beyond finding function: intervening with challenging behavior in early childhood presented by:...

Beyond Finding Function: Intervening with Challenging Behavior in Early Childhood

Presented by: Vanessa Tucker, Ph.D., BCBA-D

Pacific Lutheran [email protected]

Original presentation planned by:Britta Saltonstall, PhD, BCBA

[email protected] University of Washington

Acknowledgements

Portions of this presentation were provided by the Center on the Social and Emotional Foundations for Early Learning

http://www.csefel.uiuc.edu/ These materials were produced by

Britta Saltonstall, Ph.D.

Key Ideas of Positive Behavior Support (PBS)

Behavior serves a function

A focus on prevention rather than reaction

Replace the behavior with an appropriate behavior that serves the same function.

Assessment of the Environment

Assessment of Instructionand Adult - Child Interactions

Assessment ofAntecedents

and Consequences

Increase in Teacher Time

and Level of Intrusiveness

Definition of challenging behavior

Interferes with student’s learning or learning of others

Hinders positive social interactions and relationships

Harms self or others

Causes damage

Behavior Serves a Function

Typical Functions of Behavior

To Escape/Avoid To Obtain

Escape/avoid activities Escape/avoid interaction Escape pain/discomfort

Obtain attentionObtain food or toysObtain activitiesObtain internal stimulation

Behavior as Communication Challenging behavior may be used

to communicate a message when a child does not have an appropriate way to communicate.

Children engage in challenging behavior because it “works” for them: it serves a function.

Examples of what the child may be trying to say

“NO!” “I need a break” “I want to stay here” “Help me” “Look! “Play with me!” “I want that”

Why do we care about the function?

So we can avoid reinforcing the behavior

So we can teach an appropriate alternative

Functional assessment of behavior process:

2. Recognize that challenging behavior serves a function.

1. Identify the priority behavior as a team.

4. Collect data to assess function of behavior.

5. Develop a hypothesis about the function of the behavior.

3. Provide a clear description of the behavior.

6. Write and implement a “PBS” (intervention) plan if needed.

Example of Behavior Hypothesis

When Stephen is asked to do fine motor skill tasks (setting/trigger), he will scratch others (target behavior) to escape from the task (perceive function).

Date: 4/03/04Time: 1:20 pmAntecedent: Stephen is doing cutting with teacher. Behavior: Stephen scratches teacher.Consequence: Stephen put in timeout.

Functional assessment of behavior process:

2. Recognize that challenging behavior serves a function.

1. Identify the priority behavior as a team.

4. Collect data to assess function of behavior.

5. Develop a hypothesis about the function of the behavior.

3. Provide a clear description of the behavior.

6. Write and implement a “PBS” (intervention) plan if needed.

Once you know the function…

Write up an action plan (or “PBS plan”) for team members.

This will involve:1. Revisiting your preventative strategies with function in mind.

2. Selecting ways to replace the challenging behavior with a more appropriate alternatives (antecedent, teaching, & consequence strategies).

3. Determining ways to ensure the challenging behavior is no longer effective for the child.

Categories of Interventions: Setting Event Strategies Teaching Replacement Skills Antecedent Strategies Consequence Strategies

Putting it all together: a PBS Plan

A PBS Plan should include: A clear definition of the behaviors you are

targeting Function statement Prevention strategies that you will use Replacement skills that you will teach Consequence strategies that you will use.

Example 1

Prevention Mindset

A key way to prevent challenging behavior is to pre-pick your “battles” wisely

Recognize that certain behaviors are ultimately controlled by a child (toileting, talking, eating, sleeping).

Assessment of the Environment

Assessment of Instructionand Adult - Child Interactions

Assessment ofAntecedents

and Consequences

Increase in Teacher Time

and Level of Intrusiveness

PBS and Teaming

How do you usually approach challenging behavior? Childhood experiences, cultural norms, triggers

Be honest with yourself and other staff

Develop team strategies to handle those situations

Examining Our Attitudes about Challenging Behavior

What behaviors make you crazy or push your buttons?

How do these behaviors make youfeel?

Managing Personal Stress: Thought Controlhttp://www.csefel.uiuc.edu/modules.html

Calming Thoughts“This child is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.”

“I can handle this. I am in control. They have just learned some powerful ways to get control. I will teach them more appropriate ways to behave.”

“

Upsetting Thoughts

“That child is a monster. This is getting ridiculous. He’ll never change.”

“I’m sick of putting out fires!”

Managing Personal Stress: Thought Controlhttp://www.csefel.uiuc.edu/modules.html

Calming Thoughts

“I feel undervalued right now – I need to seek support from my peers and supervisor.”

“Having him in my class is going to be a wonderful Professional Development experience.”

Upsetting Thought

“I wonder if Wal-Mart is hiring?”

“He ruins everything! This is going to be the worst year of my career.”

PBS and Teaming

Small Group Activity: 10-15 mins“Assess your perspective on specific behaviors”-Fill out the following form and discuss your responses with your tablemates

-Determine 1-2 volunteers from each table to share selected responses with the larger group

Davis & Dixon

Assess Your Perspective of Specific Behaviors

Behaviors I Can Handle Behaviors I Can’t Handle

Behaviors I can handle depending on my mood and the situation

Interventions

What to do and WHEN to do it!

Categories of Interventions: Setting Event Strategies Teaching Replacement Skills Antecedent Strategies Consequence Strategies

Setting Event Strategies

Antecedent Behavior Consequence

Setting Events

Setting Event Strategies

Minimize or eliminate the setting event

“Neutralize” the setting event Add more prompts for appropriate

behavior Temporarily increase power of

reinforcement

Categories of Interventions: What to do and WHEN to do it! Setting Event Strategies Teaching Replacement Skills Antecedent Strategies Consequence Strategies

“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 Tom Herner (NASDE President, Counterpoint 1998, p.2)1998, p.2)

30

Teaching Replacement Skiils

Teach a Communicative Alternative Think about what the child is trying to

communicate. What is an appropriate way to communicate the same thing?

