Transcript Understanding and Intervening with Young Children’s

I Need Help with These
Children: Supporting
Teachers in Addressing
the Needs of Children with
Challenging Behavior
Mary Louise Hemmeter
[email protected]
Agenda
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Overview of Centers
Overview of Model
• Emphasis on children with ongoing persistent
challenging behavior
A Program Wide Model
• Local preschool program
• Large early childhood center
• Large Head Start Program
Training issues, barriers and suggestions
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For More Information:
Center for Evidence Based Practice: Young
Children with Challenging Behavior www.challengingbehavior.org
 Syntheses
 Recommended practices documents
 PBS example
Center on the Social and Emotional Foundations
for Early Learning - csefel.uiuc.edu
 What works briefs
 Training modules
 Book nooks - coming soon!
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Intro Activity
What behaviors “drive you crazy”?
How do these behaviors make you feel
when they are persistent and intense?
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The Teaching Pyramid
Program Philosophy
Teacher
Training/Implementation
Intensive
Individualized
Interventions
Administrative
Supports
Social Emotional Teaching
Strategies
Creating Supportive Environments
Positive Relationships with Children, Families, and
Colleagues
Adapted from Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003
Training Modules
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Training Modules
• Promoting children’s success: Building relationships and
creating supportive environments
• Social emotional teaching strategies
• Individualized intensive interventions: Determining the
meaning of challenging behavior
• Individualized intensive interventions: Developing a behavior
support plan
• Leadership strategies for supporting children’s social
emotional development and addressing challenging behavior
(moved from page 18)
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Format of Modules
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Speaker notes
Activities
Videoclips
Powerpoint slides
Handouts
Resources
Inventory of Practices
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Promoting Social and Emotional Competence
Individualized
Intensive
Interventions
Social and Emotional
Teaching Strategies
Creating Supportive Environments
Building Positive Relationships
Supporting Children’s Social Emotional
Development: The Big Picture
This is a place you can trust - How can we do this??
 Safe
 Predictable
 Helpful
This is a caring place
 Relationships
 Recognizing and responding to emotions
 Modeling emotions
You belong here, We belong here
 Uniqueness, diversity, individuality
 Community, caring working together
 Teaching children to be friends
(New slide)
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Building a Foundation
Importance of relationships:
 With children
 With parents
 With colleagues
Supportive environments:
 Environment is well designed
 Consistent routines
 Expectations are well defined and consistently
implemented
 Transitions are planned and orderly
 Activities are engaging
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Promoting Social and Emotional Competence
Individualized
Intensive
Interventions
Social and Emotional
Teaching Strategies
Creating Supportive Environments
Building Positive Relationships
What is Social and Emotional Development?
A sense of confidence and competence
Ability to develop positive relationships with peers and
adults/make friends, get along with others
Ability to persist at challenging tasks
Ability to identify, understand and communicate
feelings/emotions
Ability to manage strong emotions
Development of empathy
(New slide)
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Social Emotional Teaching
Strategies
What to teach
 Friendship skills
 Recognizing emotions in self and others, expressing
emotions
 Problem solving
 Anger management
How to teach
 Systematic
 Comprehensive
 Range of strategies
 Teachable moments
Understanding the relationship between engagement,
curriculum, and problem behavior
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Identifying Teachable Moments
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Think about
children who are
well liked….
What do you notice
about their
behavior that
makes it easier for
them to have
friends?
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Identifying feelings in Self and
others
Learning words for
different feelings
Learning how to
recognize feelings in self
and others
Learning ways to relax
Empathy training
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Teaching Emotional Literacy
Use children’s literature
Use songs and games (e.g., if you
are happy and you know it)
Checking in
How would you feel if?
Feeling dice and feeling wheels
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Use of Children’s Literature
On Monday when it Rained
Disappointed
Embarrassed
Proud
Scared
Angry
Excited
Lonely
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Promoting Social and Emotional Competence
Individualized
Intensive
Interventions
Social and Emotional
Teaching Strategies
Creating Supportive Environments
Building Positive Relationships
Children with persistent,
challenging behavior
Children whose behavior is persistent,
unresponsive to typical guidance
procedures, and interferes with learning or
engagement
Comprehensive approach, all
environments and all stakeholders
Systematic plan
Plan based on understanding the child and
the problem behavior
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Old Way
General intervention
for all behavior
problems
Intervention is
reactive
Focus on behavior
reduction
Quick Fix
New Way
Intervention matched
to purpose of the
behavior
Intervention is
proactive
Focus on teaching new
skills
Long term
interventions
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“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)
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Positive Behavior Support
A values-based, empirically-valid approach
for resolving problem behaviors and
helping people lead enhanced lifestyles
A new applied science of behavior change
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Research on PBS
Effective for all ages of individuals with
disabilities 2-50 years.
