Practical Skills for Challenging Behaviors in the ... · Northwest Center Kids. Laura Kneedler,...
Transcript of Practical Skills for Challenging Behaviors in the ... · Northwest Center Kids. Laura Kneedler,...
Northwest Center Kids
Laura Kneedler MEd and Amy Bender MA
Practical Skills for Challenging Behaviors in the
Classroom Supporting Children of All Abilities
Learning Objectives Understand the function of behavior
Interpreting behavior through a sensory lens
Understanding how trauma relates to behavior
Behavior Supports in the classroom
Observation and ABC Charts to identify patterns in behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
2
Common Functions of
Behavior
Attention (positive or negative)
EscapeAvoidance (getting out of having to do a task or activity)
Sensory stimulation (ldquoIt feels goodrdquo or ldquoIrsquom boredrdquo)
Access to desired items (toys activities)
Meeting basic needs foodsleepsafety
ALL BEHAVIOR IS COMMUNICATIONCopyright copy 2019 Northwest Center Kids All Rights Reserved 3
Hungry
Behavior
Feeling ignoredSensory
TraumaFrustrated
Tired
JealousConfused
Bored
Sicknot feeling well
Copyright copy 2019 Northwest Center Kids All Rights Reserved 4
Image 1 Tip of the Iceberg
What is a challenging behavior
A behavior that is challenging to the adult
Itrsquos subjective and perceived as challenging by the adult
Interpreted through the adults own experiences opinions and beliefs around expectations of children
Copyright copy 2019 Northwest Center Kids All Rights Reserved
5
Image 2 Link
Levels of Arousal
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Image 3 Link
6
Behavior through a Sensory Lens
Sensory AvoidingKids avoid sensory input
because itrsquos too overwhelming
Sensory SeekingKids look for more
sensory stimulation
REMEMBER kids can be both SEEKING and AVOIDING
Copyright copy 2019 Northwest Center Kids All Rights Reserved
7
Sensory Avoiding
Seeks out quiet spots in noisy crowded environments
Is easily startled by sudden noises (or may put hands over ears)
Is bothered by bright light
Refuses to wear itchy or otherwise uncomfortable clothing
Avoids touching people or hugging them
Has a strong reaction to the texture or smell of certain foods
Refuses to try new foods and has a very limited diet of preferred foods
Gets upset about small changes in routine or environment and avoids trying new things
Avoids playground equipment or going barefoot in grasssand
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Strategies for Sensory Avoiders Give children a quiet place to calm
down when overwhelmed
Maintain a predictable routine
Give warnings before transitions
Environmental adaptations
Lighting
Noise level
Physical arrangement of room
Challenging behaviors in sensory avoiders can often be solved by fixing environmental factors
Copyright copy 2019 Northwest Center Kids All Rights Reserved
9
Sensory Seeking Constantly touches objects may be messy
Tastes smells and mouths objects
Loud noises and sounds
Plays roughly and takes physical risks
Has a high tolerance for pain
Often squirms and fidgets
Is constantly on the move
Invades other peoplersquos personal space (or hangs on peoplefurniture)
Often gets distracted
Copyright copy 2019 Northwest Center Kids All Rights Reserved
10
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Learning Objectives Understand the function of behavior
Interpreting behavior through a sensory lens
Understanding how trauma relates to behavior
Behavior Supports in the classroom
Observation and ABC Charts to identify patterns in behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
2
Common Functions of
Behavior
Attention (positive or negative)
EscapeAvoidance (getting out of having to do a task or activity)
Sensory stimulation (ldquoIt feels goodrdquo or ldquoIrsquom boredrdquo)
Access to desired items (toys activities)
Meeting basic needs foodsleepsafety
ALL BEHAVIOR IS COMMUNICATIONCopyright copy 2019 Northwest Center Kids All Rights Reserved 3
Hungry
Behavior
Feeling ignoredSensory
TraumaFrustrated
Tired
JealousConfused
Bored
Sicknot feeling well
Copyright copy 2019 Northwest Center Kids All Rights Reserved 4
Image 1 Tip of the Iceberg
What is a challenging behavior
A behavior that is challenging to the adult
Itrsquos subjective and perceived as challenging by the adult
Interpreted through the adults own experiences opinions and beliefs around expectations of children
Copyright copy 2019 Northwest Center Kids All Rights Reserved
5
Image 2 Link
Levels of Arousal
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Image 3 Link
6
Behavior through a Sensory Lens
Sensory AvoidingKids avoid sensory input
because itrsquos too overwhelming
Sensory SeekingKids look for more
sensory stimulation
REMEMBER kids can be both SEEKING and AVOIDING
