Module 3a

1. Promoting Social Emotional CompetenceIndividualized Intensive Interventions: Determining the Meaning of Challenging Behavior Module 3a

2. Agenda • Introduction • Challenging Behavior • Overview of PBS   • Behavior Equation   • The Process of PBS, Building a Team  • Introduction to Functional Assessment  • Functional Assessment Observation • Conducting Observations, Data to Collect • Functional Assessment Interview • Case Study Activity: Determining the Function • Hypothesis Development   • Not Sure about The Hypothesis 2

3. Learner Objectives • This workshop will teach you to: • Define forms and function of communication and identify the behavioral mechanisms that contribute to viewing challenging behavior as communicative • Describe methods that may be used to determine the function of challenging behavior • Use interview and observation data to determine the communicative function of challenging behavior • Develop a behavior hypothesis from functional assessment information 3

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 4

6. Promoting Social Emotional Competence Individualized Intensive Interventions Social Emotional Teaching Strategies Creating Supportive Environments Building Positive Relationships 6

7. Intensive IndividualizedInstruction • Intensive individualized instruction and interventions are 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. 7

8. Old Way New 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 8

9. Challenging Behavior Communicates May be used to communicate a message when a child does not have language 9

10. Challenging Behavior Communicates May be 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

11. Challenging Behavior • Children engage in challenging behavior because “it works” for them. • Challenging behavior results in the child gaining access to something (i.e., obtain) or avoiding something (i.e., escape). 11

12. Children Communicatea Variety of Messages • Forms of communication • Words • Sentences • Eye gaze • Pulling adult • Crying • Biting • Tantrums • ? • ? 12

13. Children Communicatea Variety of Messages • Functions of communication • Request object, activity, person • Escape demands • Escape activity • Request help • Request social interaction • Comment • Request information • ? • ? 13

14. Evan • Evan is playing with Duplos. He tries to attach a block to his stack of 3. He can’t quite get the blocks to connect. He looks up at a teacher and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the teacher. The teacher helps him put the blocks together. 14

15. Shana Shana is sitting in her high chair with nothing on the tray. Her mother is stirring her oatmeal. Shana begins crying and bangs her head on the back of the seat. Her mother says to her, "It's not cool enough, honey, just a minute." Shana stops crying when the oatmeal is placed on her tray. 15

16. Christina • Christina wanders into the kitchen where her mother is cooking. She looks around the kitchen and at the tray of her high chair. She moves to the refrigerator and looks at her mom. She begins crying and reaching toward the refrigerator. Her mother takes out a bottle, warms it, and gives it to her. 16

17. Tim Tim is riding a trike on the 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. A teacher comes over to intervene. She comforts the child, and scolds Tim. Tim goes to the sandbox and continues construction on his road-way. 17

18. Madison • Madison is in housekeeping, putting on high heels and a hat. Emily moves into the area and selects a purse from the dress-ups. Madison shouts “no” and bites Emily. A teacher comes over, she asks Madison to go to the thinking chair and takes Emily to the bathroom to look at the bite. After 4 minutes, Madison leaves the thinking chair and returns to housekeeping. She grabs the purse Emily had selected and continues to play. Emily leaves the bathroom with the teacher and then begins an art activity where the teacher is present. 18

19. Kyra • Kyra sees three children playing with the train set. She watches them carefully. She grabs one of the trains and holds it. The children call for a teacher. The teacher comes over, asks about what happened, and then prompts Kyra to ask to play. Kyra complies and joins the group. The children reluctantly allow her to join the group. 19

20. Trigger Behavior Maintaining Consequence 20

21. Setting Event Event that occurs at another time that increases the likelihood the child will have challenging behavior. Setting events serve to “set the child up” to have challenging behavior. 21

22. SettingTrigger Behavior MaintainingEvent Consequence 22

23. SettingTrigger Behavior MaintainingEvent Consequence 23

24. Evan Evan is playing with Duplos. He tries to attach a block to his stack of 3. He can’t quite get the blocks to connect. He looks up at a teacher and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the teacher. The teacher helps him put the blocks together. 24

25. Shana Shana is sitting in her high chair with nothing on the tray. Her mother is stirring her oatmeal. Shana begins crying and bangs her head on the back of the seat. Her mother says to her, "It's not cool enough, honey, just a minute." Shana stops crying when the oatmeal is placed on her tray. 25

26. Christina Christina wanders into the kitchen where her mother is cooking. She looks around the kitchen and at the tray of her high chair. She moves to the refrigerator and looks at her mom. She begins crying and reaching toward the refrigerator. Her mother takes out a bottle, warms it, and gives it to her. 26

27. Tim Tim is riding a trike on the 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. A teacher comes over to intervene. She comforts the child, and scolds Tim. Tim goes to the sandbox and continues construction on his road-way. 27