Other examples of replacing a function Giving a child something hard and plastic

to chew on instead of hand biting Teaching a child to give you a kiss instead

of mouthing you.

Teaching the alternative communication

Look for situations where the challenging behavior typically happens.

Catch the child BEFORE they engage in the challenging behavior.

Immediately reinforce the appropriate communication EVERY TIME at first.

To the greatest extent possible, make sure the challenging behavior no longer works for your child. persistence

Building in Tolerance for Delay Once the child is RELIABLY using the

appropriate communication you can start building up their tolerance for delay by slowly delaying their access to whatever they requested.

Examples: “Sure, you can have a break, but let’s do

one more letter first.”“I can see you want to talk to me. Give

me one minute and then I’ll talk to you.”

A replacement communication MUST…

Be easily available Be understood Be EFFECTIVE

Antecedent Strategies


Setting Events

Antecedent Strategies PREVENT the behavior from happening in the first place.

Five Key Antecedent Strategies

1. Task Modifications2. Minimizing Errors3. Behavioral Momentum4. Pre-specifying Reinforcers5. Shared Control

1. Task Modifications to Promote Desirable Behaviors

Modifications directly associated with the task content or task materials.

Modifications in the manner which the task is presented

Modifying the Task Decrease the aversive characteristics

of the task. Make it easier Make it shorter Embed it in preferred or functional

activities Use preferred materials.

Modifying the Instructional Presentation

Task content remains the same. Variations are made in presentation of the task Provide frequent breaks Interspersing hard and easy tasks Interspersing preferred and non-

preferred tasks Collaborate with student on task.

“You pick up three legos, then I will put up three legos.”

“If you button your shirt, I will zip your coat.”

2. Minimizing Errors

Especially with a new task, prevent mistakes by stepping in and prompting BEFORE the child responds so that they get it right.

Gradually fade prompts while making sure the child is still mostly responding correctly.

3. Behavioral Momentum

Try to get the child “on a roll” with positive behavior by giving them a series of quick easy directions that they usually will follow before giving a problem direction. Give praise for all compliance.Teacher Child Consequences

Alan, give me five. Gives five Teacher gives praise

Touch your ears. Touches ear Teacher gives praise

What is on your shirt?

Says “Batman” Teacher gives praise

Sit in your chair. Sits in chair. Teacher gives praise

4. Pre-specifying the Reinforcer

State the reinforcer to be delivered prior to the completion of a task or activity in which a problem behavior occurs.

Examples “If you will sit at the booth during dinner, we

will order some ice cream.” “After you clean up your toys, we will have a

snack.”

5. Revisit Shared Control

Choices Negotiation

Consequence Strategies


Setting Events


1. Using Reinforcement Wisely2. Extinction3. “Last resort strategies”: time out,

punishment

1. Using Reinforcement Wisely Are you reinforcing?

Is it REALLY reinforcement?

Are you varying your reinforcement?

Do you need a more powerful reinforcer for this task?

Using Praise

Don’t assume it is a reinforcer for a child.

Use behavior specific praise

Visually Cues to Reinforcement

What am I working for? When will I get it? When will I be done?

From “Visual Supports for Students with Autism” PowerPoint by Eastern Upper Peninsula Autism Grant Team. http://www.cenmi.org/matr/downloads/tutorials/VisualSupports.pps#2



punishment

Extinction

Definition: removal of the reinforcing consequences of a behavior.

In other words: to the maximum extent possible, try to ensure that the child no longer gains what they want from the challenging behavior.

Using Extinction Correctly

Ignore the behavior but not the child.

Be aware that the behavior may get worse before it gets better.

ALWAYS combined with antecedent strategies (teaching replacement communications, task modifications, etc.)



punishment

3. “Last resort" consequence approaches

Time-out Can be timeout from preferred

activities, toys, or social attention Does the challenging behavior

decrease?

3. “Last resort" consequence approaches

Punishment A consequence that follows a

behavior and results in a decrease in behavior.

ALWAYS combined with antecedent strategies (teaching replacement communications, task modifications, etc.)

Stop using it if it is not working.

Useful Resources Functional Assessment and Program Development for

Problem Behavior by O’Neill, Horner, et al (1997) Functional Assessment: Strategies to Prevent and

Remediate Challenging Behavior in School Settings by Lynette K. Chandler and Carol M. Dahlquist

Communication-Based Intervention for Problem Behavior: A User’s Guide for Producing Positive Change by Edward G. Carr and Len Levin

The Explosive Child by Greene, R.W. (2001) http://csefel.uiuc.edu/whatworks.html http://www.pbis.org/ Positive Behavioral Intervention

and Supports. http://rrtcpbs.fmhi.usf.edu/ Center on Positive Behavior

Support

When will I get it?

When will I be DONE??

TimeTimer.com

Teaching Replacement Skills


Setting Events

New Appropriate

Behavior

Raymond

Antecedent:

Hard Task

Behavior:Destroys materials

Consequence:

Escapes Task

Raymond

Antecedent:

Hard Task

Behavior:Destroys materials

Consequence:

Escapes Task

Tap “I Need a

Break” card

beyond finding function: intervening with challenging behavior in early childhood presented by:...

Documents

function of behavior

appropriate behavior

priority behavior

example of behavior

damage slide

appropriate alternative

university of washington

internal stimulation