Good MorningGood MorningTrainingTraining

• Challenging BehaviorChallenging Behavior• When You Do NothingWhen You Do Nothing• Keys to Understanding Keys to Understanding

BehaviorBehavior• Where Do You Stand?Where Do You Stand?• The Process of ChangeThe Process of Change

Good AfternoonGood AfternoonTrainingTraining

• Functional Assessment of Functional Assessment of BehaviorBehavior

• Keys to Encouraging BehaviorKeys to Encouraging Behavior• Emotional LiteracyEmotional Literacy• Social Emotional Teaching Social Emotional Teaching

StrategiesStrategies• Strategies That HelpStrategies That Help

Self-Regulation Self-Regulation

Communicating Communicating and Learningand Learning

Making FriendsMaking Friends& &

Getting Along Getting Along With PeersWith Peers

ConfidentConfident

FriendlyFriendly

Good Peer Good Peer RelationshipsRelationships

Tackles ChallengesTackles Challenges

Good LanguageGood LanguageDevelopmentDevelopment

Communicates WellCommunicates Well

Listens to Listens to InstructionsInstructions

Is AttentiveIs Attentive

Why do they do what they do?Why do they do what they do?

What do children do when they can’t What do children do when they can’t concentrate and persist at a challenging task concentrate and persist at a challenging task and they are faced with something that is hard and they are faced with something that is hard for themfor them?

What do children do when they can’t get along What do children do when they can’t get along with other children and they can’t resolve with other children and they can’t resolve conflict constructively?conflict constructively?

Any repeated pattern of behavior, or perception Any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of of behavior, that interferes with or is at risk of interfering with optimal learning or engagement interfering with optimal learning or engagement in pro-social interactions with peers and adults. in pro-social interactions with peers and adults. Challenging behavior is thus defined on the Challenging behavior is thus defined on the basis of its effects. basis of its effects.

May be used to communicate a message when May be used to communicate a message when a child does not have language.a child does not have language.

May be used instead of language by a child May be used instead of language by a child who has limited social skills or has learned who has limited social skills or has learned that challenging behavior will result in that challenging behavior will result in meeting his or her needs.meeting his or her needs.

• Children engage in challenging behavior Children engage in challenging behavior because “it works” for them. because “it works” for them.

• Challenging behavior results in the child gaining Challenging behavior results in the child gaining access to something (i.e., access to something (i.e., obtainobtain) or avoiding ) or avoiding something (i.e., something (i.e., escapeescape).).

Many if not most young children engage Many if not most young children engage in challenging behavior in the course of in challenging behavior in the course of early development. early development.

Many young children who engage in Many young children who engage in chronic, highly challenging behaviors chronic, highly challenging behaviors proceed through a predictable course proceed through a predictable course of ever-escalating challenging behaviors.of ever-escalating challenging behaviors.

An estimated 9 to 13% of American children An estimated 9 to 13% of American children and adolescents between ages nine to 17 and adolescents between ages nine to 17 have serious diagnosable emotional or have serious diagnosable emotional or behavioral health disorders resulting in behavioral health disorders resulting in substantial to extreme impairment.substantial to extreme impairment.

(Friedman, 2002) (Friedman, 2002)

• Students with SED miss more Students with SED miss more days of school than do students in days of school than do students in

all other disability categoriesall other disability categories (U.S. Department of Education, 1994)(U.S. Department of Education, 1994)

More than half of students with More than half of students with SED drop out of grades 9-12, the SED drop out of grades 9-12, the highest rate for all disability highest rate for all disability categories. categories. (U.S. Department of Education, 2002)(U.S. Department of Education, 2002)

Of those students with SED who Of those students with SED who drop out of school, 73% are drop out of school, 73% are arrested within five years of arrested within five years of leaving school.leaving school. (U.S. Department of Education, 1994)(U.S. Department of Education, 1994)

Campbell (1995) estimated that Campbell (1995) estimated that approximately 10-15% of all typically approximately 10-15% of all typically developing preschool children have developing preschool children have chronic mild to moderatechronic mild to moderate levels of levels of behavior problems.behavior problems.

The proportion of preschool children The proportion of preschool children meeting the criteria for the clinical meeting the criteria for the clinical diagnosis of ODD (Oppositional diagnosis of ODD (Oppositional Defiant Disorder) ranges from 7% to Defiant Disorder) ranges from 7% to 25% of children in the United States, 25% of children in the United States, depending on the population depending on the population surveyed. surveyed. ( Webster-Stratton, 1997)( Webster-Stratton, 1997)

The correlation between The correlation between preschool-age aggression preschool-age aggression and aggression at age 10 and aggression at age 10 is higher than that for IQ.is higher than that for IQ. (Kazdin, 1995)(Kazdin, 1995)

Early appearing Early appearing aggressive behaviors are aggressive behaviors are

the best predictor of the best predictor of juvenile gang juvenile gang membership membership and violence.and violence.

