1. Gia Ostroff Welsh, Ph.D. Meghan von der Embse, Ed.S.
Program-wide Practices to Prevent Challenging Behaviors and Promoting Social-Emotional Skills Coaches Day January 26th, 2017
Gia Ostroff Welsh, Ph.D.
Meghan
von der Embse, Ed.S.

2. Agenda 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

3. Information pulled from the following National Centers
Center on the Social and Emotional Foundations for Early Learning
Technical Assistance Center on Social Emotional Intervention

4. Benchmarks of Quality

5. Classroom Strategies Matter!
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).

6. Understanding Function

7. 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.

8. 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.

9. 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).

10. Let’s (quickly) Review the Major Functions of Behavior
Highlight first two are “Obtain”
Caution when jumping to conclusions regarding Sensory Function. Let data help guide the decision.

11. Escape

12. Removes undesired situations, tasks, or people
Escape
Removes undesired situations, tasks, or people
Does the child show the behavior when a task is presented?
Does the child show the behavior when a new activity begins
Does the person show the behavior when something they view as aversive is presented?
Does the behavior allow the child to leave the activity or environment.
Example:
Child runs away each time the teacher calls him to circle
Child throws food during lunch so she does not have to eat.

13. Attention

14. Gain access to peer or adult interactions
Attention
Gain access to peer or adult interactions
Example: Child cries until teacher picks him up Child swipes at another child because she wants to play
Does attention (words, eye contact, body language) reliably follow the behavior?
Does the child look at or approach a peer or caregiver before engaging in the behavior.
Does the child smile just before engaging in the behavior?

15. Tangible

16. Gain access to preferred items or activities
Tangible
Gain access to preferred items or activities
Example: Child climbs bookcase to get toy she cannot reach. Child pushes another child and grabs his toy.
Does the behavior when given item or activity?
Does the behavior occur after it is clear they cannot have the item (denied access)?
Does the child ask for the item?
Does the behavior occur when the item is not presented fast enough?

17. Sensory/Automatic

18. Tangible
Provides preferred sensory experiences; Provide some form of internal sensation that is pleasing or to remove an internal sensation that is displeasing (e.g. pain).
Example: Child rocks back and forth because it is enjoyable. Child bangs head to relieve head pressure or pain from a headache.
Would the child engage in the behavior when other people are out of the room?
Does the child appear to be attempting to avoid a specific type of sensory input?
Does the child appear to engage in behavior because they need sensory input?
Does the child appear to be enjoying the behavior and not aware of others around them?

19. How to Help As a coach?
Prevention
Replacement

20. Prevention

21. 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

22. 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?

23. 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.

24. 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.

25. 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.

26. Show real items or photographs of items to child and allow to make a toy choice.
Musical Truck
Barney Computer

27. Circle Choices

28. 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

29. Real Object Activity Schedule
Head Start Center for Inclusion:

30. Classroom Examples

31. Mini Schedule/Routines

32. First/Then Photo Schedule
Wash hands
Snack

33. Replacement

34. Consider This… “If a child doesn’t know how to swim, we teach.”
“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)

35. 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.

36. Skills to Target Friendship Skills Emotional Literacy
Regulation/Anger Management and Problem Solving

37. Friendship Skills 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

38. 4 Steps of Initiating Play
I can tap my friend on the shoulder.
I can say “let’s play!”

39. 4 Steps of Initiating Play
I can gently take a friend by the hand.
I can give my friend a toy that I want to share.

40. Classroom Example

41. 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

42. Cut out magazine pictures, took pictures
Emotion of the week

43. Feeling Wheel
CSEFEL

44. Classroom Example

45. Classroom Example

46. Social Stories/Scripts Tucker Turtle Takes Time to Tuck and Think
A scripted story to assist with teaching the “Turtle Technique” By Rochelle Lentini March 2005
Tucker Turtle Takes Time to Tuck and Think

47. Teach and Practice How Tucker Breathes
smell flowers
& blow pinwheel
Tucker Turtle
knows how to
FIRST
THEN
STOP

48. 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

49. Classroom Examples

50. Supporting Teachers and Classrooms

51. What can you do?
Help reframe challenging behavior and assist teacher in remaining calm
1b_communication.pdf
H1.4.pdf
Be part of problem-solving team
Provide resources and strategy ideas (TACSEI, CSEFEL, PTR-YC)

52. Become Familiar with… TACSEI CSEFEL Tool Kit toolkits_flyer.pdf
Backpack Connection Series
Checklists/Coaching Materials for Observations and Goal Planning
CSEFEL
Practical Strategies for Teachers/Caregivers practical_strategies.pdf
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

53. When To Seek Additional Help and Community Resources

54. 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