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Positive Behavior Support: Training Issues and Strategies: 

Positive Behavior Support: Training Issues and Strategies Lise Fox Mary Louise Hemmeter

Training Modules: 

Training Modules Training Modules Promoting children’s success: Building relationships and creating supportive environments Social emotional teaching strategies Individualized intensive interventions: Determining the meaning of challenging behavior Individualized intensive interventions: Developing a behavior support plan Leadership strategies for supporting children’s social emotional development and addressing challenging behavior

Format of Modules: 

Format of Modules Speaker notes Activities Videoclips Powerpoint slides Handouts Resources Inventory of Practices

Promoting Social and Emotional Competence: 

Promoting Social and Emotional Competence Classroom Preventive Practices Building Positive Relationships Social and Emotional Teaching Strategies Individualized Intensive Interventions

Children with persistent, challenging behavior: 

Children with persistent, challenging behavior Comprehensive approach, all environments and all stakeholders Systematic plan Plan based on understanding the child and the problem behavior

Old Way New Way: 

Old Way New Way General intervention for all behavior problems Intervention is reactive Focus on behavior reduction Quick Fix Intervention matched to purpose of the behavior Intervention is proactive Focus on teaching new skills Long term interventions

Slide8: 

“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)

Positive Behavior Support: 

Positive Behavior Support A values-based, empirically-valid approach for resolving problem behaviors and helping people lead enhanced lifestyles A new applied science of behavior change

Research on PBS: 

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, children at-risk. The only comprehensive approach to address problem behavior within a variety of natural settings.

Positive Behavior Support: 

Positive Behavior Support Step 1: Convene a team and identify goals of intervention Step 2: Gathering information (functional assessment) Step 3: Developing hypotheses Step 4: Designing behavior support plans Step 5: Implementing, monitoring, and evaluating outcomes

Overview of Functional Assessment: 

Overview of Functional Assessment Problem behavior has meaning for the child Children communicate in many ways (e.g., words, signs, crying, biting) Children communicate a variety of messages (e.g., request, escape) The function of problem behavior is defined by the context Functional assessment is the formal process for determining the why (i.e., function) of problem behavior Observe child in target routines and settings Collect data on child behavior looking for situations that predict problem behavior and are linked with appropriate behavior Interview significant others Review records

Support Plan: 

Support Plan Behavior Hypotheses - Purpose of the behavior, your best guess about why the behavior occurs Prevention Strategies - Ways to make events and interactions that predict problem behavior easier for the child to manage Replacement Skills - Skills to teach throughout the day to replace the problem behavior Responses - What adults will do when the problem behavior occurs

Monitoring Outcomes: 

Monitoring Outcomes Identify outcomes valued by the team “KIS it” (Keep It Simple) Create simple, user-friendly forms to monitor outcomes (e.g., rating scales, check sheets) Monitor implementation of the plan Schedule dates for check-ins and evaluate the effectiveness of the support plan

Working with Families to Address Challenging Behaviors: 

Working with Families to Address Challenging Behaviors What are you doing to involve, support, and build relationships with families before challenging behavior becomes an issue? What materials or training are you providing to parents to help them understand children’s behavior? What data do you give parents to help them understand the problem behavior? How are you involving families in solving the behavior issue? Are you talking with families or to families?

Tim: 

Tim In group play situations, Tim uses verbal aggression (threats), physical aggression (hit, push, kick, punch), and property destruction (throwing or banging toys) to obtain toys. When this occurs, the peer relinquishes the desired toy and leaves the play area and/or an adult intervenes and provides Tim with excessive negative attention.

Tim’s Plan: 

Tim’s Plan Prevention Pre-teach skills via social story Use visual cards to help him remember lessons when in difficult situation Self-monitoring form to work on social goals Replacement Asking to play Everyone can play with the toys Flexibility, accepting other’s ideas/space Asking for teacher’s help

Slide19: 

Responses Immediately respond to his requests for help Intervene to prevent harm by providing attention/support to child who is attacked Provide certificate and praise at end of each day for successfully achieving goals. Fade certificate.

I Can Be a SUPER FRIEND!: 

I Can Be a SUPER FRIEND! Created for Tim by Lisa Grant & Rochelle Lentini 2002

Slide21: 

I like talking and playing with my friends at school.

