2. Functional Assessment in Early Childhood Settings Using the Teaching Tools (TTYC) Bobbie Vaughn, Ph.D. Florida Center for Inclusive Communities University Center for Excellence in Developmental Disabilities University of South Florida

3. TTYC Background Increase in numbers of children with challenging behavior –It’s estimated that 10-15% of young children have mild to moderate behavior problems (Campbell,1995) –In Early childhood educators (300) indicated the highest rated training need was addressing problem behavior (Joseph, Strain, & Skinner, 2004).

4. 1-10% Children with Persistent Challenges Focused Interventions 5-15% Children at-Risk Intervention and Support All Children Universal Interventions Promoting Children’s Social and Emotional Development and Addressing Challenging Behavior

5. Supportive Environments Building Positive Relationships with Children, Families and Other Professionals Social Emotional Teaching Strategies Individualized Intensive Interventions The Teaching Pyramid

6. Positive Behavior Support (PBS) Is an approach that leads to Lifestyle and Quality of life changes Is based on humanistic values and research Is an approach for developing an understanding of why children have challenging behavior Is a systems change approach that occurs in natural settings Is a proactive approach that integrates all aspects of the child’s life

7. “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)

8. Old WayNew Way General intervention for all behavior problems Intervention is reactive Focus on behavior reduction Quick Fix Intervention matched to purpose of the behavior Intervention is proactive Focus on teaching new skills Long term interventions

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. Brendan – Before PBS

12. Brendan – With PBS

13. Importance of PBS

14. Pilot Study-Derrick Derrick is 4 years and lives with his biological brother with a family providing foster care (adoption in process); Has both articulation and language delays, along with delays in cognition; Has difficulty during circle times, transitions, lining up, and clean-up; –Dumps, touches/takes items, pushes/shoves, falls to ground, throws, roams room, hits, invades peers’ space, leaves area, crawls through activity, “corrals” others in joining in his inappropriate activities Is very loving, enjoys movement activities, singing, and art; and He is in a Part B special education class for young children with varying developmental delays

15. Mean Percentage of Intervals with Engagement and Challenging Behaviors Across Transition Routines for Derrick Percentage of Intervals

16. Derrick’s Supplemental Supports for Transitions Used real photograph

17. Derrick’s Supplemental Supports for Transitions (cont.)

18. Derrick’s Support Plan DerricktransSuppPlanSheet.doc

19. Getting Started with TTYC

20. User’s Manual Provides a rationale for the Teaching Tools Emphasizes the importance of “getting started” (or the initial steps to take) Provides essential steps for planning the supports needed for the young child with challenging behavior Introduces the tools

21. Getting Started Step 1: Establishing a good foundation Toolkit Tips (LINK)(LINK) Communication is Key (LINK)(LINK) Step 2: Understanding the Child “My Teacher Wants to Know” questionnaire Daily Routine Step 3: Selecting Strategies Routine Based Support Guide Teacher’s Support Planning Sheet

22. Individualized Process of PBS 1. Goal Setting and Team Building 2.Functional Behavioral Assessment 3.Hypothesis Development 4.Behavior Support Plan 5.Implementation & Monitoring

23. Individualized Process of PBS 1. Goal Setting and Team Building 2.Functional Behavioral Assessment 3.Hypothesis Development 4.Behavior Support Plan 5.Implementation & Monitoring

24. Pay Now? Pay Later?

25. When is Functional Behavior Assessment Necessary? Does the behavior hinder learning? Is the behavior resulting in social exclusion? Is the behavior limiting access to activities or environments? Is the behavior resulting in: - harm to the individual or others? - substantial property damage?

26. Four Things To Know Understand Triggers Teach Communication/social skills Change Responses Base interventions on Function

27. Triggers Events happen prior to challenging behavior “Slow triggers” AKA Setting Events “Fast triggers” Examples: –Demands –Nonpreferred activity –Specific persons/children –Another child has a toy –Staff attending to another student

28. The Importance of Triggers Set off the behavior-what pushes buttons Change trigger and prevent or minimize behavior

29. Importance of Teaching New Behaviors Offers a new behavior or replacement to the problem behavior May reinforce an existing behavior Must serve the same purpose as the problem behaviors Must be reinforced as frequently

30. The Importance of Responses Maintain or make behavior continue Change response and change the effects of the behavior Change response and set a model for interactions Can extinguish/suppress behavior

31. Two Main Functions To get or obtain attention, things, materials, toys, food, etc. To get away, escape, or avoid things, activities, people, etc.

32. The Importance of Functions or Purpose of Behavior Understand the purpose then teach different behaviors that accomplish the same purpose Understand purpose and create interventions that change the environment so that the behavior is no longer necessary

33. Getting Started Step 1: Establishing a good foundation Toolkit Tips (Link)) Communication is Key (LINK)(LINK) Step 2: Understanding the Child “My Teacher Wants to Know” questionnaire Daily Routine Step 3: Selecting Strategies Routine Based Support Guide Teacher’s Support Planning Sheet`

34. Functional Assessment: How To Do it Interviews or surveys with persons that know the child well Observations of the child in different settings and with different people

35. Interviews Ask about triggers Asks about behavior/play Ask about “responses” of others and what the child or person gets from those responses or the function of the behavior Ask about the child’s or person’s communication Ask about the child’s preferences My Teacher Wants to Know

37. Name:Observer:Date: General Context:Time: Trigger: Challenging Behavior: Responses: POSSIBLE FUNCTION: Observation Card

39. Individualized Process of PBS 1. Goal Setting and Team Building 2.Functional Behavioral Assessment 3.Hypothesis Development 4.Behavior Support Plan 5.Implementation & Monitoring

