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Beyond Finding Function: Intervening with Challenging Behavior in Early Childhood

Beyond Finding Function: Intervening with Challenging Behavior in Early Childhood. Presented by: Vanessa Tucker, Ph.D., BCBA-D Pacific Lutheran University tuckerve@plu.edu Original presentation planned by: Britta Saltonstall, PhD, BCBA saltob@u.washington.edu  University of Washington.

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Beyond Finding Function: Intervening with Challenging Behavior in Early Childhood

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  1. Beyond Finding Function: Intervening with Challenging Behavior in Early Childhood Presented by: Vanessa Tucker, Ph.D., BCBA-D Pacific Lutheran University tuckerve@plu.edu Original presentation planned by: Britta Saltonstall, PhD, BCBA saltob@u.washington.edu  University of Washington

  2. Acknowledgements • Portions of this presentation were provided by the Center on the Social and Emotional Foundations for Early Learning • http://www.csefel.uiuc.edu/ • These materials were produced by Britta Saltonstall, Ph.D.

  3. Key Ideas of Positive Behavior Support (PBS) • Behavior serves a function • A focus on prevention rather than reaction • Replace the behavior with an appropriate behavior that serves the same function.

  4. Assessment of the Environment Assessment of Instruction and Adult - Child Interactions Increase in Teacher Time and Level of Intrusiveness Assessment of Antecedents and Consequences

  5. Definition of challenging behavior • Interferes with student’s learning or learning of others • Hinders positive social interactions and relationships • Harms self or others • Causes damage

  6. Behavior Serves a Function

  7. Behavior as Communication • Challenging behavior may be used to communicate a message when a child does not have an appropriate way to communicate. • Children engage in challenging behavior because it “works” for them: it serves a function.

  8. Examples of what the child may be trying to say • “NO!” • “I need a break” • “I want to stay here” • “Help me” • “Look! • “Play with me!” • “I want that”

  9. Why do we care about the function? • So we can avoid reinforcing the behavior • So we can teach an appropriate alternative

  10. Functional assessment of behavior process: 1. Identify the priority behavior as a team. 2. Recognize that challenging behavior serves a function. 3. Provide a clear description of the behavior. 4. Collect data to assess function of behavior. 5. Develop a hypothesis about the function of the behavior. 6. Write and implement a “PBS” (intervention) plan if needed.

  11. Example of Behavior Hypothesis Date: 4/03/04 Time: 1:20 pm Antecedent: Stephen is doing cutting with teacher. Behavior: Stephen scratches teacher. Consequence: Stephen put in timeout. When Stephen is asked to do fine motor skill tasks (setting/trigger), he will scratch others (target behavior) to escape from the task (perceive function).

  12. Functional assessment of behavior process: 1. Identify the priority behavior as a team. 2. Recognize that challenging behavior serves a function. 3. Provide a clear description of the behavior. 4. Collect data to assess function of behavior. 5. Develop a hypothesis about the function of the behavior. 6. Write and implement a “PBS” (intervention) plan if needed.

  13. Once you know the function… Write up an action plan (or “PBS plan”) for team members. This will involve: 1. Revisiting your preventative strategies with function in mind. 2. Selecting ways to replace the challenging behavior with a more appropriate alternatives (antecedent, teaching, & consequence strategies). 3. Determining ways to ensure the challenging behavior is no longer effective for the child.

  14. Categories of Interventions: • Setting Event Strategies • Teaching Replacement Skills • Antecedent Strategies • Consequence Strategies

  15. Putting it all together: a PBS Plan • A PBS Plan should include: • A clear definition of the behaviors you are targeting • Function statement • Prevention strategies that you will use • Replacement skills that you will teach • Consequence strategies that you will use. Example 1

  16. Prevention Mindset • A key way to prevent challenging behavior is to pre-pick your “battles” wisely • Recognize that certain behaviors are ultimately controlled by a child (toileting, talking, eating, sleeping).

  17. Assessment of the Environment Assessment of Instruction and Adult - Child Interactions Increase in Teacher Time and Level of Intrusiveness Assessment of Antecedents and Consequences

  18. PBS and Teaming • How do you usually approach challenging behavior? • Childhood experiences, cultural norms, triggers • Be honest with yourself and other staff • Develop team strategies to handle those situations

  19. Examining Our Attitudes about Challenging Behavior • What behaviors make you crazy or push your buttons? • How do these behaviors make you feel?

  20. Managing Personal Stress: Thought Controlhttp://www.csefel.uiuc.edu/modules.html Calming Thoughts “This child is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.” “I can handle this. I am in control. They have just learned some powerful ways to get control. I will teach them more appropriate ways to behave.” “ Upsetting Thoughts “That child is a monster. This is getting ridiculous. He’ll never change.” “I’m sick of putting out fires!”

