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June 26, 2013

Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model: Individualized Positive Behavior and Intervention Support Tier 3 Office of Early Learning Department of Public Instruction. June 26, 2013. Housekeeping. Objectives. Define challenging behavior

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June 26, 2013

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  1. Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model: Individualized Positive Behavior and Intervention SupportTier 3Office of Early LearningDepartment of Public Instruction June 26, 2013

  2. Housekeeping

  3. Objectives Define challenging behavior Explore challenging behavior as communication & identify its forms & functions Examine & practice a 6-step process of Positive Behavior and Intervention Support Review resources to learn more about developing individualized intensive interventions

  4. Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model Tier 3:Individualized Positive Behavior Support- Children with persistent challenges Tier 2-Social Skills Curricula-Children at Risk Tier 1 – High Quality Early Education-All Children

  5. Continuum of Problem Behavior Students with severe/chronic problem behavior 5-7% 10-12% Students at-risk for problem behaviors Students with mild or no problem behaviors 80-90%

  6. What is “Challenging Behavior”? 6

  7. Challenging Behavior • Behaviors that are not responsive to the use of developmentally appropriate guidance procedures • Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers & adults • Prolonged tantrums, physical & verbal aggression, disruptive vocal & motor behavior, property destruction, self-injury, noncompliance, & withdrawal Center on the Social and Emotional Foundations for Early Learning

  8. Another Definition of Challenging Behavior Any behavior that: • Interferes with children’s learning and development • Isolates the child from peers • Causes harm to the child, other children, or adults • Causes damage to the physical environment • Puts a child at risk for later behavior problems or school failures (Kaiser & Rasminsky, 1999; Klass, Guskin & Thomas, 1995; Neilsen, Olive, Donovan,& McEnvoy, 1998)

  9. Tim Insert video clip 3a.7

  10. Why Challenging Behavior? Communicates message when child does not have language Is used instead of language by child who has limited social skills Is effective in gaining access to something or someone or avoiding something or someone Center on the Social and Emotional Foundations for Early Learning

  11. Dimensions of Communication Center on the Social and Emotional Foundations for Early Learning Form: the behavior used to communicate Function: the reason or purpose of the behavior

  12. Forms of Communication List as many forms of communication you can think of in one minute.

  13. Forms of Communication Center on the Social and Emotional Foundations for Early Learning • Words • Sentences • Eye gaze • Pulling adult • Crying • Biting • Tantrums

  14. Add video to illustrate function Please add link from

  15. Functions of Challenging Behavior Center on the Social Emotional Foundations for Early Learning Escape/avoid Obtain

  16. Turn and Talk

  17. Functions of Communication Center on the Social and Emotional Foundations for Early Learning Request object, activity, or person Escape demands, activity, or person Request help Request social interaction Comment Request sensory stimulation Escape sensory stimulation

  18. Positive Behavior and Intervention Support Center on the Social and Emotional Foundations for Early Learning • An approach for changing a child’s behavior • An approach for developing an understanding of why the child has challenging behavior & teaching the child new skills to replace the challenging behavior • A holistic approach that considers all of the factors that impact a child, family, & the child’s behavior • Based on humanistic values & research

  19. Research on Positive Behavior and Intervention Support Center on the Social and Emotional Foundations for Early Learning • Effective for individuals with disabilities, ages 2-50 • Effective for diverse groups of individuals with challenges • Only comprehensive, evidence-based approach to address problem behavior • Effective in a variety of natural environments

  20. Old Way New Way Center on the Social and Emotional Foundations for Early Learning General intervention for all behavior problems Intervention is reactive Focus on behavior reduction Quick Fix Intervention matched to purpose of the behavior Intervention is proactive Focus on teaching new skills Long-term intervention

  21. Intensive Individualized Intervention An evidence-based process of assessment and intervention for establishing desirable, competent behavior while reducing challenging behavior

  22. Universal Classroom Practices If High-quality Classroom Practices are implemented: May not need individualized interventions If needed, may not be so intensive or effortful

