intense interventions for north adams 2012

Promoting SocialEmotional Competence

Individualized Intensive Interventions: Determining the Meaning of

Challenging Behavior

Module 3a and 3b Handout

Angela Searcy [email protected] 708-845-2343• Angela Searcy M.S., D.T. holds a B.A. degree in English and secondary

education with teacher certification though the state of Illinois and a M.S. degree in early childhood development from Erikson Institute, with a specialization in Infant Studies and a credential in developmental therapy.

• Angela is the owner and founder of Simple Solutions Educational Services, has over 20 years of experience in the field of education, is an approved professional development provider by the Illinois State Board of Education, a national trainer for Lakeshore Learning in Carson, California,, and The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University

• A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois, Angela has specialized training in the neurosciences and is a nationally recognized speaker with extensive experience working with professionals, young children, and their families as an early childhood teacher, child development specialist, staff developer, mental health consultant, parent educator, language arts teacher, college professor and tutor. Her expertise encompasses developing behavior modification programs from a neuropsychological perspective, and creating professional development grounded in neuroscience research related to adult learning.

• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent and Chicago Baby Magazines and is a regular speaker for the Learning and the Brain Conference Sponsored by Harvard, Yale and Stanford Universities.

mailto:[email protected]

Agenda

9-9:30 Introduction 9:30-10:30 Challenging Behavior, Overview ofBreak 10:30-10:4510:45-12Case Study Activity: Behavior planning ,Behavior

Equation ,The Process of PBS, Building a Team, Introduction to Functional Assessment ,Functional Assessment Observation,Conducting Observations, Data to Collect

12-1 lunch1-2:45 PBS,Case Study Activity: Determining the Function

Functional Assessment Interview,Not Sure about The Hypothesis

2:45-3 wrap up

Learner Objectives

This workshop will teach you to:

1. Understand the difference between PBS and traditional discipline approaches.

2. Define forms and function of communication and identify the behavioral mechanisms that contribute to viewing challenging behavior as communicative.

3. Identify methods that may be used to determine the function of challenging behavior.

4. Use interview and observation data to determine the communicative function of challenging behavior and develop behavior hypotheses.

National Centers & Resources

• Center on the Social and Emotional Foundations for Early Learning (CSEFEL) - - www.vanderbilt.edu/csefel

• Technical Assistance Center for Social Center for Social Emotional Intervention (TACSEI) Emotional Intervention (TACSEI) www.challengingbehavior.org

• Collaborative for Academic, Social, and Emotional Learning

• www.CASEL.org• edutopia.org • The Center for Effective collaboration and

Practice www.cecp.air.org

http://www.vanderbilt.edu/csefel

http://www.challengingbehavior.org/

http://www.casel.org/

http://www.cecp.air.org/

Challenging Behavior• What we are referring to when we say • “challenging behavior” is:

• Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers and adults

• Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.

• Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destructions, self-injury, noncompliance, and withdrawal

The Teaching Pyramid

Designing Supportive Designing Supportive EnvironmentsEnvironments

Building Positive RelationshipsBuilding Positive Relationships

Social Emotional Social Emotional Teaching Teaching

StrategiesStrategies

(PBS)(PBS)Individualized Individualized

Intensive Intensive InterventionsInterventions

Few children

Children at-risk

All children

Intensive Individualized Interventions

Intensive individualized instruction and interventions are used with children who have very persistent and severe challenging behavior and do not respond to the typical preventive practices, child guidance procedures, or social emotional teaching strategies that would normally work with most children.

Research on PBS

• Effective for all ages of individuals with disabilities 2-50 years.

• Effective for diverse groups of individuals with challenges: mental retardation, oppositional defiant disorder, autism, emotional behavioral disorders, children at risk, etc.

• PBS is the only comprehensive and evidence-based approach to address challenging behavior within a variety of natural settings.

Wrong Way – Right Way

Wrong Way

• General intervention for all behavior challenges

• Intervention is reactive

• Focus on behavior reduction

• Quick fix

Right Way

• Intervention matched to purpose of the behavior

• Intervention is proactive

• Focus on teaching new skills

• Long-term interventions

Challenging Behavior Communicates

May be used to communicate a message when a child does not have language

May be 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).

