Addressing Challenging Behavior in Early Childhood: Strategies for Teachers and Trainers :Addressing Challenging Behavior in Early Childhood: Strategies for Teachers and Trainers Maureen A. Conroy, Ph.D.
University of Florida
Center for Evidence-based Practice: Young Children with Challenging Behaviors
DEC Recommended Practices Training Series
Erlanger, KY
September 24, 2004
Purpose of Presentation :Purpose of Presentation Provide an overview of challenging behaviors
Present techniques for identifying the reasons for challenging behaviors
Describe proactive interventions for changing challenging behaviors
Challenging Behaviors :Challenging Behaviors Behaviors that……
Cause injury to self, or others
Cause damage to the physical environment
Interfere with learning new skills
Socially isolate a child
Challenging Behaviors :Challenging Behaviors Behaviors that….
are inappropriate for the child’s developmental level and/or cultural background
Challenging Behaviors :Challenging Behaviors Behaviors that….
are a challenge for educators and family members to be manage
Challenging Behaviors :Challenging Behaviors What do challenging behaviors look like?
Challenging Behaviors :Challenging Behaviors How do these behaviors make us feel?
Changing Our View :Changing Our View Understand why challenging behaviors happen and what purpose they serve
Focus on developing a broader range of skills and outcomes for children
Implement interventions for these behaviors at an early age that help children learn new behaviors
Develop preventative interventions that are practical and ongoing
Changing Our View :Changing Our View Take the problem away from the child and ask:
Why is this behavior occurring?
What changes can I make to prevent the problem from occurring and teach the child new skills?
Understanding Challenging Behaviors :Understanding Challenging Behaviors Form vs. Function
Form
What does the behavior look like?
Function
What is the purpose of the behavior from the child’s perspective?
Forms of Challenging Behavior :Forms of Challenging Behavior
Forms of Challenging Behavior :Forms of Challenging Behavior
Functions of Challenging Behaviors :Functions of Challenging Behaviors Why do children do these behaviors?
What is the purpose or outcome for the child?
Functions of Challenging Behaviors :Functions of Challenging Behaviors 3 Functions
Obtain something
Attention of adult or peer
Activity, toy, food, materials
Escape something
Attention of an adult or peer
Activity, toy, food, materials
Self stimulation
What is the function? :What is the function? Sevon, a 3 year old hits the teacher and says “no” when given a puzzle to complete. The teacher removes Sevon from the table and places him in a chair away from the group.
Franz, a preschooler with mental retardation, cries when the teacher is passing out popcorn and accidentally skips him. The teacher quickly gives him some popcorn.
What is the function? :What is the function? Kevin, a 4 year old throws a temper tantrum when he see the M & M’s at the checkout counter at the grocery store and is told by her caregiver “no candy today.” He continues to tantrum and the caregiver says “Oh, alright” and buys Kevin the candy
What is the function? :What is the function? Christina, who has autism, rocks back and forth when there is free play in the classroom. The class ignores her.
Mary, a 4 year old, “smarts off” to her teacher and the entire class laughs.
Kirby, who is 3 years old, runs to the play area when his teacher tells him it is time to sit at the table. The teacher says “no” and brings Kirby back to the table.
What is the function? :What is the function? Jose cusses loudly when the teacher asks him to stop playing, the entire class looks at him and the teacher sends him to time-out.
Rudy, who is 4 years old, refuses to sit down at the beginning of story time. The teachers’ assistant picks Rudy up and puts him in her lap.
How do these situations apply to the behaviors you see in your early childhood settings? :How do these situations apply to the behaviors you see in your early childhood settings?
The Functional Assessment Process :The Functional Assessment Process Choose from a variety of assessment tools
Interview the teacher, caregiver, and/or child
Complete a rating scale
Directly observe the challenging behaviors when they occur and appropriate behaviors when they occur
Identifying Functions of Behavior :Identifying Functions of Behavior Look at the situation in which the behavior occurs
Identify and describe the challenging behavior
Identify what events, people, activities, are usually associated with the behavior
Identifying Functions of Behavior :Identifying Functions of Behavior Identify the outcome of the behavior
Ask yourself “What is this child getting by engaging in this behavior”?
Obtaining peer or adult attention?
