behavior basics: supporting the child with challenging behaviors
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Behavior Basics: Supporting the Child with Challenging Behaviors
Joanne Nelson, Inclusion CoordinatorKevin Carraro, Family Resources
Administrator
Presented by…
Operationally define behavior Importance of Environment Functions ABC’s Data Collection Proactive vs. reactive strategies
Presentation Objectives
Things not to do in your classroom
Family Relationships
How do they make you feel?
How does this impact your relationship with a child and his family?
Examining Our Attitudes About Challenging Behaviors
Be prepared to support family and staff from the first day of enrollment
Keep lines of communication open between program and families
Support and encourage parental involvement in activities
Learn from family members about their culture, and home and family life
Building Positive Relationships
Caucasian Puerto Rican FilipinoEat Solid Food 8.2 10.1 6.7 Training Cup 12.0 17.1 21.9Utensils 17.7 26.5 32.4Finger Foods 8.9 9.4 9.5Wean 16.8 18.2 36.2Sleep by Self 13.8 14.6 38.8Sleep all Night 11.4 14.5 32.4Choose Clothes 31.1 44.2 33.1Dress Self 38.2 44.2 39.2Play Alone 25.0 24.8 12.3Toilet Trained Day 31.6 29.0 20.4Toilet Trained Night 33.2 31.8 34.2
Mean Age Expectations in Months for Milestone Attainment
Share resources with parents about how to support the child’s development
Share positive things the child did at the program
Conduct meetings with parents in an environment and time convenient for them
Assure parents about confidentiality and privacy rights
Building Positive Relationships
Minimize large open spaces Minimize obstacles Have clear boundaries so that children know
where a center begins/ends Have enough centers for the number of
children and enough materials so that children are engaged and not continually arguing over materials
Consider the size and location of centers
Supportive Classroom Environment
Develop a schedule that promotes child engagement and success
Balance activities: active and quiet, small and large group, teacher directed and child directed
Teach and post a visual schedule Establish a routine and follow it consistently When a change is necessary prepare
children ahead of time
Schedules, Routines and Transitions
Minimize the number of transitions
Give a warning before a transition occurs
Post and teach class rules with visuals
Schedules, Routines and Transitions
Pyramid Model
• ANYTHING we SAY or DO:• Focus on what is observable rather than
intentions• HOW WE REACT to our environment• Behaviors are LEARNED and continue
because they serve a PURPOSE or FUNCTION
• We engage in behaviors because we have learned that a DESIRED OUTCOME occurs
What is behavior…
Examples of Behavior
Thorough and specific description of behavior
Highly Objective Measurable Answer questions…
◦ Who◦ When◦ Where◦ How long◦ How often
Operationally Define…
The 4 A’s◦ Attention◦ Access◦ Avoidance/Escape◦ Automatic/Sensory Stimulation
Behavior has a function/purpose
The 4 A’s
Behavior Sequences Are Critical. Simple as ABC!
Antecedent: what’s going on before a person engages in a targeted behavior
Behavior: what exactly the person doesConsequence: what happens following an
occurrence of a targeted behavior
ABC
Antecedent: Teacher tells Stewie to clean up his centers
Behavior: Stewie punches Meg Consequence: Teacher gives Stewie a
cookie
Example of ABC Sequence
• Antecedents and consequences that immediately precede and follow behavior are, ultimately, what affect behavior (and whether or not the behavior is likely to occur again)
• Antecedents and consequences are things we can change and things we control
Why Look at the ABCs?
Who else present? What time? Where?
Antecedent What was said? What happened
immediately before the student
engaged in the behavior?
Behavior What exactly did the student do?
Consequence What did you do?
Praise? Scold? Ignore? Yell? Gave something? Time-
out?
Example of ABC/Sequence Analysis
Most Ethical Antecedent-based interventions are ways
to prevent/or reduce behavior from occurring.
Examples:◦ Pre-assignment attention◦ Moving seats, line order, environmental
manipulations◦ Frequent breaks and positive attention◦ Teaching and prompting
alternative/incompatible behaviors ◦ Rehearsal and teaching of Replacement
Behaviors
Positive Strategies…Positive Teachers Get Positive Results
Change what you do in order to change what they do.
Be careful of exclusion Self esteem may become problematic if always
criticized, tell what to do in a positive way. Get buy in whenever possible Establish consistent limits and boundaries Establish enforceable, relevant rules
Positive Strategies…Positive Teachers Get Positive Results
Reduce or eliminate attention directed to the inappropriate behavior, maximize attention given to the replacement behavior.
◦ Sprick Ratio: 4 positive statements to 1 redirection◦ hand raising – talk to the student when they raise a quiet hand ◦ Use Pivot Praise – ignore junk behavior, praise students doing
the right thing◦ consider using “chat breaks”◦ Pre-Assignment Attention◦ Give the student a helper job◦ Remember: Attention is your most valuable reinforcer… Praise
is a limitless, inexpensive and powerful positive consequence for attention-seeking behavior
Interventions for Inappropriate Attention-Seeking Behavior
Match the instructional level to the student’s ability level. Premack Principle – do the least preferred before the more
preferred activity is accessed Break tasks into smaller steps Follow through with your directions, Be the Broken Record! Use “choice” language Remind the student to ask for a break upon completion of
some portion of work Remind the student to ask for help Intersperse hard tasks with easy ones Establish consistent routines Remember, timeout for task escape behavior could result in
a continuation of the inappropriate behaviors!
Interventions for Avoidance/Escape Behaviors
Follow the Premack Principle Allow students to earn things they want, contingent on
following classroom rules. Star chart, sticker chart or other token systems. Use “if…then” or “when…then” statements
Interventions for Access
Teach alternative behaviors:◦ Use fidget toys in replacement of hand flapping◦ Reinforce student for keeping hands in pockets◦ Build in times for movement
Enriched environment: high levels of access to preferred items or activities, lots of attention
Antecedent-Based Intervention
Automatic/Sensory Stimulation
In Conclusion…
• Must know why behavior is occurring to develop an effective intervention plan
• When you understand what is happening at your center and why it is happening, your team will be able to change how things work (the system) to increase appropriate behavior and decrease inappropriate behavior
Behavior Basics…
Think◦Function◦ABC’s◦Premack Principle- use the most preferred to
get the least preferred accomplished◦Sprick Ratio- 4 positive comments for every
1 negative comment
When in Doubt…?
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