Functional Assessment in Early Childhood Settings Using the Teaching Tools

(TTYC)

Bobbie Vaughn, Ph.D.Florida Center for Inclusive Communities

University Center for Excellence in Developmental DisabilitiesUniversity of South Florida

TTYC Background

• Increase in numbers of children with challenging behavior– It’s estimated that 10-15% of young children have

mild to moderate behavior problems (Campbell,1995)

– In • Early childhood educators (300) indicated the highest

rated training need was addressing problem behavior (Joseph, Strain, & Skinner, 2004).

1-10%

Children withPersistent Challenges

FocusedInterventions

5-15%Children at-RiskIntervention and

Support

All ChildrenUniversal Interventions

Promoting Children’s Social and Emotional Development and

Addressing Challenging Behavior

Supportive EnvironmentsSupportive Environments

Building Positive Relationships with Building Positive Relationships with Children, Families and Other Children, Families and Other

ProfessionalsProfessionals

Social Emotional Social Emotional Teaching Teaching

StrategiesStrategies

Individualized Individualized Intensive Intensive

InterventionsInterventions

The Teaching Pyramid

Positive Behavior Support (PBS)• Is an approach that leads to Lifestyle and Quality of

life changes

• Is based on humanistic values and research

• Is an approach for developing an understanding of why children have challenging behavior

• Is a systems change approach that occurs in natural settings

• Is a proactive approach that integrates all aspects of the child’s life

“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)Tom Herner (NASDE President ) Counterpoint 1998, p.2)

Old Way New Way

• 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 interventions

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.

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).

Brendan – Before PBS

Brendan – With PBS

Importance of PBS

Pilot Study-Derrick

• Derrick is 4 years and lives with his biological brother with a family providing foster care (adoption in process);

• Has both articulation and language delays, along with delays in cognition;

• Has difficulty during circle times, transitions, lining up, and clean-up;– Dumps, touches/takes items, pushes/shoves, falls

to ground, throws, roams room, hits, invades peers’ space, leaves area, crawls through activity, “corrals” others in joining in his inappropriate activities

• Is very loving, enjoys movement activities, singing, and art; and• He is in a Part B special education class for young children with

varying developmental delays

0

10

20

30

40

50

60

70

80

90

100

Engagement

Challenging BehaviorBaseline Intervention

Mean Percentage of Intervals with Engagement and Challenging Behaviors Across Transition Routines for Derrick

Perc

enta

ge o

f In

terv

als

Derrick’s Supplemental Supports for Transitions

Used realphotograph

Derrick’s Supplemental Supports for Transitions (cont.)

Derrick’s Support Plan

• DerricktransSuppPlanSheet.doc

Getting Started with TTYC

User’s Manual

• Provides a rationale for the Teaching Tools

• Emphasizes the importance of “getting started” (or the initial steps to take)

• Provides essential steps for planning the supports needed for the young child with challenging behavior

• Introduces the tools

Getting Started

• Step 1: Establishing a good foundation•Toolkit Tips (LINK)•Communication is Key (LINK)

• Step 2: Understanding the Child•“My Teacher Wants to Know”

questionnaire •Daily Routine

• Step 3: Selecting Strategies•Routine Based Support Guide •Teacher’s Support Planning Sheet

Individualized Process of PBS

• 1. Goal Setting and Team Building

• 2. Functional Behavioral Assessment

• 3. Hypothesis Development

• 4. Behavior Support Plan

• 5. Implementation & Monitoring

Individualized Process of PBS

• 1. Goal Setting and Team Building

• 2. Functional Behavioral Assessment

• 3. Hypothesis Development

• 4. Behavior Support Plan

• 5. Implementation & Monitoring

Pay Now?

Pay Later?Pay Later?

When is Functional Behavior Assessment Necessary?

• Does the behavior hinder learning?• Is the behavior resulting in social exclusion?• Is the behavior limiting access to activities or

environments?• Is the behavior resulting in:

- harm to the individual or others?- substantial property damage?

