Mod 3a generic

Reflect Back…

Think about your Module 2 strategies• What did you do or try in your setting?• How have you set a positive tone with children & families? • What do you have questions about?• How is it going in general?

• And take time to make deposits in your colleagues piggy banks.

• Write them a note about something they did over the past month!

Promoting Children’s Success Review of Modules 1 & 2

Building Relationships, Creating Supportive Environments, and Social-Emotional

Teaching Strategies

WestEd Center for Child & Family Studies

Teacher Training and Implementation

Administrative Supports

Program Philosophy

Well defined procedures

Designing Supportive EnvironmentsDesigning Supportive Environments

Building Positive RelationshipsBuilding Positive Relationships

Social Emotional Social Emotional Teaching StrategiesTeaching Strategies

Individualized Individualized Intensive Intensive

InterventionsInterventions

Module Module 11

Module 2Module 2

Module 3a, 3bModule 3a, 3b

The Teaching Pyramid Promotes Social Emotional Competence

Agenda• Solidifying the Foundations of the Pyramid

Building relationships Creating environments Teaching social emotional skills

• Moving to the Top of the Pyramid Determining the meaning of challenging

behavior- Introduction to Functional Assessment - Determining the Function- Conducting Observations- Observation Activity: Finding the Meaning/Function

• Next Steps and Wrap Up

Building on the Foundation• Be Safe & Healthy

Make a comfortable space for yourself

Take breaks as needed Move if you need to

• Be Respectful Be an attentive

listener Value everyone’s ideas Cell phones off

• Be Friendly & Kind Step up/Step back Stay on topic Share air time

Building Our Relationships

• You will have an opportunity to interview a colleague

• We’d like you to pick someoneyou do not know well from a different center or classroom

• You will have approximately20 minutes (10 minutes each) for the interviews

• Feel free to spread around• Listen for the chimes for the mid-

point and the end time

Harvesting ReflectionsInterview Questions• Tell me about a time when

you felt at your best in your classroom or job this past few months. When did you feel most alive or most excited about your work? What made it and exciting experience? Describe the event in detail.

• What is the most successful strategy you use when dealing with children with challenging behaviors?

Before We Add the Module 3 Layer

We need to build the Pyramid Foundations…

• In your school groups, you will have a chance to pick out the critical elements for each layer

• Here are the instructions

• Start with Relationships Module 1 Notebook Tab PowerPointTM

Inventory of Practice

Supportive EnvironmentsSupportive Environments

Module 1Module 1

Building Positive Relationships with Building Positive Relationships with Children, Families, and Other Children, Families, and Other

ProfessionalsProfessionalsModule 1Module 1

Social-Emotional Social-Emotional Teaching Teaching

StrategiesStrategiesModule 2Module 2


InterventionsInterventionsModule 3a/bModule 3a/b

Few children

Children at-risk

All Children

Module 4: Leadership Strategies

Module 1: Relationships

Why Build Relationships?

• Relationships are at the foundation of everything we do. Build relationships early – don’t wait until there is a problem.

• Children learn and develop in the context of relationships.

• Children with the most challenging behaviors especially need these relationships, and yet their behaviors often prevent them from benefiting from those relationships.

Building Positive Relationships• Adults’ time and attention are very important to

children Every child needs one person who is crazy about them! Make deposits regularly

• We need to give time and attention at times other than when they are engaging in challenging behavior Focus on what you want the child to do intentionally notice and acknowledge the positive

behavior

• Family members and other colleagues (therapists, behaviorists, etc.) are critical partners in building children’s social emotional competence. We should all work together to ensure children’s

success and prevent challenging behavior


Module 1Module 1







Few children

Children at-risk

All Children


Module 1: Environments

Designing Supportive Environments

• Physical Environment• Schedules & Routines• Transitions• Large/Small Group Activities• Expectations for Behavior • Monitoring & Positive Attention

How Do Children Know What Is Expected of Them?

