Download - Intense interventions for north adams 2012
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Promoting SocialEmotional Competence
Individualized Intensive Interventions: Determining the Meaning of
Challenging Behavior
Module 3a and 3b Handout
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Angela Searcy [email protected] 708-845-2343• Angela Searcy M.S., D.T. holds a B.A. degree in English and secondary
education with teacher certification though the state of Illinois and a M.S. degree in early childhood development from Erikson Institute, with a specialization in Infant Studies and a credential in developmental therapy.
• Angela is the owner and founder of Simple Solutions Educational Services, has over 20 years of experience in the field of education, is an approved professional development provider by the Illinois State Board of Education, a national trainer for Lakeshore Learning in Carson, California,, and The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University
• A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois, Angela has specialized training in the neurosciences and is a nationally recognized speaker with extensive experience working with professionals, young children, and their families as an early childhood teacher, child development specialist, staff developer, mental health consultant, parent educator, language arts teacher, college professor and tutor. Her expertise encompasses developing behavior modification programs from a neuropsychological perspective, and creating professional development grounded in neuroscience research related to adult learning.
• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent and Chicago Baby Magazines and is a regular speaker for the Learning and the Brain Conference Sponsored by Harvard, Yale and Stanford Universities.
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Agenda
9-9:30 Introduction 9:30-10:30 Challenging Behavior, Overview ofBreak 10:30-10:4510:45-12Case Study Activity: Behavior planning ,Behavior
Equation ,The Process of PBS, Building a Team, Introduction to Functional Assessment ,Functional Assessment Observation,Conducting Observations, Data to Collect
12-1 lunch1-2:45 PBS,Case Study Activity: Determining the Function
Functional Assessment Interview,Not Sure about The Hypothesis
2:45-3 wrap up
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Learner Objectives
This workshop will teach you to:
1. Understand the difference between PBS and traditional discipline approaches.
2. Define forms and function of communication and identify the behavioral mechanisms that contribute to viewing challenging behavior as communicative.
3. Identify methods that may be used to determine the function of challenging behavior.
4. Use interview and observation data to determine the communicative function of challenging behavior and develop behavior hypotheses.
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National Centers & Resources
• Center on the Social and Emotional Foundations for Early Learning (CSEFEL) - - www.vanderbilt.edu/csefel
• Technical Assistance Center for Social Center for Social Emotional Intervention (TACSEI) Emotional Intervention (TACSEI) www.challengingbehavior.org
• Collaborative for Academic, Social, and Emotional Learning
• www.CASEL.org• edutopia.org • The Center for Effective collaboration and
Practice www.cecp.air.org
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Challenging Behavior• What we are referring to when we say • “challenging behavior” is:
• Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers and adults
• Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.
• Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destructions, self-injury, noncompliance, and withdrawal
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The Teaching Pyramid
Designing Supportive Designing Supportive EnvironmentsEnvironments
Building Positive RelationshipsBuilding Positive Relationships
Social Emotional Social Emotional Teaching Teaching
StrategiesStrategies
(PBS)(PBS)Individualized Individualized
Intensive Intensive InterventionsInterventions
Few children
Children at-risk
All children
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Intensive Individualized Interventions
Intensive individualized instruction and interventions are used with children who have very persistent and severe challenging behavior and do not respond to the typical preventive practices, child guidance procedures, or social emotional teaching strategies that would normally work with most children.
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Research on PBS
• Effective for all ages of individuals with disabilities 2-50 years.
• Effective for diverse groups of individuals with challenges: mental retardation, oppositional defiant disorder, autism, emotional behavioral disorders, children at risk, etc.
• PBS is the only comprehensive and evidence-based approach to address challenging behavior within a variety of natural settings.