Copyright copy 2019 Northwest Center Kids All Rights Reserved
7
Sensory Avoiding
Seeks out quiet spots in noisy crowded environments
Is easily startled by sudden noises (or may put hands over ears)
Is bothered by bright light
Refuses to wear itchy or otherwise uncomfortable clothing
Avoids touching people or hugging them
Has a strong reaction to the texture or smell of certain foods
Refuses to try new foods and has a very limited diet of preferred foods
Gets upset about small changes in routine or environment and avoids trying new things
Avoids playground equipment or going barefoot in grasssand
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Strategies for Sensory Avoiders Give children a quiet place to calm
down when overwhelmed
Maintain a predictable routine
Give warnings before transitions
Environmental adaptations
Lighting
Noise level
Physical arrangement of room
Challenging behaviors in sensory avoiders can often be solved by fixing environmental factors
Copyright copy 2019 Northwest Center Kids All Rights Reserved
9
Sensory Seeking Constantly touches objects may be messy
Tastes smells and mouths objects
Loud noises and sounds
Plays roughly and takes physical risks
Has a high tolerance for pain
Often squirms and fidgets
Is constantly on the move
Invades other peoplersquos personal space (or hangs on peoplefurniture)
Often gets distracted
Copyright copy 2019 Northwest Center Kids All Rights Reserved
10
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Common Functions of
Behavior
Attention (positive or negative)
EscapeAvoidance (getting out of having to do a task or activity)
Sensory stimulation (ldquoIt feels goodrdquo or ldquoIrsquom boredrdquo)
Access to desired items (toys activities)
Meeting basic needs foodsleepsafety
ALL BEHAVIOR IS COMMUNICATIONCopyright copy 2019 Northwest Center Kids All Rights Reserved 3
Hungry
Behavior
Feeling ignoredSensory
TraumaFrustrated
Tired
JealousConfused
Bored
Sicknot feeling well
Copyright copy 2019 Northwest Center Kids All Rights Reserved 4
Image 1 Tip of the Iceberg
What is a challenging behavior
A behavior that is challenging to the adult
Itrsquos subjective and perceived as challenging by the adult
Interpreted through the adults own experiences opinions and beliefs around expectations of children
Copyright copy 2019 Northwest Center Kids All Rights Reserved
5
Image 2 Link
Levels of Arousal
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Image 3 Link
6
Behavior through a Sensory Lens
Sensory AvoidingKids avoid sensory input
because itrsquos too overwhelming
Sensory SeekingKids look for more
sensory stimulation
REMEMBER kids can be both SEEKING and AVOIDING
Copyright copy 2019 Northwest Center Kids All Rights Reserved
7
Sensory Avoiding
Seeks out quiet spots in noisy crowded environments
Is easily startled by sudden noises (or may put hands over ears)
Is bothered by bright light
Refuses to wear itchy or otherwise uncomfortable clothing
Avoids touching people or hugging them
Has a strong reaction to the texture or smell of certain foods
Refuses to try new foods and has a very limited diet of preferred foods
Gets upset about small changes in routine or environment and avoids trying new things
Avoids playground equipment or going barefoot in grasssand
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Strategies for Sensory Avoiders Give children a quiet place to calm
down when overwhelmed
Maintain a predictable routine
Give warnings before transitions
Environmental adaptations
Lighting
Noise level
Physical arrangement of room
Challenging behaviors in sensory avoiders can often be solved by fixing environmental factors
Copyright copy 2019 Northwest Center Kids All Rights Reserved
9
Sensory Seeking Constantly touches objects may be messy
Tastes smells and mouths objects
Loud noises and sounds
Plays roughly and takes physical risks
Has a high tolerance for pain
Often squirms and fidgets
Is constantly on the move
Invades other peoplersquos personal space (or hangs on peoplefurniture)
Often gets distracted
Copyright copy 2019 Northwest Center Kids All Rights Reserved
10
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Hungry
Behavior
Feeling ignoredSensory
TraumaFrustrated
Tired
JealousConfused
Bored
Sicknot feeling well
Copyright copy 2019 Northwest Center Kids All Rights Reserved 4
Image 1 Tip of the Iceberg
What is a challenging behavior
A behavior that is challenging to the adult
Itrsquos subjective and perceived as challenging by the adult
Interpreted through the adults own experiences opinions and beliefs around expectations of children
Copyright copy 2019 Northwest Center Kids All Rights Reserved
5
Image 2 Link
Levels of Arousal
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Image 3 Link
6