  23. Five “SUPER” Classroom Practices Use 5:1 ratio of positive to negative/neutral attention Use predictable and comprehensible schedules and routines Use routines within routines Teach behavioral expectations directly Teach peer-related social skills Adapted from PTR-YC

  24. Positive Behavior and Intervention Support Process • Step 1- Behavior Support Team • Step 2- Person-Centered Planning • Step 3- Functional Behavior Assessment • Step 4- Hypothesis Development • Step 5- Behavior Support Plan Development • Step 6- Monitor Outcomes

  25. Positive Behavior and Intervention Support Process • Step 1- Behavior Support Team • Step 2- Person-Centered Planning • Step 3- Functional Behavior Assessment • Step 4- Hypothesis Development • Step 5- Behavior Support Plan Development • Step 6- Monitor Outcomes

  26. Potential Team Members

  27. Positive Behavior and Intervention Support Process • Step 1- Behavior Support Team • Step 2- Person-Centered Planning • Step 3- Functional Behavior Assessment • Step 4- Hypothesis Development • Step 5- Behavior Support Plan Development • Step 6- Monitor Outcomes

  28. Person Centered Planning Features • Builds a collaborative team • Builds on strengths of the child • Builds on interests of the child • Supports visions and dreams of the child • Prioritizes long and short term goals

  29. Small Group Activity Making action Plans (MAPS)Planning Alternative Tomorrows with HOPE (PaTH)

  30. Positive Behavior and Intervention Support Process • Step 1- Behavior Support Team • Step 2- Person-Centered Planning • Step 3- Functional Behavior Assessment • Step 4- Hypothesis Development • Step 5- Behavior Support Plan Development • Step 6- Monitor Outcomes

  31. Conducting a Functional Assessment • Observe the child in target routines & settings • Collect data on child behavior, look for situations that predict challenging behavior & are linked with appropriate behavior • Interview persons most familiar with the child • Review records Center on the Social and Emotional Foundations for Early Learning

  32. Observation A system or plan for looking at behavior - J. Billman & J. Sherman , 2003

  33. ABC’s • Antecedent • Behavior • Consequence

  34. Observation Vignette #1 Insert video clip 3a.10

  35. Setting Event • An event that occurs at another time that increases the likelihood the child will have challenging behavior • Serves to “set the child up” to have challenging behavior Center on the Social and Emotional Foundations for Early Learning

  36. Sample Setting Event Chart Center on the Social and Emotional Foundations for Early Learning

  37. Context Cards • Describes the setting • Describes interpersonal context • Describes problem Behavior • Looks at the social reaction

  38. Observation Vignette #2 Insert video clip 3a.11

  39. Home Observation Form - Side 1 Center on the Social Emotional Foundations for Early Learning

  40. Home Observation Form - Side 2 Center on the Social and Emotional Foundations for Early Learning

  41. Conducting Interviews Interview family & other significant adults, child care providers, special educators, specialized therapists, & service providers

  42. Critical Questions to ask • What is the behavior? • How often does it occur? Intensity? Duration? • What are the setting events? • What are the predictors or triggers? • What happens after the behavior? • What is the use of the behavior trying to communicate? • What strategies has been used in the past? • What are the reinforcers?

  43. Small Group Activity Sample Interview

  44. Reviewing Records • Screenings • Evaluations • Portfolios • Other written documentation

  45. Lunch

  46. Positive Behavior and Intervention Support Process • Step 1- Behavior Support Team • Step 2- Person-Centered Planning • Step 3- Functional Behavior Assessment • Step 4- Hypothesis Development • Step 5- Behavior Support Plan Development • Step 6- Monitor Outcomes

  47. Developing a Hypothesis • Description of the challenging behavior • Trigger/predictor of the challenging behavior • Function/purpose of the behavior • Maintaining consequences Center on the Social and Emotional Foundations for Early Learning

  48. Small Group Activity Create an Hypothesis

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