Effective for diverse groups of individuals
with challenges: mental retardation,
oppositional defiant disorder, autism,
emotional behavioral disorders, children
at-risk.
The only comprehensive approach to
address problem behavior within a variety
of natural settings.
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Importance of PBS
Video
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Positive Behavior Support
Step 1: Convene a team and identify 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
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Overview of Functional Assessment
Problem behavior has meaning for the child
 Children communicate in many ways (e.g., words, signs,
crying, biting)
 Children communicate a variety of messages (e.g.,
request, escape)
The function of problem behavior is defined by the context
Functional assessment is the formal process for determining
the why (i.e., function) of problem behavior
 Observe child in target routines and settings
 Collect data on child behavior looking for situations that
predict problem behavior and are linked with
appropriate behavior
 Interview significant others
 Review records
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Support Plan
Behavior Hypotheses - Purpose of the
behavior, your best guess about why the behavior
occurs
Prevention Strategies - Ways to make events
and interactions that predict problem behavior
easier for the child to manage
Replacement Skills - Skills to teach throughout
the day to replace the problem behavior
Responses - What adults will do when the
problem behavior occurs
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Tim
In group play situations, Tim uses verbal
aggression (threats), physical aggression
(hit, push, kick, punch), and property
destruction (throwing or banging toys) to
obtain toys. When this occurs, the peer
relinquishes the desired toy and leaves the
play area and/or an adult intervenes and
provides Tim with excessive negative
attention.
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Tim’s Plan
Prevention
 Pre-teach skills via social story
 Use visual cards to help him remember lessons
when in difficult situation
 Self-monitoring form to work on social goals
Replacement
 Asking to play
 Everyone can play with the toys
 Flexibility, accepting other’s ideas/space
 Asking for teacher’s help
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Responses
 Immediately respond to his requests for
help
 Intervene to prevent harm by providing
attention/support to child who is
attacked
 Provide certificate and praise at end of
each day for successfully achieving
goals. Fade certificate.
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I Can Be a SUPER FRIEND!
Created for Tim by Lisa Grant & Rochelle Lentini
2002
I like talking and playing
with my friends
at school.
Sometimes, I want to play
with what my friends are
playing with.
When I play, I sometimes feel like taking toys,
using mean words, or hitting and kicking.
My Friends get sad or mad
when I hit, kick, use mean
words, or take toys.
If I want to join in play, I need to join nicely
or ask to play with my friends’ toys.
Can I play with you?
I can say, “Can I play with that toy?”
or “Can I play with you?”.
I can join my friends and play nicely.
I can go with the flow.
I can take turns nicely.
I can stop, think, and do.
I CAN BE A SUPER FRIEND
I can join my friends and play nicely.
________
I can take turns nicely.
________
I can go with the flow.
________
I can stop, think, and do.
________
DATE: ___________
Teaching Self-Management
Monitoring Outcomes
Identify outcomes valued by the team
“KIS it” (Keep It Simple) Create simple,
user-friendly forms to monitor outcomes
(e.g., rating scales, check sheets)
Monitor implementation of the plan
Schedule dates for check-ins and evaluate
the effectiveness of the support plan
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Implementation Issues
Blaming others
Emotionality of the situation
Need for attention to the foundation
Desire for a quick fix
Lack of support, policies and procedures
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The Teaching Pyramid
Program Philosophy
Teacher
Training/Implementation
Intensive
Individualized
Interventions
Administrative
Supports
Social Emotional Teaching
Strategies
Creating Supportive Environments
Positive Relationships with Children, Families, and
Colleagues
Adapted from Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003
School-wide PBS
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Began to emerge in mid-1990s
 (though basis existed well before this time)
Inspirations
 Impossible to use individual PBS with all
students (children) with behavior problems
 Need for more comprehensive prevention
approach
 Increasing concern about school safety and
school culture
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CONTINUUM OF
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Center for Positive Behavior Interventions and Supports (2002)
School-wide model
Whole school (universal) systems
 For all students, staff, settings
Classroom and non-classroom systems
 For setting-specific routines (reflecting whole-school
procedures and expectations)
Targeted group (secondary) systems
 For at-risk students
Individualized (tertiary) systems
 For students with existing, high-risk behavior problems
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Features of School-wide PBS
Clear Statement of Purpose (& full staff
commitment)
Clearly defined expectations and rules – for all
students and staff
Procedures for teaching expected behaviors
Procedures for acknowledging and encouraging
expected behaviors
Consequences and clearly stated procedures for
correcting problem (challenging) behaviors
Procedures for data collection and data-based
decision making
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Features of School-wide PBS (2)
Procedures for family and community
involvement
Strategies for specific settings
Strategies for targeted (at-risk) groups
 e.g., academic supports, social skills
groups
Strategies for intensive, comprehensive
individual supports
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Evidence Re: SW-PBS
Extensive data showing decreases in
Office Discipline Referrals
Data indicating improvements in school
culture
Some emerging data showing school-wide
academic improvements
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Characteristics of EC Programs
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Philosophy
Curriculum practices
Age and cognitive abilities of children
Availability of resources, expertise, and
supports
Structure of early childhood programs
Need for different types of outcome
measures
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The Teaching Pyramid
Program Philosophy
Teacher
Training/Implementation
Intensive
Individualized
Interventions
Administrative
Supports