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Wrong Way – Right Way
Wrong Way
• General intervention for all behavior challenges
• Intervention is reactive
• Focus on behavior reduction
• Quick fix
Right Way
• Intervention matched to purpose of the behavior
• Intervention is proactive
• Focus on teaching new skills
• Long-term interventions
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Challenging Behavior Communicates
May be used to communicate a message when a child does not have language
May be used instead of language by a child who has limited social skills or has learned that challenging behavior will result in meeting his or her needs
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Challenging Behavior Works
• Children engage in challenging behavior because “it works” for them.
• Challenging behavior results in the child gaining access to something or someone (i.e., obtain/request) or avoiding something or someone (i.e., escape/protest).
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Video 3a.2: Brendan – Before PBS
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Video 3a.5: Brendan – With PBS
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Video 3a.6: Brendan’s Family – With PBS
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Video 3a.7: Tim – Before PBS
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Video 3a.8: Tim – With PBS
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Video 3a.9: Importance of PBS
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Dimensions of Communication
Every communicative behavior can be described by the form and function.
• Form: the behavior used to communicate.• Function: the reason or purpose of the
communicative behavior.
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Children Communicate in Many Ways:
• Forms of communication– Words– Sentences– Point to a picture– Eye gaze– Pulling adult– Crying– Biting– Tantrums– ?
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Children Communicate a Variety of Messages
Functions of communication– Request object, activity, person– Escape demands– Escape activity– Escape a person– Request help– Request social interaction– Comment– Request information– Request sensory stimulation– Escape sensory stimulation– ?
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Trigger BehaviorMaintaining
Consequence
Behavior Equation
Joey is asked to come to circle. Teacher provides physical prompt to move him to group.
Joey resists, cries, and hits teacher.
Teacher moves away from Joey and allows Joey to select a different activity.
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Setting Event
• Event that occurs at another time that increases the likelihood the child will have challenging behavior. Setting events serve to “set the child up” to have challenging behavior.
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Behavior Equation
Setting Event Trigger Behavior
Maintaining Consequence
Quan approaches computer and sees child working on program.
Quan moves his picture to indicate that he is next. Quan observes and waits for his turn.
Child leaves computer and Quan sits down and begins working.
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Maintaining ConsequenceBehaviorTrigger
Setting Event
Child leaves computer and Quan sits down and begins working.
Quan hits child and pushes his body on the child’s chair.
Quan approaches computer and sees child working on program.
Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.
Behavior Equation
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Mon Tues Wed Thurs Fri
How does
he come to school?
Rides the bus
Mom brings
Tantrum at a.m. circle
His behavior?
Tantrum at snack
Tantrum at small group
Sample Setting Event Chart
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Evan
• Evan is playing with Duplos. He tries to attach a block to his stack of 3. He can’t quite get the blocks to connect. He looks up at the adult and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the adult. The adult helps him put the blocks together.
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Setting Event Trigger Behavior
Maintaining Consequence
Evan
Function:
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Evan
Setting Event Trigger Behavior Maintaining Consequence
Playing with Duplos, can’t connect blocks
Looks up at adult, fusses, holds up blocks, looks at block/adult
Adult helps put blocks together.
Function:Get help
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Shana
• Shana is sitting in her high chair with nothing on the tray. Her mother is stirring her oatmeal. Shana begins crying and bangs her head on the back of the seat. Her mother says to her, "It's not cool enough, honey; just a minute." Shana stops crying when the oatmeal is placed on her tray.
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Setting Event Trigger Behavior
Maintaining Consequence
Function:
Shana
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Shana
Setting Event
Trigger Behavior Maintaining Consequence
? Hungry Sitting in high chair with nothing on tray mom stirring oatmeal.
Cries, gangs head.
Mom says, “it’s not cool enough, just a minute,” then gives oatmeal.
Function:Get oatmeal
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Tim
• Tim is riding a trike on the playground bike path. He sees a child move to the sandbox where Tim had just finished building a road-way. He leaps off his trike and tackles the child. He hits the child. An adult comes over to intervene. She comforts the child and scolds Tim. Tim goes to the sandbox and continues construction on his road-way.