28. Madison • Madison is in housekeeping, putting on high heels and a hat. Emily moves into the area and selects a purse from the dress-ups. Madison shouts “no” and bites Emily. A teacher comes over, she asks Madison to go to the thinking chair and takes Emily to the bathroom to look at the bite. After 4 minutes, Madison leaves the thinking chair and returns to housekeeping. She grabs the purse Emily had selected and continues to play. Emily leaves the bathroom with the teacher and then begins an art activity where the teacher is present. 28

29. Kyra Kyra sees three children playing with the train set. She watches them carefully. She grabs one of the trains and holds it. The children call for a teacher. The teacher comes over, asks about what happened, and then prompts Kyra to ask to play. Kyra complies and joins the group. The children reluctantly allow her to join the group. 29

30. Process of Positive Behavior Support • Step 1: Establishing a team and identifying goals of intervention • Step 2: Gathering information (functional assessment) • Step 3: Developing hypotheses • Step 4: Designing behavior support plans • Step 5: Implementing, monitoring, and evaluating outcomes 30

31. Potential Team Members • Parents/Family • Teacher • Assisting Teacher/Paraprofessional • Therapists • Administrative Staff • Other 31

32. Process of PositiveBehavior Support • Step 1: Establishing a team and identifying goals of intervention • Step 2: Gathering information (functional assessment) • Step 3: Developing hypotheses • Step 4: Designing behavior support plans • Step 5: Implementing, monitoring, and evaluating outcomes 32

33. 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. 33

34. Functional Assessment • Observe the child in target routines and settings • Collect data on child behavior, looking for situations that predict challenging behavior and that are linked with appropriate behavior • Interview persons most familiar with the child • Review records • Click on link to review Jackson’s FAIH3a.4J.pdf 34

35. 1 2 3 4 5 6 7 8 9 * 0 # 35

36. 1 2 3 ABC DEF 4 5 6 GHI JKL MNO 7 8 9 PQRS TUV WXYZ * 0 # TONE OPER 36

37. Date: Time: Name: General Context: Observer: Social Context: Behavior Problem: Social Reaction: POSSIBLE FUNCTION: 37

38. Observation Vignette #1

39. Date: Time: Name: SEGMENT 1 General Context: Choice time Observer: Social Context: Playing alone in block play. Goes over to a group of children playing. Behavior Problem: Sticks out tongue and makes raspberry sound, hits boy, scratches his shoulder. Social Reaction: Boy yells at him, friend brings him a lizard, boy yells to teacher. POSSIBLE FUNCTION:Initiate social interaction/Join play 39

40. Observation Vignette #2

41. Observer: Date: Time: Name: SEGMENT 2 General Context: Playground Social Context: Playground play with 2 friends. Girl goes to basket and gets truck just like the other friend’s truck. Behavior Problem: He tries to take her truck, shoves, pushes, and continues tugging for toy. Social Reaction: Gets toy for a second, continues to fight girl for toy , teacher reprimands and carries him away. POSSIBLE FUNCTION: Obtain the toy (same truck as “best friend’s”) 41

42. Observation Vignette #3

43. Name: SEGMENT 3 General Context: Computer Observer: Date: Time: Social Context: Brother is having a turn at the computer. Brother sits. Mom Says, “1. Josh 2. Brendan.” Brendan says, “It’s Brendan’s turn.” Behavior Problem: B. yells, falls to ground, pulls chair, kicks, cries. Social Reaction: Josh protests, mother says, “Do you want me to carry you?” B. says,“Carry me.” She carries him away. POSSIBLE FUNCTION: Obtain computer/Adult attention 43

44. Observation Vignette #4

45. Name: SEGMENT 4 General Context: Enter Library Observer: Date: Time: Social Context: Going into library. Mother says, “Let’s go inside.” Then she counts down. Behavior Problem: Drops to floor, resists moving, screams, kicks, tries to run, drops, resists, screams, becomes “wet noodle.” Social Reaction: Mother pulls him through doors then picks him up as he resists. POSSIBLE FUNCTION: Escape/avoid going into the library (prolonged) (and adult attention) CSEFEL 45

46. Observation Vignette #5

47. Name: SEGMENT 5 General Context: Circle with puppet Observer: Date: Time: Social Context: Teacher kisses children’s cheeks with puppet. Says, “Say good-bye to MiMi” Teacher gets up to put away puppet. Behavior Problem: Hitting self on head with fist, pull at shirt Social Reaction: Adult says “Ryan, ready to dance? Want to dance Ryan?” Goes and sits in her lap and is happy. POSSIBLE FUNCTION:Adult attention 47

48. Observation Vignette #6

49. Name: SEGMENT 6 General Context: Floor Play Observer: Date: Time: Social Context: Teacher brings him to the floor, sits him down, and then leaves. Behavior Problem: Pulls shirt off one arm, hits head with fist, thrusts back, head bangs. Social Reaction: Teacher returns, helps him with getting shirt back on and then hugs him. POSSIBLE FUNCTION: Adult attention 49

50. Setting Event Data Collection 50