Understanding Behavior from the Outside In Children with Challenging Behavior: Strategies for Reflective Thinking Linda Brault Early Childhood Consultant

Understanding Behavior from Understanding Behavior from the Outside Inthe Outside In

Children with Challenging Behavior: Children with Challenging Behavior: Strategies for Reflective ThinkingStrategies for Reflective Thinking

Understanding Behavior from Understanding Behavior from the Outside Inthe Outside In

Children with Challenging Behavior: Children with Challenging Behavior: Strategies for Reflective ThinkingStrategies for Reflective Thinking

Linda BraultLinda BraultEarly Childhood ConsultantEarly Childhood Consultant

[email protected]@hotmail.com

Who Am I To Talk?Who Am I To Talk?Who Am I To Talk?Who Am I To Talk?

Early Intervention/Early Childhood Early Intervention/Early Childhood BackgroundBackground

Director of state-wide training and Director of state-wide training and technical assistance programs technical assistance programs

Parent of two childrenParent of two children Passionate about ways Passionate about ways

to help ALL to help ALL children succeedchildren succeed

Outcomes for TodayOutcomes for TodayOutcomes for TodayOutcomes for Today

Explore how external and internal Explore how external and internal factors impact behavior and interactions factors impact behavior and interactions of children and adults;of children and adults;

Examine adult emotional reactions to Examine adult emotional reactions to challenging behavior; andchallenging behavior; and

Hear about strategies and tools that Hear about strategies and tools that promote and utilize reflective thinking.promote and utilize reflective thinking.

Research shows that the main Research shows that the main predictor of achievement is a predictor of achievement is a

child’s perception of child’s perception of

““Does the teacher like me?”Does the teacher like me?”

Sharing from Opening ActivitySharing from Opening ActivitySharing from Opening ActivitySharing from Opening Activity

What Do Most People Want?What Do Most People Want?What Do Most People Want?What Do Most People Want?

One MAGIC workshop, One MAGIC workshop, tool, technique or tool, technique or strategy to make all the strategy to make all the challenging behaviors challenging behaviors disappear!disappear!

Me too! Me too! But I haven’t found it…But I haven’t found it…

Reflective ThinkingReflective ThinkingReflective ThinkingReflective Thinking

Using reflective Using reflective thinking can have thinking can have magical resultsmagical results

When you stop, think, When you stop, think, and then act, you can and then act, you can consciously and consciously and carefully apply the carefully apply the knowledge and knowledge and experience you have experience you have gained through your gained through your training, education, and training, education, and work with childrenwork with children

Why Do They Challenge Us?Why Do They Challenge Us?Why Do They Challenge Us?Why Do They Challenge Us?

Behavior is Communication ~ What is the Behavior is Communication ~ What is the challenging child trying to tell us?challenging child trying to tell us?

Children challenge us in order to Children challenge us in order to communicate their needscommunicate their needs

Primary need of all humans is to belong (fit Primary need of all humans is to belong (fit into the whole) and to feel significant (be into the whole) and to feel significant (be unique)unique)

We want to belong by being valued for who We want to belong by being valued for who we are uniquelywe are uniquely

Based on the work of Jane Nelsen, Positive Discipline ~ Page 94

Abstract thoughtAbstract thoughtLogicLogicReasoningReasoning

AttachmentAttachmentContextual MemoryContextual MemorySexual BehaviorSexual BehaviorEmotional ReactivityEmotional ReactivityAppetite/SatietyAppetite/SatietyBlood PressureBlood PressureBody TemperatureBody Temperature

Motor RegulationMotor RegulationBalanceBalanceHeart RateHeart RateBreathingBreathing

FOREBRAINCortex

“Executive Center”

MIDBRAINLimbic

“Emotional Center”

HINDBRAINCerebellum &

Brainstem“Alarm Center”

Hierarchy of Brain DevelopmentHierarchy of Brain Development

Page 49Page 49

Buttons in Our BrainButtons in Our BrainButtons in Our BrainButtons in Our Brain

Analytical

Response

Emotional

Response Reactive

Response

Reflexive

Response


Analytical

Response

Emotional

Response

Reactive Response

Reflexive

Response


Analytical

Response

Emotional

Response

Reactive Response

Reflexive

Response


Analytical

Response

Emotional

Response

Reactive Response

Reflexive

Response

What Challenges You?What Challenges You?What Challenges You?What Challenges You?