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Setting Event Trigger Behavior
Maintaining Consequence
Tim
Function:
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Tim
Setting Event Trigger Behavior Maintaining Consequence
A child moves to the sandbox where Tim has just built something.
Tackles and hits child.
Adult intervenes and scolds Tim, comforts other child.
Tim continues road-way.
Function:Get toy back
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Madison
• Madison is in housekeeping, putting on high heels and a hat. Emily moves into the area and selects a purse from the dress-up box. Madison shouts “no” and bites Emily. A teacher comes over; she asks Madison to go to the thinking chair and takes Emily to the bathroom to look at the bite. After 4 minutes, Madison leaves the thinking chair and returns to housekeeping. She grabs the purse Emily had selected and continues to play. Emily leaves the bathroom with the teacher and then begins an art activity where the teacher is present.
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Setting Event Trigger Behavior
Maintaining Consequence
Madison
Function:
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MadisonSetting Event
Trigger Behavior Maintaining Consequence
Another child moves to area and gets a toy (purse).
Shouts “no,” bites child.
Sent to “thinking chair,” other child consoled. 4 minutes later, Madison leaves chair and returns to play with purse.
Function:Avoid sharing
the purse
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Process of Positive Behavior Support
Step 1: Establishing a collaborative team and identifying goals
Step 2: Gathering information (functional assessment)
Step 3: Developing hypotheses (best guess)
Step 4: Designing behavior support plans
Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments
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Potential Team Members
• Parents/Family
• Teacher(s)
• Assisting Teacher/Paraprofessional
• Therapists
• Administrative Staff
• Other(s)
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Process of Positive Behavior Support
Step 1: Establishing a collaborative team and identifying goals
Step 2: Gathering information (functional assessment)
Step 3: Developing hypotheses (best guess)
Step 4: Designing behavior support plans
Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments
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Functional Assessment
• A process for developing an understanding of a person’s challenging behavior and, in particular, how the behavior is governed by environmental events.
• Results in the identification of the “purpose” or “function” of the challenging behavior.
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Functional Assessment
• Observe the child in target routines and settings.
• Collect data on child behavior, looking for situations that predict challenging behavior and that are linked with appropriate behavior.
• Interview persons most familiar with the child.• Review records.
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Everybody Helps
• Family collects data
• Educational staff collects data
• Therapists collect data
• Collect data in ALL settings
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MON TUES WED THURS FRI SAT SUN
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
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Mon Tues Wed Thurs Fri
How does
he come to school?
Rides the bus
Mom brings
Tantrum at a.m. circle
His behavior?
Tantrum at snack
Tantrum at small group
Sample Setting Event Chart
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Scatter Plot
Dates
Time Activity 10/1 10/2 10/3 10/4 10/5 10/8 10/9 10/10 10/11 10/12
7:30 Arrival
Free Choice
9:00 Planning
9:30 Centers
10:30 Snack
11:00 Outside
11:30 Small Group
12:00 Lunch
12:30 Nap
1:30 Outside
2:30 P.M. Circle
3:00 Departure
Student:
Observer:
Dates:
Target Behavior:
Using a scatter plot involves recording the times of day (and/or activities) in which the behavior does and does not occur to identify patterns over days or weeks
RachelMaya10/1 through 10/12
Hitting Peers
Behavior did not occur
Behavior did occur
Did not observe
NA
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Child: Rachel Routine/Activity: House Center
Activity Description Behavior Expectations Problems
Steps:
1. Select materials 1. Pick materials that no one is using.
2. Pretend in roles 2. Use materials appropriately.
3. Exchange materials with peers
3. Don’t take from peer. 3. Takes materials from others.
4. Follow peers’ lead or accept role assignment
4. Maintain engagement. 4. Ignores peers, interferes in play.
5. Clean-up 5. Put materials on shelf in correct area.
Activity Analysis
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Child’s Name: ______________ Week of: _________________Check the number of times the child is aggressive during the activity. Aggression
includes: hits, pinches, pulls hair, bites, kicks, & scratches.Activity Mon. Tues. Wed. Thurs. Fri. Average
Arrival ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___510 times___10-15 ___15-20___+20
Circle ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
Lunch ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
Average ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
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Child’s Name: Tim Observer: ___________________Check yes (Y) or no (N) at time one (T1) and time two (T2) to indicate whether
the child is interacting with a peer at the time of observation. T1 and T2 observations should be at least 5 minutes apart.
