Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model: Individualized Positive Behavior and Intervention Support Tier 3 Office of Early Learning Department of Public Instruction June 26, 2013

Housekeeping 2

Objectives Define challenging behavior Explore challenging behavior as communication & identify its forms & functions Examine & practice a 6-step process of Positive Behavior and Intervention Support Review resources to learn more about developing individualized intensive interventions 3

Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model Tier 1 – High Quality Early Education-All Children Tier 3:Individualized Positive Behavior Support- Children with persistent challenges Tier 2-Social Skills Curricula- Children at Risk 4

Continuum of Problem Behavior Students with severe/chronic problem behavior Students at-risk for problem behaviors Students with mild or no problem behaviors 5-7% 10-12% % 5

What is “Challenging Behavior”? 6 6

Challenging Behavior Behaviors that are not responsive to the use of developmentally appropriate guidance procedures Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers & adults Prolonged tantrums, physical & verbal aggression, disruptive vocal & motor behavior, property destruction, self-injury, noncompliance, & withdrawal Center on the Social and Emotional Foundations for Early Learning 7

Another Definition of Challenging Behavior Any behavior that: Interferes with children’s learning and development Isolates the child from peers Causes harm to the child, other children, or adults Causes damage to the physical environment Puts a child at risk for later behavior problems or school failures (Kaiser & Rasminsky, 1999; Klass, Guskin & Thomas, 1995; Neilsen, Olive, Donovan,& McEnvoy, 1998) 8

Tim Insert video clip 3a.7 9

Why Challenging Behavior? Communicates message when child does not have language Is used instead of language by child who has limited social skills Is effective in gaining access to something or someone or avoiding something or someone Center on the Social and Emotional Foundations for Early Learning 10

Dimensions of Communication Form: the behavior used to communicate Function: the reason or purpose of the behavior Center on the Social and Emotional Foundations for Early Learning 11

Forms of Communication List as many forms of communication you can think of in one minute. 12

Forms of Communication Words Sentences Eye gaze Pulling adult Crying Biting Tantrums Center on the Social and Emotional Foundations for Early Learning 13

Add video to illustrate function Please add link from 14

Functions of Challenging Behavior Escape/avoid Obtain Center on the Social Emotional Foundations for Early Learning 15

Turn and Talk 16

Functions of Communication Request object, activity, or person Escape demands, activity, or person Request help Request social interaction Comment Request sensory stimulation Escape sensory stimulation Center on the Social and Emotional Foundations for Early Learning 17

Positive Behavior and Intervention Support An approach for changing a child’s behavior An approach for developing an understanding of why the child has challenging behavior & teaching the child new skills to replace the challenging behavior A holistic approach that considers all of the factors that impact a child, family, & the child’s behavior Based on humanistic values & research Center on the Social and Emotional Foundations for Early Learning 18

Research on Positive Behavior and Intervention Support Effective for individuals with disabilities, ages 2-50 Effective for diverse groups of individuals with challenges Only comprehensive, evidence-based approach to address problem behavior Effective in a variety of natural environments Center on the Social and Emotional Foundations for Early Learning 19

Old WayNew Way General intervention for all behavior problems Intervention is reactive Focus on behavior reduction Quick Fix Intervention matched to purpose of the behavior Intervention is proactive Focus on teaching new skills Long-term intervention Center on the Social and Emotional Foundations for Early Learning 20

Intensive Individualized Intervention An evidence-based process of assessment and intervention for establishing desirable, competent behavior while reducing challenging behavior 21

Universal Classroom Practices If High-quality Classroom Practices are implemented: May not need individualized interventions If needed, may not be so intensive or effortful 22

Five “SUPER” Classroom Practices Use 5:1 ratio of positive to negative/neutral attention Use predictable and comprehensible schedules and routines Use routines within routines Teach behavioral expectations directly Teach peer-related social skills Adapted from PTR-YC 23

24

25

Positive Behavior and Intervention Support Process Step 1- Behavior Support Team Step 2- Person-Centered Planning Step 3- Functional Behavior Assessment Step 4- Hypothesis Development Step 5- Behavior Support Plan Development Step 6- Monitor Outcomes 26

Positive Behavior and Intervention Support Process Step 1- Behavior Support Team Step 2- Person-Centered Planning Step 3- Functional Behavior Assessment Step 4- Hypothesis Development Step 5- Behavior Support Plan Development Step 6- Monitor Outcomes 27

Potential Team Members 28

Positive Behavior and Intervention Support Process Step 1- Behavior Support Team Step 2- Person-Centered Planning Step 3- Functional Behavior Assessment Step 4- Hypothesis Development Step 5- Behavior Support Plan Development Step 6- Monitor Outcomes 29

Person Centered Planning Features Builds a collaborative team Builds on strengths of the child Builds on interests of the child Supports visions and dreams of the child Prioritizes long and short term goals 30

MAKING ACTION PLANS (MAPS) PLANNING ALTERNATIVE TOMORROWS WITH HOPE (PATH) Small Group Activity 31

Positive Behavior and Intervention Support Process Step 1- Behavior Support Team Step 2- Person-Centered Planning Step 3- Functional Behavior Assessment Step 4- Hypothesis Development Step 5- Behavior Support Plan Development Step 6- Monitor Outcomes 32

Conducting a Functional Assessment Observe the child in target routines & settings Collect data on child behavior, look for situations that predict challenging behavior & are linked with appropriate behavior Interview persons most familiar with the child Review records Center on the Social and Emotional Foundations for Early Learning 33

Observation A system or plan for looking at behavior - J. Billman & J. Sherman,

ABC’s Antecedent Behavior Consequence 35

Observation Vignette #1 Insert video clip 3a.10 36

Setting Event An event that occurs at another time that increases the likelihood the child will have challenging behavior Serves to “set the child up” to have challenging behavior Center on the Social and Emotional Foundations for Early Learning 37