Some behaviors “Push our Some behaviors “Push our buttons”buttons”

Behavior is in the eye of the Behavior is in the eye of the beholderbeholder

Not everyone has the same Not everyone has the same buttonsbuttons

Learn to use others forLearn to use others forreflection and problem-reflection and problem-solvingsolving

What Do We Know About What Do We Know About Challenging Behavior?Challenging Behavior?

What Do We Know About What Do We Know About Challenging Behavior?Challenging Behavior?

Children with challenging behavior are Children with challenging behavior are often our “canaries in the coal mines”often our “canaries in the coal mines”

Systematically examining external and Systematically examining external and internal factors can help us understand internal factors can help us understand how to address the needs being how to address the needs being communicated through the behaviorcommunicated through the behavior

When a child has a disability or special When a child has a disability or special need, this may also impact behavior need, this may also impact behavior and/or perceptions of behaviorand/or perceptions of behavior

Warning LabelWarning LabelWarning LabelWarning LabelThere is no direct relationship between There is no direct relationship between a child’s intense temperament, neuro- a child’s intense temperament, neuro-

developmental immaturity, and/or developmental immaturity, and/or family problems and a child’s later family problems and a child’s later behavior, but we know the more behavior, but we know the more

stresses children experience, the more stresses children experience, the more help they will need to cope with the help they will need to cope with the everyday challenges of growing up.everyday challenges of growing up.

Poulsen, M. K. in Project EXCEPTIONALPoulsen, M. K. in Project EXCEPTIONAL

Any of These Sound Familiar?

Any of These Sound Familiar?

Examining routines/ Examining routines/ schedulesschedules

Smoothing transitionsSmoothing transitions Behavior Behavior

managementmanagement Natural/logical Natural/logical

consequencesconsequences Positive discipline Positive discipline

techniquestechniques

Providing choicesProviding choices Teaching of social Teaching of social

skillsskills ConsistencyConsistency Using art or musicUsing art or music Anticipating Anticipating

difficultiesdifficulties Choosing battlesChoosing battles and more...and more...

Been There, Done That Been There, Done That Been There, Done That Been There, Done That

Jot down a few words about how you feel Jot down a few words about how you feel when all of these good ideas don’t workwhen all of these good ideas don’t work

Is it any wonder we often give up at this Is it any wonder we often give up at this point?point?

Adults often REACT out of these feelings Adults often REACT out of these feelings causing them to miss opportunities to ACT causing them to miss opportunities to ACT out of a deeper understandingout of a deeper understanding

Reflection can help you access your Reflection can help you access your wisdomwisdom

Are you looking for Are you looking for Blame Blame

or are you looking for or are you looking for Solutions?Solutions?

BRAULT Behavior ChecklistBRAULT Behavior ChecklistBRAULT Behavior ChecklistBRAULT Behavior Checklist

BBehavior:ehavior: RReflecteflect (Step back from emotions)(Step back from emotions)

AAnalyzenalyze (Look at external and internal factors)(Look at external and internal factors)

UUnderstandnderstand (What is the behavior (What is the behavior communicating?)communicating?)

LLearnearn (Gather more information)(Gather more information)

TTryry something new! something new!

Page 6 in the bookPage 6 in the book

What Can Adults Control?What Can Adults Control?What Can Adults Control?What Can Adults Control?