Video 3a.2: Brendan – Before PBS

Video 3a.5: Brendan – With PBS

Video 3a.6: Brendan’s Family – With PBS

Video 3a.7: Tim – Before PBS

Video 3a.8: Tim – With PBS

Video 3a.9: Importance of PBS

Dimensions of Communication

Every communicative behavior can be described by the form and function.

• Form: the behavior used to communicate.• Function: the reason or purpose of the

communicative behavior.

Children Communicate in Many Ways:

• Forms of communication– Words– Sentences– Point to a picture– Eye gaze– Pulling adult– Crying– Biting– Tantrums– ?

Children Communicate a Variety of Messages

Functions of communication– Request object, activity, person– Escape demands– Escape activity– Escape a person– Request help– Request social interaction– Comment– Request information– Request sensory stimulation– Escape sensory stimulation– ?

Trigger BehaviorMaintaining

Consequence

Behavior Equation

Joey is asked to come to circle. Teacher provides physical prompt to move him to group.

Joey resists, cries, and hits teacher.

Teacher moves away from Joey and allows Joey to select a different activity.

Setting Event

• Event that occurs at another time that increases the likelihood the child will have challenging behavior. Setting events serve to “set the child up” to have challenging behavior.

Behavior Equation

Setting Event Trigger Behavior

Maintaining Consequence

Quan approaches computer and sees child working on program.

Quan moves his picture to indicate that he is next. Quan observes and waits for his turn.

Child leaves computer and Quan sits down and begins working.

Maintaining ConsequenceBehaviorTrigger

Setting Event

Child leaves computer and Quan sits down and begins working.

Quan hits child and pushes his body on the child’s chair.

Quan approaches computer and sees child working on program.

Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.

Behavior Equation

Mon Tues Wed Thurs Fri

How does

he come to school?

Rides the bus

Mom brings

Tantrum at a.m. circle

His behavior?

Tantrum at snack

Tantrum at small group

Sample Setting Event Chart

Evan

• Evan is playing with Duplos. He tries to attach a block to his stack of 3. He can’t quite get the blocks to connect. He looks up at the adult and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the adult. The adult helps him put the blocks together.



Evan

Function:

Evan

Setting Event Trigger Behavior Maintaining Consequence

Playing with Duplos, can’t connect blocks

Looks up at adult, fusses, holds up blocks, looks at block/adult

Adult helps put blocks together.

Function:Get help

Shana

• Shana is sitting in her high chair with nothing on the tray. Her mother is stirring her oatmeal. Shana begins crying and bangs her head on the back of the seat. Her mother says to her, "It's not cool enough, honey; just a minute." Shana stops crying when the oatmeal is placed on her tray.



Function:

Shana

Shana

Setting Event

Trigger Behavior Maintaining Consequence

? Hungry Sitting in high chair with nothing on tray mom stirring oatmeal.

Cries, gangs head.

Mom says, “it’s not cool enough, just a minute,” then gives oatmeal.

Function:Get oatmeal

Tim

• Tim is riding a trike on the playground bike path. He sees a child move to the sandbox where Tim had just finished building a road-way. He leaps off his trike and tackles the child. He hits the child. An adult comes over to intervene. She comforts the child and scolds Tim. Tim goes to the sandbox and continues construction on his road-way.



Tim

Function:

Tim

Setting Event Trigger Behavior Maintaining Consequence

A child moves to the sandbox where Tim has just built something.

Tackles and hits child.

Adult intervenes and scolds Tim, comforts other child.

Tim continues road-way.

Function:Get toy back

Madison

• Madison is in housekeeping, putting on high heels and a hat. Emily moves into the area and selects a purse from the dress-up box. Madison shouts “no” and bites Emily. A teacher comes over; she asks Madison to go to the thinking chair and takes Emily to the bathroom to look at the bite. After 4 minutes, Madison leaves the thinking chair and returns to housekeeping. She grabs the purse Emily had selected and continues to play. Emily leaves the bathroom with the teacher and then begins an art activity where the teacher is present.



Madison

Function:

MadisonSetting Event


Another child moves to area and gets a toy (purse).

