Challenging behavior for academy for teachers of young children texas 2013

Taking the Bite Out of Challenging Behavior in Young Children: Social

Emotional Learning Pyramid

Presented by

Angela Searcy, M.S.Angela Searcy, M.S.Simple Solutions Educational Services

www.overtherainbowsimplesolutions.com

[email protected]

1-866-660-3899

Angela Searcy [email protected] 708-845-2343

• Angela Searcy M.S., D.T.holds a B.A. degree in English and secondary education withteacher certification though the state of Illinois and a M.S. degree in early childhooddevelopment fromErikson Institute, with a specialization in Infant Studies and a credentialin developmental therapy. Angela is aDiversifying in Higher Education in Illinois FellowatArgosy University in the Doctor of Education Program

• Angela is the owner and founder ofSimple Solutions Educational Services, has over 20years of experience in the field of education, is an approved professional developmentprovider by the Illinois State Board of Education, and Texas ECI. She acts as aneducational consultant forTeaching Strategies, LLC, Lakeshore Learning, Carson CA,andCenter on the Social and Emotional Foundations for Early Learning (CSEFEL) atandCenter on the Social and Emotional Foundations for Early Learning (CSEFEL) atVanderbilt University. Angela is also a professor atRasmussen College, a Head StartCLASS Reviewer, a PDI coach with the Ounce of Prevention and the hostof AngelaSearcy’s Simple Solutions Internet Radio Show 11am CST onwww.globalnewsforum.com

• A former associate at theNeuropsychology Diagnostic Centerin Orland Park, Illinois,Angela has specialized training in the neurosciences and is a nationally recognized speakerwith extensive experience working with professionals, young children, and theirfamilies asan early childhood teacher, child development specialist, staff developer, mental healthconsultant, parent educator, language arts teacher, college professor and tutor. Her expertiseencompasses developing behavior modification programs from a neuropsychologicalperspective, and creating professional development grounded in neuroscience research relatedto adult learning.

Angela Searcy’s Simple Solutions Show! EVERY

Sat at 11am CST @ www.globalnewsforum.comwww.globalnewsforum.com

Want the WHOLE Power point???

• Facebook: Angela Nelson-Searcy• http://www.facebook.com/people/Angela-

Nelson-Searcy/100001295809551

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Few

children

Children

at-risk

The Center on the Social and Emotional Foundations in Early LearningThe Center on the Social and Emotional Foundations in Early Learning

All

Children

What is CSEFEL?The Center on the Social and Emotional

Foundations for Early Learning

www.vanderbilt.edu/csefel

A Federally Funded Center Focused on Improving the Social Emotional

Partners:• Vanderbilt University• University of Illinois at Urbana-Champaign• University of Colorado at Denver• University of South Florida• ZERO to THREE• Georgetown Center for Child and Human Development

A Federally Funded Center Focused on Improving the Social Emotional Outcomes of Children Birth to Age Five.

How to Approach Trainings…

• I have tried everything -consider how long, how effective, how consistent

• My assistant is not on board –team approach is best but even individual approach is best but even individual strategies work

• It won’t make a difference if the parents aren’t on board –we have children sometimes 6 hours a day, and see them often more than their parents, we teach children how to respond to us

Responsibilities

• Teacher ---to ask of yourself what you ask of your students what you ask of your students LEARN something NEW! Ask for help, persist at it, and do it willingly

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.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

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, 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.

Wrong Way – Right Way

Wrong Way• General intervention for

all behavior challenges• Intervention is reactive

Right Way• Intervention matched to

purpose of the behavior• Intervention is proactive• Intervention is reactive

• Focus on behavior reduction

• Quick fix

• Intervention is proactive• Focus on teaching new

skills• Long-term interventions

Okay that sounds nice but I have a question about…

• Really intense behaviors!!!

Children Communicate in Many Ways:

• Forms of communication– Words– Sentences– Point to a picture– Point to a picture– Eye gaze– Pulling adult– Crying– Biting– Tantrums– ?