• The Leadership Team developed program-wide expectations

• The three expectations are: Be Friendly and Kind Be Respectful Be Safe and Responsible

• To help children understand these expectations, you developed examples

• Let’s review…

Developing Expectation Examples

• Keep examples positive – what you see when the behavior meets the expectation For Be Safe and Responsible an example

could be picking up toys (to prevent tripping) Think about what you might take a picture of

as you illustrate the examples Keep examples short and simple Focus on behaviors, not attitudes Example for Be Friendly and Kind

- Being nice NO (what does “nice” look like?)- Sharing a toy with a classmate YES

General Guidelines about Teaching Expectations

• Post the expectations and examples visually Take pictures of the children in your class/site

• Teach the expectations systematically• Be sure to use the key words/statements

regularly• When first learning the expectations, call

attention to children when they follow them Wow, you walked quietly to the bathroom. That was

really respectful! When you picked up your toys, you were being safe! I saw you take turns with the ball. You are friendly!

• Involve the children in developing more examples


Module 1Module 1







Few children

Children at-risk

All Children


Module 2: Social Emotional Strategies

“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 Tom Herner (NASDE President ) Counterpoint 1998, p.2)1998, p.2)

We Need to Teach!

Teach Me What to Do Instead

• Friendship skills• Following expectations,

routines and directions• Identifying feelings in self

and others• Controlling anger and

impulse Tucker Turtle

• Problem solving Solution Kit Problem-Solving Steps

When To TeachIdentifying Teachable Moments

How to Teach: Strategies• Adult Modeling• Modeling with Puppets• Preparing Peer

Partners• Songs• Flannel Board

Activities

• Fingerplays• Prompts• Priming• Encouragement• Incidental Teaching• Use of Games• Use of Children’s

Literature• Social Stories

Steps to Teaching Throughout the Day:

1. Identify the skill you want to teach2. Teach the Social Skills Concept –during large group,

small group and provide individualized instruction for children who need it

3. Give children opportunities to practice – role play, prompting children through an interaction (scaffolding), embedding instruction

4. Model the behaviors in every day interactions5. Reinforce the behavior in context – use positive

descriptive feedback to comment on children engaging in the behavior

6. Involve children in reflecting on the skills – individually or in a group

Maintain Your Foundation!• Each layer of this

pyramid is important• By focusing on the

bottom of the pyramid, you will be meeting the needs of most children

• Use Social Emotional Teaching Skills for the children who need additional support

When is Behavior a Problem?

• Think back over the years you’ve been in classrooms with children. Have you ever had A child hit another child? A child bite another child? A child ignore your request?

• This behavior isn’t a problem when it happens only once in a while

• Increase the frequency, intensity, duration …and the behavior is seen differently!

Persistently Challenging Behavior

• What do we mean when we say “persistently challenging behavior?” 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, stereotypic movements), property destruction, self-injury, noncompliance, and withdrawal.

Tim – Before Intervention

Group Discussion:Focus on Tim

• What might be the reasons for the behaviors we saw?

• What strategies that we have learned in Modules 1 or 2 might you try?

• For behaviors that are persistent, the general application of a strategy or two probably won’t completely change the child’s behavior

• What is needed is a more comprehensive approach

For Persistent, Challenging Behavior

• We need a comprehensive approach, all environments and all stakeholders If all stakeholders are not interested or able to

implement the approach at the same time, begin with the classroom setting and share results

If other services are needed you can start supporting the child in the current setting while pursuing them

• Systematic plan Plan based on understanding the child and the

problem behavior This is intensive (Intensive for the adults, not the

child) and individualized

Individualized Intensive Interventions: Determining the Meaning of Challenging

Behavior (Module 3a)

WestEd San Marcos

The Teaching Pyramid

Designing Supportive Designing Supportive EnvironmentsEnvironments

Building Positive RelationshipsBuilding Positive Relationships

Social Emotional Social Emotional Teaching Teaching

StrategiesStrategies

Few children

Children at-risk

All Children


InterventionsInterventions

Module Module 3a, 3b3a, 3b

Intensive Individualized Interventions

Intensive individualized 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

Positive Behavior Support (PBS)

• An approach for changing a child’s behavior• Is based on humanistic values and

research.• An approach for developing an

understanding of why the child has challenging behavior and teaching the child new skills to replace challenging behavior.

• A holistic approach that considers all of the factors that impact on a child, family, and the child’s behavior.

