WV ECPBISAcademy Day 3

Amy Carlson, Ed.D. CCC-SLP

ECPBIS Coordinator

WV Behavior/Mental Health TA Center at the WV Autism Training Center at Marshall University

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Day 3 Agenda

• Introduction

• Challenging Behavior

• Behavior Equation

• Introduction to Functional Assessment

• Functional Assessment Observation

• Wrapping up

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Reflections from Day 2

• Questions?

• Comments?

• New ideas?

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Challenging Behavior• 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, stereotype), property destruction, self-injury, noncompliance, and withdrawal 4

REMEMBER:

Behavior is defined by the personmost annoyed by it.

(hot button activity from day 1)

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Intensive Intervention

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Intensive Individualized Interventions

Intensive individualized interventions are used with children who have

very persistent and severe challenging behavior who do not respond to the typical preventive practices, child guidance procedures, or social emotional teaching strategies that would work with most children.

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Disabilities do NOT cause behavior challenges

What they DO cause are skill deficits!

➢Whining➢Tantrums ➢Hitting➢Biting ➢Screaming

All point to difficulties withcommunicating and/or regulating emotions.

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Ditch the Clip and Flip

• Why does clipping up and down (changing colors) not change behavior?

– Shame vs. Guilt

– Shame is fear based

– Shame = “I am bad.” Guilt = “I did something bad.”

– Shame is a focus on SELF

– Guilt is a focus on BEHAVIOR

Warm wash of shame

• Shame is highly correlated with addiction, violence, aggression, depression, suicide, bullying, and eating disorders.

• Guilt inversely correlated with all of those things.

• Guilt comes from strength in relationships through the lens of teaching.

• Empathy is the anecdote to shame.

Teaching kids what feels nice…instead of running away from what feels bad.

Challenging Behavior “It’s Effective”

• Children often engage in challenging behavior when they don’t have social emotional or language skills to engage in more appropriate behavior

• 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)

• ALL BEHAVIOR serves a function for that child

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Functions of Behavior

• Behavior serves 2 Common Functions

1. To Get

2. To Get Out Of

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Find the Function & Replace It & Reward/Acknowledge, & Reteach

when necessary

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Functions of BehaviorWatch these videos and think…

He engaged in challenging behavior…• In an attempt to get out of activities that were

unpredictable or had unclear expectations• In an attempt to get out of activities that were non-

preferred (difficult, boring)• In an attempt to get peer or teacher attention• In an attempt to get out of activities associated with

high levels of noise or people (sensory needs)• Self-regulation • Others ???

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Video

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Video

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When to Intervene?

Best -------- Fair --------- Poor ---------Fair --------Good18

Where to Start?• Is the function obvious? Remember these from the

first day of training?

• Teaching Tools Routine Based Support Guide can provide a place to start.

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Remember…20

Functional Behavior Assessment (FBA)

• A process for developing an understanding of a child’s challenging behavior and how the behavior is governed by environmental events

• A process that looks at possible reasons why a behavior is occurring

• A portfolio of information that provides you with data (e.g., observations, information) to understand the child

• Results in the creation of a BIP (Behavior Intervention Plan)

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FBA• Can and should be a part of the SAT Process

• Can but not necessarily used to develop an IEP

• Should include interviews, observations, medical records if applicable, behavioral history intake, data collected such as incident reports or any other formal or informal data collected by the teacher

• All of this information is used to make a hypothesis about the function of the behavior and help you develop a BIP

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Loading Trigger Bang/Behavior Target/Consequence

Setting Events

• Stressful Environment

• Changes in Routine

• Physical State (tired, ill, hungry, anxious, angry sensory issues)

Antecedents

• Told no or stop• Given difficult

task/demands• Social interaction• Sensory overload• Excessive

downtime/lack of attention or engagement

• Unable to get need met

Behavior

• Anything said or done

• Verbal outbursts/ swearing

• Hit, push, grab etc.

• Run, hide, etc.

Result/Consequence

• What did he get? What did she avoid?

• Put in time out, yelled at, given the desired item?

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Segment 1: Video

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Segment 2: Video

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Monitoring Outcomes/Data

• Identify outcomes valued by the team

• “KISS it” (Keep It Simple…) Create simple, user-friendly forms to monitor outcomes (e.g., rating scales, check sheets)

• Schedule dates for check-ins

• Show Me the Data Book is an example of one resource

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Monday Tuesday Wednesday Thursday Friday Saturday

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

4Laughing,

stayed

3Cooperated, stayed briefly

2Fussed, took several turns

1Cried, refused to

play

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Ben’s Playtime

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

8:00 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

Rachel

Maya

10/1 through 10/12

Hitting Peers

Behavior did not occur

Behavior did occur

Did not observe

NA

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

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Amy’s TransitionWeek of: _________________

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Shade in the thermometer to indicate how difficult the child’s behavior was.

Hard Hard Hard

Easy Easy Easy

Very Hard

Very Hard

Very Hard

Today is: Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Safety-Net Procedures• If a child is in danger of harming self or others, you must first

be concerned about safety

• You may hold a child or remove a child from the situation to keep children safe

• Safety-net procedures may be planned for children who have a history of dangerous outbursts

• Safety-net procedures only keep children safe; they do not change behavior

• Safety-net procedures are appropriate only when there is also a full behavior support plan or intention to develop a plan

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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.”) Use your First/Then Boards

• Provide preferred items as distraction (“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.)

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If Challenging Behavior Returns

First,– Review plan and make sure it is being implemented as

planned

– Review evaluation data to determine if the pattern is an extinction burst (worse before it gets better)

– Examine events to see if there are new triggers for behavior

If Challenging Behavior Returns (cont.)Then,

– Restore support plan and implement with fidelity; or

– Continue plan through extinction burst; or

– Add components to plan to address new triggers; or

– Conduct a new functional assessment and develop new support strategies

Key ECPBIS Resources1. The National Center for Pyramid Model Innovations

www.challengingbehavior.org2. Preventing Suspensions and Expulsions in Early Childhood Guide

http://preventexpulsion.org3. Prevent, Teach, Reinforce for Young Children: The Early Childhood

Model of Individualized Positive Behavior Support by Dunlap, Wilson, Strain, & Lee

4. WV Behavior/Mental Health TA Center http://www.marshall.edu/bmhtac/

5. Pyramid Model Consortium www.pyramidmodel.org6. WV Early Childhood PBIS www.wvecpbis.org and LIKE us on

Facebook @WVECPBIS

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Excited about all you’ve learned over our 3 days together

The Pyramid Model • Tier 1 – Improving and being an effective team, classroom environment and design, how to use visual supports, First/Then Boards, building relationships and nurturing those with students, families, one another, the importance of picture schedules, improving transitions.

• Tier 2 – Teaching social skills, teaching emotional skills through targeted supports, friendship skills, emotional literacy, using literature to build social/emotional development, self-regulation, problem-solving, anger management, how to use and teach expectations vs. rules.

• Tier 3 - Better understanding of challenging behavior, a shift in thinking about why it occurs, Social Stories, the five step Process of PBIS, being part of developing FBA’s, and how to provide intensive intervention when needed.

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Final Thoughts

• How do you eat an elephant? …One bite at a time

• This is a lot to take in at one time…

• Questions?

• Contact us for technical assistance

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Thank you….• For being partners!

• For your great ideas and participation over our 3 days together!

• For all you do for your students!!!Amy Carlson, Ed.D. CCC/SLPamy.carlson@marshall.edu

Jess George, NBCTgeorge31@marshall.edu

Sara Smouse, NBCTstrother3@marshall.edu

LIKE US ON FACEBOOK @WVECPIS

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