Behavior through a Sensory Lens
Sensory AvoidingKids avoid sensory input
because itrsquos too overwhelming
Sensory SeekingKids look for more
sensory stimulation
REMEMBER kids can be both SEEKING and AVOIDING
Copyright copy 2019 Northwest Center Kids All Rights Reserved
7
Sensory Avoiding
Seeks out quiet spots in noisy crowded environments
Is easily startled by sudden noises (or may put hands over ears)
Is bothered by bright light
Refuses to wear itchy or otherwise uncomfortable clothing
Avoids touching people or hugging them
Has a strong reaction to the texture or smell of certain foods
Refuses to try new foods and has a very limited diet of preferred foods
Gets upset about small changes in routine or environment and avoids trying new things
Avoids playground equipment or going barefoot in grasssand
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Strategies for Sensory Avoiders Give children a quiet place to calm
down when overwhelmed
Maintain a predictable routine
Give warnings before transitions
Environmental adaptations
Lighting
Noise level
Physical arrangement of room
Challenging behaviors in sensory avoiders can often be solved by fixing environmental factors
Copyright copy 2019 Northwest Center Kids All Rights Reserved
9
Sensory Seeking Constantly touches objects may be messy
Tastes smells and mouths objects
Loud noises and sounds
Plays roughly and takes physical risks
Has a high tolerance for pain
Often squirms and fidgets
Is constantly on the move
Invades other peoplersquos personal space (or hangs on peoplefurniture)
Often gets distracted
Copyright copy 2019 Northwest Center Kids All Rights Reserved
10
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
What is a challenging behavior
A behavior that is challenging to the adult
Itrsquos subjective and perceived as challenging by the adult
Interpreted through the adults own experiences opinions and beliefs around expectations of children
Copyright copy 2019 Northwest Center Kids All Rights Reserved
5
Image 2 Link
Levels of Arousal
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Image 3 Link
6
Behavior through a Sensory Lens
Sensory AvoidingKids avoid sensory input
because itrsquos too overwhelming
Sensory SeekingKids look for more
sensory stimulation
REMEMBER kids can be both SEEKING and AVOIDING
Copyright copy 2019 Northwest Center Kids All Rights Reserved
7
Sensory Avoiding
Seeks out quiet spots in noisy crowded environments
Is easily startled by sudden noises (or may put hands over ears)
Is bothered by bright light
Refuses to wear itchy or otherwise uncomfortable clothing
Avoids touching people or hugging them
Has a strong reaction to the texture or smell of certain foods
Refuses to try new foods and has a very limited diet of preferred foods
Gets upset about small changes in routine or environment and avoids trying new things
Avoids playground equipment or going barefoot in grasssand
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Strategies for Sensory Avoiders Give children a quiet place to calm
down when overwhelmed
Maintain a predictable routine
Give warnings before transitions
Environmental adaptations
Lighting
Noise level
Physical arrangement of room
Challenging behaviors in sensory avoiders can often be solved by fixing environmental factors
Copyright copy 2019 Northwest Center Kids All Rights Reserved
9
Sensory Seeking Constantly touches objects may be messy
Tastes smells and mouths objects
Loud noises and sounds
Plays roughly and takes physical risks
Has a high tolerance for pain
Often squirms and fidgets
Is constantly on the move
Invades other peoplersquos personal space (or hangs on peoplefurniture)
Often gets distracted
Copyright copy 2019 Northwest Center Kids All Rights Reserved
10
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Levels of Arousal
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Image 3 Link
6
Behavior through a Sensory Lens
Sensory AvoidingKids avoid sensory input
because itrsquos too overwhelming
Sensory SeekingKids look for more
sensory stimulation
REMEMBER kids can be both SEEKING and AVOIDING
Copyright copy 2019 Northwest Center Kids All Rights Reserved
7
Sensory Avoiding
Seeks out quiet spots in noisy crowded environments
Is easily startled by sudden noises (or may put hands over ears)
Is bothered by bright light
Refuses to wear itchy or otherwise uncomfortable clothing
Avoids touching people or hugging them
Has a strong reaction to the texture or smell of certain foods
Refuses to try new foods and has a very limited diet of preferred foods
Gets upset about small changes in routine or environment and avoids trying new things
Avoids playground equipment or going barefoot in grasssand
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Strategies for Sensory Avoiders Give children a quiet place to calm