Activity Date:____ Date:____ Date:____ Date:____ Date:____
Centers T1: T2:x_Y __Y__N x_N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
Lunch T1: T2:__Y __Yx_N x_N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
Outside T1: T2:__Y x_Yx_N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
Ratio: __2__#yes__6__total # observed
_____#yes____total # observed
_____#yes____total # observed
_____#yes____total # observed
_____#yes____total # observed
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Rate the problem behavior: 0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression
Monday Tuesday Wednesday Thursday Friday
Arrival0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Circle0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Nap0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Clean-up0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Other: _Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Average Score Average Score:3
Average Score:2.2
Average Score:1.4
Average Score:1.4
Average Score:.8
Amy’s TransitionWeek of: _________________
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Child’s Name: ______________________ Behavior: ____sitting______Week of: _________________ Average Duration for Week: ___9___ minutes
Starting from the bottom, shade the number of boxes that represent the length of the target behavior. Each box represents TWO minutes.
Monday Tuesday Wednesday Thursday Friday
30 30 30 30 30
28 28 28 28 28
26 26 26 26 26
24 24 24 24 24
22 22 22 22 22
20 20 20 20 20
18 18 18 18 18
16 16 16 16 16
14 14 14 14 14
12 12 12 12 12
10 10 10 10 10
8 8 8 8 8
6 6 6 6 6
4 4 4 4 4
2 2 2 2 2
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Child: Rachel Routine/Activity: Snack
Activity Analysis
Activity Description Behavior Expectations Problems
Steps:
1. Sit in chair. 1. Stay in seat.
2. Take food from plate when passed.
2. Take one item, wait for turn.
2. Takes multiple items, puts hand in bowl, grabs while plate is passed.
3. Eat food on plate. 3. Eat from own plate. 3. Takes food from other children’s plates.
4. Drink juice from own cup. 4. Drink and put cup on table.
5. Ask for more food. 5. Ask using please. 5. Grabs food when she wants more.
6. Wipe face with napkin. 6. Use napkin, not clothing.
7. Throw plate/cup/napkin away when finished.
7. Clear place, throw in trash.
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Name: Observer: Date:
General Context: Time:
Social Context:
Challenging Behavior:
Social Reaction:
POSSIBLE FUNCTION:
Observation Card
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Name: Karen Observer: teacher Date: 1/22
General Context: Choice time/art Time: 10:00
Social Context: Playing alone in house. Teacher comes over to Karen and asks her to come to the art table for art. When she doesn’t respond, the teacher tries to assist her by taking her arm to nudge her to stand.
Challenging Behavior: Karen pulls away and begins to protest by saying, “No! I not go to art!” as she pulls away from the teacher.
Social Reaction: The teacher walks away and says, “I will be back in a few minutes to see if you are ready.”
POSSIBLE FUNCTION: Escape art
Observation CardExample
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Video 3a.10: Observation Vignette #1
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Name: Segment 1 Observer: Date:
General Context: Choice time Time:
Social Context:.
Challenging Behavior:
Social Reaction:
POSSIBLE FUNCTION:
Observation Card
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Name: Segment 1 Observer: Date:
General Context: Choice time Time:
Social Context: Playing alone in block play. Goes over to a group of children playing.
Challenging Behavior: Sticks out tongue and makes raspberry sound, hits boy, scratches his shoulder.
