TROUBLED BY TINA’S TANTRUMS? SICK OF SAMMY’S SCRATCHING? Who Do Challenging Behaviors Challenge? Presented by: Marilyn H. GenseD. Jay Gense Willamette ESDOregon Department of Education Salem, OR

© Gense and Gense Addressing Challenging Behaviors of Children Who Are Vision Impaired and Have Autism Spectrum Disorders (ASD) What behaviors are we concerned about?

© Gense and Gense Amber Jose Rob Jordan Tom

© Gense and Gense The behavior The age of the student How long its take to teach new skills Interest and motivations Communication skills and systems

Behavior is Communication!!!!

© Gense and Gense Function of the Behavior …

© Gense and Gense Functions of behavior include: Get Social Reinforcement Tangible Reinforcement Both Escape or Avoid Task Situation Communication Choice Understanding

© Gense and Gense CHECKLIST FOR DEVELOPING BEHAVIOR INTERVENTION PLANS 1. Identify the behavior to change 2. Define the behavior clearly 3. Complete a functional analysis of the behavior including frequency, intensity and/or duration 4. Complete a reinforcer assessment 5. Develop hypothesis 6. Develop strategies for teaching new behaviors

Functional Analysis: Targeting Behavior for Change Target BehaviorWhere did it occur? When did it occur? With whom did it occur? How long did it last? What happened after it occurred? Comments:

Functional Analysis: Targeting Behavior for Change Target BehaviorWhere did it occur? When did it occur? With whom did it occur? How long did it last? What happened after it occurred? Biting Others (opening mouth, moving head toward person or making physical contact with mouth on another person) On the way to the music room 11:00 (after swimming was cancelled) IA (Sue)He made three attempts bite in one minute He sat in a chair outside of music class but did not participate. Went to lunch as soon as music was over. Slapping Others (reaching out arm, moving arm quickly toward another, slapping another with hand) When asked to complete a work activity at the table as teacher was physically prompting 2:00Teacher (Jean) 8 attempts and one connection in 5 minutes. Teacher would stop and wait for student to calm down. After completion, moved to leisure activity. Comments: He is quick to grab, even if you are not right next to him

© Gense and Gense CHECKLIST FOR DEVELOPING BEHAVIOR INTERVENTION PLANS 1. Identify the behavior to change 2. Define the behavior clearly 3. Complete a functional analysis of the behavior including frequency, intensity and/or duration 4. Complete a reinforcer assessment 5. Develop hypothesis 6. Develop strategies for teaching new behaviors

© Gense and Gense 7. Develop strategies for reinforcing desired behaviors 8. Develop data collection system 9. Develop appropriate communication strategies 10. Develop a crisis plan, if needed 11. Develop process for sharing and reviewing with the team 12. Develop procedures for generalizing skills to a variety of settings 13. Implement, review and modify plan as needed

Sample: Crisis Intervention Plan Escalation Stage Crisis StageCalming Stage Behavior Signals:  High pitched vocalizations  Repeated requests for food (“Want treat, want treat, want treat)  Puffing and blowing through mouth  Dropping cane  Slapping self on chest Strategies:  Use calm voice  Reduce demand  Complete activity if appropriate and move to a preferred activity Avoid:  Physical contact  Disliked activities  Teacher sounding stressed and raising voice  Using the word “no” Behavior Signals:  Biting  Crying and screaming  Throwing shoes  Tipping furniture over Strategies:  In a calm yet stern voice tell T. to sit down  Move children  Move any nearby equipment and furniture out of the way  Reduce noise level in setting Avoid:  Trying to talk to Student  Any attempt at an Activity  Sounding upset  Physical proximity Behavior Signals:  Soft crying  T. vocalizing “are you calm”  Sitting on floor quietly Strategies:  Reinforce effort to calm self  Assist T. to put on shoes  Move to chair or calm area  Show schedule Avoid:  Physical contact  Excess talking Additional Planning: Review data collected on crisis behavior. Review skills being taught to assure T. is being taught to communicate when he needs a break. Review schedule to assure a good mix of preferred and non- preferred activities. Review opportunities for choice throughout day.

Contact:Contact: Marilyn Gense Willamette ESD D. Jay Gense Oregon Department of Education