We may want to control the child, We may want to control the child, but really we can’tbut really we can’t

What we CAN control may well influence the childWhat we CAN control may well influence the child Program Elements ~ Environments and Program Elements ~ Environments and

CurriculumCurriculum General Relationships and InteractionsGeneral Relationships and Interactions Strategies with a Child in MindStrategies with a Child in Mind Child Characteristics Child Characteristics (what we know about the child (what we know about the child

through observation and gathering information)through observation and gathering information)

Looking from the Outside InLooking from the Outside InLooking from the Outside InLooking from the Outside In

StrategiesStrategies

RelationshipsRelationships

Program ElementsProgram Elements

ChildChild

Start HereStart Here

Program Element: Program Element: EnvironmentsEnvironments

Program Element: Program Element: EnvironmentsEnvironments

Physical EnvironmentPhysical Environment Sensory EnvironmentSensory Environment Stability of the Stability of the

EnvironmentEnvironment

Page 11-20Page 11-20

Physical & Sensory Physical & Sensory EnvironmentEnvironmentPhysical & Sensory Physical & Sensory EnvironmentEnvironment

Group SizeGroup Size Room Organization Room Organization

and Arrangementand Arrangement Variety and Number Variety and Number

of Toys & Materialsof Toys & Materials

AuditoryAuditory VisualVisual TactileTactile EmotionalEmotional

Stability in the EnvironmentStability in the EnvironmentStability in the EnvironmentStability in the Environment

Staff turnover or Staff turnover or number of staff that number of staff that change each day change each day

Changes in curriculum, Changes in curriculum, room arrangement, room arrangement, etc.etc.

Children leaving the Children leaving the group or joining the group or joining the groupgroup

Stability at HomeStability at HomeStability at HomeStability at Home

Children who are experiencing a lack of Children who are experiencing a lack of stability in their (home) environment are at stability in their (home) environment are at increased risk for developmental and increased risk for developmental and emotional difficultiesemotional difficulties

These children’s families need help to address These children’s families need help to address these problemsthese problems

And these children need positive experiences And these children need positive experiences to help them cope with the negative stresses to help them cope with the negative stresses they cannot avoidthey cannot avoid


Program Element: Program Element: CurriculumCurriculum

Program Element: Program Element: CurriculumCurriculum

Developmentally Developmentally appropriate, interesting appropriate, interesting and challenging and challenging

Balances quiet/activeBalances quiet/active Balances indoor/outdoorBalances indoor/outdoor Appropriate expectations Appropriate expectations

for self-help skillsfor self-help skills Schedules and Schedules and

TransitionsTransitions


Social & Social & Cultural Cultural ContextContext

Child, Child, Family & Family & CommuniCommuni

tyty

Age Age AppropriatenessAppropriateness(child development & (child development &

learning)learning)

Individual Individual AppropriatenessAppropriateness

(strengths, interests & (strengths, interests & needs of each child)needs of each child)

PlusPlus

DevelopmentallDevelopmentally Appropriate y Appropriate

PracticePractice

National Association for National Association for the Education of Young the Education of Young

Children (NAEYC)Children (NAEYC)www.naeyc.orgwww.naeyc.org

General RelationshipsGeneral RelationshipsGeneral RelationshipsGeneral Relationships

Personal EnjoymentPersonal Enjoyment Positive Respectful Positive Respectful

Relationships with Relationships with Adults and ChildrenAdults and Children

Temperament and Temperament and Learning StylesLearning Styles

Values and BeliefsValues and Beliefs Culture and LanguageCulture and Language


Neurons to Neighborhoods Neurons to Neighborhoods Sound BitesSound Bites


A child’s earliest human relationships affect later A child’s earliest human relationships affect later childhood relationships and provide the building childhood relationships and provide the building

blocks to future developmentblocks to future development

Positive CharacteristicsPositive CharacteristicsPositive CharacteristicsPositive Characteristics

A consistent, nurturing, emotionally responsive A consistent, nurturing, emotionally responsive primary caregiverprimary caregiver

An understanding of child development and how An understanding of child development and how children learnchildren learn

