Understanding and Managing Challenging Behavior

Colleen Nolan

ECSE School Psychologist

NWRESD

Outline

Introduction of PresenterWhy Children Present Challenging BehaviorsFunction of the BehaviorReplacement SkillsThe ABC’s of BehaviorTeachable Moments and The Escalation CycleChanging OUR Mindset/Reframing OUR ThoughtsStrategies & Tools for BehaviorsResourcesQuestions & ConcernsEvaluation

THINGS TO REMEMBER ABOUT BEHAVIOR…

It is HARD to change, and will not be done overnight. Especially if behaviors have been present for a long time. It takes 10 times as many trials to learn a

new/replacement behaviorKeep in mind that for every year a behavior has been

in place, it takes approximately one month of consistent intervention to see major improvement (Laura A. Riffel, 2009).

Why Challenging Behaviors Occur

• It has a message- • I am bored, I am sad, you hurt my feelings, I need some

attention, I don’t like that, I don’t feel good.

• It is used when they don’t have the social or communication skills they need to engage in more appropriate interactions.

• It WORKS!

One intervention is not going to change the child’s behavior. You will need:

Antecedent modifications Things you do before a behavior has a chance to show up You determine when those need to be employed by looking at behavior patterns:

• Time of day• Day of the week• Contexts, settings, subjects being presented, certain peers being around, certain

adults being around etc.

You will need to teach replacement behaviors: This child has learned that certain behaviors have a pay off

The child will have to be taught ways to release anger and frustration in socially appropriate ways.

We cannot just tell them to “be good”, we have to actually give them techniques that will help them do something different.

You will need to make consequence modifications: Everyone hates this one because it is “What will you do differently when the behavior

occurs?” We don’t like to think about changing ourselves.

Riffel, L.A. (2009)© - permission to copy with no changes

ANTECEDENTS

What Happened Before the Behavior Occurred…what was the TRIGGER?

The Antecedent allows you to PREDICT when a behavior is going to occur.

CHANGING the Antecedent can CHANGE/PREVENT the Behavior*

*Although changing the antecedent does not teach a Replacement skill, changing or removing the Trigger can help break the pattern of the challenging behavior

Behavior

In observable terms, what did the child do? The Behavior must be clearly defined in order to design

effective interventions/strategiesNon Examples: The student is disruptive in class; the

child throws a fitExamples: The student screams for 5-10 seconds;

student drops to floor; student bites

CONSEQUENCES

What happened after the behavior occurred? What was the response of those around the child when the behavior occurred?

The CONSEQUENCE of the behavior will either strengthen or weaken the challenging behavior.

SETTING EVENTS

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.

See Setting Events Checklist

May include:medicationsSleep patternsIllnessEating habitsChanges in home

dynamics (moves, new baby in family, relatives moving in/out)

Maintaining ConsequenceBehavior

Antecedent/ Trigger

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

Function of the Behavior

Behavior usually has one of

two functions:1. to GAIN something (attention,

a toy, control, sensory input)

2. to ESCAPE something (a task,

demand, routine, sensory input) If we can determine the function of the

behavior, we can teach a more appropriate REPLACEMENT behavior in similar situations.

How Do We Determine the FUNCTION?

Identify the Maintaining ConsequenceTake notes/dataSit back and observe Invite others to observeLet a behavior play outTALK ABOUT IT with others-staff

members, the family, specialists, etc

Identify & TeachReplacement Skills

Teach alternative behavior to challenging behavior.

Replacement skills must be efficient and effective (i.e., work quickly for the child).Make sure the reward for appropriate behavior is consistent

See “Routine Based Support Guide” on display

Questions?

Coming up:What do we do with this information?

1. How do we Reframe our thoughts?

2. Identify Teachable Moments

3. How do we approach & respond to challenging behaivors?

If a child doesn’t know the alphabet, we TEACH them.

If a child doesn’t know how to swimwe TEACH them.

If a child doesn’t know how to tie their shoeswe TEACH them.

If a child doesn’t know how to brush their teethwe TEACH them.

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?

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

Reframing OUR thoughts:

If a child doesn’t know how to behave, we CAN teach them.

If a child doesn’t know how to problem solve,we CAN teach them.

If a child doesn’t know how to play with their friends,we CAN teach them.