Slide22: 

My Friends get sad or mad when I hit, kick, use mean words, or take toys. Sometimes, I want to play with what my friends are playing with. When I play, I sometimes feel like taking toys, using mean words, or hitting and kicking.

Slide23: 

If I want to join in play, I need to join nicely or ask to play with my friends’ toys. I can say, “Can I play with that toy?” or “Can I play with you?”. Can I play with you?

Slide24: 

I can join my friends and play nicely. I can take turns nicely. I can go with the flow. I can stop, think, and do.

Slide25: 

I CAN BE A SUPER FRIEND I can join my friends and play nicely. ________ I can take turns nicely. ________ I can go with the flow. ________ I can stop, think, and do. ________ DATE: ___________

Slide26: 

Teaching Self-Management

Training Challenge: 

Training Challenge Developing awareness of the need to use a comprehensive, proactive approach for children with the most challenging behavior—Beyond the quick fix!

Behavior Problems and Solutions: 

Behavior Problems and Solutions Ask the group to name the kinds of challenging behaviors they have encountered…record their responses Ask the group to list the interventions they use to address challenging behavior Guide the group to examine the fit of their interventions to the severity of the behaviors they have encountered

Training Challenge: 

Training Challenge Developing an awareness of the importance of functional assessment Addressing the impulse to get to the intervention and bypass the assessment phase

Slide31: 

2 3 1 4 7 5 8 * 0 6 9 #

Slide32: 

2 3 1 4 7 5 8 * 0 6 9 # ABC DEF PQRS GHI TUV WXYZ MNO JKL OPER TONE

Training Challenge: 

Training Challenge Resistance to examining behavior through a behavioral lens Facilitating an acceptance of behavioral principles

Evan: 

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 looks up at a teacher and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the teacher. The teacher helps him put the blocks together.

Madison: 

Madison Madison is in housekeeping, putting on high heels and a hat. Emily moves into the area and selects a purse from the dress-ups. Madison shouts “no” 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.

 Trigger Behavior Maintaining  Consequence: 

Trigger Behavior Maintaining Consequence

OBSERVATION VIDEO VIGNETTE: 

OBSERVATION VIDEO VIGNETTE 3

Training Challenge: 

Training Challenge Moving from reactive, simple interventions to proactive, complex interventions Understanding that our first impulse is to use what we have learned in the past or what has been internalized and is expected

Given 60 seconds, use 4 straight lines to connect all of the dots without lifting your pen: 

Given 60 seconds, use 4 straight lines to connect all of the dots without lifting your pen

Support Plan: 

Support Plan Behavior Hypotheses - Purpose of the behavior, your best guess about why the behavior occurs Prevention Strategies - Ways to make events and interactions that predict problem behavior easier for the child to manage Replacement Skills - Skills to teach throughout the day to replace the problem behavior Responses - What adults will do when the problem behavior occurs

Working as a Collaborative Team: 

Working as a Collaborative Team Assign roles Determine agenda and time for meetings Ensure group participation through facilitation and participatory processes adults will do when the problem behavior occurs

Support Plan: 

Support Plan Behavior Hypotheses - Purpose of the behavior, your best guess about why the behavior occurs Prevention Strategies - Ways to make events and interactions that predict problem behavior easier for the child to manage Replacement Skills - Skills to teach throughout the day to replace the problem behavior Responses - What adults will do when the problem behavior occurs

Roles: 

Roles Facilitator – person who guides group in stating agenda, work goals, time allocation Recorder – person who writes down the discussion Time Keeper – Person who tracks time and warns when agenda item is ending Reporter – person who shares group information, makes presentation Encourager – person who provides feedback to group members Jargon-buster – person who asks the question “what do you mean when you say ‘gobbley-gook’ and helps the group with communicating clearly

Case Study Group Instructions: 

Case Study Group Instructions Assign roles Review child description Review hypotheses Review observations Review interview Develop a support plan Report to group

For More Information:: 

For More Information: Center for Evidence Based Practice: Young Children with Challenging Behavior - www.challengingbehavior.org Center on the Social and Emotional Foundations for Early Learning - csefel.uiuc.edu