A view of a child’s behavior as an expression of how A view of a child’s behavior as an expression of how the child copes with the worldthe child copes with the world

The acceptance of the “urgency” of a young child’s The acceptance of the “urgency” of a young child’s needsneeds

An emotionally balanced caregiver which allows a An emotionally balanced caregiver which allows a child to predict adult behaviorchild to predict adult behavior


Strategies with a Child in Strategies with a Child in MindMind

Strategies with a Child in Strategies with a Child in MindMind

Group Management and Group Management and GuidanceGuidance

Prevention of ProblemsPrevention of Problems Problem-SolvingProblem-Solving Communication with Communication with

Family MembersFamily Members Support from Support from

ColleaguesColleagues


Relationship StrategiesRelationship StrategiesRelationship StrategiesRelationship Strategies

Communication with Communication with FamilyFamily Home/Family Home/Family

ConnectionConnection Sharing ConcernsSharing Concerns

Support from Support from ColleaguesColleagues Taking Time to ReflectTaking Time to Reflect Learning from OthersLearning from Others




Culture influences Culture influences every aspect of every aspect of

human development human development and it is reflected in and it is reflected in child-rearing beliefs child-rearing beliefs

and practicesand practices


Child CharacteristicsChild CharacteristicsChild CharacteristicsChild Characteristics

Typical Developmental Typical Developmental StagesStages

Communication through Communication through BehaviorBehavior

Temperament and Temperament and Learning StylesLearning Styles

Specific BehaviorSpecific Behavior Culture and LanguageCulture and Language Individual DifferencesIndividual Differences

Page 93-114Page 93-114

What Behavior Do We Want?What Behavior Do We Want?

ConfidenceConfidence Capacity to develop Capacity to develop

good relationships good relationships with peerswith peers

Concentration and Concentration and persistence on persistence on challenging taskschallenging tasks

Ability to effectively Ability to effectively communicate feelings communicate feelings such as frustrations, such as frustrations, angers, joysangers, joys

Ability to listen to Ability to listen to instructions and be instructions and be attentiveattentive

Social & Emotional SkillsSocial & Emotional Skills

Ron LallyRon Lally

Social & Emotional CompetenceSocial & Emotional CompetenceSocial & Emotional CompetenceSocial & Emotional Competence

Social and emotional competence is Social and emotional competence is essential for school readiness and essential for school readiness and successsuccess

Social and emotional competence is Social and emotional competence is developed through relationships, developed through relationships, initially with their primary caregiversinitially with their primary caregivers, , then through day to day interactionsthen through day to day interactions

Ron LallyRon Lally

Being IntentionalBeing IntentionalBeing IntentionalBeing Intentional

Focus on what you want a child to doFocus on what you want a child to do Acknowledge and encourage that Acknowledge and encourage that

behaviorbehavior Praise is alright occasionally, Praise is alright occasionally,

however, it tends to increase however, it tends to increase externalexternal motivationmotivation

Acknowledgement and Acknowledgement and encouragement build encouragement build internalinternal motivationmotivation

Identity FormationIdentity FormationIdentity FormationIdentity Formation

Each young child has a question to Each young child has a question to ask ~ Who am I to you? ask ~ Who am I to you?

The way the child gets responded to is The way the child gets responded to is how the child gets the answer how the child gets the answer

If the child is seen as delightful, If the child is seen as delightful, then the child will see themselves then the child will see themselves as delightful...as delightful...

How It Feels To Be MeHow It Feels To Be Me

A perspective A perspective by Robyn Braultby Robyn Brault

Forming IdentityForming Identity

What messages What messages did Robyn did Robyn receive from the receive from the teachers around teachers around her?her?

What can we What can we learn from learn from Robyn’s Robyn’s experiences?experiences?

How a caregiver How a caregiver viewsviews the the child influences how the child influences how the caregiver caregiver interactsinteracts with with

the child which influences the child which influences who the child who the child becomes.becomes.