If a child doesn’t know how to ask for help,we CAN teach them.

If a child doesn’t know how to express emotions, we CAN teach them.

If a child doesn’t know how to communicate, we……..... …….teach? ……punish?

Let’s start finishing these sentences as automatically as we do the others!

Change YOUR/OUR Mindset

When you say words like “bad behavior and problem behavior”, a perception of the child forms in your mind. BAD KID- PROBLEM CHILDRemove the “kid” or “child” from that phrase

The child is okay; it is just the behavior you would like to go away-These are behaviors you would like to “target”

for change.

Upsetting thoughts: Calming Thoughts

“That child is a monster. “This child is testing

This is getting ridiculous. the limits. It is my

He’ll never change.” job to teach him

how to behave.”

“He ruins everything! This “Having him in my

Is going to be the worst year class is going to

Of my career.” give me a great

opportunity to practice patience

and problemsolving. skills”

Identifying Teachable Moments

20

THE ESCALATION CYCLE

CALM

TRIGGER

AGITATION

ESCALATION

PEAK

DE-ESCALATION

RECOVERY

POST-CRISIS DEPLETION

21

Example of Escalation Cycle

Calm: Tyler is playing with an airplane.Trigger: Sarah comes over and grabs the airplaneAgitation: Tyler yells “give it back!”Escalation: Tyler runs to Sarah and yells “that’s mine!”

and grabs the airplane.Peak: Tyler grabs Sarah’s arm and tries to bite herDe-escalation: Teacher separates the children. Tyler

stomps his feet with eyes racing and teeth clenched. Tyler follows teacher prompt to take a deep breath.

Post-crisis depletion: Tyler sits with his head in his arms and pouts.

Recovery: Tyler plays with blocks.

So how do we approach and respond to challenging behaviors?

To Gain Attention

Ignore the behavior, NOT the childThis may require you to think QUICKLY and be

creative.

Planned IgnoringWalk away, get a book to read, occupy yourself

Plan with other caregivers of how EVERYONE will respond to a behavior.Consistency is VERY important.

To Escape a Task

Set the expectation and pair it with a positive reinforcer

Use a visual schedule to prepare the child for an upcoming task

Use “First, Then” language Use Visual CuesThink of “Why” a child may be trying to

escape a particular task

To Gain Control

Behaviors can be about Control… So give your child CHOICES to Empower them!

Do you want to hold my hand or my fingers when we cross the street? You can walk to your room or I can carry you. Do you want me to get you more snack or would you like to get it? Would you like to sit in your booster chair or on your bottom?

Ok, I’ll wait. That’s a good idea. I can choose for you.

Set EXPECTATIONS & Define LIMITS

Teachers and Parents need to know what the limits

are so they can be taught and reinforced with

students.

Establish rules for the classroom and other places:

keep them simple and post at children’s eye level.

Review the rules with your class each day.

“If you color on the paper, we will need to put the markers away.”

“The computer is for the teachers, you can play with the toys. Here are things you can do.”

Be Safe, Be Friendly and Be a Worker

TEACH the Desired Behavior

Adopt a “Time In” approach versus “Time Out” (see Handout)

Use Social StoriesPractice BEFORE the behavior occurs.Set expectations when entering a situation

that may TRIGGER a challenging behavior.Use Pictures/video of the child engaging in

the appropriate behavior

Tell the child what you WANT him/her to Do

Tell your students exactly, do not assume that he/she knows what you want Use our walking feet with quiet mouths. Write your name/sign in, then play.

Speak in POSITIVE Terms Instead of “DON’T color on the tables.” SAY: “Color on the paper, please.”

Use Language that Models how you want them to talk to you or others. “Please, give me the scissors.”

Reduce your language demands. Instead of saying, “We need to be quiet because we are in the

library and the library has rules to be quiet and others are trying to read and do their work.”SAY: “Quiet voices please.”

Give Clues, Give Prompts

When possible, and as often as needed, use physical prompts (timers, pictures, schedules, fingers, signs, soft touch on the shoulder etc.)

In 5 minutes, it will be time to clean up.When the timer goes off, it will be time for

circle.Two more times down the slide and then we will

go inside.When we go into the library, we use our quiet

voices.

Use Compassionate Phrases

“Oh, hey Tommy, what’s the matter? Can I help you?”

