1. Adapted From Module 3a and 3b of CSEFEL Debbie Lickey and Susie Powell
Challenging Behavior III : Identifying Triggers and Teaching Replacement Behaviors
Adapted From Module 3a and 3b of CSEFEL
Debbie Lickey and
Susie Powell

2. Opening: What do these acronyms stand for?
7B47B
T7WOTW
50WTLYL
12SOTZ
13IABD
ATWI80D
WYSLMWI64

3. How did our opening exercise relate to identifying triggers for challenging behaviors?

4. 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 destructions, self-injury, noncompliance, and withdrawal

6. What behaviors did we see in the video that might be classified as challenging?

7. Intensive Individualized Instruction
Used with children who have very persistent and severe challenging behavior and do not respond to the typical preventive practices, child guidance procedures, or social emotional teaching strategies that would normally work with most children.

8. Group Discussion
What are some characteristics of challenging behavior you experience with the children you serve?
List some challenging behaviors that you deal with in your classroom/practice

9. 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.

10. 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).

11. Dimensions of Communication
Every communicative behavior can be described by the form and function.
Form: the behavior used to communicate
Function: the reason or purpose of the communicative behavior
(What is the function?)

12. Children Communicate in Many Ways:
What are some forms of communication children will use?
-Words
-Sentences
-Eye gaze
-Pulling adult
-Crying
-Biting
-Tantrums

13. Children Communicate a Variety of Messages
Functions of communication
-Request object, activity, person
-Escape demands
-Escape activity
-Escape a person
-Request help
-Request social interaction
-Comment
-Request information
-Request sensory stimulation
-Escape sensory stimulation
And these are all a form of??? -

14. Functional Assessment
A process for developing an understanding of a person’s challenging behavior and, in particular, how the behavior is governed by environmental events.
Results in the identification of the “purpose” or “function” of the challenging behavior.

15. Function of Behavior- ABC
Setting Event
Trigger (Or Antecedent)
(A)
Behavior
(B)
Maintaining Consequence
( C)

16. 1 2 3 O B S E R V A T I N I S T H E K Y 4 5 6 7 8 9 * #

17. 1 2 3
ABC
DEF 4 5 6
GHI
JKL
MNO 7 8 9
PQRS
TUV
WXYZ * #
TONE
OPER

18. video

19. Function of Behavior- ABC
Setting Event
Trigger (Or Antecedent)
(A)
Behavior
(B)
Maintaining Consequence
( C)

20. Video

21. Function of Behavior- ABC
Setting Event
Trigger (Or Antecedent)
(A)
Behavior
(B)
Consequence
( C)
Playground play with 2 friends. Girl goes to basket and gets
truck just like the other friend’s truck
He tries to take her truck, shoves, pushes, and continues
tugging for toy.
Gets toy for a second, continues to fight girl for toy , teacher
reprimands and carries him away.

22. Tim
Tim is riding a trike on the playground bike path. He sees a child move to the sandbox where he had just finished building a road-way. He leaps off his trike and tackles the child. He hits the child. An adult comes over to intervene. She comforts the child, and scolds Tim. Tim goes to the sandbox and continues construction on his road-way.

23. Tim Setting Event Trigger A Behavior B Consequence C
A child moves to the sandbox where Tim has just built something.
Tackles and hits child.
Adult intervenes and scolds Tim, comforts other child.
Tim continues road-way.
Function:

24. ‘why’ is a Behavior is occurring? Creating a hypothesis

25. Tim’s Chart- Hypothesis
Trigger
Behavior
Consequence
Group play: centers and outside play with peers
Setting Events (if applicable):
Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction
Peers give up toys/items
Peers leave area
Adults intervene with negative attention to Tim
Function: obtain toy/play

26. 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.

27. How do I know what to teach?
Use your hypothesis to guide you
Look for a direct replacement behavior
Compare that to the undesired behavior
Teach the direct replacement behavior and then the skills necessary to support the desired behavior
General Skills
Coping, Tolerance, and Self Regulation Skills

28. Discussion Activity: Competing Behavior Equation To obtain:
Tim threats, hits, pushes, kicks, throwing toys
Peer gives him a toy and then leaves. .
In group situation
Teacher supported request for toy or to join play with peers (picture cards, signs, or verbal prompt)
Gets a toy , gets attention

29. Tim’s Support Planning Chart- Hypothesis
Trigger
Behavior
Maintaining Consequence
Group play: centers and outside play with peers
Setting Events (if applicable):
Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction
Peers give up toys/items
Peers leave area
Adults intervene with negative attention to Tim
Preventions
New Skills
New Responses
Function: obtain toy/play

30. Obtain (e.g., attention, object, activity)
Possible Replacement Skills
Follow visual schedule
Participate in routine
Use a picture card to request a turn
Request help
Teach delay of reinforcement
Request attention (sign, picture, etc)
Provide a Choice
Ask for a hug
Ask for a turn
Ask for item

31. Replacement Skills Cue Cards

32. Activity Turn-Taking Cue

33. Song Choices

34. Circle Choices

35. Escape (e.g., activity, demands, social interaction)
Possible Replacement Skills
Request break
Request help
Use visual schedule to follow routine or anticipate transitions
Participate in routine
Choice
Say “No”
Say “All done”
Identify and express feelings
Use supports to follow rules

36. First/Then Photo Schedule
Wash hands
Snack

37. Learning the routine

38. Use of Scripted Stories
Scripted stories provide a script for the child about social situations and expectations.
The story is written from the child’s perspective.
The story includes descriptive, perspective, and directive sentences.
The story must match the child’s symbolic and receptive communication level.

40. Functional Equivalence
Identify an acceptable way that the child can deliver the same message.
Make sure that the new response is socially appropriate and will access the child’s desired outcome.
Teach the child a skill that honors that function of the behavior (e.g., if child wants out of activity, teach child to gesture “finished”).

41. Practice Scenario
Partner up with one or two people and watch the video to determine the trigger, the behavior and the consequence of the behavior, as well as the possible function of the behavior

42. Video 3a.2 Brendan- Before PBS

43. Maintaining Consequence
Setting Event
Trigger
Behavior
Maintaining Consequence
Function: ?

44. Maintaining Consequence
Trigger
Behavior
Maintaining Consequence
Trying to go into library
Drops to floor, resists moving, screams, kicks, tries to run,
drops, resists, screams, becomes “wet noodle.”
Mother picks him up and carries him into the library
Gets attention from mom
Preventions
New Skills
New Responses

45. Video 3a.5 Brendan- After PBS

46. Major Messages Challenging _______has meaning for the child.
Children use behavior to _____something or someone or _______something or someone.
The hypothesis describes the T_______, the B_______, and the maintaining C_______
Children need to be taught ________behaviors in order to accomplish his/her goal using appropriate behaviors

47. Resources http://csefel.vanderbilt.edu/index.html
Technical Assistance Center on
Social Emotional Intervention
TACSEI
Center on the Social and Emotional
Foundations for Early Learning