Shouts “no,” bites child.

Sent to “thinking chair,” other child consoled. 4 minutes later, Madison leaves chair and returns to play with purse.

Function:Avoid sharing

the purse

Process of Positive Behavior Support

Step 1: Establishing a collaborative team and identifying goals

Step 2: Gathering information (functional assessment)

Step 3: Developing hypotheses (best guess)

Step 4: Designing behavior support plans

Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments

Potential Team Members

• Parents/Family

• Teacher(s)

• Assisting Teacher/Paraprofessional

• Therapists

• Administrative Staff

• Other(s)

Process of Positive Behavior Support

Step 1: Establishing a collaborative team and identifying goals

Step 2: Gathering information (functional assessment)

Step 3: Developing hypotheses (best guess)

Step 4: Designing behavior support plans

Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments

Functional Assessment

• A process for developing an understanding of a person’s challenging behavior and, in particular, how the behavior is governed by environmental events.

• Results in the identification of the “purpose” or “function” of the challenging behavior.

Functional Assessment

• Observe the child in target routines and settings.

• Collect data on child behavior, looking for situations that predict challenging behavior and that are linked with appropriate behavior.

• Interview persons most familiar with the child.• Review records.

Everybody Helps

• Family collects data

• Educational staff collects data

• Therapists collect data

• Collect data in ALL settings

MON TUES WED THURS FRI SAT SUN

What happened the night before?

Slept Poorly

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Mom on Midnight

Shift

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

How was his

behavior?

Tantrum in A.M.

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Tantrum in P.M.

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No


Mon Tues Wed Thurs Fri

How does

he come to school?

Rides the bus

Mom brings

Tantrum at a.m. circle

His behavior?

Tantrum at snack

Tantrum at small group


Scatter Plot

Dates

Time Activity 10/1 10/2 10/3 10/4 10/5 10/8 10/9 10/10 10/11 10/12

7:30 Arrival

Free Choice

9:00 Planning

9:30 Centers

10:30 Snack

11:00 Outside

11:30 Small Group

12:00 Lunch

12:30 Nap

1:30 Outside

2:30 P.M. Circle

3:00 Departure

Student:

Observer:

Dates:

Target Behavior:

Using a scatter plot involves recording the times of day (and/or activities) in which the behavior does and does not occur to identify patterns over days or weeks

RachelMaya10/1 through 10/12

Hitting Peers

Behavior did not occur

Behavior did occur

Did not observe

NA

Child: Rachel Routine/Activity: House Center

Activity Description Behavior Expectations Problems

Steps:

1. Select materials 1. Pick materials that no one is using.

2. Pretend in roles 2. Use materials appropriately.

3. Exchange materials with peers

3. Don’t take from peer. 3. Takes materials from others.

4. Follow peers’ lead or accept role assignment

4. Maintain engagement. 4. Ignores peers, interferes in play.

5. Clean-up 5. Put materials on shelf in correct area.

Activity Analysis

Child’s Name: ______________ Week of: _________________Check the number of times the child is aggressive during the activity. Aggression

includes: hits, pinches, pulls hair, bites, kicks, & scratches.Activity Mon. Tues. Wed. Thurs. Fri. Average

Arrival ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20

___0 times___1-5 times___5-10 times___10-15 ___15-20___+20




___0 times___1-5 times___510 times___10-15 ___15-20___+20

Circle ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20






Lunch ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20






Average ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20






Child’s Name: Tim Observer: ___________________Check yes (Y) or no (N) at time one (T1) and time two (T2) to indicate whether

the child is interacting with a peer at the time of observation. T1 and T2 observations should be at least 5 minutes apart.

Activity Date:____ Date:____ Date:____ Date:____ Date:____

Centers T1: T2:x_Y __Y__N x_N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

Lunch T1: T2:__Y __Yx_N x_N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

Outside T1: T2:__Y x_Yx_N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

Ratio: __2__#yes__6__total # observed

_____#yes____total # observed




Rate the problem behavior: 0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression

Monday Tuesday Wednesday Thursday Friday

Arrival0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Circle0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Nap0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Clean-up0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Other: _Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Average Score Average Score:3

Average Score:2.2

Average Score:1.4

Average Score:1.4

Average Score:.8

Amy’s TransitionWeek of: _________________

Child’s Name: ______________________ Behavior: ____sitting______Week of: _________________ Average Duration for Week: ___9___ minutes

Starting from the bottom, shade the number of boxes that represent the length of the target behavior. Each box represents TWO minutes.