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, etc

• PBS is the only comprehensive and evidence-based approach to address challenging behavior within a variety of natural settings

Old Way – New Way

• Old Way• General

intervention for all behavior challenges

• 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

Video 3a.2: Brendan – Before PBS

Video 3a.3: Brendan’s Family – Before PBS

Video 3a.4: Brendan’s Family –Before PBS (Cont.) .

Video 3a.5: Brendan – With PBS

Video 3a.6: Brendan’s Family – With PBS

Behavior Basics

Behavior• Has different forms• Serves a specific function• Is predicted by events that take

place before (triggers/antecedents or social context)

• Is maintained by events that take place after (consequences or social reactions)

Consider Form & Function

• Form (type of behavior) can be anything• Function (purpose of behavior) typically

falls under one of two general areas Gain access to something, someone or an

outcome, (positive reinforcement)

Avoid or escape from something, someone or an outcome(negative reinforcement)

• The function identifies the “purpose” of the challenging behavior, “why” it is happening

Children Communicate in Many Ways:

• Forms of communication Words Sentences Gestures/sign language Point to a picture Eye gaze Pulling adult Crying Biting Tantrums ?

Observe Carefully

• A single form of behavior may serve more than one function

• Several forms of behavior may serve one function

• This is why “cookbook” approaches rarely work If child ________ (fill in the form of the

behavior), do this. We don’t know what to do until we know

the function (WHY)!

Children’s Behavior Communicates

• Behavior communicates a message when a child does not have language

• Behavior 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

Children Communicate a Variety of Messages

•Functions of communication Request object, activity,

person Escape demands Escape activity Escape a person Request help Request social interaction Comment Request information Request sensory stimulation Escape sensory stimulation ?

Challenging Behavior Works

• Children engage in challenging behavior because “it works” for them.

• Challenging behavior meets the function for the child gaining access to something or someone

(i.e., obtain/request) or avoiding something or someone

(i.e., escape/protest/avoid).• Sometimes our reactions serve as the

social reaction/maintaining consequence!

Designing Effective Interventions

• To address persistently challenging behavior, we need to determine the function of the behavior.

• This is called a 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

• Observe carefully to identify the form and assess the function (see Behavior Equation Chart)

• This is the first step in designing a positive behavior support plan

Functional Assessment

• Observe the child in selected routines and various settings over a few days

• Collect information (data) on child behavior, looking for situations that may predict problem behavior (trigger/social context) and also look for situations that are linked with appropriate behavior

• Interview persons most familiar with the child

• Review records

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What Happened Just Before? (Trigger)

What Behavior(s) Occurred?

What Happened Just After? (Maintaining

Consequence)

Behavior Equation

Ian is playing with a toy train. Thuy reaches for the train and says

“Please.” Ian turns away and says

“No.”

Thuy hits Ian and grabs the train.

Ian begins crying and walks away.

Thuy begins playing with the

train.

Finding the Function

Ian is playing with a toy train. Thuy reaches for

the train and says


“No.”

Thuy hits Ian and grabs the

train.

Ian begins crying and

walks away. Thuy begins playing with

the train.Possible Function:

Get Toy

Behavior Equation + Function

Ian is playing with a toy train. Thuy reaches for the train and says


“No.”

Thuy hits Ian and grabs the train.

Ian begins crying and walks away.

Thuy begins playing with the

train.




Consequence)

Possible Function:

Get Toy




Consequence)

Behavior Equation

Joey is asked to come to circle.

Teacher provides physical prompt to

move him to group.

Joey resists, cries, and hits

teacher.

Teacher moves away from Joey

and allows Joey to select a different

activity.




Consequence)

Behavior Equation + Function

Joey is asked to come to circle.

Teacher provides physical prompt to

move him to group.

Joey resists, cries, and hits

teacher.

Teacher moves away from Joey

and allows Joey to select a different

activity.Possible Function: •Avoid circle•Continue existing activity•Avoid adult prompt•Do a different activity

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 the adult and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the adult. The adult helps him put the blocks together.




Consequence)

Playing with Duplos, can’t

connect blocks.

Possible Function: Get help

Looks up at adult, fusses, holds up blocks, looks at

block/adult.

Adult helps put blocks together.

Evan

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.




