I Need Help with These Children: Supporting Teachers in Addressing the Needs of Children with...

I Need Help with These Children: Supporting

Teachers in Addressing the Needs of Children with

Challenging Behavior

Mary Louise Hemmeter

[email protected]

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Agenda

• 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!

http://www.challenging/

http://www.csefel.uiuc.edu/

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Intro Activity

What behaviors “drive you crazy”?

How do these behaviors make you feel when they are persistent and intense?

Creating Supportive EnvironmentsCreating Supportive Environments

Positive Relationships with Children, Families, Positive Relationships with Children, Families, and Colleaguesand Colleagues

Social Emotional Social Emotional Teaching StrategiesTeaching Strategies

Intensive Intensive Individualized Individualized InterventionsInterventions

The Teaching Pyramid

Adapted from Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003

Teacher Training/Implementation

Administrative Supports

Program Philosophy

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Training Modules

• 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

• Speaker notes• Activities• Videoclips• Powerpoint slides• Handouts• Resources• Inventory of Practices

Promoting Social and Emotional Competence


Building Positive RelationshipsBuilding Positive Relationships

Social and Emotional Social and Emotional Teaching StrategiesTeaching Strategies

Individualized Individualized Intensive Intensive

InterventionsInterventions

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Supporting Children’s Social Emotional Development: The Big Picture

This is a place you can trust - How can we do this??This is a place you can trust - How can we do this?? Safe Safe PredictablePredictable HelpfulHelpful

This is a caring placeThis is a caring place RelationshipsRelationships Recognizing and responding to emotionsRecognizing and responding to emotions Modeling emotionsModeling emotions

You belong here, We belong hereYou belong here, We belong here Uniqueness, diversity, individualityUniqueness, diversity, individuality Community, caring working togetherCommunity, caring working together Teaching children to be friendsTeaching children to be friends

(New slide)(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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What is Social and Emotional Development?

A sense of confidence and competenceA sense of confidence and competence

Ability to develop positive relationships with peers and Ability to develop positive relationships with peers and adults/make friends, get along with othersadults/make friends, get along with others

Ability to persist at challenging tasksAbility to persist at challenging tasks

Ability to identify, understand and communicate Ability to identify, understand and communicate feelings/emotionsfeelings/emotions

Ability to manage strong emotionsAbility to manage strong emotions

Development of empathyDevelopment of empathy

(New slide)(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 feelingsLearning how to recognize feelings in self and othersLearning ways to relaxEmpathy training

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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

Teaching Emotional Literacy

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On Monday when it RainedDisappointed

Embarrassed

Proud

Scared

Angry

Excited

Lonely

Use of Children’s Literature

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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 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

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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)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 contextFunctional 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 occursPrevention Strategies - Ways to make events and interactions that predict problem behavior easier for the child to manageReplacement Skills - Skills to teach throughout the day to replace the problem behaviorResponses - 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

goalsReplacement 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.

I Can Be a SUPER FRIEND!

Created for Tim by Lisa Grant & Rochelle Lentini2002

I like talking and playing with my friends

at school.

My Friends get sad or mad when I hit, kick, use mean words, or take toys.

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.

If I want to join in play, I need to join nicely or ask to play with my friends’ toys.

I can say, “Can I play with that toy?” or “Can I play with you?”.

Can I play with you?

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.

I CAN BE A SUPER FRIENDI 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

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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









Program Philosophy

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School-wide PBS

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

Center for Positive Behavior Interventions and Supports (2002)

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

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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) groupse.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

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









Program Philosophy

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Critical Elements of a Program Wide Model in EC Programs

Administrative support and buy-in Buy-in from staff Family involvement Identification of schoolwide

expectations that are developmentally appropriateSpecially designedLinked to state, program

standards/outcomes

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Critical Elements of a Program Wide Model in EC Programs (continued)

Curriculum approaches that promote expectations and acknowledge children’s achievement of the expectations

Strategies for responding to problem behaviorCrisis situationsOngoing 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

Florida; Palma Ceia Presbyterian Preschool

Kansas; SEK-CAP Head Start Illinois; Valeska-Hinton Early

Childhood Education Center

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Palma Ceia Presbyterian Preschool

A community preschool in 21st year of operation

Inclusive model NAEYC accredited, staff serve as

validators

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Collaboration for PBS1997 - 2000

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

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

Collaborative Teaming Functional Assessment Behavior Support Plan Development Implementation and Monitoring

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SEK-CAP Head Start

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 What are you doing to involve, support, and build relationships with families before challenging relationships with families before challenging behavior becomes an issue?behavior becomes an issue?

What materials or training are you providing to What materials or training are you providing to parents to help them understand children’s parents to help them understand children’s behavior?behavior?

What data do you give parents to help them What data do you give parents to help them understand the problem behavior?understand the problem behavior?

How are you involving families in solving the How are you involving families in solving the behavior issue?behavior issue?

Are you talking with families or to families?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 responsesAsk the group to list the interventions they use to address challenging behaviorGuide the group to examine the fit of their interventions to the severity of the behaviors they have encountered1. 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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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 Behavior Maintaining Consequence

Joey is asked to come to circle. Teacher provides physical prompt to move him to group

Joey resists and cries, hits teacher

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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