1. Original presentation planned by:
Beyond Finding Function: Intervening with Challenging Behavior in Early Childhood
Presented by: Vanessa Tucker, Ph.D., BCBA-D
Pacific Lutheran University
Original presentation planned by:
Britta Saltonstall, PhD, BCBA
University of Washington

2. Acknowledgements
Portions of this presentation were provided by the Center on the Social and Emotional Foundations for Early Learning
These materials were produced by Britta Saltonstall, Ph.D.

3. Key Ideas of Positive Behavior Support (PBS)
Behavior serves a function
A focus on prevention rather than reaction
Replace the behavior with an appropriate behavior that serves the same function.

4. Increase in Teacher Time and Level of Intrusiveness
Assessment of the Environment
Assessment of Instruction
and Adult - Child Interactions
Increase in Teacher Time
and Level of Intrusiveness
Assessment of
Antecedents
and Consequences

5. Definition of challenging behavior
Interferes with student’s learning or learning of others
Hinders positive social interactions and relationships
Harms self or others
Causes damage
Severe problem behaviors are easy to identify.
Mild to moderate: not so easy to identify. Sleeping, refusing to participate,inattentiveness, being off task

6. Behavior Serves a Function

7. Behavior as Communication
Challenging behavior may be used to communicate a message when a child does not have an appropriate way to communicate.
Children engage in challenging behavior because it “works” for them: it serves a function.

8. Examples of what the child may be trying to say
“NO!”
“I need a break”
“I want to stay here”
“Help me”
“Look!
“Play with me!”
“I want that”

9. Why do we care about the function?
So we can avoid reinforcing the behavior
So we can teach an appropriate alternative

10. Functional assessment of behavior process:
1. Identify the priority behavior as a team.
2. Recognize that challenging behavior serves a function.
3. Provide a clear description of the behavior.
4. Collect data to assess function of behavior.
5. Develop a hypothesis about the function of the behavior.
6. Write and implement a “PBS” (intervention) plan if needed.

11. Example of Behavior Hypothesis
Date: 4/03/04
Time: 1:20 pm
Antecedent: Stephen is doing cutting with teacher.
Behavior: Stephen scratches teacher.
Consequence: Stephen put in timeout.
When Stephen is asked to do fine motor skill tasks (setting/trigger), he will scratch others (target behavior) to escape from the task (perceive function).

12. Functional assessment of behavior process:
1. Identify the priority behavior as a team.
2. Recognize that challenging behavior serves a function.
3. Provide a clear description of the behavior.
4. Collect data to assess function of behavior.
5. Develop a hypothesis about the function of the behavior.
6. Write and implement a “PBS” (intervention) plan if needed.

13. Once you know the function…
Write up an action plan (or “PBS plan”) for team members.
This will involve:
1. Revisiting your preventative strategies with function in mind.
2. Selecting ways to replace the challenging behavior with a more appropriate alternatives (antecedent, teaching, & consequence strategies).
3. Determining ways to ensure the challenging behavior is no longer effective for the child.

14. Categories of Interventions:
Setting Event Strategies
Teaching Replacement Skills
Antecedent Strategies
Consequence Strategies

15. Putting it all together: a PBS Plan
A PBS Plan should include:
A clear definition of the behaviors you are targeting
Function statement
Prevention strategies that you will use
Replacement skills that you will teach
Consequence strategies that you will use.
Example 1

16. Prevention Mindset
A key way to prevent challenging behavior is to pre-pick your “battles” wisely
Recognize that certain behaviors are ultimately controlled by a child (toileting, talking, eating, sleeping).

17. Increase in Teacher Time and Level of Intrusiveness
Assessment of the Environment
Assessment of Instruction
and Adult - Child Interactions
Increase in Teacher Time
and Level of Intrusiveness
Assessment of
Antecedents
and Consequences