Consequence)

Mom says, “It’s not cool

enough, just a minute,” then

gives oatmeal.

Sitting in high chair with

nothing on tray, mom stirring

oatmeal.

Cries, bangs head.

Possible Function:

Get Oatmeal

Get Attention

Shana

Gabriella

• Gabriella is playing in her room. Her mom says, “Come on Gabriella. Time to go to school.” Her mom pulls on her arm to try to get Gabriella to stand and go to the car. Gabriella yells, screams, and begins kicking at her toys. Her mother says, “All right, 5 more minutes. But then we must go.” Gabriella’s mom walks away, and Gabriella continues playing with her toys.




Consequence)

Possible Function:

Escapes-prolong transition

Playing in room, time to get in car

for school.

Mom pulls on arm to get to

stand.

Mom gives her 5 more minutes of

play time.

Yells, screams, kicks

at toys.

Gabriella

Luis

• Luis is riding a trike on the playground bike path. He sees a child move to the sandbox where Luis had just finished building a road-way. He leaps off his trike and tackles the child. He hits the child. An adult comes over to intervene. She comforts the child and scolds Luis. Luis goes to the sandbox and continues construction on his road-way.

A child moves to the sandbox where Luis has

just built something.

Tackles and hits child.

Adult intervenes and scolds Luis, comforts other

child.

Luis continues road-way.




Consequence)

Possible Function: Get Toy

Luis

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 box. 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.

Another child moves to area and gets a toy

(purse).

Shouts “no,” bites child.

Sent to “thinking chair,” other child

consoled,4 minutes later, Madison leaves

chair and returns to play with purse.




Consequence)

Possible Function: Avoid Sharing

Purse

Madison

How Do We Use The Behavior Equation?

• We must have enough information to see a pattern

• We want to see a child in multiple settings, with different people, and on different days

• We collect this information on Observation Cards adding a bit of background

• Once we have enough Observation Cards, we can pull together the information for the Behavior Equation Summary

Observation CardExample

Child’s Name:Kara

Observer:Teacher Ana

Date: 1/22Time: 10 am

Activity: Choice Time/ Art Location: Art Area




Consequence)

Playing alone in house. Teacher comes over to Kara and asks her to come to the art table for art. When she doesn’t respond, the teacher tries to assist her by taking her arm to nudge her to stand.

Kara pulls away and begins to protest by saying, “No! I not go to art!” as she pulls away from the teacher.

The teacher walks away and says, “I will be back in a few minutes to see if you are ready.”

Possible Function: Escape Art

Video 3a.7: Tim – Before PBS

Observation CardTim Sample

Child’s Name:Tim

Observer:Teacher Joel


Activity: Small Group Time Location: Small Block Area




Consequence)

Playing alongside three other children with small one-inch blocks, some small dolls, and wheeled toys. Maya takes some of the one-inch blocks that were close to Tim while his back was turned. Joey warns Maya that those are Tim’s. Tim hears, turns around and moves toward Maya

Tim reaches for the block. When Maya pulls her arm away and protests, Tim straddles her and begins pulling her hair with both hands.

Maya looks to adult for help.

Possible Function: Obtain (Get) Toy

Practice Makes Permanent

• Time to practice!• Let’s watch some

children in action and capture the information

• We’ll use the observation cards for practice

• Write in whatever language is more comfortable for you

• Spelling doesn’t count!

Video 3a.10: Observation Vignette #1

Observation CardTim #1

Child’s Name:Tim

Observer:Teacher Joel


Activity: Choice Time Location: Block Area




Consequence)

Playing alone in block play. Goes over to a group of children playing.

Tim sticks out his tongue and makes raspberry sound, hits boy, scratches his shoulder.

Boy yells at him, friend brings him a lizard, boy yells to teacher.

Possible Function: Initiate social

interaction/join play

Observation CardTim #2

Child’s Name:Tim



Activity: Free Play Location: Outside in sand box




Consequence)

Playing near two other children. Girl goes to basket and gets truck just like the other child’s truck.

He tries to take her truck, shoves, pushes, and continues tugging for toy.

Gets toy for a second, continues to fight girl for toy, teacher reprimands and carries him away.

