1. 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

3. 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

4. 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? 

5. 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

6. Developing a Precision Problem Behavior Statement

7. 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.

8. Developing a Precision Problem Behavior Statement for Tim

9. 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.

10. 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?

11. 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

12. Why are Replacement Behaviors Important?

13. 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?

14. 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

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

16. 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?

17. Questions