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Supporting Children with Challenging Behaviors Refresher Training

Supporting Children with Challenging Behaviors Refresher Training. Training Schedule. Supporting Children with Challenging Behaviors Unit Outcome. Implement strategies to teach social skills and prevent and respond to behavioral problems in young children. Unit Objectives.

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Supporting Children with Challenging Behaviors Refresher Training

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  1. Supporting Children with Challenging Behaviors Refresher Training

  2. Training Schedule

  3. Supporting Children with Challenging Behaviors Unit Outcome Implement strategies to teach social skills and prevent and respond to behavioral problems in young children.

  4. Unit Objectives • Knowledge of recommended practices and general principles of behavior intervention. • Knowledge of typical and atypical social and emotional development. • Utilize intervention strategies for preventing problem behaviors, teaching social skills and responding to challenging behaviors effectively.

  5. Unit Objectives • Assess children’s behavior to determine function and develop a positive behavior support plan. • Utilize simple measures of child progress to determine effectiveness of strategies and make intervention decisions.

  6. TRAC 2004 Units

  7. Recommended Practices

  8. Inclusive Programming Recommended Practices Systematic teaching of social skills Family-centered collaborative services Developmentally appropriate environment Comprehensive behavior intervention Analysis of child’s behavior

  9. General Principlesof Behavior Intervention • Reinforce positive behavior • Prevent the behavior • the behavior • Encouraging alternative behaviors • Provide a variety of behaviors • Determine communicative intent Reduce • Incorporate multi-element intervention • strategies • Be consistent Document

  10. Social Development

  11. Activity Social Development Puzzle

  12. Dimensions of Problem Behavior Intensity Frequency Duration

  13. Variety Multiple Settings Two Additional Considerations

  14. Patterns of Development forBehavior Problems • “Difficult temperament” • Infant • Chronic oppositional behavior • Toddler • Aggressiveness to adults and other children • Preschooler • Stealing and truancy • Elementary

  15. RISK Favorable conditions Favorable Conditions andNormal Development

  16. Intervention Strategies

  17. Prevent: Simplifying and/orModifying Activities • Alter task demands by simplifying or modifying activities • Schedule preferred activities following non-preferred activities • Limit choices available

  18. Circle Choice Wash Hands Snack Prevent: Clarifying and Communicating Expectations • Use visuals to clarify schedule

  19. Library Writing Table Toys Prevent: Clarifying and Communicating Expectations • Use visuals to help clarify choices

  20. Prevent: Clarifying and Communicating Expectations • Use visuals for the child to communicate • Use a story board

  21. Prevent: Clarifying and Communicating Expectations • Use visuals to communicate behavior expectations

  22. Prevent: Clarifying and Communicating Expectations • Provide verbal or visual prompts or warnings • Use scripted routines • Use scripted responses

  23. Prevent: Individual Support Strategies • Provide additional staff • Use props for transitions • Provide one-on-one adult attention • Define personal space

  24. Teach: Strategies for Teaching Social Skills • Teach alternative behaviors • Model appropriate behaviors • Target skills within activities • Break down the social skills • Reinforce the use of social skills • Teach self regulation • Use role play

  25. Respond: Strategies for Responding to Problem Behavior • Ignore the behavior • Provide assistance

  26. Verbally and/or Physically Assist • Acknowledge the child’s feelings • Give feedback • Provide an alternative behavior

  27. Respond: Strategies for Responding to Problem Behavior • Ignore the behavior • Provide assistance • Redirect • Loss of privilege or toy • Time out or time away

  28. Time Out • Use to allow the child time to calm down • Use as a logical consequence • Allow the child to control when they rejoin the group • Use after children have been made aware of this as a consequence • Use to help children learn self-control

  29. Positive Behavior Support Plans

  30. How it all Fits Together Social Skills Instruction Strategies become more intense Behavior Intervention Guidelines Positive Behavior Support Plans

  31. Problem Behaviors Definition Behaviors of such frequency, intensity, and duration that they interfere with the child’s ability to learn, relate socially to his peers, family members, others in the community, or pose health or safety issues to themselves or others.

  32. Positive Behavior Support Plan Checklist  • Behavior concern determined. • Parents aware of initial concerns. • Parental permission for evaluation obtained. • Medical causes investigated. • Environment and curriculum determined appropriate. • Information regarding behaviors collected from parents, other staff member and related service providers. • Parents have been invited to assist in the development of the plan.

  33. Functions of Behavior • Gain attention from peer or adult • Gain something • Escape or Avoidance • Intrinsic

  34. Steps to Developing a PBSP • Step 1: Complete an observation of the child. • ABC Observation • Behavior Incident Log

  35. Steps to Developing a PBSP • Step 2: Complete a reflective assessment of the child’s behavior. • Positive Behavior Support Plan Development Form.

  36. Steps to Developing a PBSP • Step 3: Develop individualized supports and interventions. • Classroom Positive Behavior Support Plan form.

  37. Steps to Developing a PBSP • Step 4: Design Monitoring System.

  38. Activity Review example PBSP

  39. Steps to Developing a PBSP • Step 1: Complete an observation of the child. • Step 2: Complete a reflective assessment of the child’s behavior. • Step 3: Develop individualized supports and interventions. • Step 4: Design monitoring system.

  40. Determining the Effectiveness of Strategies - Updating

  41. Programming Decisions – General Principles • Decisions are made by comparing data • Look for patterns • Fade out unnecessary supports • Do not make changes too soon • Change one thing at a time • Document the changes

  42. Data Collection and Analysis Steps • Step 1: Observe child and collect data

  43. Data Collection and Analysis Steps • Step 1: Observe child and collect data • Step 2: Total the data

  44. Data Collection and Analysis Steps • Step 1: Observe child and collect data • Step 2: Total the data • Step 3: Convert data to rate or percentage

  45. Data Collection and Analysis Steps • Step 1: Observe child and collect data • Step 2: Total the data • Step 3: Convert data to rate or percentage • Step 4:Compare current data with previous data

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