MONTUESWEDTHURSFRISATSUN What happened the night before? Slept Poorly Yes No Yes No Yes No Yes No Yes No Yes No Yes No Mom on Midnight Shift Yes No Yes No Yes No Yes No Yes No Yes No Yes No How was his behavior? Tantrum in A.M. Yes No Yes No Yes No Yes No Yes No Yes No Yes No Tantrum in P.M. Yes No Yes No Yes No Yes No Yes No Yes No Yes No Sample Setting Event Chart Center on the Social and Emotional Foundations for Early Learning 38

Context Cards Describes the setting Describes interpersonal context Describes problem Behavior Looks at the social reaction 39

Observation Vignette #2 Insert video clip 3a.11 40

Home Observation Form - Side 1 Center on the Social Emotional Foundations for Early Learning 41

Home Observation Form - Side 2 Center on the Social and Emotional Foundations for Early Learning 42

Conducting Interviews Interview family & other significant adults, child care providers, special educators, specialized therapists, & service providers 43

Critical Questions to ask What is the behavior? How often does it occur? Intensity? Duration? What are the setting events? What are the predictors or triggers? What happens after the behavior? What is the use of the behavior trying to communicate? What strategies has been used in the past? What are the reinforcers? 44

SAMPLE INTERVIEW Small Group Activity 45

Reviewing Records Screenings Evaluations Portfolios Other written documentation 46

Lunch 47

Positive Behavior and Intervention Support Process Step 1- Behavior Support Team Step 2- Person-Centered Planning Step 3- Functional Behavior Assessment Step 4- Hypothesis Development Step 5- Behavior Support Plan Development Step 6- Monitor Outcomes 48

Developing a Hypothesis Description of the challenging behavior Trigger/predictor of the challenging behavior Function/purpose of the behavior Maintaining consequences Center on the Social and Emotional Foundations for Early Learning 49

CREATE AN HYPOTHESIS Small Group Activity 50

Tim Tim is riding a trike on the playground’s bike path. He sees Charlie move to the sandbox where Tim had just finished building a roadway. Tim leaps off his trike & tackles Charlie. Tim hits Charlie. An adult comes over to intervene. The adult comforts Charlie & scolds Tim. Tim goes to the sandbox & continues construction on his roadway. Center on the Social and Emotional Foundations for Early Learning 51

Positive Behavior and Intervention Support Process Step 1- Behavior Support Team Step 2- Person-Centered Planning Step 3- Functional Behavior Assessment Step 4- Hypothesis Development Step 5- Behavior Support Plan Development Step 6- Monitor Outcomes 52

Behavior Support Plan Behavior Hypothesis Statement Prevention Strategies Replacement/Teach Skills Consequence/Reinforce Strategies 53

Prevention Strategies Questions How can the environment be changed to reduce the likelihood of the challenging behavior occurring? What strategies would naturally fit into the routines/structure of the classroom and family? 54

Specific Prevention Strategies Provide choices Intersperse nonpreferred tasks with preferred ones Use visual supports and schedules Embed interests into activity Enhance predictability with schedules Alter physical arrangement of room Remove triggers of challenging behaviors Adapted from PTR-YC 55

Observation Vignette #1 Insert video clip 3a.10 56

Replacement/Teach Skills Effective as the challenging behavior Serves the same function or close to it Easy for the child to do Relevant to the child’s unique situation and abilities 57

Replacement/Teach Skills Teach communication skills Peer related social skills Self-monitoring Tolerate delay of reinforcement Teach independence with visual schedules Adapted from PTR-YC 58

Observation Vignette #1 Insert video clip 3a.10 59

60

Consequence/Reinforce Strategies Reinforce desirable behavior Remove reinforcement for challenging behavior Redirect the child to use the replacement behavior and then reinforce Adapted from PTR-YC 61

Observation Vignette #1 Insert video clip 3a.10 62

Tim’s Support Planning Chart TriggerBehavior Maintaining Consequence Group play: centers & outside play with peers Setting Events (if applicable): Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction  Peers give up toys/items  Peers leave area  Adults intervene with negative attention to Tim PreventionsNew SkillsNew Responses  Pre-teach skills by role playing via scripted story  Use visual cards to help him remember lessons when in difficult situation  Self-monitoring form to work on new skills  Asking to play  Understanding everyone can play with the toys  Asking for teacher’s help To Challenging Behavior:  Anticipate & cue to use new skill: asking to play/help  Intervene to prevent harm by providing attention/support to child who is attacked To Use of New Skill:  When asks, respond.  Provide certificate & acknowledge positive behavior. Fade certificate. Function: Obtain toy/play Center on the Social and Emotional Foundations for Early Learning 63

Positive Behavior and Intervention Support Process Step 1- Behavior Support Team Step 2- Person-Centered Planning Step 3- Functional Behavior Assessment Step 4- Hypothesis Development Step 5- Behavior Support Plan Development Step 6- Monitor Outcomes 64

Data Collection Data collection method identified (what, when, how and who) Data collection needs to be easy and accurate Measure what it is intended to measure 65

Direct Measurement Event Recording Duration Frequency Count 66

Indirect Measurement Incident Reports Rating Scales 67

DATA COLLECTION EXAMPLES Small Group Activity 68

Use of Data for Decision Making If progress is good, then keep going. If progress is unsatisfactory: 1. Be certain that your data are accurate 2. Check fidelity --- be certain that procedures are being implemented as intended 3. Check strength of reinforcers 4. Re-check functional assessment – including functions of challenging behavior 69

Questions 70