Monday Tuesday Wednesday Thursday Friday

30 30 30 30 30

28 28 28 28 28

26 26 26 26 26

24 24 24 24 24

22 22 22 22 22

20 20 20 20 20

18 18 18 18 18

16 16 16 16 16

14 14 14 14 14

12 12 12 12 12

10 10 10 10 10

8 8 8 8 8

6 6 6 6 6

4 4 4 4 4

2 2 2 2 2

Child: Rachel Routine/Activity: Snack

Activity Analysis

Activity Description Behavior Expectations Problems

Steps:

1. Sit in chair. 1. Stay in seat.

2. Take food from plate when passed.

2. Take one item, wait for turn.

2. Takes multiple items, puts hand in bowl, grabs while plate is passed.

3. Eat food on plate. 3. Eat from own plate. 3. Takes food from other children’s plates.

4. Drink juice from own cup. 4. Drink and put cup on table.

5. Ask for more food. 5. Ask using please. 5. Grabs food when she wants more.

6. Wipe face with napkin. 6. Use napkin, not clothing.

7. Throw plate/cup/napkin away when finished.

7. Clear place, throw in trash.

Name: Observer: Date:

General Context: Time:

Social Context:

Challenging Behavior:

Social Reaction:

POSSIBLE FUNCTION:

Observation Card

Name: Karen Observer: teacher Date: 1/22

General Context: Choice time/art Time: 10:00

Social Context: Playing alone in house. Teacher comes over to Karen and asks her to come to the art table for art. When she doesn’t respond, the teacher tries to assist her by taking her arm to nudge her to stand.

Challenging Behavior: Karen pulls away and begins to protest by saying, “No! I not go to art!” as she pulls away from the teacher.

Social Reaction: The teacher walks away and says, “I will be back in a few minutes to see if you are ready.”

POSSIBLE FUNCTION: Escape art

Observation CardExample

Video 3a.10: Observation Vignette #1

Name: Segment 1 Observer: Date:

General Context: Choice time Time:

Social Context:.


Social Reaction:

POSSIBLE FUNCTION:

Observation Card


General Context: Choice time Time:

Social Context: Playing alone in block play. Goes over to a group of children playing.

Challenging Behavior: Sticks out tongue and makes raspberry sound, hits boy, scratches his shoulder.

Social Reaction: Boy yells at him, friend brings him a lizard, boy yells toteacher.

Possible Function: Initiate social interaction/Join play



General Context: Playground Time:

Social Context:


Social Reaction:

POSSIBLE FUNCTION:

Observation Card


General Context: Playground Time:

Social Context: Playground play with 2 friends. Girl goes to basket and gets truck just like the other friend’s truck

Challenging Behavior: He tries to take her truck, shoves, pushes, and continues tugging for toy.

Social Reaction: Gets toy for a second, continues to fight girl for toy , teacherreprimands and carries him away.

Possible Function: Obtain the toy (same truck as “best friend’s”)



General Context: Circle with puppet Time:

Social Context:.


Social Reaction:

POSSIBLE FUNCTION:

Observation Card


General Context: Circle with puppet Time:

Social Context: Teacher kisses children’s cheeks with puppet. Says, “Say good-bye to MiMi” Teacher gets up to put away puppet.

Challenging Behavior: Hitting self on head with fist, pull at shirt

Social Reaction: Adult says “Ryan, ready to dance? Want to dance Ryan?” Goes and sits in her lap and is happy.

Possible Function: Adult attention



General Context: Center time Time:

Social Context:


Social Reaction:

POSSIBLE FUNCTION:

Observation Card


General Context: Floor play Time:

Social Context: Teacher brings him to the floor, sits him down, and then leaves

Challenging Behavior: Pulls shirt off one arm, hits head with fist, thrusts back, head bangs.

Social Reaction: Teacher returns, helps him with getting shirt back on and thenhugs him.