down when overwhelmed
Maintain a predictable routine
Give warnings before transitions
Environmental adaptations
Lighting
Noise level
Physical arrangement of room
Challenging behaviors in sensory avoiders can often be solved by fixing environmental factors
Copyright copy 2019 Northwest Center Kids All Rights Reserved
9
Sensory Seeking Constantly touches objects may be messy
Tastes smells and mouths objects
Loud noises and sounds
Plays roughly and takes physical risks
Has a high tolerance for pain
Often squirms and fidgets
Is constantly on the move
Invades other peoplersquos personal space (or hangs on peoplefurniture)
Often gets distracted
Copyright copy 2019 Northwest Center Kids All Rights Reserved
10
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Behavior through a Sensory Lens
Sensory AvoidingKids avoid sensory input
because itrsquos too overwhelming
Sensory SeekingKids look for more
sensory stimulation
REMEMBER kids can be both SEEKING and AVOIDING
Copyright copy 2019 Northwest Center Kids All Rights Reserved
7
Sensory Avoiding
Seeks out quiet spots in noisy crowded environments
Is easily startled by sudden noises (or may put hands over ears)
Is bothered by bright light
Refuses to wear itchy or otherwise uncomfortable clothing
Avoids touching people or hugging them
Has a strong reaction to the texture or smell of certain foods
Refuses to try new foods and has a very limited diet of preferred foods
Gets upset about small changes in routine or environment and avoids trying new things
Avoids playground equipment or going barefoot in grasssand
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Strategies for Sensory Avoiders Give children a quiet place to calm
down when overwhelmed
Maintain a predictable routine
Give warnings before transitions
Environmental adaptations
Lighting
Noise level
Physical arrangement of room
Challenging behaviors in sensory avoiders can often be solved by fixing environmental factors
Copyright copy 2019 Northwest Center Kids All Rights Reserved
9
Sensory Seeking Constantly touches objects may be messy
Tastes smells and mouths objects
Loud noises and sounds
Plays roughly and takes physical risks
Has a high tolerance for pain
Often squirms and fidgets
Is constantly on the move
Invades other peoplersquos personal space (or hangs on peoplefurniture)
Often gets distracted
Copyright copy 2019 Northwest Center Kids All Rights Reserved
10
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Sensory Avoiding
Seeks out quiet spots in noisy crowded environments
Is easily startled by sudden noises (or may put hands over ears)
Is bothered by bright light
Refuses to wear itchy or otherwise uncomfortable clothing
Avoids touching people or hugging them
Has a strong reaction to the texture or smell of certain foods
Refuses to try new foods and has a very limited diet of preferred foods
Gets upset about small changes in routine or environment and avoids trying new things
Avoids playground equipment or going barefoot in grasssand
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Strategies for Sensory Avoiders Give children a quiet place to calm
down when overwhelmed
Maintain a predictable routine
Give warnings before transitions
Environmental adaptations
Lighting
Noise level
Physical arrangement of room
Challenging behaviors in sensory avoiders can often be solved by fixing environmental factors
Copyright copy 2019 Northwest Center Kids All Rights Reserved
9
Sensory Seeking Constantly touches objects may be messy
Tastes smells and mouths objects
Loud noises and sounds
Plays roughly and takes physical risks
Has a high tolerance for pain
Often squirms and fidgets
Is constantly on the move
Invades other peoplersquos personal space (or hangs on peoplefurniture)
Often gets distracted
Copyright copy 2019 Northwest Center Kids All Rights Reserved
10
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Strategies for Sensory Avoiders Give children a quiet place to calm
down when overwhelmed
Maintain a predictable routine
Give warnings before transitions
Environmental adaptations
Lighting
Noise level
Physical arrangement of room
Challenging behaviors in sensory avoiders can often be solved by fixing environmental factors
Copyright copy 2019 Northwest Center Kids All Rights Reserved
9
Sensory Seeking Constantly touches objects may be messy
Tastes smells and mouths objects
Loud noises and sounds
Plays roughly and takes physical risks
Has a high tolerance for pain
Often squirms and fidgets
Is constantly on the move
Invades other peoplersquos personal space (or hangs on peoplefurniture)
Often gets distracted
Copyright copy 2019 Northwest Center Kids All Rights Reserved
10
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Sensory Seeking Constantly touches objects may be messy
