Gia Ostroff Welsh, Ph.D . Meghan von der Embse , Ed.S .

1. Program-wide Practices to Prevent Challenging Behaviors and Promoting Social-Emotional SkillsCoaches DayJanuary 26th, 2017 GiaOstroff Welsh, Ph.D. Meghan von der Embse, Ed.S.

2. Agenda • BoQ– Linking the Benchmarks of Quality to classroom strategies • Importance in understanding function of behavior • Specific classroom strategies • Value of coaching in supporting teachers • Outside resources

3. Information pulled from the following National Centers • Center on the Social and Emotional Foundations for Early Learning www.vanderbilt.edu/csefel • Technical Assistance Center on Social Emotional Intervention www.challengingbehavior.org

4. Benchmarks of Quality

5. Classroom Strategies Matter! Let’s look at the Benchmarks of Quality as our guide… Section VII: Procedures for responding to challenging behavior 28. Strategies for responding to problem behavior in the classroom are developed. Teachers use evidence-based approaches to respond to problem behavior in a manner that is developmentally appropriate and teaches the child the expected behavior. 30. A process for problem solving with other teachers around problem behavior is developed. Teachers can identify a process that may be used to gain support in developing ideas for addressing problem behavior within the classroom (e.g., peer-support, classroom mentor meeting, brainstorming session).

6. Understanding Function

7. 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. • Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destruction, self-injury, noncompliance, and withdrawal.

8. Challenging Behavior Communicates • Communicates a message when a child does not have language. • Used instead of language by a child who has limited social skills or has learned that challenging behavior will result in meeting his or her needs.

9. Challenging Behavior Works • Children engage in challenging behavior because “it works” for them. • Challenging behavior results in the child gaining access to something or someone (i.e., obtain/request) or avoiding something or someone (i.e., escape/protest).

10. Let’s (quickly) Review the Major Functions of Behavior

11. Escape Removes undesired situations, tasks, or people Does the child show the behavior when a task is presented or a new activity begins? Does the child show the behavior when something they view as aversive is presented? Does the behavior allow the child to leave the activity or environment? Example: Child runs away each time the teacher calls him to circle Child throws food during lunch so she does not have to eat.

12. Attention Gain access to peer or adult interactions Does attention (words, eye contact, body language) reliably follow the behavior? Does the child look at or approach a peer or caregiver before engaging in the behavior? Does the child smile just before engaging in the behavior? Example: Child cries until teacher picks him up Child swipes at another child because she wants to play

13. Tangible Gain access to preferred items or activities Does the behavior stop when given item or activity? Does the behavior occur after it is clear they cannot have the item (denied access)? Does the child ask for the item? Does the behavior occur when the item is not presented fast enough? Example: Child climbs bookcase to get toy she cannot reach. Child pushes another child and grabs his toy.

14. Sensory/Automatic Provides preferred sensory experiences; Provide some form of internal sensation that is pleasing or to remove an internal sensation that is displeasing (e.g. pain). Would the child engage in the behavior when other people are out of the room? Does the child appear to be attempting to avoid a specific type of sensory input? Does the child appear to engage in behavior because they need sensory input? Does the child appear to be enjoying the behavior and not aware of others around them? Example: Child rocks back and forth because it is enjoyable. Child bangs head to relieve head pressure or pain from a headache.

15. How to Help As a coach? Prevention Replacement

16. Prevention

17. Preventions are Powerful • Preventions help the child be more successful with the environment, activity, or interaction • Preventions might entail many of the strategies you already use in your classroom • Preventions are individually selected and linked to the contexts and triggers for the behavior

18. Prevention Strategies • How can the environment be changed to reduce the likelihood that challenging behavior will occur? • What can be done to make challenging behavior irrelevant? • What procedures can I select that fit in the natural routines and structure of the classroom or family? • How can I build on what works? • What can be done to help the child not respond to the trigger or change the trigger so it does not cause challenging behavior?

19. Obtain(e.g., attention, object, activity) Sample Prevention Strategies • Modify activities, materials, instructions, response mode, task length, or make other modifications that will reduce need to request help. • Provide peer support, scheduled interaction with adult, more frequent attention, or other strategy to reduce need to request attention. • Use activity schedule, scripted stories, visual schedules, or scripts to provide child with information on when access to desired object, event, interaction, or activity will occur.