Children Communicate a Variety of Messages

Functions of communication– Request object, activity, person– Escape demands– Escape activity– Escape a person– Escape a person– Request help– Request social interaction– Comment– Request information– Request sensory stimulation– Escape sensory stimulation– ?

Functional Assessment

• A process for developing an understanding of a person’s challenging behavior and, in particular, how the 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.

Functional Assessment

• Observe the child in target routines and settings.

• Collect data on child behavior, looking for situations that predict challenging behavior situations that predict challenging behavior and that are linked with appropriate behavior.

• Interview persons most familiar with the child.• Review records.

Everybody Helps

• Family collects data• Educational staff collects data• Therapists collect data• Therapists collect data• Collect data in ALL settings

Scatter Plot

Dates

Time Activity 10/1 10/2 10/3 10/4 10/5 10/8 10/9 10/10 10/11 1 0/12

7:30 Arrival

Free Choice

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 NAFree 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

Did not observe

NA

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

Activity Analysis

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.

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___510 times___10-15 ___15-20___+20

Circle ___0 times ___0 times ___0 times ___0 times ___0 times ___0 timesCircle ___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






Average ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20






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

Nap

Amy’s TransitionWeek of: _________________

Rate the problem behavior:

0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression

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

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

“KIS”

• “KIS it” (Keep It Simple) - - Create simple, user-- - Create simple, user-friendly forms to collect information (e.g., rating scales, checklists).

What is CECP?The Center for Effective Collaboration and

Practice

www.cecp.air.orgIt is the mission of the Center for Effective Collaboration and Practice to support and promote a reoriented national preparedness to foster the development and the adjustment of children with or at risk of developing serious emotional disturbance. To achieve that goal, the Center is dedicated to a policy of collaboration at Federal, state, and local levels that contributes to and facilitates the production, exchange, and use of knowledge about effective practices.

Okay that sounds nice but I have a question about…

• How am I supposed to fit this in my day…Do you know how BUSY I am!!!!

Clear Your Mind! Put on Your Mask! They know What

Scares You!

Personal reaction/professional action!

Trigger Behavior Maintaining Consequence

Setting Events (if applicable):

Preventions New Skills New Responses

To Challenging Behavior:

Behavior Planning Chart

Function:

Obtain toy/play


Use of New Skill:

Setting Event

• Event that occurs at another time that increases the likelihood the child will have challenging behavior. Setting have challenging behavior. Setting events serve to “set the child up” to have challenging behavior.

Behavior Equation

Setting Event Trigger Behavior

MaintainingConsequence

Quan approaches computer and

Quan moves his picture to indicate that

Child leaves computer and Quan sits computer and

sees child working on program.

indicate that he is next. Quan observes and waits for his turn.

Quan sits down and begins working.

MaintainingConsequenceBehaviorTrigger

Setting Event

Child leaves computer and Quan sits down

Quan hits child and pushes his body on the

Quan approaches computer and

Quan was up most the night with an asthma

Behavior Equation

Quan sits down and begins working.

body on the child’s chair.

computer and sees child working on program.

with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.

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 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.



Evan

Function:

Evan

Setting Event Trigger Behavior Maintaining Consequence

Playing with Duplos, can’t connect

Looks up at adult, fusses, holds up

Adult helps put blocks together.connect

blocksholds up blocks, looks at block/adult

together.

Function:Get help

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 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.



Madison

Function:

MadisonSetting Event


Another child moves to area and gets a toy (purse).

Shouts “no,” bites child.

Sent to “thinking chair,” other child consoled. 4 minutes later, 4 minutes later, Madison leaves chair and returns to play with purse.