Social Reaction: Boy yells at him, friend brings him a lizard, boy yells toteacher.
Possible Function: Initiate social interaction/Join play
Observation CardExample
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Video 3a.11: Observation Vignette #2
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Name: Segment 2 Observer: Date:
General Context: Playground Time:
Social Context:
Challenging Behavior:
Social Reaction:
POSSIBLE FUNCTION:
Observation Card
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Name: Segment 2 Observer: Date:
General Context: Playground Time:
Social Context: Playground play with 2 friends. Girl goes to basket and gets truck just like the other friend’s truck
Challenging Behavior: He tries to take her truck, shoves, pushes, and continues tugging for toy.
Social Reaction: Gets toy for a second, continues to fight girl for toy , teacherreprimands and carries him away.
Possible Function: Obtain the toy (same truck as “best friend’s”)
Observation CardExample
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Video 3a.14: Observation Vignette #5
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Name: Segment 5 Observer: Date:
General Context: Circle with puppet Time:
Social Context:.
Challenging Behavior:
Social Reaction:
POSSIBLE FUNCTION:
Observation Card
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Name: Segment 5 Observer: Date:
General Context: Circle with puppet Time:
Social Context: Teacher kisses children’s cheeks with puppet. Says, “Say good-bye to MiMi” Teacher gets up to put away puppet.
Challenging Behavior: Hitting self on head with fist, pull at shirt
Social Reaction: Adult says “Ryan, ready to dance? Want to dance Ryan?” Goes and sits in her lap and is happy.
Possible Function: Adult attention
Observation CardExample
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Video 3a.15: Observation Vignette #6
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Name: Segment 6 Observer: Date:
General Context: Center time Time:
Social Context:
Challenging Behavior:
Social Reaction:
POSSIBLE FUNCTION:
Observation Card
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Name: Segment 6 Observer: Date:
General Context: Floor play Time:
Social Context: Teacher brings him to the floor, sits him down, and then leaves
Challenging Behavior: Pulls shirt off one arm, hits head with fist, thrusts back, head bangs.
Social Reaction: Teacher returns, helps him with getting shirt back on and thenhugs him.
Possible Function: Adult attention
Observation CardExample
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“KIS”
• “KIS it” (Keep It Simple) - - Create simple, user-friendly forms to collect information (e.g., rating scales, checklists).
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Home Observation Card
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Home Observation Card
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Functional Assessment Interview
• Define behavior (describe what you see)• Describe frequency and intensity• Explore possible setting events• Identify predictors (triggers)• Identify maintaining consequences• Identify current communicative functions• Describe efficiency of the behavior• Describe previous efforts• Identify possible reinforcers
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Functional Assessment Interview
• Refer to Tim’s Sample Functional Assessment Interview
• TimFAI.pdf
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Hypotheses Statements
• Triggers of the challenging behavior
• Description of the challenging behavior
• Responses that maintain the challenging behavior
• Purpose of the behavior
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Trigger Behavior Maintaining Consequence
• Group play: centers and outside play
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 on Tim
Preventions New Skills New Responses
Tim’s Support Planning Chart- Hypothesis
Function:obtain toy/play
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Trigger Behavior Maintaining Consequence
Parents
Setting Events (if applicable):
Hits cries Want’s her way
• No recess
Preventions New Skills New Responses
To Challenging Behavior:
To Use of New Skill:
Tim’s Support Planning Chart
Function:attention
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Trigger Behavior Maintaining Consequence
• ADHD • Wrote note for home
Setting Events (if applicable):
Throws objectsDoesn’t listen
• Teacher talks softly to him• Sit in thinking chair • Move to red light
Preventions New Skills New Responses
To Challenging Behavior:
To Use of New Skill:
Tim’s Support Planning Chart
Function:to get what he
wants
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Hypothesis Statement
In group play situations (outside play/centers), Tim uses verbal aggression (threats), physical aggression (hit, push, kick, punch), and property destruction (throwing or banging toys) to obtain toys and/or join play. When this occurs, the peer relinquishes the desired toy and leaves the play area and/or an adult intervenes and provides Tim with excessive negative attention.