40. Case Study Activity Review child description Review “My Teacher Wants to Know” questionnaire Review “Daily Routine” data Review “Routine Based Support Guide” –Determine “Why might he/she be using the behavior” (communicative function) –Select preventions, new responses, and new replacement skills to teach Complete chart and family ideas on “Teacher Support Planning Sheet” TeacherSupportPlanningSheet.doc

44. Summarize Ideas and Information Gathered from Functional Assessment Gather information from interviews, observations, and records or files One's best informed guess about the relationship between environmental events (triggers and responses) and the child’s challenging behavior Summarize then use information to create a behavior support plan

45. How to Summarize State the trigger, behavior, consequence and function When Brendon goes to a new setting or new activity, he will fall down, kick, and cry until mom picks him up to delay or escpe the transition

46. Individualized Process of PBS 1. Goal Setting and Team Building 2.Functional Behavioral Assessment 3.Hypothesis Development 4.Behavior Support Plan 5.Implementation & Monitoring

47. CHILD Consider the Whole Child Interactions Health Play Learning Environment Instruction Home & Family Outings/Events Friends Toys, Level of play, Opportunities, Choice, Expectations… Transitions, Cues, Prompts, Supports, Accommodations… Schedules, Room arrangement, Materials, Adaptations, Resources, Predictability… Routines, Resources, Siblings, Environment, Respite, Predictability, Extended family… Places family goes, Activities… Shared interests & experiences, Relationships… Trauma, Illness, Stamina, Medication… Communication to the child, Emotional support, Attachment…

48. Changing Behavior with Positive Behavior Support (PBS) Determine the “ Hypotheses ” (Derived from Functional Behavior Assessment) –Your best guess of what the problem behavior communicates (triggers, behavior description, maintaining consequences) Set up “ Preventions ” –Ways to make events and interactions that trigger problem behavior easier for the child to manage Teach “ New Skills ” –Skills to teach throughout the day to replace the problem behavior “ Respond ” in a new way –What adults will do when the problem behavior occurs to ensure that the problem behavior is not maintained and the new skill is learned

49. Contextual Fit Contextual fit is the match between the components of a behavior support plan and characteristics of individuals implementing the plan and a child who receives the plan

50. Teaching Replacement Skills Must be easy for the child and caregiver Must result in reinforcement Must occur in all environments Must occur when student is not having problem behavior Must occur with sufficient intensity to ensure acquisition Must be taught systematically

51. Child told peer gets a turn. Child yells, kicks, throws. Adult gives child another turn. Child asks for one more turn. Adult says “one more turn, then (peer’s name)’s turn” and gives turn.

52. Child asked to join circle. Child screams and resists. Teacher lets child out of activity. Child gestures “all done.” Teacher lets child out of activity. Discussion Activity: Competing Behavior Equation

53. When You Can’t Honor the Function of the Challenging Behavior… Teach tolerance for delay in achieving the reinforcer (e.g., help the child stay engaged by giving a signal about how long to hang in “two more songs, then all done.”) Provide choices (“You can put a sticker or a stamp on your chart, but you need to take meds.”) First, then contingency (“First, wash hands with the wipes or at the sink. Then, snack.”) Provide preferred items as distraction (“Sit in car seat; you can have teddy bear or you can have blanket.”) Teach child to anticipate and participate (e.g., provide a transition warning and a visual schedule so the child can anticipate the transition and actively participate.)

54. Using the Routine Based Support Guide Gather information as a team –Observations –“Daily Routine” Data –“My Teacher Wants to Know” Questionnaire Identify Routine(s) Determine “Why might the child be doing this?” Ask “What can we do to prevent?” Agree on “What can we do if problem behavior occurs?” Select “What skills to teach” Complete “Teacher Support Planning Sheet” (for each routine) Routine Based Support Guide

55. Let’s Take a Peak

56. Teaching Tools Contents A User’s Manual Getting Started: Tips and Forms Buddy System Tips Teacher tools Turtle Technique Visual Strategies Scripted Stories Circle Time Tips Feeling Vocabulary Home Kit Supplemental Materials Review Contents

57. How the Fit with the Pyramid Model Intensive Interventions High Quality Environments Nurturing and Responsive Relationships Targeted Social Emotional Supports Communication is Key, My Teacher Wants to Know, Buddy System, Home Kit Toolkit Tips, Daily Routine, Rules, Stop Signs, Visual Strategies, Circle Tips Routine-Based Guide, Teacher Support Planning Sheet Turtle Technique, Scripted Stories, Feeling Vocabulary

58. Individualized Process of PBS 1. Goal Setting and Team Building 2.Functional Behavioral Assessment 3.Hypothesis Development 4.Behavior Support Plan 5.Implementation & Monitoring

59. Measure/Monitor Outcomes Why important? –It allows us to determine whether our plan makes a difference –Accountability How can measurement be used? –Before & after comparisons Ex. Behavior observations, parent ratings Helps provider/educator and family member work towards the same goal

60. Major Messages The Routine-Based Support Guide is The Tools are intended to reduce challenging behavior for the child who are in early childhood settings For children with persistent challenging behavior, the team may need to do a more in depth functional assessment and enhance the support plan based on the FAI. –See CSEFEL (module3a) for forms to help guide a more involved functional assessment The Tools contain “suggested” strategies and educational staff is encouraged to adapt materials based on individual child characteristics and unique situations

61. Wrap Up TTYC is available on the web at www.challengingbehavior.org www.challengingbehavior.org CenterCenter for Social emotional foundations for early learning Email us at: –lentini@fmhi.usf.edulentini@fmhi.usf.edu –vaughn@fmhi.usf.eduvaughn@fmhi.usf.edu Questions

62. Turtle Technique Make & Take

65. Circle Make & Take

66. Cue Cards Make & Take

67. Feeling Wheel Make & Take