Supporting Positive Change in Children’s Behaviour Jackson.pdf · Supporting Positive Change in Children’s Behaviour Rhonda Jackson

Supporting Positive Change in Children’s Behaviour

Rhonda Jackson

www.absolutelyautism.com

Challenging Behaviour

Positive Behaviour Support

Prevention Strategies

Responding to Challenging Behaviour

© www.absolutelyautism.com

“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


…a form of communication


Avoid Sensory stimulation

(pain and discomfort)

Attention

(adults and peers)

Social interaction

-i.e. people

Activities

Obtain Sensory stimulation

( internal)

Attention

(adults and peers)

Objects and materials

People

Activities

Help


Any behaviour that is

Dangerous

Impedes learning

Chronic and frequent

Disruptive

Results in social or educational exclusion


THEN

General intervention for all

behaviour challenges

Intervention is reactive

Focus on behaviour

reduction

Quick fix

NOW

A function of a child’s interaction with and his/her environment

Intervention matched to

purpose of the behaviour Intervention is proactive Focus on teaching new skills Long term interventions


Aims to understand the behaviour from the child’s

perspective

Provides a framework for prevention

Is proactive- seek to prevent or minimize challenging

behaviours from occurring or escalating

(95% of energy and expertise)

Involves a plan for intensive interventions

( 5% of energy and expertise)


Step 1:

Know the child

Step 2:

Functional Assessment

Step 3:

Action Plan

Step 4:

Monitor and Review


Strengths

Communication skills

Social/Play

Likes/dislikes/special

interests

What motivates the child?

People they like to be with

Places they like to be

Self - help

Sensory needs

PBS Step 1:

Know the Child

Collect information from all those who know and

work with the child:


http://www.google.com.au/imgres?imgurl=http://danaskids.com/wp-content/uploads/2011/04/dad-playing-with-baby.jpg&imgrefurl=http://danaskids.com/tag/play-scenarios/&usg=__K2Cf24n0v89gw-M7i6cOHkY_Du4=&h=400&w=400&sz=33&hl=en&start=4&sig2=ay49dQ-sccnBgokXtpv4aw&zoom=1&tbnid=dOHUAMlgJs5OTM:&tbnh=124&tbnw=124&ei=OPteT7fHBMyiiAfFtLTOBw&prev=/search?q=parent+and+child+playing&hl=en&gbv=2&tbm=isch&itbs=1

Social/play

Sensory

Motivators Special Interests People & places they like to be with

Strengths

Likes

Dislikes

Self help skills

Communication

Child Profile

Name: Date:


A process to examine the relationships between the behaviour and the environment

Context - Identification of times, places, situations where behaviours occur /do not occur

Setting events - Events that make it more likely that challenging behaviours will occur.

Triggers - What happened just before the event ? What started it?

Result - Identification of behaviour’s consequences

Hypotheses (Best Guess) - Presumed function of the behaviour.

PBS Step 2:

Functional

Assessment


Situation:

Where? When? Who?

Triggers:

What happened just before the

behaviour?

Actions

Behaviour – what did the child do?

Result

What happened next? Adult action? Consequence?

PBS Step 2:

Functional

Assessment


Situation Where, Who, When

Trigger What happened just before the

event? What started it?

Action What did the child do?

Behaviour?

Result What happened next?

Staff response?

How did the event end?

Consequence?

S.T.A.R Recording Form Child :__________ Observer:____________

Date_______ Time Stated:___________ Time Ended:_________

Function?

Setting Events? © www.absolutelyautism.com

At the end of the assessment process, develop

a hypotheses about the function of the

behaviour for that child, in that situation.

When (trigger) occurs, the child (action )and gets/ avoids(result).

This is more likely to occur if (setting event/s)occur.

The function seems to be ………

PBS Step 2:

Functional

Assessment



Trigger

When other children come close to him

The Child

Jake

Action ( behaviour)

Jake pushes, hits , bites, kicks and screams in their faces. He spoils

play by pushing over block towers and tearing up other children’s

works

Result

The child moves away and staff interact with him

Setting event?

Jake is very sensitive to the closeness of others – he needs his

personal space

Function?