Possible Function: Obtain the toy (same truck)

Observation CardBrendan #1

Child’s Name:Brendan

Observer:Dad


Activity: Computer Time Location: Home Office




Consequence)

Brother Josh is having a turn at the computer. Brother sits. Mom says “1. Josh, 2. Brendan.” Brendan says, “It’s Brendan’s turn.”

Brendan yells, falls to ground, pulls chair, kicks, cries.

Josh protests, Mother says, “Do you want me to carry you?” Brendan says,“Carry me.” She carries him away.

Possible Function: Obtain computer/

adult attention

Observation CardBrendan #2

Child’s Name:Brendan



Activity: Entering Library Location: Entrance to Library




Consequence)

Mother says, “Let’s go inside.” Then she counts down.

Brendan. drops to floor, resists moving, screams, kicks, tries to run, drops, resists, screams, becomes “wet noodle.”

Mother pulls him through doors then picks him up as he resists.

Possible Function: Escape/avoid going into the

library (prolonged) (and adult attention)

Observation CardRyan #1

Child’s Name:Ryan



Activity: End of Circle Time Location: Rug area




Consequence)

Teacher kisses children’s cheeks with puppet. Says, “Say good-bye to MiMi.” Teacher gets up to put away puppet.

Ryan begins hitting himself on head with fist, pull at shirt.

Adult says “Ready to dance? Want to dance Ryan?” Goes and sits in her lap and is smiling.

Possible Function: Adult attention

Observation CardRyan #2

Child’s Name:Ryan



Activity: Center Time Location: Quiet corner




Consequence)

Teacher helps Ryan to sit then walks away to find him a toy while saying, “Let Ms. Genie get you some balls.”

Ryan pulls arm out of shirt, hits self on head with fist, thrusts backwards, pulls at shirt, kicks.

Teacher returns, talks to Ryan, helps him get shirt back on, and hugs him.

Possible Function: Adult attention

Drawing From Observation Cards

In group play situations (outside play/centers), Tim uses verbal aggression (threats), physical aggression (hit, push, kick, punch), and property destruction (throwing or banging toys) to obtain toys and/or join play. When this occurs, the peer relinquishes (give up) the desired toy and leaves the play area and/or an adult intervenes and provides Tim with excessive negative attention.

What Happened Before? (Trigger)



Consequence)

What is the common element or situation across observations?

How do you generally describe the primary behavior(s)?

What is the usual response? What typically happens?

Function:

Why?

Summarizing Observations

Getting to the Function “The Why”

Tim engaged in challenging behavior:• In an attempt to get peer or teacher

attention• In an attempt to obtain or keep a

desired toy or activity• In an attempt to initiate social

interaction

What Happened Before? (Trigger)



Consequence)

•Group play: centers and outside play

Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction

•Peers give up toys/items•Peers leave area Adults intervene with negative attention on Tim

Function:

Obtain toys/Play

Tim

Trigger(What Happens Before)

Behavior Maintaining Consequence(What Happens After )

• Group play: centers and outside play


• Peers give up toys/items• Peers leave area• Adults intervene with negative attention on Tim

Preventions New Skills New Responses

Tim’s PB Support Planning Chart - First Step

Function:obtain toy/play

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. Dramatically changed morning routine

(parent’s out of town, aunt is staying with the child)

Birth of a new sibling Being with a different custodial parent Many more…

Behavior Equation

Setting Event Trigger Behavior

Maintaining Consequence

Quan approaches

computer and sees child working on program.

Quan moves his picture to

indicate that he is next. Quan observes and waits for his

turn.

Child leaves computer and

Quan sits down and

begins working.

Function: Get computer

Behavior Equation

Setting Event Trigger Behavior

Maintaining Consequence

Quan was up most the night with an asthma

attack. He arrives at

school looking sleepy and with dark

circles under his eyes.

Quan approaches

computer and sees child working on program.

Quan moves his picture to

indicate that he is next. Quan observes and waits for his

turn.

Child leaves computer and

Quan sits down and

begins working.

Function: Get computer

Summary Statements

Take from the many Observation Cards

• Triggers of the challenging behavior• Description of the challenging

behavior• Responses that maintain the

challenging behaviorReveals the• Purpose or function of the behavior

What is the Function?