Tastes smells and mouths objects
Loud noises and sounds
Plays roughly and takes physical risks
Has a high tolerance for pain
Often squirms and fidgets
Is constantly on the move
Invades other peoplersquos personal space (or hangs on peoplefurniture)
Often gets distracted
Copyright copy 2019 Northwest Center Kids All Rights Reserved
10
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Strategies for Sensory Seekers Give the child an active job (eg going
with a teacher to take something to the office)
Let the child stand move or pace during circle time
Give them a ldquofidgetrdquo toy during activities with low sensory input
Provide opportunities for ldquodeep pressurerdquo (eg big hugssqueezes wheelbarrow walking jumping pushing the wall or furniture squeezing play dough)
Squeezing hanging jumping
Spinning swinging climbing
Chewing crunching sucking
Copyright copy 2019 Northwest Center Kids All Rights Reserved11
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Discussion Questions
Think of a time you worked with a child whose behavior was challenging
How old were they and what types of behavior did they have
How did you support them
How would you change your approach if you use a sensory lens to understand the behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Behavior through a Trauma Lens What is trauma
Experiences that are scary dangerous or violent and cause powerful feelings of fear or helplessness
Adverse Childhood Experiences (ACEs)
Physical emotional sexual abuse
Physical or emotional neglect
Substance abuse or domestic violence in household
Caregiver mental illness loss of a parent incarceration of a family member
Trauma is very common
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Adapted from About the Kaiser CDC - ACES Study and Childhood Trauma and Its Effect on Healthy Development 13
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Copyright copy 2019 Northwest Center Kids All Rights Reserved 14
AudioVideo Clip 1 Link
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Trauma- Informed Approach
The single most common factor for children who end up doing well is having the support of at least one stable and committed relationship
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Safe environment
Relationships and
Connectedness
Emotional regulation
15
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Be Clear Proactive and Consistent Expectations should be posted amp shared with all kids Teachers should be consistent with one another Think about how yoursquore communicating expectations
GesturesVisuals (daily picture schedule)RoutinesritualsMusicmovementJobs ChoicesTransitions (warnings timers)
Creating a Safe Environment
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Relationships and Connectedness Increase support and encouragement
for the child
Maintain unconditional positive regard
Children who are neglectedabused may never realize that they are lovable and can trust people
Focus on positive attention
Descriptive praise
What can I do at this very moment to be connected with this child
Copyright copy 2019 Northwest Center Kids All Rights Reserved 17
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Teaching self-regulation to children
Get down on their eye level
Slow movement speak in low soothing tones (softer than the child)
Communicate empathy
Remind them they are safe
Calm together (help them co-regulate)
Use the Cozy Corner
Self-narrate calming process
Notice physical changes
Make a play plan
Copyright copy 2019 Northwest Center Kids All Rights Reserved
18
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Avoiding Common Mistakes in Behavior Management
Copyright copy 2019 Northwest Center Kids All Rights Reserved
bull Save these for emergencies onlybull Tell child what to do by painting a mental picturebull ldquoDonrsquot stand on the tablerdquo becomes ldquoPut your feet on
the floorrdquobull ldquoStop hitting your friendrdquo ldquoUse gentle touchesrdquo
Saying ldquonordquo or ldquodonrsquotrdquo
bull Asking for compliance instead of stating expectationsbull Adding ldquoOKrdquo to the end of statements
Asking questions when itrsquos not a choice
bull Before age 6 kids process information more than 10x slower than adults bull We say ldquoFinish your snack get some markers and go
color over by the Feelings poster on the wallrdquobull Kids might hear ldquoget markers and color the wallrdquo
Too much language
19
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Stages of Challenging Behavior
Copyright copy 2019 Northwest Center Kids All Rights Reserved 20
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Identifying the Function of Behavior
Behavior is communication
