Gia Ostroff Welsh, Ph.D. Meghan von der Embse, Ed.S. PROGRAM-WIDE EFFECTIVE DISCIPLINE FOR CHALLENGING BEHAVIOR COACHES DAY JANUARY 28 TH, 2016

 BoQ – Linking the Benchmarks of Quality to classroom strategies  Importance in understanding function of behavior  Specific classroom strategies  Value of coaching in supporting teachers  Outside resources AGENDA

INFORMATION PULLED FROM THE FOLLOWING NATIONAL CENTERS  Center on the Social and Emotional Foundations for Early Learning  Technical Assistance Center on Social Emotional Intervention

BENCHMARKS OF QUALITY

Let’s look at the Benchmarks of Quality as our guide… Section VII: Procedures for responding to challenging behavior 28. Strategies for responding to problem behavior in the classroom are developed. Teachers use evidence-based approaches to respond to problem behavior in a manner that is developmentally appropriate and teaches the child the expected behavior. 30. A process for problem solving with other teachers around problem behavior is developed. Teachers can identify a process that may be used to gain support in developing ideas for addressing problem behavior within the classroom (e.g., peer- support, classroom mentor meeting, brainstorming session). CLASSROOM STRATEGIES MATTER!

UNDERSTANDING FUNCTION

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. Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destruction, self-injury, noncompliance, and withdrawal.

CHALLENGING BEHAVIOR COMMUNICATES  Communicates a message when a child does not have language.  Used instead of language by a child who has limited social skills or has learned that challenging behavior will result in meeting his or her needs.

CHALLENGING BEHAVIOR WORKS  Children engage in challenging behavior because “it works” for them.  Challenging behavior results in the child gaining access to something or someone (i.e., obtain/request) or avoiding something or someone (i.e., escape/protest).

 Access to Tangible  Attention  Escape/Avoidance  Sensory Stimulation Posters available at LET’S REVIEW THE MAJOR FUNCTIONS OF BEHAVIOR

Prevention Replacement HOW TO HELP AS A COACH?

PREVENTION

PREVENTIONS ARE POWERFUL  Preventions help the child be more successful with the environment, activity, or interaction  Preventions might entail many of the strategies you already use in your classroom  Preventions are individually selected and linked to the contexts and triggers for the behavior

PREVENTION STRATEGIES  How can the environment be changed to reduce the likelihood that challenging behavior will occur?  What can be done to make challenging behavior irrelevant?  What procedures can I select that fit in the natural routines and structure of the classroom or family?  How can I build on what works?  What can be done to help the child not respond to the trigger or change the trigger so it does not cause challenging behavior?

OBTAIN (E.G., ATTENTION, OBJECT, ACTIVITY) Sample Prevention Strategies  Modify activities, materials, instructions, response mode, task length, or make other modifications that will reduce need to request help.  Provide peer support, scheduled interaction with adult, more frequent attention, or other strategy to reduce need to request attention.  Use activity schedule, scripted stories, visual schedules, or scripts to provide child with information on when access to desired object, event, interaction, or activity will occur.

OBTAIN (E.G., ATTENTION, OBJECT, ACTIVITY) Sample Prevention Strategies (continued)  Use completion contingency, first/then schedules, etc., to support child in understanding when access will occur.  Review rules.  Use choices, manipulatives, child interest, etc. to distract or support child during times when access cannot be provided.  Use timers or reinforcement delay signal to let child know when access to activity, object, attention, etc., will occur.

PREVENTION EXAMPLE: CHOICE  Choice can be offered using photographs, visuals, or actual objects.  When used as a prevention strategy, choices must be offered explicitly and personally to the child.  Choices should represent options of desirable activities or materials.

Musical Truck Barney Computer SHOW REAL ITEMS OR PHOTOGRAPHS OF ITEMS TO CHILD AND ALLOW TO MAKE A TOY CHOICE.

CIRCLE CHOICES

PREVENTION EXAMPLE: VISUAL SCHEDULE  Use photographs or line drawings.  Depict the major activities or steps of an activity.  Assist the child in removing the visual once the activity is complete. 3b.2

REAL OBJECT ACTIVITY SCHEDULE Head Start Center for Inclusion:

MINI SCHEDULE WITH LINE DRAWINGS

Snack First Then FIRST/THEN PHOTO SCHEDULE Wash hands

REPLACEMENT

CONSIDER THIS… “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)

TEACHING REPLACEMENT SKILLS  Teach alternative behavior to challenging behavior.  Replacement skills must be efficient and effective (i.e., work quickly for the child).  Consider skills that child already has.  Make sure the reward for appropriate behavior is consistent.

SKILLS TO TARGET  Friendship Skills  Emotional Literacy  Regulation/Anger Management and Problem Solving

Friendship Skills Gives suggestions (play organizers) Shares toys and other materials Takes turns (reciprocity) Is helpful (assists) Affectionate Give compliments Understands how and when to give an apology Begins to empathize FRIENDSHIP SKILLS

4 STEPS OF INITIATING PLAY Step 1Step 2 I can tap my friend on the shoulder. I can say “let’s play!”

I can gently take a friend by the hand. I can give my friend a toy that I want to share. Step 3Step 4 4 STEPS OF INITIATING PLAY

ENHANCING EMOTIONAL LITERACY  Direct Teaching  Indirect Teaching  Use of Songs and Games  How would you feel if…?  Checking In  Feeling Dice and Feeling Wheel  Use of Children’s Literature

FEELING WHEEL

A SCRIPTED STORY TO ASSIST WITH TEACHING THE “TURTLE TECHNIQUE” BY ROCHELLE LENTINI MARCH 2005 Tucker Turtle Takes Time to Tuck and Think SOCIAL STORIES/SCRIPTS

TEACH AND PRACTICE HOW TUCKER BREATHES smell flowers & blow pinwheel Tucker Turtle knows how to FIRSTTHEN STOP

Help the Child Think of a Possible Solution: Get an adult Ask nicely Ignore Play Say, “Please stop.” Say, “Please.” Share Trade toys/item Wait and take turns Get an Adult

SUPPORTING TEACHERS AND CLASSROOMS

1.Help reframe challenging behavior and assist teacher in remaining calm  1b_communication.pdf 1b_communication.pdf  H1.4.pdf H1.4.pdf 2.Be part of problem-solving team 3.Provide resources and strategy ideas (TACSEI, CSEFEL, PTR-YC) WHAT CAN YOU DO?

 TACSEI  Tool Kit toolkits_flyer.pdftoolkits_flyer.pdf  oc.htm oc.htm  Backpack Connection Series  CSEFEL  Practical Strategies for Teachers/Caregivers practical_strategies.pdfpractical_strategies.pdf BECOME FAMILIAR WITH… Scripted Stories for Social Situations Tools for Working on “Building Relationships” Book List Book Nook Teaching Social Emotional Skills Tools for Developing Behavior Support Plans

WHEN TO SEEK ADDITIONAL HELP AND COMMUNITY RESOURCES

 Early Intervention: County Early Intervention (birth through age 2) Preschool Early Intervention (age 3 up to kindergarten)  Behavioral Health Services: Behavior Specialist Consultant, Mobile Therapy, Therapeutic Support Staff  PA Key Early Childhood Mental Health Consultation Project (ECMH)  EITA website ( Social Emotional Resources for Early Learning Programs Behavior Resources for Families COMMUNITY RESOURCES