Social Emotional Teaching
Strategies
Creating Supportive Environments
Positive Relationships with Children, Families, and
Colleagues
Adapted from Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003
Critical Elements of a Program
Wide Model in EC Programs
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Administrative support and buy-in
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Buy-in from staff
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Family involvement
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Identification of schoolwide expectations
that are developmentally appropriate
 Specially designed
 Linked to state, program standards/outcomes
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Critical Elements of a Program Wide
Model in EC Programs (continued)
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Curriculum approaches that promote expectations
and acknowledge children’s achievement of the
expectations
Strategies for responding to problem behavior
 Crisis situations
 Ongoing problem behavior
Team based, individualized approach for
addressing ongoing problem behavior
Professional development plan
Strategies for supporting teachers
Process for monitoring outcomes
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Program Wide Models
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Florida; Palma Ceia Presbyterian Preschool
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Kansas; SEK-CAP Head Start
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Illinois; Valeska-Hinton Early Childhood
Education Center
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Palma Ceia Presbyterian Preschool
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A community preschool in 21st year of
operation
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Inclusive model
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NAEYC accredited, staff serve as validators
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Collaboration for PBS
1997 - 2000
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Conflict between wanting to serve children
with all special needs and wanting to
provide safe, high quality program
Failure of expert model
Search for comprehensive, integrated
strategy
Match between philosophy and PBS
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Universal Foundation
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Well planned and responsive learning
environments
High quality interactions between staff and
children
Staff “toolkit” of effective behavior management
strategies
Environmental arrangement
Predictability
Visual cues
Culture allowing reflection and honesty
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Individualized Positive Behavior
Support
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Collaborative Teaming
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Functional Assessment
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Behavior Support Plan Development
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Implementation and Monitoring
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SEK-CAP Head Start
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Linda Broyles, SEK-CAP Head Start
Susan Jack, Kansas University Center on
Developmental Disabilities
2002- 2004 (two years and still going!)
Program serves 768 children in 12
counties with 167 staff
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Program Implementation
Adoption of model with staff support as
priority
Collaborative leadership team
Commitment of resources and time
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Outcomes
Shift in funding from mental health
intervention to prevention
Reduction in referrals to special education
No use of time-out
Staff satisfaction
Program quality
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Valeska-Hinton
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Training challenge
Blaming families
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Working with Families to Address
Challenging Behaviors
What are you doing to involve, support, and build
relationships with families before challenging behavior
becomes an issue?
What materials or training are you providing to parents to
help them understand children’s behavior?
What data do you give parents to help them understand the
problem behavior?
How are you involving families in solving the behavior
issue?
Are you talking with families or to families?
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Training Challenge
Developing awareness of the need to use
a comprehensive, proactive approach for
children with the most challenging
behavior—Beyond the quick fix!
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Behavior Problems and Solutions
Ask the group to name the kinds of challenging
behaviors they have encountered…record their
responses
Ask the group to list the interventions they use to
address challenging behavior
Guide the group to examine the fit of their
interventions to the severity of the behaviors they
have encountered
1. Comprehensive
2. Matched to problem behavior
3. Consistently implemented
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Training Challenge
Developing an awareness of the
importance of functional assessment
Addressing the impulse to get to the
intervention and bypass the assessment
phase
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TONE
OPER
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Training Challenge
Resistance to examining behavior through
a behavioral lens
Facilitating an acceptance of behavioral
principles
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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.
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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.
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Trigger
Joey is asked to
come to circle.
Teacher provides
physical prompt to
move him to group
Behavior
Joey resists and
cries, hits teacher
Maintaining
Consequence
Teacher moves
away from Joey and
allows Joey to
select a different
activity
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OBSERVATION VIDEO
VIGNETTE
3
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Training Challenge
Moving from reactive, simple interventions
to proactive, complex interventions
Understanding that our first impulse is to
use what we have learned in the past or
what has been internalized and is
expected
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Given 60 seconds, use 4 straight lines to connect all of
the dots without lifting your pen
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Case Study Group Instructions
Assign roles
Review child description
Review hypotheses
Review observations
Review interview
Develop a support plan
Report to group
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