Support as a StrategySupport as a StrategySupport as a StrategySupport as a Strategy

Support from Colleagues Support from Colleagues ~ It takes TIME and it is ~ It takes TIME and it is worth the timeworth the time Reflection and Reflection and

SharingSharing Owning mistakesOwning mistakes Miss-takes are Miss-takes are

wonderful wonderful opportunities to learnopportunities to learn

Page 115Page 115

Behavior is CommunicationBehavior is CommunicationBehavior is CommunicationBehavior is Communication

It is important that caregivers interpret It is important that caregivers interpret [challenging] behaviors as signs of stress and an [challenging] behaviors as signs of stress and an

inability to cope rather than indicators of inability to cope rather than indicators of “willfulness” or defiance... Children would prefer “willfulness” or defiance... Children would prefer to deal with their world in effective waysto deal with their world in effective ways.. But But

children who are living with extreme stress may children who are living with extreme stress may not have learned easily from prior experiences. not have learned easily from prior experiences.

They may need to be taught and re-taught simple They may need to be taught and re-taught simple social expectations other children learn naturally.social expectations other children learn naturally.


Behavior is CommunicationBehavior is CommunicationBehavior is CommunicationBehavior is Communication

So what is the So what is the child’s child’s

challenging challenging behavior trying behavior trying

to tell us?to tell us?

Sorting Out BehaviorSorting Out BehaviorSorting Out BehaviorSorting Out Behavior

Challenging Behavior: Sorting it Out, Challenging Behavior: Sorting it Out, Developing a PlanDeveloping a Plan

BRAULT Behavior ChecklistBRAULT Behavior Checklist Review for a childReview for a child Share with partnerShare with partner

or teamor team Work with the familyWork with the family

Take Action!Take Action!

What will you do What will you do with your new with your new ideas? Use the ideas? Use the Action Plan!Action Plan!

Research shows Research shows that using an idea that using an idea within a week helps within a week helps the information to the information to stickstick

Sharing your plan Sharing your plan helps you take helps you take actionaction

You must You must be the be the

change change you wish you wish to see in to see in

the world.the world.

Mahatma Mahatma GandhiGandhi

You must You must be the be the

change change you wish you wish to see in to see in

the world.the world.

Mahatma Mahatma GandhiGandhi

Resources and Ideas FromResources and Ideas FromResources and Ideas FromResources and Ideas From

Children with Challenging Behavior: Strategies for Children with Challenging Behavior: Strategies for Reflective ThinkingReflective Thinking Brault & Brault, CPG PublishingBrault & Brault, CPG Publishing

California’s Map to Inclusive Child Care California’s Map to Inclusive Child Care (web links for (web links for behavior)behavior) www.sonoma.edu/cihs/CAmap www.sonoma.edu/cihs/CAmap

Positive DisciplinePositive Discipline Jane Nelsen Jane Nelsen www.positivediscipline.comwww.positivediscipline.com J. Ronald LallyJ. Ronald Lally Co-Director, WestEd Center for Child & Family StudiesCo-Director, WestEd Center for Child & Family Studies

From Neurons to NeighborhoodsFrom Neurons to Neighborhoods Shonkoff and PhillipsShonkoff and Phillipshttp://books.nap.edu/books/0309069882/html/index.htmlhttp://books.nap.edu/books/0309069882/html/index.html

Marie K. Poulson,Marie K. Poulson, University of Southern California (USC)University of Southern California (USC)

Project EXCEPTIONALProject EXCEPTIONAL Kuschner, Cranor and Brekken Kuschner, Cranor and Brekken

Resilience NetResilience Net http://resilnet.uiuc.eduhttp://resilnet.uiuc.edu Division for Early Childhood (DEC)Division for Early Childhood (DEC) www/dec-sped.orgwww/dec-sped.org

Documents

Understanding Behavior from the Outside In Children with Challenging Behavior: Strategies for Reflective Thinking Linda Brault Early Childhood Consultant