Transcript Early Childhood Positive Behavior Support

Early Childhood
Positive Behavior Support
HELPING STAFF AND PARENTS
STOP BEING NEGATIVE AND DO
WHAT WORKS
Ashley Lindberg
October 2010
Agenda
 Part 1: Being positive and why it works
 Part 2: Writing behavior plans that parents and
teachers will follow
 Part 3 How to get parents/teachers /kids to buy in
 How are you going to use this knowledge to change
or to invite others to change
Being positive means:
 Creating an environment where kids are invited to
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try
Practicing the manners/tone we expect from
children
Stating things developmentally appropriately
Expecting the best
More encouragement. (Less praise?)
Invite kids to try
Reinforcement: The 5:1 rule
Gottman, J. (1994). Why Marriages Succeed or Fail: And How You
Can Make Yours Last. New York: Simon and Schuster.
Universal Supports to Prevent AttentionGetting Misbehavior
 http://www.sciencedaily.com/relea
ses/2008/05/080515073026.htm
Use the manners/tone we expect from children
developmentally appropriate wording
Expecting the best
More encouragement. (Less praise?)
Tips for encouragement
 Tip 1 Get the child’s attention.
 Tip 2 Use behavior specific language.
 Tip 3 Keep it simple—avoid combining
encouragement with criticism.
 Tip 4 Encourage with enthusiasm.
 Tip 5 Double the impact with physical
warmth.
 Tip 6 Use positive comments and
encouragement with your child in front of
others.
Adapted from ???
Examples of Encouragement
• “Thank you for __________.”
• “What a good problem solver you are, you were
able to__________.”
• “It’s so much fun to play with you; you are so good
at ________.” (sharing, taking turns)
• “You were being so kind when you ________.”
Adapted from ???
12
What’s a better way to say…
 Stop yelling!
 Don’t throw your toys!
 Stop bothering your sister!
 Don’t spill your milk.
 Stop whining.
 Be good.
 Be nice.
 Cut it out.
Adapted from ???
How to be positive with 4 hard types of behavior
Part 2
Writing Behavior Plans using
Functional Behavioral Assessment
What is Functional Behavioral Assessment?
 Define behavior
(observable/measurable)
 Identify setting events and antecedents
 Identify maintaining consequences
 Identifies function of behavior in order to
change behavior
(Crone & Horner, 2003)
Why do a Functional Behavioral Assessment?
 Problem Solving
 Documentation
 Frustration
3
tantrums doesn’t feel much
different that 7
Buy this: Background Philosophy
 Human behavior is functional.
 Human behavior is predictable.
 Human behavior is changeable.
(Crone & Horner, 2003)
Behavior is Functional
“Misbehavior” is always communicating
something!
I need you! (to get attention)
 I want that! (to get toys, money, a turn)
 Go away! (escape something, like hard work!)
 **Chomp** (To meet our sensory needs)

Jack won’t hold the rope.
Behavior is Predictable
By understanding the
function of misbehavior
we can learn to predict
what situations will
trigger problems.
Behavior is Changeable
 Our kids are cute and little!
 We can change our responses
 We can teach socially expectable ways to
get their needs met.
Acronyms to know
 ABC