Function:Avoid sharing

the purse


• Group play: centers and outside play with peers

• Circle Time


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


Tim’s Support Planning Chart

Function:

Obtain toy/play

• Pre-teach skills by role playing via scripted story

• Use visual cards to help him remember lessons when in difficult situation

• Teacher will subgroup during centers

• Teacher will change location of circle time

• Teacher will allow Tim to ask for a break

• Asking to play• Everyone can play with the toys

• Asking for teacher’s help

To Challenging Behavior:• Anticipate & cue to use new skill: asking to play/help

• Intervene to prevent harm by providing attention/support to child who is attacked

To Use of New Skill:• When asks, respond• Provide certificate and acknowledge positive behavior. Fade certificate.

• Students respond better to adults who take a personal interest in them.

• Develop positive relationships with all studentsall students

• Make sure the ratio between positive and negative experiences for students is about 5 positives for every negative.

39

Building Positive Relationships Building Positive Relationships Building Positive Relationships Building Positive Relationships

with Studentswith Studentswith Studentswith Students

• Paper Clip Test

• Take 10 paper clips-Move a paper clip from 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!

Logan Square

HSCI Curriculum Modifications Module

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.

Environmental Support


Simple Solutions Steps to Arrival

Simple Solutions Before Children come to school in Indiana

Choice Chart

How WE Wait –Mom/ Dad/Ya Ya!

Right Way/Wrong Way

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


working on it at a later time.

Uptown! 1.Stand on a square

2.Stand behind a friend

3.Catch a bubble

4. Hold on to the railing

Consider this…

Things you can’t change

• Parents • Your organization • Your coworker

Things you can change

• How you present information• How you speak to the child

(ren) • How long, how fast, the

location• Teacher directed, child • Your coworker

• This new generation• Teacher directed, child

directed, small groups, large groups

• You expectations • Rate of reinforcement• Materials you use

• Your approach







Function : Obtain toy/playapplicable):




• Self-monitoring form to work on new skills


Use of New Skill:

“ 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 drive, we teach.

If a child doesn’t know how to behave,

we……..... …….teach? ……punish?

Why can’t we finish the last sentence as automatica lly as we do the others?”Tom Herner (NASDE President ) Counterpoint 1998, p. 2)Tom Herner (NASDE President ) Counterpoint 1998, p. 2)

55

Identifying Teachable Moments

56

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.

Centers!

Turtle Box

19

Problem Solving Steps

Would it be safe?Would it be fair?How would everyone feel?

Step 2

Simple Solutions Adaptation

The Solution Kit

28

Logan Square!!

Room 13 at Uptown Uses a key Ring instead…

What is Conscious Discipline for Educators?

www.consciousdiscipline.com

Conscious Discipline is a comprehensive self-Conscious Discipline is a comprehensive self-regulation program that integrates social-

emotional learning and discipline.

What is (TACSEI)?The Technical Assistance Center on Social Emotional Intervention for Young Children

www.challengingbehavior.org

TACSEI) takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most of these free products are available right here on our website for you to immediately view, download and use.

What is CASEL?

CASEL is a growing 501(c)(3) not-for-profit organization that works to advance the science and evidence-based practice of social and emotional learning. We are

.

•Collaborative for Academic, Social, and Emotional Learning

www.CASEL.orgthe science and evidence-based practice of social and emotional learning. We are committed to conducting the research, practice, and policy work to establish social and emotional learning as an essential component of Pre-K through 12 education nationwide.

edutopia.org







Function : Obtain toy/playapplicable):




• Self-monitoring form to work on new skills




To Use o New Skill:

Simple Solutions Adaptation at Ezzard Charles Montessori



• Circle Time






Function:

Obtain toy/play



• Teacher will subgroup during centers

• Teacher will change location of circle time

• Teacher will allow Tim to ask for a break



To Challenging Behavior:• Anticipate & cue to use new skill: asking to play/help

• Intervene to prevent harm by providing attention/support to child who is attacked

To Use of New Skill:• When asks, respond• Provide certificate and acknowledge positive behavior. Fade certificate.