist, pull at shirt Social Reaction: Adult says “Ryan, ready to dance? Want to dance Ryan?” Goes and sits in her lap and is happy. Possible Function: Adult attention
  • 66. Observation Card Name: Segment 6 Observer: Date: General Context: Center time Time: Social Context: Challenging Behavior: Social Reaction: POSSIBLE FUNCTION:
  • 67. Observation Card Example Name: Segment 6 Observer: Date: General Context: Floor play Time: Social Context: Teacher brings him to the floor, sits him down, and then leaves Challenging Behavior: Pulls shirt off one arm, hits head with fist, thrusts back, head bangs. Social Reaction: Teacher returns, helps him with getting shirt back on and then hugs him. Possible Function: Adult attention
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  • 87. Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
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  • 93. RAH – at Adams City High School (Respect – Achievement – Honor) RAH Classroom Hallway/ Commons Cafeteria Bathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism
  • 94. Designing Classroom Routines Routine Desired Behavior Signal Teach Routine Entering Class Walk in, sit down start bell ringer High five/greeting walking in the door Positive and Negative Examples first week of class/ongoing/who will get the sticker??? Obtaining class attention Students need to stop whatever they are doing and immediately look in my direction Teacher says “class” lights out singing bowl Positive and Negative Examples first week of class/ongoing/who’s the fastest??? FAST PASS Getting Help during seat work/group time Use 3 before me Visual on Wall as reminder/direction chart
  • 95. 3 Before Me 1. Think to myself 2. Check the direction chart. 3. Ask a Classmate If you still need help clip your name to the chart for teacher help.
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  • 99. Few positive SW expectations defined, taught, & encouraged
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  • 101. Video 3b.1: Observation Vignette #1
  • 102. Video 3b.2: Observation Vignette #2
  • 103. Video 3b.3: Observation Vignette #3
  • 105. Simple Solutions Steps to Arrival
  • 107. HSCI Curriculum Modifications Module Environmental Support
  • 109. Lexington District 1 in South Carolina
  • 110. Simple Solutions Before Children come to school in Indiana
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  • 113. Students love choices and challenges! Whenever possible, give students choices - whether it's a long-range project on a country they select, or coloring a map with crayon, marker, or colored pencil! I try to give as many "small" forced choices as possible, even if it seems insignificant. Linda Norman Ayer Middle School Ayer, MA Grade Levels: 6-8 Read more on TeacherVision: http://www.teachervision.fen.com/slideshow/classroom-management/52282.html#ixzz1LP9U9fhM
  • 114. THINK-TAC-TOE Choose three! Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.
  • 115.  
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  • 117. How WE Wait –Mom/ Dad/Ya Ya!
  • 119. NAEYC says…Read Story While children Act it Out
  • 120.  
  • 121.  
  • 123. 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
  • 124. 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. HSCI Curriculum Modifications Module
  • 125.
  • 126.
  • 127. Promoting Social Emotional Competence Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
  • 128. “ 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 as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2)
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  • 132. Turtle Technique Recognize that you feel angry. “ Think” Stop. Go into shell. Take 3 deep breathes. And think calm, coping thoughts. Come out of shell when calm and think of a solution.
  • 134. Teach Rules in the Context of Routines
  • 135. On Monday When It Rained Book Nook Activity Example “ I feel excited when I get to go to my friend Coby’s house to play.” “ I feel upset when my mommy didn’t get me anything.”
  • 137. Would it be safe? Would it be fair? How would everyone feel? Problem Solving Steps Step 2
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  • 151. Anger Scale Difficulties What Does it Look Like ? How Does it make you Feel? 5 Screaming, throwing, cursing Hot, see red 4 Walking away-but adult or student won’t let me Trying to calm myself, sweating, getting hot 3 Yelling Getting mad, body tight 2 Arguing –but calm Getting frustrated 1 Try to ignore the problem-don’t respond Ok -cool
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  • 163. Simple Solutions Adaptation at Ezzard Charles Montessori

Editor's Notes

  1. John
  2. John
  3. Problem: A few children are engaging in challenging behaviors during their wait to wash their hands. Modification: The teacher provided “Environmental Support” by posting ideas of things to do while waiting. Children are encouraged to engage in these activities during their wait.
  4. Problem: A child become upset when it is time to clean up and he has not finished his jigsaw puzzle Modification: Materials Adaptation– building the puzzle on a tray allows the child to put the puzzle away, yet keep it intact. He can then finish the puzzle at another time.
  5. Problem: A child is not yet using a tripod or “functional” grasp without reminders. Modification: Materials Adaptation– Using an easel helps to keep her hand in the appropriate position for writing.
  6. This sums it all up for me.
  7. Focus on the behavior, not the student. — Take charge of negative emotions — Avoid escalating the situation. — Discuss misbehavior later. — Allow students to save face.