Billy will initiate a chase game or request to be held by pulling the adult’s hand or positioning the adult. If the adult does not comply, Billy will cry loudly, scream, and bring his hands to his face or ears. Often the adult will comply with his request or pick him up.

Not Sure About the Function?• What would make the challenging behavior

stop? Is it something you would provide or allow the child to access? Or is there something to remove? Or can you allow the child to leave?

• If still unsure, collect more data in the same context.

• Some challenging behavior may have the same form but serve multiple functions.

• Some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., gain attention).

Summary Statement + Function

Billy uses tantrums to request a social interaction. Billy will initiate a chase game or request to be held by pulling the adult’s hand or positioning the adult. If the adult does not comply, Billy will cry loudly, scream, and bring his hands to his face or ears. Often the adult will comply with his request or pick him up.

What is the Function?

When she is asked to transition from an activity (e.g., playing in the sandbox) to another activity, she will whine, cry, pretend to vomit, slap at the adult, and scream. When she does this, the adult lets her stay a little longer with the original activity or picks her up kicking and screaming.

Summary Statement + Function

Marcia tantrums to escape moving to a new activity. When she is asked to transition from an activity (e.g., playing in the sandbox) to another activity, she will whine, cry, pretend to vomit, slap at the adult, and scream. When she does this, the adult lets her stay a little longer with the original activity or picks her up kicking and screaming.

Functional Assessment Interview

• Define behavior (describe what you see)• Describe frequency and intensity• Explore possible setting events• Identify predictors (triggers)• Identify maintaining consequences• Identify current communicative

functions• Describe efficiency of the behavior• Describe previous efforts• Identify possible reinforcers

Video 3a.8: Tim – With PBS

Video 3a.9: Importance of PBS

Tim’s Plan ~ Prevention

• Trigger(s)/Social Context Group play situations Sharing toys

• 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

Tim’s Plan ~ New Skills

• Old Skills Verbal aggression (threats) Physical aggression (hit, push, kick, punch) Property destruction (throwing or banging

toys)

• New Skills (Replacement Skills) Asking to play Everyone can play with the toys Flexibility, accepting other’s ideas/space Asking for teacher’s help

Tim’s Plan ~ Responses

• Maintaining Consequences Peer relinquishes the desired toy Peer leaves the play area An adult intervenes and provides Tim with

excessive negative attention

• Responses (to new behavior & old behavior) Immediately respond to his requests for help Prompt new behavior using cue cards 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.

Trigger Behavior Maintaining Consequence

• Group play: centers and outside play

Setting Events (if applicable):


• Peers give up toys/items• Peers leave area• Adults intervene with negative attention on Tim

Preventions New Skills New Responses

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

Asking to play

Everyone can play with the toys

Flexibility, accepting other’s ideas/space

Asking for teacher’s help

Immediately respond to his requests for help

Prompt new behavior with cue cards

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.

Tim’s PB Support Planning Chart - Second Step

Function:obtain toy/play

Getting Information From Home• Interview the family

Have ongoing conversations Use “My Teacher Wants to Know” as a way to

help family members organize their thoughts

• There are observation tools for parents to use Part of “My Teacher Wants to Know” includes

a chart like the top of the Child Success Support Team Planning Chart

You can use other simple observation cards

Summarizing1. Challenging behavior has meaning for the child.2. Children use behavior to access something or

someone (obtain/request) or avoid something or someone (escape/protest).

3. The process of Functional Assessment is used to determine the function or purpose of challenging behavior.

4. Part one of the Student Success Team Positive Behavior Planning Chart describe what happens before (triggers), challenging behavior, what happens after (maintaining consequences), and the function of the behavior.

So What Will You Do Next?• Time to meet in

your school groups and discuss how the information from this afternoon gets adapted for and implemented at your site

• We will reconvene for Continuous Improvement

Continuous Improvement

+ Liked the videos+ Dissecting the videos+ Reviewing the past

two months+ Observation Cards+ New ideas for how to

get the information+ Three A’s+ Food!!

∆ Come in later…∆ Working lunch∆ More comfortable

seats∆ Skipping the

afternoon break and getting out earlier

Mod 3a generic

Education

Transcript of Mod 3a generic