18. PBS and Teaming How do you usually approach challenging behavior?
Childhood experiences, cultural norms, triggers
Be honest with yourself and other staff
Develop team strategies to handle those situations
YOU CAN’T SEPARATE YOURSELF FROM THE BEHAVIOR- YOU ARE PART OF IT- PART OF THE BEHAVIOR CYCLE
“THIS KID IS JUST BAD. HE JUST DOESN’T LIKE ME, HE IS DOING THIS TO ANNOY ME!”
REALIZE WHAT IS ACCEPTABLE TO YOU-
Reassess all the time, things change over time and with different children
TAG TEAM- COMMUNICATATE WITH STAFF- DOESN’T MAKE YOU A BAD PERSON
SEEK SUPPORT, COMMUNICATE WITH STAFF
PROACTIVE PLAN NOT REACTIVE PLAN
CREATE SUPPORTIVE ENVIRONMENT FOR ALL
NEED TO TAKE CARE OF YOURSELF SO YOU CAN TAKE CARE OF OTHERS.
CAN YOU THINK OF OTHER STRATEGIES
Impacts how we view and perceive behavior- might under or over estimate! That’s why we need DATA

19. Examining Our Attitudes about Challenging Behavior
What behaviors make you crazy or push your buttons?
How do these behaviors make you
feel?

20. Managing Personal Stress: Thought Control http://www. csefel. uiuc
Upsetting Thoughts
“That child is a monster.
This is getting ridiculous.
He’ll never change.”
“I’m sick of putting out fires!”
Calming Thoughts
“This child is testing to see
where the limits are.
My job is to stay calm and help
him learn better ways to behave.”
“I can handle this. I am in control.
They have just learned some powerful
ways to get control. I will
teach them more appropriate
ways to behave.” “

21. Managing Personal Stress: Thought Control http://www. csefel. uiuc
Upsetting Thought
“I wonder if Wal-Mart is hiring?”
“He ruins everything! This is
going to be the worst year of my
career.”
Calming Thoughts
“I feel undervalued right now –
I need to seek support from
my peers and supervisor.”
“Having him in my class is going to
be a wonderful Professional
Development experience.”

22. PBS and Teaming Small Group Activity: 10-15 mins
“Assess your perspective on specific behaviors”
-Fill out the following form and discuss your responses with your tablemates
-Determine 1-2 volunteers from each table to share selected responses with the larger group

24. Interventions
What to do and WHEN to do it!

25. Categories of Interventions:
Setting Event Strategies
Teaching Replacement Skills
Antecedent Strategies
Consequence Strategies

26. Setting Event Strategies
Antecedent
Behavior
Consequence

27. Setting Event Strategies
Minimize or eliminate the setting event
“Neutralize” the setting event
Add more prompts for appropriate behavior
Temporarily increase power of reinforcement

29. Categories of Interventions: What to do and WHEN to do it!
Setting Event Strategies
Teaching Replacement Skills
Antecedent Strategies
Consequence Strategies

30. Tom Herner (NASDE President, Counterpoint 1998, p.2)
“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we…… ……….teach? ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?”
Tom Herner (NASDE President, Counterpoint 1998, p.2) 30

31. Teaching Replacement Skiils
Teach a Communicative Alternative
Think about what the child is trying to communicate. What is an appropriate way to communicate the same thing?
Other examples of replacing a function
Giving a child something hard and plastic to chew on instead of hand biting
Teaching a child to give you a kiss instead of mouthing you.

32. Teaching the alternative communication
Look for situations where the challenging behavior typically happens.
Catch the child BEFORE they engage in the challenging behavior.
Immediately reinforce the appropriate communication EVERY TIME at first.
To the greatest extent possible, make sure the challenging behavior no longer works for your child. persistence

33. Building in Tolerance for Delay
Once the child is RELIABLY using the appropriate communication you can start building up their tolerance for delay by slowly delaying their access to whatever they requested.
Examples:
“Sure, you can have a break, but let’s do one more letter first.”
“I can see you want to talk to me. Give me one minute and then I’ll talk to you.”

34. A replacement communication MUST…
Be easily available
Be understood
Be EFFECTIVE

35. Categories of Interventions: What to do and WHEN to do it!
Setting Event Strategies
Teaching Replacement Skills
Antecedent Strategies
Consequence Strategies

36. Antecedent Strategies
Setting Events
Antecedent
Behavior
Consequence
Can be anything that helps the child not respond to the trigger or changes the trigger so it does not cause problem behavior.
Antecedent Strategies PREVENT the behavior from happening in the first place.

37. Five Key Antecedent Strategies
Task Modifications
Minimizing Errors
Behavioral Momentum
Pre-specifying Reinforcers
Shared Control

38. 1. Task Modifications to Promote Desirable Behaviors
Modifications directly associated with the task content or task materials.
Modifications in the manner which the task is presented

39. Modifying the Task Make it easier Make it shorter
Decrease the aversive characteristics of the task.
Make it easier
Make it shorter
Embed it in preferred or functional activities
Use preferred materials.