Four Things To Know

• Understand Triggers

• Teach Communication/social skills

• Change Responses

• Base interventions on Function

Triggers

• Events happen prior to challenging behavior

• “Slow triggers” AKA Setting Events• “Fast triggers”• Examples:

– Demands– Nonpreferred activity– Specific persons/children– Another child has a toy– Staff attending to another student

The Importance of Triggers

• Set off the behavior-what pushes buttons

• Change trigger and prevent or minimize behavior

Importance of Teaching New Behaviors

• Offers a new behavior or replacement to the problem behavior

• May reinforce an existing behavior

• Must serve the same purpose as the problem behaviors

• Must be reinforced as frequently

The Importance of Responses

• Maintain or make behavior continue

• Change response and change the effects of the behavior

• Change response and set a model for interactions

• Can extinguish/suppress behavior

Two Main Functions

• To get or obtain attention, things, materials, toys, food, etc.

• To get away, escape, or avoid things, activities, people, etc.

The Importance of Functions or Purpose of Behavior

• Understand the purpose then teach different behaviors that accomplish the same purpose

• Understand purpose and create interventions that change the environment so that the behavior is no longer necessary

Getting Started

• Step 1: Establishing a good foundation•Toolkit Tips (Link)•Communication is Key (LINK)

• Step 2: Understanding the Child•“My Teacher Wants to Know”

questionnaire •Daily Routine

• Step 3: Selecting Strategies•Routine Based Support Guide •Teacher’s Support Planning Sheet`

Functional Assessment: How To Do it

• Interviews or surveys with persons that know the child well

• Observations of the child in different settings and with different people

Interviews

• Ask about triggers

• Asks about behavior/play

• Ask about “responses” of others and what the child or person gets from those responses or the function of the behavior

• Ask about the child’s or person’s communication

• Ask about the child’s preferences

My Teacher Wants to Know

Child: _ ____________ Recorder: ___________________ Date: ______________

DAI LY ROUTI NE

I nstructions: List major activities of the day and/or routines that are problematic. Once you write in your schedule, make multiple copies before using this chart to avoid writing the schedule every day. Try to complete this form 1-3 times a week. Challenging

Behavior (check one)

Activity Engagement (check one)

Time Daily Schedule (M, T, W, Th, F)

Non

e

Som

e

Th

rou

gh

ou

t

Not

at

all

Som

e

Th

rou

gh

ou

t

Name: Observer: Date:

General Context: Time:

Trigger:

Challenging Behavior:

Responses:

POSSIBLE FUNCTION:

Observation Card

Individualized Process of PBS

• 1. Goal Setting and Team Building

• 2. Functional Behavioral Assessment

• 3. Hypothesis Development

• 4. Behavior Support Plan

• 5. Implementation & Monitoring

Case Study Activity

• Review child description• Review “My Teacher Wants to Know”

questionnaire• Review “Daily Routine” data• Review “Routine Based Support Guide”

– Determine “Why might he/she be using the behavior” (communicative function)

– Select preventions, new responses, and new replacement skills to teach

• Complete chart and family ideas on “Teacher Support Planning Sheet”

TeacherSupportPlanningSheet.doc

Summarize Ideas and Information Gathered from Functional

Assessment• Gather information from interviews,

observations, and records or files

• One's best informed guess about the relationship between environmental events (triggers and responses) and the child’s challenging behavior

• Summarize then use information to create a behavior support plan

How to Summarize

• State the trigger, behavior, consequence and function

• When Brendon goes to a new setting or new activity, he will fall down, kick, and cry until mom picks him up to delay or escpe the transition

Individualized Process of PBS

• 1. Goal Setting and Team Building

• 2. Functional Behavioral Assessment

• 3. Hypothesis Development

• 4. Behavior Support Plan

• 5. Implementation & Monitoring

CHILD

Consider the Whole Child

Interactions HealthPlay

Learning Environment

InstructionHome & Family

Outings/Events

Friends

Toys, Level of play,

Opportunities, Choice,

Expectations…

Transitions, Cues, Prompts, Supports, Accommodations…

Schedules, Room arrangement, Materials, Adaptations, Resources,

Predictability…

Routines, Resources, Siblings,

Environment, Respite, Predictability,

Extended family…

Places family goes, Activities…

Shared interests & experiences,

Relationships…

Trauma, Illness, Stamina,

Medication…

Communication to the child,

Emotional support, Attachment…

Changing Behavior with Positive Behavior Support (PBS)

• Determine the “Hypotheses” (Derived from Functional Behavior Assessment)– Your best guess of what the problem behavior

communicates (triggers, behavior description, maintaining consequences)

