1. Supporting Children with Challenging Behaviors Refresher Training

2. Training Schedule

3. Supporting Children with Challenging Behaviors Unit Outcome Implement strategies to teach social skills and prevent and respond to behavioral problems in young children.

4. Unit Objectives  Knowledge of recommended practices and general principles of behavior intervention.  Knowledge of typical and atypical social and emotional development.  Utilize intervention strategies for preventing problem behaviors, teaching social skills and responding to challenging behaviors effectively.

5. Unit Objectives  Assess children’s behavior to determine function and develop a positive behavior support plan.  Utilize simple measures of child progress to determine effectiveness of strategies and make intervention decisions.

6. TRAC 2004 Units

7. Recommended Practices

8. Inclusive Programming Systematic teaching of social skills Developmentally appropriate environment Analysis of child’s behavior Comprehensive behavior intervention Family- centered collaborative services

9. General Principles of Behavior Intervention  Reinforce positive behavior  Prevent the behavior  the behavior  Encouraging alternative behaviors  Provide a variety of behaviors  Determine communicative intent  Incorporate multi-element intervention  strategies  Be consistent

10. Social Development

11. Activity Social Development Puzzle

12. Frequency Intensity Duration Dimensions of Problem Behavior

13. Variety Multiple Settings Two Additional Considerations

14.  “Difficult temperament”  Infant  Chronic oppositional behavior  Toddler  Aggressiveness to adults and other children  Preschooler  Stealing and truancy  Elementary Patterns of Development for Behavior Problems

15. Favorable Conditions and Normal Development RISK Favorable conditions

16. Intervention Strategies

17. Prevent: Simplifying and/or Modifying Activities  Alter task demands by simplifying or modifying activities  Schedule preferred activities following non- preferred activities  Limit choices available

18. Prevent: Clarifying and Communicating Expectations  Use visuals to clarify schedule CircleChoiceSnack Wash Hands

19. Prevent: Clarifying and Communicating Expectations  Use visuals to help clarify choices LibraryWritingTable Toys

20. Prevent: Clarifying and Communicating Expectations  Use visuals for the child to communicate  Use a story board

21. Prevent: Clarifying and Communicating Expectations  Use visuals to communicate behavior expectations

22. Prevent: Clarifying and Communicating Expectations  Provide verbal or visual prompts or warnings  Use scripted routines  Use scripted responses

23. Prevent: Individual Support Strategies  Provide additional staff  Use props for transitions  Provide one-on-one adult attention  Define personal space

24. Teach: Strategies for Teaching Social Skills  Teach alternative behaviors  Model appropriate behaviors  Target skills within activities  Break down the social skills  Reinforce the use of social skills  Teach self regulation  Use role play

25. Respond: Strategies for Responding to Problem Behavior  Ignore the behavior  Provide assistance

26. Verbally and/or Physically Assist 1. Acknowledge the child’s feelings 2. Give feedback 3. Provide an alternative behavior

27. Respond: Strategies for Responding to Problem Behavior  Ignore the behavior  Provide assistance  Redirect  Loss of privilege or toy  Time out or time away

28. Time Out  Use to allow the child time to calm down  Use as a logical consequence  Allow the child to control when they rejoin the group  Use after children have been made aware of this as a consequence  Use to help children learn self-control

29. Positive Behavior Support Plans

30. How it all Fits Together Social Skills Instruction Positive Behavior Support Plans Strategies become more intense Behavior Intervention Guidelines

31. Problem Behaviors Definition Behaviors of such frequency, intensity, and duration that they interfere with the child’s ability to learn, relate socially to his peers, family members, others in the community, or pose health or safety issues to themselves or others.

32. Positive Behavior Support Plan Checklist   Behavior concern determined.  Parents aware of initial concerns.  Parental permission for evaluation obtained.  Medical causes investigated.  Environment and curriculum determined appropriate.  Information regarding behaviors collected from parents, other staff member and related service providers.  Parents have been invited to assist in the development of the plan.

33. Functions of Behavior  Gain attention from peer or adult  Gain something  Escape or Avoidance  Intrinsic

34. Steps to Developing a PBSP  Step 1: Complete an observation of the child.  ABC Observation  Behavior Incident Log

35. Steps to Developing a PBSP  Step 2: Complete a reflective assessment of the child’s behavior.  Positive Behavior Support Plan Development Form.

36. Steps to Developing a PBSP  Step 3: Develop individualized supports and interventions.  Classroom Positive Behavior Support Plan form.

37. Steps to Developing a PBSP  Step 4: Design Monitoring System.

38. Activity Review example PBSP

39. Steps to Developing a PBSP  Step 1: Complete an observation of the child.  Step 2: Complete a reflective assessment of the child’s behavior.  Step 3: Develop individualized supports and interventions.  Step 4: Design monitoring system.

40. Determining the Effectiveness of Strategies - Updating

41. Programming Decisions – General Principles  Decisions are made by comparing data  Look for patterns  Fade out unnecessary supports  Do not make changes too soon  Change one thing at a time  Document the changes

42. Data Collection and Analysis Steps  Step 1: Observe child and collect data

44. Data Collection and Analysis Steps  Step 1: Observe child and collect data  Step 2: Total the data

47. Data Collection and Analysis Steps  Step 1: Observe child and collect data  Step 2: Total the data  Step 3: Convert data to rate or percentage

49. Data Collection and Analysis Steps  Step 1: Observe child and collect data  Step 2: Total the data  Step 3: Convert data to rate or percentage  Step 4:Compare current data with previous data

51. Data Collection and Analysis Steps  Step 1: Observe child and collect data  Step 2: Total the data  Step 3: Convert data to rate or percentage  Step 4:Compare current data with previous data  Step 5: Make programming decision

53. Data Collection and Analysis Steps  Step 1: Observe child and collect data  Step 2: Total the data  Step 3: Convert data to rate or percentage  Step 4:Compare current data with previous data  Step 5: Make programming decision  Step 6: Carry out programming decision

56. Closing Activities

57. Implementation Plan

58. Evaluation