Possible Function: Adult attention


“KIS”

• “KIS it” (Keep It Simple) - - Create simple, user-friendly forms to collect information (e.g., rating scales, checklists).

Home Observation Card

Functional Assessment Interview

• Define behavior (describe what you see)• Describe frequency and intensity• Explore possible setting events• Identify predictors (triggers)• Identify maintaining consequences• Identify current communicative functions• Describe efficiency of the behavior• Describe previous efforts• Identify possible reinforcers

Functional Assessment Interview

• Refer to Tim’s Sample Functional Assessment Interview

• TimFAI.pdf

Hypotheses Statements

• Triggers of the challenging behavior

• Description of the challenging behavior

• Responses that maintain the challenging behavior

• Purpose of the behavior


• Group play: centers and outside play

Setting Events (if applicable):

Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction

• Peers give up toys/items• Peers leave area• Adults intervene with negative attention on Tim

Preventions New Skills New Responses

Tim’s Support Planning Chart- Hypothesis

Function:obtain toy/play


Parents


Hits cries Want’s her way

• No recess


To Challenging Behavior:

To Use of New Skill:

Tim’s Support Planning Chart

Function:attention


• ADHD • Wrote note for home


Throws objectsDoesn’t listen

• Teacher talks softly to him• Sit in thinking chair • Move to red light



To Use of New Skill:


Function:to get what he

wants

Hypothesis Statement

In group play situations (outside play/centers), Tim uses verbal aggression (threats), physical aggression (hit, push, kick, punch), and property destruction (throwing or banging toys) to obtain toys and/or join play. When this occurs, the peer relinquishes the desired toy and leaves the play area and/or an adult intervenes and provides Tim with excessive negative attention.


Billy will use tantrums to request a social interaction. Billy will initiate a chase game or request to be held by pulling the adult’s hand or positioning the adult. If the adult does not comply, Billy will cry loudly, scream, and bring his hands to his face or ears. Often the adult will comply with his request or pick him up.


Marcia tantrums to escape moving to a new activity. When she is asked to transition from an activity (e.g., playing in the sandbox) to another activity, she will whine, cry, pretend to vomit, slap at the adult, and scream. When she does this, the adult lets her stay a little longer with the original activity or picks her up kicking and screaming.

Not Sure About the Hypothesis?

• What would make the challenging behavior stop? Is it something you would provide or allow the child to access? Or is there something to remove? Or can you allow the child to leave?

• If still unsure, collect more data in the same context.

• Some challenging behavior may have the same form but serve multiple functions.

• Some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., gain attention).

Working as a Collaborative Team

• Assign roles.

• Determine agenda and time for meetings.

• Ensure group participation through facilitation and participatory processes.

Roles

• Facilitator – person who guides group in stating agenda, work goals, time allocation

• Recorder – person who writes down the discussion

• Time Keeper – Person who tracks time and warns when agenda item is ending

• Reporter – person who shares group information, makes presentation

• Encourager – person who provides feedback to group members

• Jargon-buster – person who asks the question “what do you mean when you say ‘gobbley-gook’ and helps the group with communicating clearly

Hypothesis Development

• Assign roles.• Review child description, observation, and

interview.• Complete final page of interview.• Determine functions of challenging behavior.• Write hypothesis statement for at least

one function.• Report to group.

Major Messages

1. Challenging behavior has meaning for the child.

2. Children use behavior to access something or someone (obtain/request) or avoid something or someone (escape/protest).

3. The process of Functional Assessment is used to determine the function or purpose of challenging behavior.

4. Hypotheses statements describe the triggers, challenging behavior, maintaining consequences, and function.




Does not teach

Change in classroom or teacher or schedule

•Teaches child replacement skill that honors the function

To Challenging Behavior:To Use of New Skill:• Must monitor new skill• Must have several reinforcement that honors function

• Fade over time based on progress


Function:Obtain toy/play

Behavior support Plans

• This is a THREE tier approach to dealing with challenging behaviors



Social Emotional Social Emotional Teaching Teaching

StrategiesStrategies

Individualized Individualized Intensive Intensive

InterventionsInterventions

87

• Students respond better to adults who take a personal interest in them.