• Set up “Preventions”– Ways to make events and interactions that trigger

problem behavior easier for the child to manage• Teach “New Skills”

– Skills to teach throughout the day to replace the problem behavior

• “Respond” in a new way– What adults will do when the problem behavior

occurs to ensure that the problem behavior is not maintained and the new skill is learned

Contextual Fit

• Contextual fit is the match between the components of a behavior support plan and characteristics of individuals implementing the plan and a child who receives the plan

Teaching Replacement Skills• Must be easy for the child and caregiver

• Must result in reinforcement

• Must occur in all environments

• Must occur when student is not having problem behavior

• Must occur with sufficient intensity to ensure acquisition

• Must be taught systematically

Child told peer

gets a turn.

Child yells, kicks,

throws.

Adult gives child another

turn.

Child asks for one

more turn.

Adult says “one more turn, then (peer’s name)’s turn” and gives

turn.

Child asked

to join

circle.

Child screams

and resists.

Teacher lets child out of

activity.

Child gestures

“all done.”

Teacher lets child out of

activity.

Discussion Activity:Competing Behavior Equation

When You Can’t Honor the Function of the Challenging Behavior…

• Teach tolerance for delay in achieving the reinforcer (e.g., help the child stay engaged by giving a signal about how long to hang in “two more songs, then all done.”)

• Provide choices (“You can put a sticker or a stamp on your chart, but you need to take meds.”)

• First, then contingency (“First, wash hands with the wipes or at the sink. Then, snack.”)

• Provide preferred items as distraction (“Sit in car seat; you can have teddy bear or you can have blanket.”)

• Teach child to anticipate and participate (e.g., provide a transition warning and a visual schedule so the child can anticipate the transition and actively participate.)

Using the Routine Based Support Guide• Gather information as a team

– Observations– “Daily Routine” Data– “My Teacher Wants to Know” Questionnaire

• Identify Routine(s)• Determine “Why might the child be doing this?”• Ask “What can we do to prevent?”• Agree on “What can we do if problem behavior

occurs?”• Select “What skills to teach”• Complete “Teacher Support Planning Sheet” (for

each routine)

Routine Based Support Guide

Let’s Take a Peak

Teaching Tools Contents

• A User’s Manual• Getting Started: Tips

and Forms• Buddy System Tips• Teacher tools• Turtle Technique

• Visual Strategies• Scripted Stories• Circle Time Tips• Feeling Vocabulary• Home Kit• Supplemental

Materials

Review Contents

How the Fit with the Pyramid Model

Intensive Intensive InterventionIntervention

ss

High Quality High Quality EnvironmentEnvironment

ssNurturing and Nurturing and

Responsive Responsive RelationshipsRelationships

Targeted Social Targeted Social Emotional Emotional SupportsSupports

Communication is Key, My Teacher Wants to Know, Buddy System, Home Kit

Toolkit Tips, Daily Routine, Rules, Stop Signs, Visual Strategies, Circle Tips

Routine-Based Guide,

Teacher Support Planning Sheet

Turtle Technique, Scripted Stories,

Feeling Vocabulary

Individualized Process of PBS

• 1. Goal Setting and Team Building

• 2. Functional Behavioral Assessment

• 3. Hypothesis Development

• 4. Behavior Support Plan

• 5. Implementation & Monitoring

Measure/Monitor Outcomes• Why important?

– It allows us to determine whether our plan makes a difference

– Accountability• How can measurement be used?

– Before & after comparisons•Ex. Behavior observations, parent

ratings

• Helps provider/educator and family member work towards the same goal

Major Messages

• The Routine-Based Support Guide isThe Tools are intended to reduce challenging behavior for the child who are in early childhood settings

• For children with persistent challenging behavior, the team may need to do a more in depth functional assessment and enhance the support plan based on the FAI. – See CSEFEL (module3a) for forms to help guide a

more involved functional assessment

• The Tools contain “suggested” strategies and educational staff is encouraged to adapt materials based on individual child characteristics and unique situations

Wrap Up

• TTYC is available on the web at www.challengingbehavior.orgCenter for Social emotional foundations for early learning

• Email us at:– lentini@fmhi.usf.edu– vaughn@fmhi.usf.edu

• Questions

Turtle Technique Make & Take

Circle Make & Take

Cue Cards Make & Take

Feeling Wheel Make & Take