Obtaining an activity, materials, food, toy?
Escaping a task or activity?
Escaping peer or adult attention?
Self stimulation?
Functional Assessment Interview :Functional Assessment Interview An interview that describes the problem behavior and identifies environmental factors that reliably result in the challenging behavior
Function Assessment Interview :Function Assessment Interview Ask the following questions:
What exactly does the behavior look like?
What do you think is the possible reason that the child is engaging in the behavior?
What events/situations predict the behavior?
What does the child like and not like?
How does the child communicate what she or he likes or dislikes?
Does the child have skill deficits?
What other things may be related to the behavior?
Does the child have a illness?
Is the family in transition?
Motivation Assessment Scale :Motivation Assessment Scale A rating scale designed to assess the potential functions of challenging behaviors
Attention
Escape
Tangible
Sensory
16 items (4 for each function)
Likert scale from 0 - 6
Motivation Assessment Scale :Motivation Assessment Scale Would the behavior occur if the person was left alone?
Does the behavior occur following a request to perform a difficult task?
Does the behavior occur in response to your talking to another person
Does the behavior occur to get a toy, food, or activity?
Direct Observation :Direct Observation “Snap-shot” method
Direct observation tool developed to obtain a “picture” of the events that occur prior to and following challenging behavior
Behavior “Snap-shots” :Behavior “Snap-shots”
Let’s Practice: Alex :Let’s Practice: Alex The children are sitting at small tables working on puzzles, beads, and coloring. Ms. Chrissy, the teacher, notices that every day during this time, Alex is noncompliant, whines, and throws his play materials. When Alex does this, Ms. Chrissy removes him from the activity.
Alex’s MAS Results :Alex’s MAS Results Escape ranked 1 (mean = 4)
Tangible ranked 2 (mean = 2)
Attention ranked 3 (mean = .75)
Sensory ranked 0 (mean = 0)
Alex’s “Snap-shot” :Alex’s “Snap-shot”
Slide 32 :According to the MAS, she determines that the purpose of Alex’s behavior is escape. Ms. Chrissy also notices when observing Alex that he has difficulty completing fine motor tasks by himself. What might be possible interventions?
Slide 33 :Ms. Chrissy decides to teach Alex to request assistance when she notices that he begins to get frustrated with the task. She uses the following strategies:
Practicing requesting assistance in a one-to-one situation with Ms. Chrissy prompting Alex and praising his attempts
Placing Alex in a small group with other children who will model requesting assistance.
Let’s Practice: Heather :Let’s Practice: Heather Heather is a five year old with mental retardation & autism. The teacher notices that during recess, Heather is socially withdrawn and spends most of her time “spinning the wheels” on a toy truck or rocking back and forth. Heather’s teacher is concerned that she doesn’t like to play with the other children.
Heather’s MAS :Heather’s MAS Sensory ranked 1 (mean = 5.24)
Escape, Attention, Tangible ranked 0
Heather’s “Snap-shot” :Heather’s “Snap-shot”
Slide 37 :According to the MAS, the function of Heather’s behavior is sensory. The teacher also noticed from the direct observation, that the children ask Heather to play, but she is unable to respond. The teacher believes that Heather does not know how to interact. What would be a good replacement behavior for Heather?
Slide 38 :The teacher decides to teach Heather to play with another child using the toy cars. She uses the following strategy:
Chooses a peer to a model and buddy for Heather
Teaches the peer to initiate to Heather by holding her had and taking her over to the toy cars
Prompts and praises Heather for playing with her friend
Using Assessment Information :Using Assessment Information Develop hypotheses about the function of the behavior
Develop hypotheses about factors that may predict the behavior
Identify new behaviors to teach that match the functions of the behaviors and strategies for teaching these behaviors
Developing Proactive & Preventative Interventions :Developing Proactive & Preventative Interventions
Proactive Interventions :Proactive Interventions You have…
Defined the behavior
Identified factors related to the behavior
When and where the behavior occurs
Persons the behavior occurs with
Activities and times related to the behavior
Identified the functions/outcomes for the behavior …
Proactive Interventions :Proactive Interventions To develop an intervention ask yourself…
What can I do to change the behavior?
How can I modify or change the factors that contribute to the behavior?