Antecedent (trigger), Behavior, Consequence.
(also known as a Simple FBA)
 Full FBA
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Antecedent , Behavior, Consequence.
Interviews
Data collection
 FA
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Functional Analysis
Behavior is researched by manipulating consequences.
The ABCs
In this situation…
Antecedent
if I do this…
I get this!
Behavior
Consequence
Let’s practice: Write down an example of a
specific problem behavior.
The ABCs: Antecedent
In this situation…
A
For example:
In non-preferred tasks
that include waiting…
All the time!
It comes out of the
blue!
The ABCs: Behavior
if I do this…
B
For example:
Jack runs from teacher.
He hits, bites and swears
at teachers in
redirection.
Jack is violent
Jack is rude
The ABCs: Consequence
I get/get out of this!
C
For Example:
He gets to run; everyone
looks at him; the teacher
chases him; the teacher
gives him 1:1 attention;
the teacher reprimands
him.
Nothing happens, he
gets away with it.
I punish him
The consequence doesn’t have to hurt!
Competing Behavior Pathway
A
B
B
C
Writing a Full FBA: I need more info
 Routines analysis
 Parent and team interviews
(together?)
 Make a graph
 Add this info to your ABC chart
Step 1: Routines Analysis
Arrival
1 2 3 4 5
Circle
1 2 3 4 5
Art
1 2 3 4 5
Free Choice
1 2 3 4 5
Outside
1 2 3 4 5
Snack
1 2 3 4 5
Story Circle
1 2 3 4 5
Books/Puzzles
1 2 3 4 5
Departure
1 2 3 4 5
Step 2: Interviews
From: Activity-based Approach to Developing
Young Children's Social Emotional Competence.
Dave has it!! Ask to see it!
Step 2: Interviews…continued
List strengths and motivators
•To brainstorm rewards
•To start meetings on a positive note
Step 2: Interviews…continued
Step 2: Interviews…continued
All the time!
It comes out of the
blue!
Step 2: Interviews…one last thing
Step 3: collect some data,
make some graphs.
11/5
11/6
11/7
11/12
11/13
11/14
11/26
11/27
22/28
What now? Write a Behavior Plan
Plan to change A
Plan to change B
Plan to change C
Practical Strategies: Change the A
Make the behavior irrelevant
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Anticipate problems and plan accordingly
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Move furniture?
Show the child exactly what will happen (pictures)
Make sure your requests are at the student’s level
Monitor the child’s well being (sick? tired? hungry?)
Communicate with parents
Decide what you will do
Ask for help from your team
Be more fun!! You’re never too old to be distracted!
Practical Strategies: Change the B
Make the behavior inefficient by teaching a
replacement behavior
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Make his replacement behavior work FAST!
Make a social story to teach replacement behaviors.
Communicate with parents (is the child doing this at home?)
(Story about Buba)
Offer limited choices
Ask for help from the child
Make it a game. Learning good behavior doesn’t have to hurt!
Practical Strategies: Change the C
 Make the behavior ineffective
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Natural reinforcers
Extinction (removing the reinforcer…it usually gets worse
before it gets better)
Time out (not as a punishment, but as an (almost) natural
consequence)
Be firm and kind
Check yourself before you wreak yourself
Distract and redirect
One last note: The Law
 For school aged kids it’s the law; for preschool it’s
just best practice.
 Restraining
How is your behavior plan coming?
Part 3
CREATING BUY IN
Getting buy-in with tough parents
Note: these are not tough parents. They are my in-laws, and they are lovely.
PBS, it’s all about relationships
Build a relationship with every family
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Provide info about child development
Give parents a person to turn to if they are ever ready to
learn more about parenting.
Help plan for the next transition.
Report suspected abuse and neglect.
Barriers: They
 Your
are not that friendly
hardest kids probably have your hardest
families.
 Stuff that makes kids misbehave sometimes make
adults misbehave.
 Some parents are worried about your judgment,
have a problem with authority, or have had past
negative experiences in school.
Solutions: They
 5:1
are not that friendly.
rule phone calls, voicemail, email, bravo
cards, photos, certificates, awards
 Face time
Barriers:
They don’t have time for you
 Parents
may be struggling with getting basic needs
met.
 Parents can’t get work off, don’t have transportation.
Solutions: They don’t have time for you
Home-visit
Meet
them on their lunch break
Make plans months in advance, then
give reminder calls/notes/stickers
Go out that day
Open house v. graduation
Barriers: We
don’t have time for them
•Many agencies don’t give staff
members adequate time to build
family relationships
•Too much to do during the work
week!
Solutions: We
Once
don’t have time for them
in a while deliver a forgotten coat
More Parent-Teacher Conferences
Open house
School productions/plays
Art shows
Graduation parties
Parents come in for a class party/event, etc.
Bravo cards
Photos home
Certificates or awards
Barriers: We can’t get a hold of them!
 Stupid
cricket phones
Solutions: We can’t get a hold of them
My
business card laminated with my
photo and a magnet for fridge
Communication notebooks
Tape notes to backs
Call their emergency numbers
Barriers: We
are mad at them
 Its hard not to judge! We love their kid
and we’re mad that they are making his
life hard.
Solutions: We are mad at them
 Everyone is doing their best with
the education they have been given.
Solutions:
We are mad at them
 You can’t darn a sock starting in
the hole.
“I’m not trained for this!”
1. Hi! (add positive story)
2. How are you? Last time we talked we talked
about… How’s that going?
3. Find something they did right! (encourage)
4. Summarize “we have a plan. I will.. You…”
Let simmer. Repeat.
Parent buy in
Teacher buy in
 Make the plan with everyone you expect to
implement it. Work hard to incorporate all positive
ideas. Bad ideas are an opportunity to teach.
Kid buy in?
 How do we teach this great plan to the kid?
Identifying Teachable Moments
Identifying Teachable Moments
Identifying Teachable Moments
Identifying Teachable Moments
Identifying Teachable Moments
How will you make change?
Questions/references
References
Crone, D., & Horner, R. (2003). Building Positive
Behavior Support Systems in Schools: Functional
Behavioral Assessment. New York, NY: The Guilford
Press.
Squires, J., & Bricker, D., (2006). Activity-based
Approach to Developing Young Children's Social
Emotional Competence. Baltimore: Brookes
Publishing Company.
Also see:
http://www.vanderbilt.edu/csefel/