1. Family Wellness Workshop Behavior Support Effectively Supporting Children with Challenging Behavior Through Research-Based PBS Strategies

2. Research Fact Problem behavior occurs for the following reasons: Obtain Attention Obtain Activities or Items Escape from Attention or Activities Escape or Obtain Physiological Stimulation Sugai & Horner, 2001

3. Research Fact Multi-component intervention plans or multiple layers of support are in fact the best way to establish effective comprehensive strategies for addressing challenging behavior. Carr, Levin, McConnachie, Carlson, Kemp, Smith, 1999

4. Research Fact Research indicates that one way to effectively support children with problem behavior is to build skills through effective teaching Carr et al., 2002; Horner, Albin, Sprague, & Todd, 2000

5. Research Fact Efficacy data indicate that PBS intervention strategies were effective for all problem behavior examined with as much as 80% reductions in challenging behavior. Carr et. al., 1999

6. Research Fact PBS was more effective when a functional assessment was used to design behavioral interventions and strategies Carr et. al., 1999

7. Positive Behavior Support  Every problem behavior happens for a reason. Figure out why!!  Stop behaviors before they start, prevention rather than reaction.  Keep a big back of tricks.  Challenging behavior can get better.

8. Understanding function How does function function?

9. Functions of Behavior  Obtain Attention  Desire for activities or items  Escape from attention or activities  Escape or obtain physiological stimulation

10. Functions Quiz  Examples  Can you identify the function in each scenario?  Can you share an example of when your child engaged in problem behavior for one of these reasons?

11. Coercive Interaction Patterns How do coercive interaction patterns impact parents and their children?

12. Avoiding Escalation  Do not initiate contact with your child when he or she appears to be agitated  Do not allow yourself to become “engaged” through a series of questions and answers initiated by the child  Do not attempt to force the child to participate when agitated Walker, Ramsey & Gresham, 2003

13. Escalating Sequence of Behavior

14. Ticket to Success An easy way to address problem behavior systematically

15. Tickets to Success  Describe problem behavior  Understand why it occurs (that is, the reason for the behavior, or the “function” of the problem behavior)  Choose some positive intervention strategies using the questions on the back as a guide

16. Tickets To Success

17. Intervention Ideas to Consider Strategies Can I change the environment, or routine or schedule to change this behavior? Can I reward or acknowledge a positive behavior instead? Can I teach a new skill to replace this behavior? Can I think of more than one way to address this behavior in a positive way? What can I do to prevent this behavior in the future?

18. Environment and Routine  Can I change the environment, routine or schedule to impact this behavior?  What are ways that you can change the environment, routine or schedule that might have an impact on your child’s behavior?

19. Praise and Reward  Can I praise or reward a positive behavior instead?  Can you think of a positive behavior you could praise or reward instead of a challenging behavior?  How might you praise or reward?

20. Teach  Can I teach a new skill to replace this problem behavior?  Can you think of a replacement behavior or skill you would like your child to have instead of this one?  Can you think of ways you might teach it?

21. Multiple Interventions  Can I think of more than one way to address this challenging behavior?  Can you think of multiple ways to address your child’s challenging behavior?  What are those ways?

22. Prevention  What can I do to prevent this behavior from occurring in the future?  How might you prevent this problem behavior in your child?  What are some of the cues that this behavior may occur?

23. Articles for Reference  Weaving Intervention into the Fabric of Everyday Life: An approach to Family Assessment (Bernheimer & Keogh, 1995)  Contextual Fit for Behavioral Support Plans (Koegel, Koegel, & Dunlap, 1996)  Positive Behavior Support: Evolution of an Applied Science (Carr, et. al., 2002)  Positive Behavior Support with Families (Lucyshyn, Dunlap, & Albin, 2002)

24. Resources  Online academy PBS module www.onlineacademy.org  OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports www.pbis.org

25. Thank You We Believe Each Child Is Unique and Has Infinite Potential

26. Contact Information Amy McCart, Ph.D. University of Kansas Co-Director, PBS Research & Consultation amccart@kc.rr.com 816-719-3393 University of Kansas PBS Research Team Amy McCart, Rachel Freeman, Peter Griggs, Nikki Wolf, Jamie Thomas JCDS Team Beth Stockwell, Joanna Seaman, Michael Tucker