What can I teach the child to use as a replacement behavior that addresses the same purpose or outcome?
Proactive Interventions :Proactive Interventions How will I teach the replacement behavior to the child?
How can I make sure that I am NOT reinforcing the outcome of the challenging behavior?
How can I reinforce the replacement behavior so that it matches the function of the challenging behavior?
Environmental Arrangement :Environmental Arrangement
Purpose of Environmental Arrangement :Purpose of Environmental Arrangement Maximize the child’s engagement with the environment
Decrease challenging behavior
Encourage greater staff efficiency
Easy to implement
Developmentally Appropriate Practices
Environmental Arrangement :Environmental Arrangement Arrange physical space to minimize challenging behaviors
Organize the classroom schedule & transitions
Implement classroom rules
Examine staffing patterns and arrangement
Physical Arrangement :Physical Arrangement Space
Quiet Vs. Active
Centers
Building Independence in Classroom
Density of Areas
Physical Boundaries
Seating Arrangements
Materials
Physical Arrangement Activity :Physical Arrangement Activity Book Activity (clip #7)
Why are the children engaged during this activity?
Physical Arrangement Activity :Physical Arrangement Activity Outdoor Play (clip #2)
What would make this activity run more smoothly
Physical Arrangement Activity :Physical Arrangement Activity Snack (clip #5)
What went wrong here? What would you do differently?
Physical Arrangement Activity :Physical Arrangement Activity Draw a map of your classroom
Target classroom areas where problem behaviors occur
Reorganize your classroom to minimize problem behaviors
Incorporate the following into your plan
Room dividers where children are observable
Accessible space for personal items (teacher & child)
Large group, small group, and individual work areas
Structured seating arrangements
Organizational :Organizational Schedule
Transitions
Staffing Patterns
Classrooms Rules
Schedule :Schedule Arrival Times
Consistent Times
Sequencing and Length of Activities
Planned Clean-up/Transitioning Routine
Productive Learning Times Early
Explaining Changes
What is a schedule? :What is a schedule? A group of symbols (e.g. objects, pictures, written words) that informs the child of the activities that will occur during a designated period of time
What is the purpose of the schedule? :What is the purpose of the schedule? To give the child information about the day
To teach the child to be independent
To facilitate interaction with peers, teachers, and family members about what the student has been doing or is going to do
For whom is a schedule useful? :For whom is a schedule useful? Children who have difficulties with transitions
Children who need predictability and structure
Children who need visual cues
Developing Schedules :Developing Schedules What would you change in this schedule?
Inside Free Play
Outside Free Play
Circle Time
Centers
Lunch
Sleep
Free Play
Home
Developing Schedules :Developing Schedules What would you change in the schedule?
Conduct a structured activity first thing in the morning
Plan transition activities
Incorporate another structured activity in the afternoon
Alternate active and more passive activities
Schedule Group Activity :Schedule Group Activity Create a classroom schedule for your classroom
Include the following:
Teacher-initiated activities
Child-initiated activities
Quiet, individual time
Large and small group activities
Transitions
Outdoor play
Meals (as appropriate)
Note:
Remember to use written or pictorial cues to communicate the schedule to the children
Schedule Group Activity :Schedule Group Activity How would you adapt your schedule for the following children?
Jane (3 years old) who does not verbally communicate?
Dick (2 years old) with almost age-appropriate expressive and receptive communication skills, but is unable to follow directions?
Transitions :Transitions Routine
Clearly Outlined
Cues/Prompts
Practice Wait Time
Staffing Patterns :Staffing Patterns Zone/Man-to-Man
Ratio
Assistants
Classroom Rules/Routines :Classroom Rules/Routines Few
Concise
Positive
Posted
Provide Consequences (+ & -)
Apply Consistently
Review Frequently
Routine Activity :Routine Activity Arrival (video clip #1)
Morning routine to prevent problem behavior during arrival
Why are the children engaged and compliant?
Routines Group Activity :Routines Group Activity Choose from the following and develop specific procedures to teach children the following routines:
Putting coats and belongings away
Getting quiet
Cleaning up
Lining up
Getting ready for rest time
Using the bathroom
Getting ready to go home for the day
Sitting at the circle or morning meeting time
Curriculum Adaptations :Curriculum Adaptations Ensuring an individually appropriate curriculum
Does the child have the skills to successfully complete the activity or task? Can the child follow directions?
