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WHY Disruptive Behaviors Happen And how they can be prevented

This article explores why disruptive behaviors occur and offers strategies for preventing them. It discusses the four main functions of behavior and provides guidance on how to prevent, teach, and reinforce appropriate behaviors.

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WHY Disruptive Behaviors Happen And how they can be prevented

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  1. WHY Disruptive Behaviors Happen And how they can be prevented Abby Pooch, M.S. Nova Southeastern University Fort Lauderdale, FL

  2. Behavior • Structure • Function How can you find out the function?

  3. Four MAIN functions of behavior: • Attention – think the child who only tantrums when parents are looking • Escape/Avoidance – think the child who has a tantrum when parents say it’s time to go to bed • Tangible – think the child having a tantrum to get a snack in the grocery store • Sensory

  4. Antecedents (what comes before): • Attention • Escape/Avoidance • Tangible • Sensory

  5. Consequences: • Attention • Escape/Avoidance • Tangible • Sensory

  6. Prevent, Teach, ReinforceEscape/Avoidance

  7. Prevent, Teach, ReinforceAttention

  8. Prevent, Teach, ReinforceTangible

  9. Prevent, Teach, ReinforceSensory

  10. More Specifically…

  11. Prevent, Teach, ReinforceEscape/AvoidanceCleaning up

  12. Prevent, Teach, ReinforceWaiting

  13. Prevent, Teach, ReinforceEscape/AvoidanceNaptime/Bedtime

  14. Let’s practice . . .

  15. Questions?

  16. References Baker, J. (2008). No More Meltdowns: Positive Strategies for Managing and Preventing Out-Of-Control Behavior. Arlington, TX: Future Horizons. Carr, E. G. (1994). Emerging themes in the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 27(2), 393-399. Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. doi: 10.1037/a0029356 Dunlap, G. & Fox, L. (2011). Function-based interventions for children with challenging behavior. Journal of Early Intervention, 33(4), 333-343. doi:10.1177/1053815111429971 Dunlap, G., Wilson, K., Strain, P., & Lee, J. (2013). Prevent-Teach-Reinforce for Young Children: The Early Childhood Model of Individualized Positive Behavior Support. Baltimore, MD: Paul H. Brookes Publishing Co. Friedman-Krauss, A. H., Raver, C. C., Morris, P. A., & Jones, S. M. (2014). The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate. Early Education and Development, 25(4), 530-552. doi:10.1080/10409289.2013.817030 Hale-Jinks, C., Knopf, H., & Kemple, K. (2006). Tackling turnover in child care: Understanding causes and consequences, identifying solutions. Childhood Education, 82(4), 219-226. Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118-128. doi: 10.1177/1098300711413820

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