  21. Managing Personal Stress: Thought Controlhttp://www.csefel.uiuc.edu/modules.html Upsetting Thought “I wonder if Wal-Mart is hiring?” “He ruins everything! This is going to be the worst year of my career.” Calming Thoughts “I feel undervalued right now – I need to seek support from my peers and supervisor.” “Having him in my class is going to be a wonderful Professional Development experience.”

  22. PBS and Teaming • Small Group Activity: 10-15 mins “Assess your perspective on specific behaviors” -Fill out the following form and discuss your responses with your tablemates -Determine 1-2 volunteers from each table to share selected responses with the larger group

  23. Interventions • What to do and WHEN to do it!

  24. Categories of Interventions: • Setting Event Strategies • Teaching Replacement Skills • Antecedent Strategies • Consequence Strategies

  25. Setting Event Strategies Behavior Consequence Setting Events Antecedent

  26. Setting Event Strategies • Minimize or eliminate the setting event • “Neutralize” the setting event • Add more prompts for appropriate behavior • Temporarily increase power of reinforcement

  27. Categories of Interventions: What to do and WHEN to do it! • Setting Event Strategies • Teaching Replacement Skills • Antecedent Strategies • Consequence Strategies

  28. “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) 30

  29. Teaching Replacement Skiils • Teach a Communicative Alternative • Think about what the child is trying to communicate. What is an appropriate way to communicate the same thing? • Other examples of replacing a function • Giving a child something hard and plastic to chew on instead of hand biting • Teaching a child to give you a kiss instead of mouthing you.

  30. Teaching the alternative communication • Look for situations where the challenging behavior typically happens. • Catch the child BEFORE they engage in the challenging behavior. • Immediately reinforce the appropriate communication EVERY TIME at first. • To the greatest extent possible, make sure the challenging behavior no longer works for your child. persistence

  31. Building in Tolerance for Delay • Once the child is RELIABLY using the appropriate communication you can start building up their tolerance for delay by slowly delaying their access to whatever they requested. • Examples: “Sure, you can have a break, but let’s do one more letter first.” “I can see you want to talk to me. Give me one minute and then I’ll talk to you.”

  32. A replacement communication MUST… • Be easily available • Be understood • Be EFFECTIVE

  33. Categories of Interventions: What to do and WHEN to do it! • Setting Event Strategies • Teaching Replacement Skills • Antecedent Strategies • Consequence Strategies

  34. Antecedent Strategies Behavior Consequence Setting Events Antecedent Antecedent Strategies PREVENT the behavior from happening in the first place.

  35. Five Key Antecedent Strategies • Task Modifications • Minimizing Errors • Behavioral Momentum • Pre-specifying Reinforcers • Shared Control

  36. 1. Task Modifications to Promote Desirable Behaviors • Modifications directly associated with the task content or task materials. • Modifications in the manner which the task is presented

  37. Modifying the Task • Decrease the aversive characteristics of the task. • Make it easier • Make it shorter • Embed it in preferred or functional activities • Use preferred materials.

  38. Modifying the Instructional Presentation • Task content remains the same. Variations are made in presentation of the task • Provide frequent breaks • Interspersing hard and easy tasks • Interspersing preferred and non-preferred tasks • Collaborate with student on task. • “You pick up three legos, then I will put up three legos.” • “If you button your shirt, I will zip your coat.”

  39. 2. Minimizing Errors • Especially with a new task, prevent mistakes by stepping in and prompting BEFORE the child responds so that they get it right. • Gradually fade prompts while making sure the child is still mostly responding correctly.

  40. Teacher Child Consequences Alan, give me five. Gives five Teacher gives praise Touch your ears. Touches ear Teacher gives praise What is on your shirt? Says “Batman” Teacher gives praise Sit in your chair. Sits in chair. Teacher gives praise 3. Behavioral Momentum • Try to get the child “on a roll” with positive behavior by giving them a series of quick easy directions that they usually will follow before giving a problem direction. Give praise for all compliance.

  41. 4. Pre-specifying the Reinforcer State the reinforcer to be delivered prior to the completion of a task or activity in which a problem behavior occurs. Examples • “If you will sit at the booth during dinner, we will order some ice cream.” • “After you clean up your toys, we will have a snack.”

  42. 5. Revisit Shared Control • Choices • Negotiation

  43. Categories of Interventions: What to do and WHEN to do it! • Setting Event Strategies • Teaching Replacement Skills • Antecedent Strategies • Consequence Strategies

  44. Consequence Strategies Behavior Consequence Setting Events Antecedent

  45. Consequence Strategies 1. Using Reinforcement Wisely 2. Extinction 3. “Last resort strategies”: time out, punishment

  46. 1. Using Reinforcement Wisely • Are you reinforcing? • Is it REALLY reinforcement? • Are you varying your reinforcement? • Do you need a more powerful reinforcer for this task?

  47. Using Praise • Don’t assume it is a reinforcer for a child. • Use behavior specific praise

  48. Visually Cues to Reinforcement • What am I working for? • When will I get it? • When will I be done?

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