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Hypothesis Statement
Billy will use tantrums to request a social interaction. Billy will initiate a chase game or request to be held by pulling the adult’s hand or positioning the adult. If the adult does not comply, Billy will cry loudly, scream, and bring his hands to his face or ears. Often the adult will comply with his request or pick him up.
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Hypothesis Statement
Marcia tantrums to escape moving to a new activity. When she is asked to transition from an activity (e.g., playing in the sandbox) to another activity, she will whine, cry, pretend to vomit, slap at the adult, and scream. When she does this, the adult lets her stay a little longer with the original activity or picks her up kicking and screaming.
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Not Sure About the Hypothesis?
• What would make the challenging behavior stop? Is it something you would provide or allow the child to access? Or is there something to remove? Or can you allow the child to leave?
• If still unsure, collect more data in the same context.
• Some challenging behavior may have the same form but serve multiple functions.
• Some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., gain attention).
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Working as a Collaborative Team
• Assign roles.
• Determine agenda and time for meetings.
• Ensure group participation through facilitation and participatory processes.
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Roles
• Facilitator – person who guides group in stating agenda, work goals, time allocation
• Recorder – person who writes down the discussion
• Time Keeper – Person who tracks time and warns when agenda item is ending
• Reporter – person who shares group information, makes presentation
• Encourager – person who provides feedback to group members
• Jargon-buster – person who asks the question “what do you mean when you say ‘gobbley-gook’ and helps the group with communicating clearly
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Hypothesis Development
• Assign roles.• Review child description, observation, and
interview.• Complete final page of interview.• Determine functions of challenging behavior.• Write hypothesis statement for at least
one function.• Report to group.
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Major Messages
1. Challenging behavior has meaning for the child.
2. Children use behavior to access something or someone (obtain/request) or avoid something or someone (escape/protest).
3. The process of Functional Assessment is used to determine the function or purpose of challenging behavior.
4. Hypotheses statements describe the triggers, challenging behavior, maintaining consequences, and function.
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Trigger Behavior Maintaining Consequence
Setting Events (if applicable):
Preventions New Skills New Responses
Does not teach
Change in classroom or teacher or schedule
•Teaches child replacement skill that honors the function
To Challenging Behavior:To Use of New Skill:• Must monitor new skill• Must have several reinforcement that honors function
• Fade over time based on progress
Tim’s Support Planning Chart
Function:Obtain toy/play
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Behavior support Plans
• This is a THREE tier approach to dealing with challenging behaviors
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Designing Supportive Designing Supportive EnvironmentsEnvironments
Building Positive RelationshipsBuilding Positive Relationships
Social Emotional Social Emotional Teaching Teaching
StrategiesStrategies
Individualized Individualized Intensive Intensive
InterventionsInterventions
87
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• Students respond better to adults who take a personal interest in them.
• Develop positive relationships with all students
• Make sure the ratio between positive and negative experiences for students is about 5 positives for every negative.
88
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Building Positive Relationships with Students
Play
Time &
Attention
Home
visits
Share
EmpathyNotes
home
Happy
Grams
• Paper Clip Test
• Take 10 paper clips-Move a paper clip from right pocket to left each time you make a negative comment ---if you don’t have any paper clips after a half hour add more positives!
