Behavior Basics: Supporting the Child with Challenging Behaviors

Joanne Nelson, Inclusion CoordinatorKevin Carraro, Family Resources

Administrator

Presented by…

Operationally define behavior Importance of Environment Functions ABC’s Data Collection Proactive vs. reactive strategies

Presentation Objectives

Things not to do in your classroom….

Things not to do in your classroom

Family Relationships

How do they make you feel?

How does this impact your relationship with a child and his family?

Examining Our Attitudes About Challenging Behaviors

Be prepared to support family and staff from the first day of enrollment

Keep lines of communication open between program and families

Support and encourage parental involvement in activities

Learn from family members about their culture, and home and family life

Building Positive Relationships

Caucasian Puerto Rican FilipinoEat Solid Food 8.2 10.1 6.7 Training Cup 12.0 17.1 21.9Utensils 17.7 26.5 32.4Finger Foods 8.9 9.4 9.5Wean 16.8 18.2 36.2Sleep by Self 13.8 14.6 38.8Sleep all Night 11.4 14.5 32.4Choose Clothes 31.1 44.2 33.1Dress Self 38.2 44.2 39.2Play Alone 25.0 24.8 12.3Toilet Trained Day 31.6 29.0 20.4Toilet Trained Night 33.2 31.8 34.2

Mean Age Expectations in Months for Milestone Attainment

Share resources with parents about how to support the child’s development

Share positive things the child did at the program

Conduct meetings with parents in an environment and time convenient for them

Assure parents about confidentiality and privacy rights

Building Positive Relationships

Minimize large open spaces Minimize obstacles Have clear boundaries so that children know

where a center begins/ends Have enough centers for the number of

children and enough materials so that children are engaged and not continually arguing over materials

Consider the size and location of centers

Supportive Classroom Environment

Develop a schedule that promotes child engagement and success

Balance activities: active and quiet, small and large group, teacher directed and child directed

Teach and post a visual schedule Establish a routine and follow it consistently When a change is necessary prepare

children ahead of time

Schedules, Routines and Transitions

Minimize the number of transitions

Give a warning before a transition occurs

Post and teach class rules with visuals

Schedules, Routines and Transitions

Pyramid Model

• ANYTHING we SAY or DO:• Focus on what is observable rather than

intentions• HOW WE REACT to our environment• Behaviors are LEARNED and continue

because they serve a PURPOSE or FUNCTION

• We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

What is behavior…

Examples of Behavior

Thorough and specific description of behavior

Highly Objective Measurable Answer questions…

◦ Who◦ When◦ Where◦ How long◦ How often

Operationally Define…

The 4 A’s◦ Attention◦ Access◦ Avoidance/Escape◦ Automatic/Sensory Stimulation

Behavior has a function/purpose

The 4 A’s

Behavior Sequences Are Critical. Simple as ABC!

Antecedent: what’s going on before a person engages in a targeted behavior

Behavior: what exactly the person doesConsequence: what happens following an

occurrence of a targeted behavior

ABC

Antecedent: Teacher tells Stewie to clean up his centers

Behavior: Stewie punches Meg Consequence: Teacher gives Stewie a

cookie

Example of ABC Sequence

• Antecedents and consequences that immediately precede and follow behavior are, ultimately, what affect behavior (and whether or not the behavior is likely to occur again)

• Antecedents and consequences are things we can change and things we control

Why Look at the ABCs?

Who else present? What time? Where?

Antecedent What was said? What happened

immediately before the student

engaged in the behavior?

Behavior What exactly did the student do?

Consequence What did you do?

Praise? Scold? Ignore? Yell? Gave something? Time-

out?

Example of ABC/Sequence Analysis

Most Ethical Antecedent-based interventions are ways

to prevent/or reduce behavior from occurring.

Examples:◦ Pre-assignment attention◦ Moving seats, line order, environmental

manipulations◦ Frequent breaks and positive attention◦ Teaching and prompting

alternative/incompatible behaviors ◦ Rehearsal and teaching of Replacement

Behaviors

Positive Strategies…Positive Teachers Get Positive Results

Change what you do in order to change what they do.

Be careful of exclusion Self esteem may become problematic if always

criticized, tell what to do in a positive way. Get buy in whenever possible Establish consistent limits and boundaries Establish enforceable, relevant rules

Positive Strategies…Positive Teachers Get Positive Results

Reduce or eliminate attention directed to the inappropriate behavior, maximize attention given to the replacement behavior.

◦ Sprick Ratio: 4 positive statements to 1 redirection◦ hand raising – talk to the student when they raise a quiet hand ◦ Use Pivot Praise – ignore junk behavior, praise students doing

the right thing◦ consider using “chat breaks”◦ Pre-Assignment Attention◦ Give the student a helper job◦ Remember: Attention is your most valuable reinforcer… Praise

is a limitless, inexpensive and powerful positive consequence for attention-seeking behavior

Interventions for Inappropriate Attention-Seeking Behavior

Match the instructional level to the student’s ability level. Premack Principle – do the least preferred before the more

preferred activity is accessed Break tasks into smaller steps Follow through with your directions, Be the Broken Record! Use “choice” language Remind the student to ask for a break upon completion of

some portion of work Remind the student to ask for help Intersperse hard tasks with easy ones Establish consistent routines Remember, timeout for task escape behavior could result in

a continuation of the inappropriate behaviors!

Interventions for Avoidance/Escape Behaviors

Follow the Premack Principle Allow students to earn things they want, contingent on

following classroom rules. Star chart, sticker chart or other token systems. Use “if…then” or “when…then” statements

Interventions for Access

Teach alternative behaviors:◦ Use fidget toys in replacement of hand flapping◦ Reinforce student for keeping hands in pockets◦ Build in times for movement

Enriched environment: high levels of access to preferred items or activities, lots of attention

Antecedent-Based Intervention

Automatic/Sensory Stimulation

In Conclusion…

• Must know why behavior is occurring to develop an effective intervention plan

• When you understand what is happening at your center and why it is happening, your team will be able to change how things work (the system) to increase appropriate behavior and decrease inappropriate behavior

Behavior Basics…

Think◦Function◦ABC’s◦Premack Principle- use the most preferred to

get the least preferred accomplished◦Sprick Ratio- 4 positive comments for every

1 negative comment

When in Doubt…?