1. Working with Challenging Behaviors

2. Behavior Basics – All children exhibit behaviors – Behavior is communication – There is always a reason for challenging behavior – Children with challenging behaviors may be: – More intense, More persistent, Sensitive, Perceptive, uncomfortable with change

3. Factors to consider – Does the child know the expectations? – Do they have the skill? – Are there cultural influences? – Changes in the child’s life? – Language barrier? – Setting event?

4. Temperament will have an effect – Intensity – Persistence – Sensitivity – Perceptiveness or distractibility – Adaptability – Rigidity – Energy – First reaction(new situations) – Mood

5. ABC’s of Behavior – A = Antecedent [Trigger] – What happened before the behavior occurred? – B = Behavior – What is the behavior? – C = Consequence – What happened after the behavior?

6. Functions of Behavior – Attention/Access – To gain attention or get a reaction from adult/peer – To gain access to an object/activity – Avoidance/Escape – To get out of something non-preferred – To avoid a situation or activity – Sensory – To meet their own level of stimulation – To meet a physical need

7. Maintaining or Decreasing the Behavior – How does the adult maintain behavior? – Attention/Access – Escape/Avoidance – Sensory – How does the adult decrease the behavior? – Attention/Access – Escape/Avoidance – Sensory

8. Preventive Behavior Strategies – Build a Relationship – If they feel safe/respected, they will more likely demonstrate positive behaviors – Praise – Children will repeat behaviors that are acknowledged – Use descriptive praise – Be Positive – Children feed off of your energy – Enjoy the moment – Smile and have fun!

9. Preventive Behavior Strategies – Front load students – Anticipate transitions that may be difficult – Catch them “being good” – The more praise for pro-social behaviors, the more likely they will repeat them – Use visual supports – Often, students tune out language – Reinforce often – Let them know when they are demonstrating “wanted behaviors”

10. Preventive Behavior Strategies – Give Choices – Offering choices helps children feel empowered – Use when/then – Follow non-preferred tasks with preferred tasks – Provide breaks – Anticipate behaviors and provide a break before hand

11. Skill Development – Does the child need to learn a replacement behavior? – Expressing wants/needs – Requesting removal from task/activity appropriately – Does the child need to learn a social/emotional skill? – Sharing – Taking Turns – Waiting – Self Regulation (calm body, quiet mouth, etc.) – Appropriate Play/Functional Play – Anger management – Problem solving skills

12. Reactive Behavior Strategies – Remain calm – Ask for help/break if feeling overwhelmed – Understand function – Use position/blocking – Ignore behavior that is attention seeking – No eye contact/no words – Praise/reinforce other students – Praise/Reinforce for ANY wanted behavior – Wait them out – Remove other students from area if safety of others is a concern – Direct student to a safe area if possible

13. Things to keep in mind – Children do not “misbehave” on purpose – They are communicating something – Behavior often increases before it decreases – Stay consistent – Remain Calm – Students pick up on our frustration – Remain positive – They did not wake up to ruin your day – They are little people!

14. Let’s Practice Shana is riding a trike on the playground bike path. She sees a child move to the sandbox where she has just finished building a road-way for the trucks. She leaps off her trike and hits the child. An adult comes over to comfort the child and scold Shana. Shana goes to the sandbox and continues construction on her road way.

15. Madison is in the math center building with Legos with Emily. At the signal of clean up time, Madison knocks over Emily’s creation. The teacher comes over and asks Madison to go to take a break. The group continues on with clean up time. After a few minutes, Madison joins the group for transition to snack.

16. Tim has just arrived at school from home. The group is in large group planning for the morning. Tim runs into the classroom and yells, I’m here. He is asked to sit down, but he continues to run around the classroom.

17. Setting Event: Antecedent (Trigger): Behavior: Maintaining Consequences: Function: Proactive Strategies: New skill needed?: Reactive Strategies: Functions of Behavior Attention/Access To gain attention or get a reaction from adult/peer To gain access to an object/activity Avoidance/Escape To get out of something non-preferred To avoid a situation or activity Sensory To meet their own level of stimulation To meet a physical need

18. Choose a current student – Complete the chart considering the following: – Setting event – Antecedent (Trigger) – Behavior (Choose 1) – Consequence – Function – Preventative strategies – Skills needed? – Reactive strategies

19. Resources – Birth to eight (Young Children): – Technical Assistance Center on Social Emotional Intervention (TACSEI) – Center for the Social and Emotional Foundations for Early Learning (CSEFEL) – School Age – Positive Behavioral Interventions & Supports (PBIS)