To avoid (interacting)

PBS Step 2:

Functional

Assessment

Prevention Strategies - ways to make events and

interactions that trigger challenging behaviour easier for the child to manage.

a. Relationship building

b. Environmental changes

c. Teaching new skills (to replace the challenging behaviour)

Responding to challenging behaviour -what will

adults do when the challenging behaviour occurs to ensure that it is not maintained and the new skills is learned.

Consequence Intervention (including ‘Safety’ clause if needed)

PBS Step 3:

Action Plan


Consequences

Praise Rewards

Encouragement

New Skills

‘Together Time’

Play

Use liberally

Rules Routines

Preparation

Effective Instructions Use liberally

Responses-

Ignore

Distract

Redirect Maintain

consistency

Respond

appropriately

Use sparingly PBS Step 3:

Action Plan


Are pro-active and are introduced before

challenging is exhibited.

Are ways to soften and make events and interactions

that trigger challenging behaviour easier for the

child to manage

Aim to make problem behaviour irrelevant

Teach skills that can replace the challenging

behaviours


Respond in a way that –

Will make the challenging behaviour irrelevant

Minimizes the behaviour

Ensures behaviour is not maintained or escalated-

i.e. make sure rewards for appropriate behaviour are equal to or

exceed rewards for challenging behaviour


Includes, for example-

Time out

Withdrawal of privilege

Natural and logical consequences

Use very sparingly

For extreme or persistent behaviours only

PBS Step 3:

Action Plan


Safety clause

- Include in PBS plan for children who have a history of

dangerous outbursts- i.e. if child is in danger of hurting

himself of others

- Work as a team to develop and agree on appropriate

intervention

PBS Step 3:

Action Plan


Relationship Building

Relationship building strategies are

incorporated into daily interactions

with the child

Environmental Redesign

How can we redesign the physical

environment to reduce the likelihood of

the challenging behaviour occurring?

Teaching Skills

Teaching skills (to replace

challenging behaviour) are taught

systematically and throughout the

day. They make problem behaviour

inefficient.

Positive Behaviour Support Action Plan

Prevention Strategies Part A

Prevention strategies are used to soften the triggers of challenging behaviour, they make problem behaviour irrelevant


Responses The response to behaviour used by carers and professionals when the child engages in the challenging

behaviours. They are selected procedures that will make the behaviour ineffective

Consequence Intervention Use very sparingly.

Eg. Time out

Withdrawal of privilege

Natural and logical consequences

Safety Safety outlines specific procedures that need to be developed and followed whenever the child engages in

behaviours that places themselves or others in danger. The safety procedures keep children safe they do not

change behaviours.

Positive Behaviour Support Action Plan Part B


Plan needs to be reviewed at agreed regular intervals

Collaborative team

Determine if prevention strategies are having desired

effect

Adjust and set new strategies- i.e. what else can we

try?

If successful…celebrate!!!

Define new challenging behaviour and revisit

Behaviour Support Plan steps!

PBS Step 4

Monitor and

Review


Play

Children learn about their world through play

Play is an opportunity to learn new skills eg. following

instructions, attention to task, sharing, social skills

Adults need to actively participate in play activities

with children, and to create a supportive environment

so that children will engage in a variety of play

experiences


Child- Directed Play Follow the child’s lead

Play with unstructured toys – blocks, trucks, dolls etc.

Give the child time- don’t expect too much

Praise and encourage ideas and creativity – don’t

criticise

Engage in make-believe and role play

Be an ‘appreciative’ audience

Encourage the child’s problem solving – don’t give too

much help

Use descriptive comments rather than ask questions

Reward quiet play with your attention

Laugh and have fun! © www.absolutelyautism.com

‘Together time’