• Develop positive relationships with all students

• Make sure the ratio between positive and negative experiences for students is about 5 positives for every negative.

88

Building Positive Relationships with Students

Play

Time &

Attention

Home

visits

Share

EmpathyNotes

home

Happy

Grams

• Paper Clip Test

• Take 10 paper clips-Move a paper clip from right pocket to left each time you make a negative comment ---if you don’t have any paper clips after a half hour add more positives!

Your Behavior Is Key

• Youth look to role models, and at-risk youth may not have many

• “Do As I Say, Not As I Do” does not work• Short phrases are key—two sentences or

less—even things like “Stay on task” or “Focus”

• Brain reacts to positive statements• Lengthy arguments muddy the waters• Be a broken record, but don’t be nagging

Consider this…

Things you can’t change

• Parents • Your organization • Your coworker • This new generation

Things you can change

• How you present information• How you speak to the child

(ren) • How long, how fast, the

location• Teacher directed, child

directed, small groups, large groups

• You expectations • Rate of reinforcement• Materials you use

• Your approach

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/

Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

Designing Classroom RoutinesRoutine Desired

BehaviorSignal Teach

RoutineEntering Class Walk in,

sit down

start bell ringer

High five/greeting walking in the door

Positive and Negative Examples first week of class/ongoing/who will get the sticker???

Obtaining class attention

Students need to stop whatever they are doing and immediately look in my direction

Teacher says “class”

lights out singing bowl

Positive and Negative Examples first week of class/ongoing/who’s the fastest??? FAST PASS

Getting Help during seat work/group time

Use 3 before me Visual on Wall as reminder/direction chart

3 Before Me

1. Think to myself2. Check the direction chart.

3. Ask a ClassmateIf you still need help clip your name to the chart for teacher help.

Manipulatives! Lindamood-Bell Visualizing and Verbalizing for

Comprehension

Visual imagery (students visualize scenes in detail);

Few positive SW expectations defined, taught, & encouraged

Behavior Support Plan

• Behavior Hypotheses- Purpose of the behavior, your best guess about why the behavior occurs

• Prevention Strategies- Ways to make events and interactions that trigger challenging behavior easier for the child to manage

• Replacement Skills– New skills to teach throughout the day to replace the challenging behavior

• Responses- What adults will do when the challenging behavior occurs to ensure that the challenging behavior is not maintained and the new skill is learned

Video 3b.1: Observation Vignette #1

Simple Solutions Support!

Simple Solutions Steps to Arrival

CEDA Bridgeview Head Start

Environmental Support

HSCI Curriculum Modifications Module

Marycrest Academy in Joliet

Lexington District 1 in South Carolina

Simple Solutions Before Children come to school in Indiana

• Work Quietly. Stay on #2

• Be respectful of others and their work space .

• Finish your work.

• Clean up.

• Complete task ticket.

• Put your work in your center folder.

• Fix or finish an old center.

Students love choices and challenges!Whenever possible, give students choices - whether it's a long-range project on a country they select, or coloring a map with crayon, marker, or colored pencil! I try to give as many "small" forced choices as possible, even if it seems insignificant. Linda NormanAyer Middle SchoolAyer, MAGrade Levels: 6-8Read more on TeacherVision: http://www.teachervision.fen.com/slideshow/classroom-management/52282.html#ixzz1LP9U9fhM

http://www.teachervision.fen.com/slideshow/classroom-management/52282.html#ixzz1LP9U9fhM

THINK-TAC-TOEChoose three!

Draw a picture of the main

character.

Perform a play that shows the conclusion of a

story.

Write a song about one of the main

events.

Write a poem about two main

events in the story.

Make a poster that shows the order of

events in the story.

Dress up as your favorite character

and perform a speech telling who

you are.

Create a Venn diagram

comparing and contrasting the

introduction to the closing.

Write two paragraphs about

the main character.

Write two paragraphs about

the setting.

14

Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Diner Menu – Photosynthesis

Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)•Create a test to assess the teacher’s knowledge of

photosynthesis.

How WE Wait –Mom/ Dad/Ya Ya!

Logan Square

NAEYC says…Read Story While children Act it Out

Logan Square!