“Whoa! You must be really mad?”

“Oh, man I can totally understand why you felt like doing that.”

“The rules at school say to be safe”

Validate your Student’s Feelings and Desires

Let the student know that it is OK to feel a certain way.

Let the child know that you are on their side.I know that you are sad to leave, but it is time to

go home.I know that this line seems long and we do not

like waiting, but we have to wash our hands for snack.

Cleaning up can make me frustrated too, but it helps keep the school clean and safe.

Make a Statement, Do NOT Ask a Question

By asking a question, you are giving the child the opportunity to say “NO”.

“Do you want to get ready to go home?

“Are you ready to clean up your toys so we can go to music?”

“Let’s get dressed for school.”“Clean up your toys, please.”

When talking to a child who is upset, defiant, mad, sad…

LIMIT the AMOUNT of language.Identify they’re feeling for them.Be Clear, Firm yet Neutral.Make statements in a “Matter of fact tone”Give the child time to respond before

repeating demands (this prevents nagging and further irritation) and gives the child time to process the demand.

Use “First, Then…” language/visuals

Reinforce the Desired Behavior

Positive reinforcement is more powerful than punishment.

Tell your students very specifically what you saw/heard that you liked.

Give gestures (high fives, hugs, fists, thumbs up).Be sincere.Some children may need concrete reinforcements as reminders (Sticker chart, marble jar).

Use VISUALS

Visual strategies can be used to PREVENT challenging behaviors.

Visuals remain present after words are spoken. Children can refer to them once the spoken words are no longer present. Visuals serve as a reminder to the verbal direction.

Visuals assist children in knowing exactly what is expected of them (washing hands independently, cleaning up toys, etc.).

Visuals can act as a CUE to teach appropriate behavior or new skills for children who are having challenging behavior.

http://www.vanderbilt.edu/csefel/module3b/handout2.pdf

Teach techniques for calming

Teach them breathing techniquesYoga ball, dragon breaths, Volcano Breaths, etc

Give them an outlet for tensing muscles such as a stress ball they keep in their pocket

Teach them the Turtle Technique (adapted social story/song available on IECC website)

Teach them how to go to quiet placeBean bag chairLarge box filled with pillows inside, blanket over top

When I feel… I can…

Take 3 deep breaths…1..2..3

Adapted from Incredible Years Dinosaur School

Relaxation Thermometer

I CAN….Take a break

Count to 5

Take 3 dragon breaths

When my body is in RED:

“Feeling Charts” to Teach About Emotions

Post or have a chart available with different facial expressions so that your child can indicate (with words or pointing) how s/he feels

Use books to help teach children about emotion (see handouts)

Tools also available at http://vanderbilt.edu/csefel/practicalstrategies.html

Smell the flowers Blow out the candle

Safe place

Have a place for the student to go if they absolutely need to- do not call it “time out” and do not use it as a punishment

A nice quiet area can be near the books, where the child can engage in a calm, but non-disruptive activity.

Random thoughts to take home

Be consistent. DO NOT try to change every behavior at the same time. Pick one to focus,

pick one or two strategies and GIVE THE STRATEGIES TIME TO WORK (1-2 weeks, at least) before giving up and trying something new.

It is very rare to find a QUICK or AUTOMATIC fix for behavior-it is learned and needs to be unlearned, or replaced with a more desirable behavior. The sooner you can extinguish a behavior, the easier it will be to make changes.

Try to always stay ONE STEP AHEAD of your students. If you anticipate a behavior or potential difficult situation, intervene BEFORE it becomes a problem.

We Can’t and Won’t solve all problem behaviors, nor will we always respond the best way during a challenging time…but what we can do is

Be Prepared for behaviors Problem solve with the team AFTER Have a plan for what you will do NEXT time it occurs Set up your environment for children’s success!

EVERY behavioral event or interaction can be a LEARNING opportunity.

We all have behavior problems.Often times we need to examine &

change OUR RESPONSE to the behavior.

All Children Develop DIFFERENTLY and respond to the same experiences in DIFFERENT ways.

STAY CALM!

WEBSITE RESOURCES

http://www.vanderbilt.edu/csefel/

http://www.interventioncentral.org/index.php#ideas

http://www.challengingbehavior.org/

http://www.ecmhc.org/

http://www.pyramidplus.org/