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Session Discussion

Evidence-Based Practices to Reduce Challenging Behavior Lise Fox, Ph.D. University of South Florida. Session Discussion. Critical importance for developing systems to support teacher implementation of evidence-based practices Adoption of a promotion, prevention, intervention model

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Session Discussion

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  1. Evidence-Based Practices to Reduce Challenging BehaviorLise Fox, Ph.D.University of South Florida

  2. Session Discussion Critical importance for developing systems to support teacher implementation of evidence-based practices Adoption of a promotion, prevention, intervention model Identifying evidence-based practices for early educators

  3. National Centers - Resources Center on the Social and Emotional Foundations for Early Learning (CSEFEL) www.vanderbilt.edu/csefel Technical Assistance Center on Social Emotional Intervention (TACSEI) www.challengingbehavior.org

  4. Key Messages • High quality caregiving + high quality environments ≠ No challenging behavior • Addressing challenging behavior = Promoting the development of social competence • We have evidence-based practices; but we need practitioners and systems to implement those practices with fidelity

  5. Impact & Prevalence

  6. An estimated 9 to 13% of American children and adolescents between ages nine to 17 have serious diagnosable emotional or behavioral health disorders resulting in substantial to extreme impairment. (Friedman, 2002)

  7. More than half of students with SED drop out of grades 9-12, the highest rate for all disability categories. (U.S. Department of Education, 2002; 2006) At 2 years post high school, 58% of youth have been arrested at least once and 42% are on probation or parole. (NLTS2, 2005). Students with ED reported use of alcohol (54%), illegal drug use (36%), marijuana use (33%), and smoking (53%) at rates higher than all other disability categories (NLTS2, 2008)

  8. Over 15% of all students with disabilities (6-21) are taking psychotropic medications (USDOE, 2005)About 1/3 of all adolescent students with disabilities have been suspended or expelled (USDOE, 2005)

  9. It begins early...

  10. Campbell (1995) estimated that approximately 10-15% of all typically developing preschool children have chronic mild to moderate levels of behavior problems. Children who are poor are much more likely to develop behavior problems with prevalence rates that approach 30% (Qi & Kaiser, 2003).

  11. Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence (Campbell & Ewing, 1990; Campbell, 1997; Egeland et al., 1990).

  12. Early Predictors • Temperamental Difficulties • Early Aggression • Language Difficulties • Noncompliance

  13. Family Factors • Maternal Depression • Harsh Parenting • Stressful Family Life Events • Low Social Support • Family Instability

  14. D Children of mothers who were depressed in their infancy are more likely to be delayed Children of depressed mothers are at increased risk for behavior problems, depression, and mood disorders in adolescence Depression Hurts

  15. Sobering Facts

  16. The correlation between preschool-age aggression and aggression at age 10 is higher than that for IQ.(Kazdin, 1995)

  17. Early appearing aggressive behaviors are the best predictor of juvenile gang membership and violence. (Reid, 1993)

  18. When aggressive and antisocial behavior has persisted to age 9, further intervention has a poor chance of success. (Dodge, 1993)

  19. Young Children with Challenging Behavior: • Are rejected by peers • Receive less positive feedback • Do worse in school • Are less likely to be successful in kindergarten

  20. Preschool children are three times more likely to be “expelled” than children in grades K-12 (Gilliam, 2005)

  21. Faculty in higher education early childhood programs report that their graduates are least likely to be prepared to work with children with persistently challenging behavior (Hemmeter, Santos, & Ostrosky, 2004)

  22. Of the young children who need mental health services, it has been estimated that fewer than 10% receive services for these difficulties. (Kataoka, Zhang, & Wells, 2002)

  23. There are evidence-based practices that are effective in changing this developmental trajectory…the problem is not what to do, but rests in ensuring access to intervention and support (Kazdin & Whitley, 2006)

  24. The Pyramid Model

  25. Pyramid Model Tertiary Intervention Secondary Prevention Universal Promotion

  26. Nurturing and Responsive Relationships • Foundation of the pyramid • Essential to healthy social development • Includes relationships with children, families and team members

  27. Relationships

  28. High Quality Environments Inclusive early care and education environments Comprehensive system of curriculum, assessment, and program evaluation Environmental design, instructional materials, scheduling, child guidance, and teacher interactions that meet high quality practices as described by NAEYC and DEC

  29. Reviewing Rules

  30. Transitions

  31. Circle Time – Universal Design Adult Support From: www.headstartinclusion.org

  32. Circle Time – Universal Design Peer Support From: www.headstartinclusion.org

  33. Circle Time – Universal Design Child Preference Special Equipment From: www.headstartinclusion.org

  34. Circle Time – Universal Design Environmental Support From: www.headstartinclusion.org

  35. Circle Time Special Equipment

  36. Circle Time Child Preference From: www.headstartinclusion.org

  37. Circle Time Invisible Support From: www.headstartinclusion.org

  38. Circle Time Simplify the Activity From: www.headstartinclusion.org

  39. Targeted Social Emotional Supports Self-regulation, expressing and understanding emotions, problem solving, developing social relationships Explicit instruction Increased opportunities for instruction, practice, feedback Family partnerships Progress monitoring and data-based decision-making

  40. Friendship Skills • Gives suggestions (play organizers) • Shares toys and other materials • Takes turns (reciprocity) • Is helpful • Gives compliments • Understands how and when to give an apology • Begins to empathize 43

  41. Book Nookswww.vanderbilt.edu/csefel On Monday When it Rained Glad Monster Sad Monster Hands Are Not for Hitting

  42. Feeling Wheel & Feeling Dice

  43. Turtle Technique • Recognize • that you • feel angry. “Think” Stop. • Go into shell. Take 3 deep breaths and think calm, coping thoughts. Come out of shell when calm and think of a solution.

  44. Problem Solving Steps Step 2 Would it be safe? Would it be fair? How would everyone feel? 47

  45. The Solution Kit 48

  46. Secondary – Skill Instruction • Identify target skill • Identify learning opportunities and seek to maximize the number of learning trials • Select procedure for teaching • e.g., least to most, most to least, incidental teaching procedure, peer support, modeling, visual prompts • Track child progress

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