We donrsquot know what theyrsquore communicating
ABC form
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
ABCrsquos of BehaviorIf you are unsure why a behavior is occurring keep a behavior log
Log ABCrsquosbull Antecedent (what happened
before)bull Behavior (be specific)bull Consequence (what happened
right after ndash could be a teacher response other childrenrsquos response etc)
Adapted from Bijou SW 1968
Copyright copy 2019 Northwest Center Kids All Rights Reserved22
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Look for patternsLook at the antecedents What do we notice about the trigger for behaviors
Whenwhere is it happening With whom (adults certain peers) Is it when a child doesnrsquot get their way Does it occur when we break routines or interrupt activities
What can we hypothesize about the function of behaviors What do you think the child is trying to communicate
Remember some common functions of behavior Escape Avoidance Attention (+-) Sensory Access to desired items Meeting basic needs FoodSleep
Copyright copy 2019 Northwest Center Kids All Rights Reserved
23
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
A replacement behavior is any positive behavior by the teacher or child used to achieve the same function as the negative behavior
When you are thinking of a replacement behavior select one that is in competition with the negative behavior For example a child cannot hit his peers if he is clapping his hands or bite his peers
if he is chewing on a teether
Replacement Behaviors
Children wait in line to wash
hands for lunch
Child bites friend next to
her
Child is told ldquoouchrdquo and to
use gentle touches
- Sensory seeking
- Attention seeking
- Teether Chewy
- Teacher guided finger
play song
Antecedent Behavior FunctionConsequenceReplacement
Behavior
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Activity
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Work in small groups
Read child scenario brainstorm what is the function for each behavior
Brainstorm some replacement behaviors
Remember the common functions of behavior
Escape Avoidance
Attention (+-)
Sensory
Access to desired items
Meeting basic needs FoodSleep
Replacement Behavior - what can the child do instead to meet that same need
25
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
Copyright copy 2019 Northwest Center Kids All Rights Reserved
Questions
26
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-
ReferencesBijou S W Peterson R F Ault M H (1968) A method to integrate descriptive and experimental field studies at the level
of data and empirical concepts Journal of Applied Behavior Analysis 1 175ndash191
Government of Alberta (nd) Response to Intervention Retrieved from httpswwwalbertacaresponse-to-interventionaspxutm_source=redirector
Miller C How Trauma Affects Kids in School Child Mind Institute Retrieved from httpschildmindorgarticlehow-trauma-affects-kids-school
Triple Ethos (2015) Whole Iceberg Pricing and the Triple Bottom Line Retrieved from httptripleethoscomwhole-iceberg-pricing-and-the-triple-bottom-line
Image 2 How to Prevent Your Childrsquos Temper Tantrum Retrieved from httpsmakesnaturalsensecom20141031ways-to-prevent-your-kids-temper-tantrums
Image 3 A Short Review on Emotional Recognition Based on Biosignal Pattern Analysis
Retrieved from httpswwwresearchgatenetpublication259979212_A_Short_Review_on_Emotional_Recognition_Based_on_Biosignal_Pattern_Analysis
Centers for Disease Control (nd) About the CDC-Kaiser ACE Study Retrieved from httpswwwcdcgovviolencepreventionchildabuseandneglectacestudyabouthtml
National Center for Mental Health Prevention Childhood Trauma and Itrsquos Effect on Health Development Retrieved from httpwwwpromotepreventorgsiteswwwpromotepreventorgfilesresourceschildhood20trauma_brief_in_finalpdf
AudioVideo Clip 1 This American Life with Ira Glass and Dr Nadine Burke Harris Video retrieved from httpsyoutubecomwatchv=ak7o9nxpWD4www
Copyright copy 2019 Northwest Center Kids All Rights Reserved 27
- Practical Skills for Challenging Behaviors in the Classroom Supporting Children of All Abilities
- Learning Objectives
- Common Functions of Behavior
- Slide Number 4
- What is a challenging behavior
- Levels of Arousal
- Behavior through a Sensory Lens
- Slide Number 8
- Strategies for Sensory Avoiders
- Sensory Seeking
- Strategies for Sensory Seekers
- Slide Number 12
- Behavior through a Trauma Lens
- Slide Number 14
- Trauma- Informed Approach
- Slide Number 16
- Relationships and Connectedness
- Teaching self-regulation to children
- Avoiding Common Mistakes in Behavior Management
- Stages of Challenging Behavior
- Slide Number 21
- ABCrsquos of Behavior
- Look for patterns
- Slide Number 24
- Activity
- Slide Number 26
- References
-