Module 5: Steps in the Problem- Solving Process- NC Preschool Pyramid Model: Tier II Supports for Emotional and Social Development Module 5: Steps in the Problem- Solving Process- Developing a Precision Problem Behavior Statement and Exploring Possible Solutions

Objectives The Learner will: Develop a Precision Problem Behavior Statement Identify possible solutions Understand what a replacement behavior is Identify ways to engage families in exploring strategies

Pre-Learning Activity How might you use information in the article on self-regulation to develop activities for children in the classroom? Are there activities that require more focus and attention? What are some examples of these? When is the best time to introduce a new skill or activity within the daily schedule and routines? 

Problem-Solving Process Define Problem with Precision Evaluate Effectiveness of Instructional Strategy Explore Possible Solutions Collect and Use Data Choose an Appropriate Instructional Strategy Act on the Instructional Strategy

Developing a Precision Problem Behavior Statement

What is the Problem? Review the scenario on your handout for a child with a challenging behavior Identify the form, function, and consequence of the behavior Make a hypothesis about “why” the behavior is happening. Choose a spokesperson to share with the large group. Sherri I changed the handout. We may want to do a new snip of the handout and insert it here.

Developing a Precision Problem Behavior Statement for Tim

Precision Problem Behavior Statement Example for Tim What Happens Just Before? Watching children playing in the block center Tim approaches the children playing What Does the Behavior Look Like? Grabs toys from other children Jumps on a child, pulls hair, spits sticks out tongue, scratches, pushes Occurs during centers and outdoors every day What Happens After? Children call for help from the teacher Tim continues to play with his truck Teacher intervenes and moves Tim away from the group Tim may be escaping the Teacher’s reprimand Every day during center time and outdoor play when children are involved in independent play, Tim watches the other children then moves into their play area and grabs the toys with which they are playing. When they resist giving him the toy, he jumps on them, pulls their hair, spits, sticks out his tongue, hits, scratches and pushes the other children. When the children call for help from the teacher, Tim moves away and continues to play with his truck. If the teacher intervenes to move Tim away from the group, he becomes “limp “and falls to the ground.

Engaging Families in Defining the Problem Behavior Clarifying Questions: What is your child doing that concerns you? What times of the day are especially difficult for your child? What activities is your child involved in during those times? Who else is involved in the activity with your child? What is happening before and after your child’s most challenging times of the day? How well do you understand what your child is trying to communicate during these difficult times of day?

Problem-Solving Process Define Problem with Precision Evaluate Effectiveness of Instructional Strategy Explore Possible Solutions Collect and Use Data Choose an Appropriate Instructional Strategy Act on the Instructional Strategy

Why are Replacement Behaviors Important?

Determining a Replacement Behavior Is it faster than the challenging behavior? Is it easier to implement? Is it more reliable? Can it be used in most situations? Can it be easily understood and reinforced until it becomes part of the child’s behavior responses?

Replacement Behaviors Scenario: A child hits in order to obtain a desired object from another child. Non-example: The child is redirected to another center Develop Precision Problem Behavior Statement Replacement Behavior: a) Child uses his words to ask to play, b) he identifies what he can do until the object is free, or c) he uses a wait list to be next for the item

Replacement Behavior for Tim Learning Opportunity Refer back Tim’s Precision Problem Behavior Statement Discuss with a partner possible replacement behaviors/skills

Engaging Families in Exploring Possible Solutions What would you like your child to do instead of the challenging behavior? Have you found anything that works to stop the behavior? How have you been able to re-direct your child to more appropriate behavior?

Questions