1. Behavior Management

2. Challenging Behaviors in Children Positive Behavioral Approach All behavior comes from a source There is a range of “behaviors”

3. “Many young children engage in challenging behavior in the course of early development. The majority of these children respond to developmentally appropriate management techniques”

4. Aggression Accidental Aggression -Just happens Instrumental Aggression -Has a purpose and a goal -“if I hit, I get the crayon” Hostile Aggression -Person oriented -Comes out of the blue -Comes out of anger -Hitting, kicking, biting, etc.

5. Intervention Strategies… Designing the environment and/or the activity to prevent challenging behavior and to help the child develop appropriate behavior Utilizing effective behavioral interventions that are positive and address both form and function of the child’s challenging behavior Adopting modifications and accommodation strategies that are designed to help the child learn behaviors that are appropriate Seeking professional guidance and support

6. Definitions Challenging Behaviors Reinforcement/Reinforcer Functional Assessment of Behavior

7. What Are Challenging Behaviors??? Any behavior that is disturbing to you and that you wish to see stopped!

8. Forms of Behavior Yelling, Biting, Hitting, Crying

9. Function The function of a challenging behavior typically falls under one of two general areas: *Obtaining an outcome (POSITIVE REINFORCEMENT) * Getting out of or avoiding an outcome (NEGATIVE REINFORCEMENT)

10. Form and Function of Behaviors It is possible for a single form of a behavior to serve more than one function. (I.e. temper tantrums to get out of following directions, getting toys back and/or getting attention) Several forms of behavior may serve one function. (i.e. kicking, spitting, etc for attention)

11. Finding out the Function… A : Antecedent – What happened before? B : Behavior – What did the child do? C : Consequences – What happened after?

12. ABC Example… Antecedant Behavior Consequence

13. DON’T… React to the challenging behaviors DO… Teach the child a more appropriate way to obtain attention or cope with an unpleasant activity

14. Functional Communication Training (FCT) I want you to play with me I want my favorite toy I want a break I’m all done No, I don’t like that I need some help

15. Functional Communication Training teaches the child another way to obtain the same outcome they obtained when they engaged in challenging behaviors.

16. In order for it to work… The appropriate behavior (communication) must provide the exact outcome that the challenging behavior previously provided. Equally important, the challenging behavior should no longer be effective in providing that same outcome.

17. Baby Steps… First decrease the challenging behavior Then, teach him an appropriate way to get out of the activity Finally, take baby steps to get the child to do what you want him to do

18. Functional Communication Training is an “antecedent intervention” It is implemented before any challenging behavior occurs!

19. YIKES!!!! Mistakes to Avoid…. If the intervention is implemented following the challenging behavior you may be inadvertently teaching the child to engage in the challenging behavior first and then request help. Implementing the intervention following a challenging behavior requires a response to the behavior every time the demand is placed on the child.

20. 1, 2, 3 Magic Developed by Thomas Phelan Ph.D. Works for children ages 2-12 Children should be cognitively at the 24 month level or higher to benefit from the program

21. Types of Behaviors Stop behaviors – Behaviors you want to see stopped Start behaviors – Behaviors you want the child to start to do

22. How will children react to this program??? Immediate Compliers and Cooperators Immediate Testers Mystery Group

23. The Little Adult Assumption This is the assumption that kids are reasonable and not selfish Talk, Persuade, Argue, Yell, Hit Syndrome

24. Instead…. Minimal talking Minimal emotion Be Consistent

25. Biggest Discipline Mistakes… Too much talking Too much emotion

26. Who is REALLY in control? Kids are inherently inferior – smaller, less control Will try to take control in their environment

27. 1, 2, 3 Magic Used to eliminate stop behaviors Let’s Start… –That’s 1 –That’s 2 –That’s 3; Take 5/Time Out

28. When Time Up Is Over… No talking No apologies No rationalizing Keep it positive if you need to say something

29. Additional Information… Simple Cause and Effect Counting to 10 Using Visuals

30. What if the child does something severe??? Say “That’s 3”; Take 5; Add time as necessary

31. Ways to Increase Start Behaviors Positive Verbal Feedback – Give praise and catch the child in the act of doing something good Kitchen Timer – Play a game with the child to see if he can’t do something in a certain amount of time; Non- testable; Use for time outs also

32. Docking System – Token economy Natural Consequences – Let the world teach the child what works and what doesn’t work Charting – Artificial and Natural Reinforcers 1,2,3 and Docking Systems Ways to Increase Start Behaviors

33. Friendly Reminders… The act is bad; The child is not! Good choice, bad choice, your choice Be positive and engaging with the child Limit your emotions

34. THANK YOU!!!

35. References… Young Exceptional Children, “Practical Ideas for Addressing Challenging Behaviors” by Susan Sandall and Michelene Ostrosky 1,2,3 Magic, “Effective Discipline for Children 2-12” by Thomas W. Phelan, Ph.D. Growing Together, Newsletter for parents of preschool children, January 2004/Volume 30. No. 1