20. Obtain(e.g., attention, object, activity) Sample Prevention Strategies (continued) • Use completion contingency, first/then schedules, etc., to support child in understanding when access will occur. • Review rules. • Use choices, manipulatives, child interest, etc. to distract or support child during times when access cannot be provided. • Use timers or reinforcement delay signal to let child know when access to activity, object, attention, etc., will occur.

21. Prevention Example: Choice • Choice can be offered using photographs, visuals, or actual objects. • When used as a prevention strategy, choices must be offered explicitly and personally to the child. • Choices should represent options of desirable activities or materials.

22. Show real items or photographs of items to child and allow to make a toy choice. Musical Truck Barney Computer

23. Circle Choices

24. Prevention Example: Visual Schedule • Use photographs or line drawings. • Depict the major activities or steps of an activity. • Assist the child in removing the visual once the activity is complete. 3b.2

25. Real Object Activity Schedule Head Start Center for Inclusion: http://depts.washington.edu/hscenter/modules-curriculum-modifications

26. Classroom Examples

27. Mini Schedule/Routines

28. First/Then Photo Schedule Then First Wash hands Snack

29. Replacement

30. Consider This… “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)

31. Teaching Replacement Skills • Teach alternative behavior to challenging behavior. • Replacement skills must be efficient and effective (i.e., work quickly for the child). • Consider skills that child already has. • Make sure the reward for appropriate behavior is consistent.

32. Skills to Target • Friendship Skills • Emotional Literacy • Regulation/Anger Management and Problem Solving

33. Friendship Skills FriendshipSkills • Gives suggestions (play organizers) • Shares toys and other materials • Takes turns (reciprocity) • Is helpful (assists) • Affectionate • Give compliments • Understands how and when to give an apology • Begins to empathize

34. 4 Steps of Initiating Play Step 1 Step 2 I can tap my friend on the shoulder. I can say “let’s play!” http://depts.washington.edu/hscenter/

35. 4 Steps of Initiating Play Step 3 Step 4 I can gently take a friend by the hand. I can give my friend a toy that I want to share. http://depts.washington.edu/hscenter/

36. Classroom Example

37. Enhancing Emotional Literacy • Direct Teaching • Indirect Teaching • Use of Songs and Games • How would you feel if…? • Checking In • Feeling Dice and Feeling Wheel • Use of Children’s Literature

39. Feeling Wheel

40. Classroom Example

41. Classroom Example

42. A scripted story to assist with teaching the “Turtle Technique”By Rochelle LentiniMarch 2005 Social Stories/Scripts Tucker Turtle Takes Time to Tuck and Think

43. Teach and Practice How Tucker Breathes FIRST THEN smell flowers Tucker Turtle knows how to STOP & blow pinwheel

44. Help the Child Think of a Possible Solution: Get an Adult • Get an adult • Ask nicely • Ignore • Play • Say, “Please stop.” • Say, “Please.” • Share • Trade toys/item • Wait and take turns

45. Classroom Examples

46. Supporting Teachers and Classrooms

47. What can you do? • Help reframe challenging behavior and assist teacher in remaining calm • 1b_communication.pdf • H1.4.pdf • Be part of problem-solving team • Provide resources and strategy ideas (TACSEI, CSEFEL, PTR-YC)

48. Become Familiar with… • TACSEI • Tool Kit toolkits_flyer.pdf • http://challengingbehavior.fmhi.usf.edu/do/resources/teaching_tools/ttyc_toc.htm • Backpack Connection Series http://challengingbehavior.fmhi.usf.edu/do/resources/backpack.html • Checklists/Coaching Materials for Observations and Goal Planning http://challengingbehavior.fmhi.usf.edu/communities/trainers_main.html • CSEFEL • Practical Strategies for Teachers/Caregivers practical_strategies.pdf

49. When To Seek Additional Help and Community Resources

50. Community Resources • Early Intervention: County Early Intervention (birth through age 2) Preschool Early Intervention (age 3 up to kindergarten) • Behavioral Health Services: Behavior Specialist Consultant, Mobile Therapy, Therapeutic Support Staff • PA Key Early Childhood Mental Health Consultation Project (ECMH) • EITA website (http://www.eita-pa.org/): Social Emotional Resources for Early Learning Programs Behavior Resources for Families