By building this puzzle on a tray, this child is able to put the puzzle

away intact, and continue working on it

at a later time.


Here a child is not yet using a functional grasp, so a materials adaptation is created by using a table

easel to help her keep her hand in the appropriate

position.


Step 3: Support Plan Development (cont.)

• Brainstorm Prevention Strategies– Strategies to make routines or activities

easier for the child– Strategies to soften the triggers


• Group play: centers and outside play with peers



• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim


• Pre-teach skills by role playing via scripted story

• Use visual cards to help him remember lessons when in difficult situation

• Self-monitoring form to work on new skills


Use of New Skill:


Function: Obtain toy/play

Promoting Social Emotional Competence



Social Emotional Social Emotional Teaching StrategiesTeaching Strategies

Individualized Individualized Intensive Intensive

InterventionsInterventions

127

“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)

128

Identifying Teachable Moments

129

The Solution Kit

28

Turtle Technique

Recognize Recognize

that you that you

feel angry.feel angry.

““Think” Think”

Stop.Stop.

Go into shell. Go into shell. Take 3 deep Take 3 deep breathes. breathes. And think And think calm, coping calm, coping thoughts.thoughts.

Come out Come out of shell of shell when calm when calm and think of and think of a solution.a solution.

Centers!

Turtle Box

19

Teach Rules in theContext of Routines

On Monday When It RainedBook Nook Activity Example

“I feel excited when I get to go to my friend Coby’s

house to play.”

“I feel upset when my mommy didn’t get me

anything.”

Feeling Dice/Feeling Wheel

Would it be safe?Would it be fair?How would everyone feel?

Problem Solving Steps

Step 2

Simple Solutions Adaptation

People who fly into a rage always make a bad landing.

Simple Solutions Educational Services© 2010 [email protected] 866-660-3899


Walk away• Would this help you

calm down?• Is it safe to walk away

now?• Did you ask permission

to walk away from an adult?

• How would everyone feel?

• Would it make things worse?

• Do’s • Do tell others “I need

to walk away now. We can talk later”

• Don’t • Walk away while

children are speaking to you



Ask for a Break• A short break could

help you come back better to think through a problem

• Ask for a drink of water, go to the bathroom, take three deep breaths, do something you like ( color for a few minutes)

• Sometimes we need a break from our friends

Times to ask for a break: • Sleepy • Frustrated • Overwhelmed

Simple Solutions Educational Services © 2010 [email protected] 866-660-3899


Tell an Adult• You don’t have to

announce this to everyone. Sometimes you can discretely leave and get an adult and ask the adult to not share who asked for help

When to get an adult:• When someone is

about to get hurt • When you are about

to get hurt • When you need more

tools to solve a problem



Lose a Game…Win a Friend!

• Being a sore loser can then led to not only losing the game but a friend!

• You can play and win another time

• Everyone should get a chance to win

• Win a friend by saying “good game”



Anger ScaleDifficulties What Does it Look Like ? How Does it make you

Feel?

5 Screaming, throwing, cursing

Hot, see red

4 Walking away-but adult or student won’t let me

Trying to calm myself, sweating, getting hot

3 Yelling Getting mad, body tight

2 Arguing –but calm Getting frustrated

1 Try to ignore the problem-don’t respond

Ok -cool

Step 4:Support Plan Development (cont.)

• Brainstorm ideas about what new skills should be taught to replace challenging behavior; write new skills on chart.


• Group play: centers and outside play with peers



• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim


• Pre-teach skills by role playing via scripted story

• Use visual cards to help him remember lessons when in difficult situation

• Self-monitoring form to work on new skills

• Asking to play• Everyone can play with the toys

• Asking for teacher’s help


To Use o New Skill:


Function: Obtain toy/play

Step 5:Support Plan Development (cont.)

• Brainstorm ideas about how to respond to challenging behavior when it occurs; write new responses on chart.

Simple Solutions Adaptation at Ezzard Charles Montessori

intense interventions for north adams 2012

Documents

behavior intervention

addresschallenging behavior

behavior planning

motor behavior

behavior equation

behavior hypotheses

severe challenging behavior

social emotional intervention