40. Modifying the Instructional Presentation
Task content remains the same. Variations are made in presentation of the task
Provide frequent breaks
Interspersing hard and easy tasks
Interspersing preferred and non-preferred tasks
Collaborate with student on task.
“You pick up three legos, then I will put up three legos.”
“If you button your shirt, I will zip your coat.”

41. 2. Minimizing Errors
Especially with a new task, prevent mistakes by stepping in and prompting BEFORE the child responds so that they get it right.
Gradually fade prompts while making sure the child is still mostly responding correctly.

42. 3. Behavioral Momentum
Try to get the child “on a roll” with positive behavior by giving them a series of quick easy directions that they usually will follow before giving a problem direction. Give praise for all compliance.
Teacher
Child
Consequences
Alan, give me five.
Gives five
Teacher gives praise
Touch your ears.
Touches ear
What is on your shirt?
Says “Batman”
Teacher gives praise
Sit in your chair.
Sits in chair.

43. 4. Pre-specifying the Reinforcer
State the reinforcer to be delivered prior to the completion of a task or activity in which a problem behavior occurs.
Examples
“If you will sit at the booth during dinner, we will order some ice cream.”
“After you clean up your toys, we will have a snack.”

44. 5. Revisit Shared Control
Choices
Negotiation

45. Categories of Interventions: What to do and WHEN to do it!
Setting Event Strategies
Teaching Replacement Skills
Antecedent Strategies
Consequence Strategies

46. Consequence Strategies
Setting Events
Antecedent
Behavior
Consequence

47. Consequence Strategies
1. Using Reinforcement Wisely
2. Extinction
3. “Last resort strategies”: time out, punishment

48. 1. Using Reinforcement Wisely
Are you reinforcing?
Is it REALLY reinforcement?
Are you varying your reinforcement?
Do you need a more powerful reinforcer for this task?

49. Using Praise Don’t assume it is a reinforcer for a child.
Use behavior specific praise

50. Visually Cues to Reinforcement
What am I working for?
When will I get it?
When will I be done?

51. From “Visual Supports for Students with Autism” PowerPoint
by Eastern Upper Peninsula Autism Grant Team.

53. Consequence Strategies
1. Using Reinforcement Wisely
2. Extinction
3. “Last resort strategies”: time out, punishment

54. Extinction
Definition: removal of the reinforcing consequences of a behavior.
In other words: to the maximum extent possible, try to ensure that the child no longer gains what they want from the challenging behavior.

55. Using Extinction Correctly
Ignore the behavior but not the child.
Be aware that the behavior may get worse before it gets better.
ALWAYS combined with antecedent strategies (teaching replacement communications, task modifications, etc.)

56. Consequence Strategies
1. Using Reinforcement Wisely
2. Extinction
3. “Last resort strategies”: time out, punishment

57. 3. “Last resort" consequence approaches
Time-out
Can be timeout from preferred activities, toys, or social attention
Does the challenging behavior decrease?

58. 3. “Last resort" consequence approaches
Punishment
A consequence that follows a behavior and results in a decrease in behavior.
ALWAYS combined with antecedent strategies (teaching replacement communications, task modifications, etc.)
Stop using it if it is not working.

59. Useful Resources
Functional Assessment and Program Development for Problem Behavior by O’Neill, Horner, et al (1997)
Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings by Lynette K. Chandler and Carol M. Dahlquist
Communication-Based Intervention for Problem Behavior: A User’s Guide for Producing Positive Change by Edward G. Carr and Len Levin
The Explosive Child by Greene, R.W. (2001)
Positive Behavioral Intervention and Supports.
Center on Positive Behavior Support

60. When will I get it?

63. When will I be DONE??
TimeTimer.com

64. Teaching Replacement Skills
New
Appropriate
Behavior
Setting Events
Antecedent
Behavior
Consequence

65. Raymond Behavior: Destroys materials Consequence: Hard Task
Antecedent:
Hard Task
Behavior:
Destroys materials
Consequence:
Escapes Task

66. Raymond Tap “I Need a Break” card Behavior: Destroys materials
Antecedent:
Hard Task
Behavior:
Destroys materials
Consequence:
Escapes Task