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Your Behavior Is Key
• Youth look to role models, and at-risk youth may not have many
• “Do As I Say, Not As I Do” does not work• Short phrases are key—two sentences or
less—even things like “Stay on task” or “Focus”
• Brain reacts to positive statements• Lengthy arguments muddy the waters• Be a broken record, but don’t be nagging
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Consider this…
Things you can’t change
• Parents • Your organization • Your coworker • This new generation
Things you can change
• How you present information• How you speak to the child
(ren) • How long, how fast, the
location• Teacher directed, child
directed, small groups, large groups
• You expectations • Rate of reinforcement• Materials you use
• Your approach
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RAH – at Adams City High School(Respect – Achievement – Honor)
RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
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Designing Classroom RoutinesRoutine Desired
BehaviorSignal Teach
RoutineEntering Class Walk in,
sit down
start bell ringer
High five/greeting walking in the door
Positive and Negative Examples first week of class/ongoing/who will get the sticker???
Obtaining class attention
Students need to stop whatever they are doing and immediately look in my direction
Teacher says “class”
lights out singing bowl
Positive and Negative Examples first week of class/ongoing/who’s the fastest??? FAST PASS
Getting Help during seat work/group time
Use 3 before me Visual on Wall as reminder/direction chart
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3 Before Me
1. Think to myself2. Check the direction chart.
3. Ask a ClassmateIf you still need help clip your name to the chart for teacher help.
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Manipulatives! Lindamood-Bell Visualizing and Verbalizing for
Comprehension
Visual imagery (students visualize scenes in detail);
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Few positive SW expectations defined, taught, & encouraged
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Behavior Support Plan
• Behavior Hypotheses- Purpose of the behavior, your best guess about why the behavior occurs
• Prevention Strategies- Ways to make events and interactions that trigger challenging behavior easier for the child to manage
• Replacement Skills– New skills to teach throughout the day to replace the challenging behavior
• Responses- What adults will do when the challenging behavior occurs to ensure that the challenging behavior is not maintained and the new skill is learned
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Video 3b.1: Observation Vignette #1
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Video 3b.2: Observation Vignette #2
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Video 3b.3: Observation Vignette #3
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Simple Solutions Support!
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Simple Solutions Steps to Arrival
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CEDA Bridgeview Head Start
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Environmental Support
HSCI Curriculum Modifications Module
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Marycrest Academy in Joliet
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Lexington District 1 in South Carolina
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Simple Solutions Before Children come to school in Indiana
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• Work Quietly. Stay on #2
• Be respectful of others and their work space .
• Finish your work.
• Clean up.
• Complete task ticket.
• Put your work in your center folder.
• Fix or finish an old center.
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Students love choices and challenges!Whenever possible, give students choices - whether it's a long-range project on a country they select, or coloring a map with crayon, marker, or colored pencil! I try to give as many "small" forced choices as possible, even if it seems insignificant. Linda NormanAyer Middle SchoolAyer, MAGrade Levels: 6-8Read more on TeacherVision: http://www.teachervision.fen.com/slideshow/classroom-management/52282.html#ixzz1LP9U9fhM
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THINK-TAC-TOEChoose three!
Draw a picture of the main
character.
Perform a play that shows the conclusion of a
story.
Write a song about one of the main
events.
Write a poem about two main
events in the story.
Make a poster that shows the order of
events in the story.
Dress up as your favorite character
and perform a speech telling who
you are.
Create a Venn diagram
comparing and contrasting the
introduction to the closing.
Write two paragraphs about
the main character.
Write two paragraphs about
the setting.
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14
Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.
Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.
Dessert (Optional)•Create a test to assess the teacher’s knowledge of
photosynthesis.
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How WE Wait –Mom/ Dad/Ya Ya!
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Logan Square
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NAEYC says…Read Story While children Act it Out
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Logan Square!
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By building this puzzle on a tray, this child is able to put the puzzle
away intact, and continue working on it
at a later time.
HSCI Curriculum Modifications Module
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Here a child is not yet using a functional grasp, so a materials adaptation is created by using a table
easel to help her keep her hand in the appropriate
position.
HSCI Curriculum Modifications Module
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Step 3: Support Plan Development (cont.)