Play with the child for 10 minutes each day

No distractions- turn off television , computers, phones

Incorporate ‘together time’ into your routine

Use a timer

Follow the child’s lead


http://www.google.com.au/imgres?imgurl=http://danaskids.com/wp-content/uploads/2011/04/dad-playing-with-baby.jpg&imgrefurl=http://danaskids.com/tag/play-scenarios/&usg=__K2Cf24n0v89gw-M7i6cOHkY_Du4=&h=400&w=400&sz=33&hl=en&start=4&sig2=ay49dQ-sccnBgokXtpv4aw&zoom=1&tbnid=dOHUAMlgJs5OTM:&tbnh=124&tbnw=124&ei=OPteT7fHBMyiiAfFtLTOBw&prev=/search?q=parent+and+child+playing&hl=en&gbv=2&tbm=isch&itbs=1

Teach New Skills

Select skill to teach

Teach when child is not having challenging behaviour

Teach skills intentionally using planned procedures and

also incidentally

Teach throughout day

Use ‘most to least’ prompting


Encouragement -‘Catch them being good’

Notice and acknowledge appropriate

behaviour and your child’s strengths

Provide positive consequences

Provide developmentally appropriate

activities


Praise

Be specific, give labelled praise

Praise appropriately, at the right time

Show sincerity and enthusiasm when praising

Never combine praise with negative comments

Praise immediately


Reward Appropriate Behaviour

Provide rewards immediately Ensure reward is motivating for the child

Keep specific rewards for specific behaviours

Phase rewards out- pair tangible rewards with praise

Rewards should be manageable and immediately available Intrinsic- e.g. smiles , hugs, thumbs up ,wink, funny face or voice, kisses

Extrinsic- e.g. sticker, stamp, access to favourite toy/activity


Effective Instruction Giving Get the child’s attention- get down to eye level, say their name,

touch if needed Use a firm but calm voice Be clear, concise and concrete as possible- e.g. “ Shoes on” Allow ‘take-up’ time- repeat request if necessary Use key words

Don’t give the child a choice – state what to do Use gestures and/or visuals to support verbal Consider: Are your requests developmentally appropriate?

Is the timing right? The number of requests made in a day


Planning for Better Behaviour

1. Identify ‘high- risk’ situation

2. Select interesting activities for the child to engage in- consider

your child’s special interests

3. Decide on behaviours you expect in this situation

4. Decide on behaviours you do not want in this situation

5. Select positive consequences for the child for engaging in

expected behaviours

6. Consider negative consequence for the child for engaging in

unacceptable behaviour

7. Teach the child the routine, and practise in a low risk situation.

Adapted from “Signposts for Better Behaviour” , Parenting Research Centre 2003


Guidance/Clear limits (rules) Rules are positively phrased –

teach what to do, not what not to do

Start with 2 or 3 rules

Teach your child the rules

Display rules visually- use pictures, photos, symbols

Behaviour Rule

Non compliance Do as mummy

and daddy ask

Yelling Use a quiet voice


Establish Routines i.e. sequences of tasks that are typically associated with

times of the day Make routine predictable so the child knows what is coming

next

Routines provide opportunities to teach children skills All team members need to know what their role is in the

routine Represent routines visually - use photos, graphics

(Boardmaker) or text


Evening

Routine

example


Tactical Ignoring

Respond clearly and firmly to first request.

Do not provide any attention

– no words, no eye-contact

Expect ‘explosion’ in behaviour –

i.e. it may get worse before it gets better


Distracting/Re-directing

Give the child something else to do. Introduce a new activity, toy or game, or even show children

something new they can do with the toy they already have. Change the scene. Move a child to a new spot. Adapted from “Raising Children Network “2012


Distracting/Re-directing

For older children, you can also: Change the topic of conversation. Introduce a simple game or activity. Simply suggest something else they could do when you

can see that things are beginning to deteriorate.

Raising Children Network 2012


Challenging behaviour communicates a message

Children use behaviour to obtain something or

someone (access/request) , or avoid something or

someone (escape/protest)

Positive Behaviour Support is a pro-active and

preventative framework for supporting positive change

in children’s behaviour


What will you do tomorrow?

What Preventative Strategies will you introduce to

develop relationships and change the environment?

What Replacement Skill will you plan to teach?

How will you change the way you respond to the child’s

challenging behaviour?


Documents

Supporting Positive Change in Children’s Behaviour Jackson.pdf · Supporting Positive Change in Children’s Behaviour Rhonda Jackson