Provide material on a skill level that is appropriate for the child
Reduce or change initial expectations, gradually increasing expectations
Implement more frequent activity breaks
Provide positive and appropriate reinforcement for appropriate behavior
Curriculum Adaptations :Curriculum Adaptations Provide distraction free areas for children who need “quiet time”
Vary teaching methods and activities
Provide adult support when needed
Develop materials so that the child can be independent
Get additional information or training if you are unsure about how to address the challenging behavior
Teacher Responsibilities :Teacher Responsibilities Develop materials so that child can be independent
Present information via visual, auditory, kinesthetic, tactile modalities
Provide additional adult support when needed
Teacher Responsibilities :Teacher Responsibilities Vary levels of difficulty in instructional activities
Use cooperative learning techniques
Consult with other teachers and parents
Get information/training if unsure how to address the problem
Teaching Replacement Behaviors :Teaching Replacement Behaviors When the function is appropriate
But the form is not appropriate
What can I teach as a replacement behavior for the challenging behavior that addresses the same outcome?
Teaching Replacement Behaviors :Teaching Replacement Behaviors Choosing a replacement behavior
Find a behavior that serves the same purpose or function as the challenging behavior
Teach a behavior that helps the child achieve the purpose easier, quicker, and better than the challenging behavior
Teaching Replacement Behaviors :Teaching Replacement Behaviors Teaching functional communication skills
Replace the need to obtain or escape from attention, activities/tasks, or predictability
Teach appropriate skills for saying “no” or requesting help
Communicative Replacement Examples :Communicative Replacement Examples Beth
wants to interact with peers
expressive language disorder
doesn’t know how to initiate interactions
takes objects or interrupts peers
learn & use social initiation skills Billy
whenever another child tells teacher he/she is hurt or needs help
Billy immediately approaches teacher and makes same request
learn & use appropriate attention getting or conversation behavior
Teaching Replacement Behaviors :Teaching Replacement Behaviors How will I teach the replacement behavior to the child?
What are the goals and expectations of the situation, activity, or task?
How much instruction is needed to teach the child these skills or expectations?
Teaching Replacement Behaviors :Teaching Replacement Behaviors Be consistent in setting expectations and stick to them!
Reinforce the replacement behavior
Who?
How often?
Teaching Replacement Behaviors :Teaching Replacement Behaviors How to make sure you are NOT reinforcing the challenging behavior Ask ourselves...
What are we doing now that may be reinforcing the challenging behavior?
How can we change our response to the challenging behavior when it does happen?
How can we be consistent with our response?
How will we reinforce the replacement behavior so that it addresses the function?
Teaching Replacement Behaviors :Teaching Replacement Behaviors Decide when you want the child to use the replacement behavior, teach the child to use the behavior, and reinforce that behavior by providing the child with the outcome
If you can, ignore the challenging behavior or only minimally attend to the behavior
Alternative Instructional Strategies :Alternative Instructional Strategies Preferred Items
High Probability Requests
Embedding Difficult Tasks
Providing Choices
Collaboration
Teaching Tolerance for Delay
Let’s Practice :Let’s Practice Betty and Veronica have observed that there is a lot of “fighting” after lunch around the sink area
What interventions could you try to address this?
Entire Class
Single child who is engaging in most of the pushing and shoving
Let’s Practice :Let’s Practice Archie and Jughead are concerned because the children are rolling around on the floor during circle time
What interventions could you try to address this?
Entire class
Single child who is engaging in the behavior
Next Steps :Next Steps Choose a child in your program
What are the target challenging behaviors?
Why do think those behaviors occur?
What is the function?
What environmental factors are associated with the behavior?
What environmental factors can you change to decrease the probability of the behavior?
What curriculum modifications are needed?
What replacement behaviors can you teach the child?
What alternative instructional strategies would be helpful?
Thank you! :Thank you! Contact Information:
Maureen A. Conroy, Ph.D.
Box 117050
Department of Special Education
University of Florida
Gainesville, FL 32611
mconroy@coe.ufl.edu