• Brainstorm Prevention Strategies– Strategies to make routines or activities
easier for the child– Strategies to soften the triggers
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Trigger Behavior Maintaining Consequence
• Group play: centers and 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
Preventions New Skills New 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
To Challenging Behavior:
Use of New Skill:
Tim’s Support Planning Chart
Function: Obtain toy/play
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Promoting Social Emotional Competence
Designing Supportive Designing Supportive EnvironmentsEnvironments
Building Positive RelationshipsBuilding Positive Relationships
Social Emotional Social Emotional Teaching StrategiesTeaching Strategies
Individualized Individualized Intensive Intensive
InterventionsInterventions
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“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)Tom Herner (NASDE President ) Counterpoint 1998, p.2)
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Identifying Teachable Moments
129
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The Solution Kit
28
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Turtle Technique
Recognize Recognize
that you that you
feel angry.feel angry.
““Think” Think”
Stop.Stop.
Go into shell. Go into shell. Take 3 deep Take 3 deep breathes. breathes. And think And think calm, coping calm, coping thoughts.thoughts.
Come out Come out of shell of shell when calm when calm and think of and think of a solution.a solution.
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Centers!
Turtle Box
19
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Teach Rules in theContext of Routines
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On Monday When It RainedBook Nook Activity Example
“I feel excited when I get to go to my friend Coby’s
house to play.”
“I feel upset when my mommy didn’t get me
anything.”
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Feeling Dice/Feeling Wheel
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Would it be safe?Would it be fair?How would everyone feel?
Problem Solving Steps
Step 2
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Simple Solutions Adaptation
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People who fly into a rage always make a bad landing.
Simple Solutions Educational Services© 2010 [email protected] 866-660-3899
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Walk away• Would this help you
calm down?• Is it safe to walk away
now?• Did you ask permission
to walk away from an adult?
• How would everyone feel?
• Would it make things worse?
• Do’s • Do tell others “I need
to walk away now. We can talk later”
• Don’t • Walk away while
children are speaking to you
Simple Solutions Educational Services© 2010 [email protected] 866-660-3899
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Ask for a Break• A short break could
help you come back better to think through a problem
• Ask for a drink of water, go to the bathroom, take three deep breaths, do something you like ( color for a few minutes)
• Sometimes we need a break from our friends
Times to ask for a break: • Sleepy • Frustrated • Overwhelmed
Simple Solutions Educational Services © 2010 [email protected] 866-660-3899
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Tell an Adult• You don’t have to
announce this to everyone. Sometimes you can discretely leave and get an adult and ask the adult to not share who asked for help
When to get an adult:• When someone is
about to get hurt • When you are about
to get hurt • When you need more
tools to solve a problem
Simple Solutions Educational Services© 2010 [email protected] 866-660-3899
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Lose a Game…Win a Friend!
• Being a sore loser can then led to not only losing the game but a friend!
• You can play and win another time
• Everyone should get a chance to win
• Win a friend by saying “good game”
Simple Solutions Educational Services© 2010 [email protected] 866-660-3899
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Anger ScaleDifficulties What Does it Look Like ? How Does it make you
Feel?
5 Screaming, throwing, cursing
Hot, see red
4 Walking away-but adult or student won’t let me
Trying to calm myself, sweating, getting hot
3 Yelling Getting mad, body tight
2 Arguing –but calm Getting frustrated
1 Try to ignore the problem-don’t respond
Ok -cool
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Step 4:Support Plan Development (cont.)
• Brainstorm ideas about what new skills should be taught to replace challenging behavior; write new skills on chart.
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Trigger Behavior Maintaining Consequence
• Group play: centers and 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
Preventions New Skills New 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• Everyone can play with the toys
• Asking for teacher’s help
To Challenging Behavior:
To Use o New Skill:
Tim’s Support Planning Chart
Function: Obtain toy/play
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Step 5:Support Plan Development (cont.)
• Brainstorm ideas about how to respond to challenging behavior when it occurs; write new responses on chart.
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Simple Solutions Adaptation at Ezzard Charles Montessori