(Reid, 1993)(Reid, 1993)

When aggressive and When aggressive and antisocial behavior has antisocial behavior has

persisted to age 9, further persisted to age 9, further intervention has a poor intervention has a poor

chance of success.chance of success. (Dodge, 1993)(Dodge, 1993)

Of the young children who show early Of the young children who show early signs of problem behavior, it has been signs of problem behavior, it has been estimated that fewer than 10% receive estimated that fewer than 10% receive services for these difficulties. services for these difficulties.

(Kazdin & Kendall, 1998) (Kazdin & Kendall, 1998)

There is a complex interplay among risk There is a complex interplay among risk factors that lead to the formation and factors that lead to the formation and perpetuation of problem behaviors. perpetuation of problem behaviors.

Children’s challenging behavior can Children’s challenging behavior can often be eliminated or substantially often be eliminated or substantially reduced by a change in adult behavior. reduced by a change in adult behavior.

• Environmental DesignEnvironmental Design

• Effective Positive Behavioral InterventionsEffective Positive Behavioral Interventions

• Curricular Modification and Curricular Modification and Accommodation StrategiesAccommodation Strategies

• Consultation and Technical AssistanceConsultation and Technical Assistance

Individuals, parents, professionals, and Individuals, parents, professionals, and others who come into contact with young others who come into contact with young children often have strong emotions, children often have strong emotions, expectations, and beliefs about certain expectations, and beliefs about certain behaviors.behaviors.

Parents and professionals need each other Parents and professionals need each other when it comes to a young child with when it comes to a young child with challenging behavior. We need to be challenging behavior. We need to be partners. partners.

- Rene Decartes- Rene Decartes

- Nick Hobbs- Nick Hobbs

Any Behavior That Persists Any Behavior That Persists

Is “Working” for the Individual InvolvedIs “Working” for the Individual Involved

The Single Event Is of Little Consequence- The Single Event Is of Little Consequence- It’s The Pattern That Counts It’s The Pattern That Counts

We Tend To Conclude That The IndividualWe Tend To Conclude That The IndividualEither Either Can’tCan’t or or Won’tWon’t Do Otherwise Do Otherwise

• Change that involves top down implementation.Change that involves top down implementation.

• Change that is not likely to happen quickly.Change that is not likely to happen quickly.

• The major ingredients are within your immediate The major ingredients are within your immediate possession.possession.

• The change can occur within a reasonable The change can occur within a reasonable period of time. period of time.

1.1. Does the Person’s Behavior Need to be Addressed?Does the Person’s Behavior Need to be Addressed?

1.1. Do I Want or Even Need to Keep this Person in My Life?Do I Want or Even Need to Keep this Person in My Life?

1.1. Can the Change be Brought about in an Acceptable Can the Change be Brought about in an Acceptable Amount of Time?Amount of Time?

1.1. Does the Person’s Behavior Need to be Addressed?Does the Person’s Behavior Need to be Addressed?

1.1. Do I Want or Even Need to Keep this Person in My Life?Do I Want or Even Need to Keep this Person in My Life?

1.1. Can the Change be Brought about in an Acceptable Can the Change be Brought about in an Acceptable Amount of Time?Amount of Time?

• Shock-DenialShock-Denial• Flood of Emotions Flood of Emotions • BargainingBargaining• Depression/GriefDepression/Grief• AcceptanceAcceptance

DistortedDistorted Perceptions Perceptions

Affect BehaviorAffect Behavior

Increase Increase Information FlowInformation Flow

Increase Increase InformationInformation Flow Flow

Increase Increase InformationInformation FlowFlow

IncreaseIncrease Information Information FlowFlow

1. Not Ready to Change1. Not Ready to Change

2. Thinking About Change2. Thinking About Change

3. Getting Ready to Change3. Getting Ready to Change

4. Changing4. Changing

5. Maintaining Change5. Maintaining Change

1.1. Has the person recognized that there Has the person recognized that there is a problem? is a problem? Yes No Yes No

1.1. Is there evidence that the person is Is there evidence that the person is intending to change? Yes Nointending to change? Yes No

1.1. Has the person taken action Has the person taken action regarding the problem? Yes Noregarding the problem? Yes No

1.1. Has the person solved the problem?Has the person solved the problem? Yes NoYes No

ASK YOURSELF AND ANSWER :ASK YOURSELF AND ANSWER :

1. “No” to all questions 1. Not Ready1. “No” to all questions 1. Not Ready

2. “Yes” to #1, “No” to others 2. Thinking2. “Yes” to #1, “No” to others 2. Thinking

3. “Yes” to #1, #2, “No” to others 3. Getting Ready3. “Yes” to #1, #2, “No” to others 3. Getting Ready

4. “Yes” to #1, #2, #3, “No” to #4 4. Changing4. “Yes” to #1, #2, #3, “No” to #4 4. Changing

5. “Yes” to all 5. Maintaining5. “Yes” to all 5. Maintaining