Promoting Social Emotional Competence

1. Promoting Social Emotional Competence Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior 3a CSEFEL

2. Agenda Introduction Challenging Behavior Overview of PBS   Behavior Equation   The Process of PBS, Building a Team  Introduction to Functional Assessment  Functional Assessment Observation Conducting Observations, Data to Collect Functional Assessment Interview Case Study Activity: Determining the Function Hypothesis Development   Not Sure about The Hypothesis 3a CSEFEL

3. Learner Objectives This workshop will teach you to: Define forms and function of communication and identify the behavioral mechanisms that contribute to viewing challenging behavior as communicative. Describe methods that may be used to determine the function of challenging behavior. Use interview and observation data to determine the communicative function of challenging behavior. Develop a behavior hypothesis from functional assessment information. 3a CSEFEL

4. Challenging Behavior What we are referring to when we say “challenging behavior” is: Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers and adults. Behaviors that are not responsive to the use of developmentally appropriate guidance procedures. Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destructions, self-injury, noncompliance, and withdrawal. 3a CSEFEL

6. Promoting Social Emotional Competence Individualized Intensive Interventions Social Emotional Teaching Strategies Creating Supportive Environments Building Positive Relationships

7. Intensive Individualized Instruction • Intensive individualized instruction and interventions are used with children who have very persistent and severe challenging behavior and do not respond to the typical preventive practices, child guidance procedures, or social emotional teaching strategies that would normally work with most children. 3a CSEFEL

8. Old Way New Way • Intervention • matched to • purpose of the • behavior • Intervention is • proactive • Focus on teaching • new skills • Long term • interventions General intervention for all behavior problems Intervention is reactive Focus on behavior reduction Quick Fix 3 CSEFEL

9. Challenging Behavior Communicates May be used to communicate a message when a child does not have language 3a CSEFEL

10. Challenging Behavior Communicates May be used instead of language by a child who has limited social skills or has learned that challenging behavior will result in meeting his or her needs 3a CSEFEL

11. Challenging Behavior • Children engage in challenging behavior because “it works” for them. • Challenging behavior results in the child gaining access to something (i.e., obtain) or avoiding something (i.e., escape). 3a CSEFEL

12. Children Communicatea Variety of Messages Forms of communication Words Sentences Eye gaze Pulling adult Crying Biting Tantrums ? ? 3a CSEFEL

13. Children Communicatea Variety of Messages • Functions of communication • Request object, activity, person • Escape demands • Escape activity • Request help • Request social interaction • Comment • Request information • ? • ? 3a CSEFEL

14. Evan Evan is playing with Duplos. He tries to attach a block to his stack of 3. He can’t quite get the blocks to connect. He looks up at a teacher and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the teacher. The teacher helps him put the blocks together. 3a CSEFEL

15. Shana Shana is sitting in her high chair with nothing on the tray. Her mother is stirring her oatmeal. Shana begins crying and bangs her head on the back of the seat. Her mother says to her, "It's not cool enough, honey, just a minute." Shana stops crying when the oatmeal is placed on her tray. 3a CSEFEL

16. Christina Christina wanders into the kitchen where her mother is cooking. She looks around the kitchen and at the tray of her high chair. She moves to the refrigerator and looks at her mom. She begins crying and reaching toward the refrigerator. Her mother takes out a bottle, warms it, and gives it to her. 3a CSEFEL

17. Tim Tim is riding a trike on the bike path. He sees a child move to the sandbox where he had just finished building a road-way. He leaps off his trike and tackles the child. He hits the child. A teacher comes over to intervene. She comforts the child, and scolds Tim. Tim goes to the sandbox and continues construction on his road-way. 3a CSEFEL

18. Madison Madison is in housekeeping, putting on high heels and a hat. Emily moves into the area and selects a purse from the dress-ups. Madison shouts “no” and bites Emily. A teacher comes over, she asks Madison to go to the thinking chair and takes Emily to the bathroom to look at the bite. After 4 minutes, Madison leaves the thinking chair and returns to housekeeping. She grabs the purse Emily had selected and continues to play. Emily leaves the bathroom with the teacher and then begins an art activity where the teacher is present. 3a CSEFEL

19. Kyra Kyra sees three children playing with the train set. She watches them carefully. She grabs one of the trains and holds it. The children call for a teacher. The teacher comes over, asks about what happened, and then prompts Kyra to ask to play. Kyra complies and joins the group. The children reluctantly allow her to join the group. 3a CSEFEL

20. Trigger Behavior Maintaining Consequence

21. Setting Event Event that occurs at another time that increases the likelihood the child will have challenging behavior. Setting events serve to “set the child up” to have challenging behavior. 3a CSEFEL

22. SettingTrigger Behavior MaintainingEvent Consequence

23. SettingTrigger Behavior MaintainingEvent Consequence

24. Evan Evan is playing with Duplos. He tries to attach a block to his stack of 3. He can’t quite get the blocks to connect. He looks up at a teacher and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the teacher. The teacher helps him put the blocks together. 3a CSEFEL

25. Shana Shana is sitting in her high chair with nothing on the tray. Her mother is stirring her oatmeal. Shana begins crying and bangs her head on the back of the seat. Her mother says to her, "It's not cool enough, honey, just a minute." Shana stops crying when the oatmeal is placed on her tray. 3a CSEFEL

26. Christina Christina wanders into the kitchen where her mother is cooking. She looks around the kitchen and at the tray of her high chair. She moves to the refrigerator and looks at her mom. She begins crying and reaching toward the refrigerator. Her mother takes out a bottle, warms it, and gives it to her. 3a CSEFEL

27. Tim Tim is riding a trike on the bike path. He sees a child move to the sandbox where he had just finished building a road-way. He leaps off his trike and tackles the child. He hits the child. A teacher comes over to intervene. She comforts the child, and scolds Tim. Tim goes to the sandbox and continues construction on his road-way. 3a CSEFEL

28. Madison Madison is in housekeeping, putting on high heels and a hat. Emily moves into the area and selects a purse from the dress-ups. Madison shouts “no” and bites Emily. A teacher comes over, she asks Madison to go to the thinking chair and takes Emily to the bathroom to look at the bite. After 4 minutes, Madison leaves the thinking chair and returns to housekeeping. She grabs the purse Emily had selected and continues to play. Emily leaves the bathroom with the teacher and then begins an art activity where the teacher is present. 3a CSEFEL

29. Kyra Kyra sees three children playing with the train set. She watches them carefully. She grabs one of the trains and holds it. The children call for a teacher. The teacher comes over, asks about what happened, and then prompts Kyra to ask to play. Kyra complies and joins the group. The children reluctantly allow her to join the group. 3a CSEFEL

30. Process of Positive Behavior Support Step 1: Establishing a team and identifying goals of intervention Step 2: Gathering information (functional assessment) Step 3: Developing hypotheses Step 4: Designing behavior support plans Step 5: Implementing, monitoring, and evaluating outcomes 3a CSEFEL

31. Potential Team Members Parents/Family Teacher Assisting Teacher/Paraprofessional Therapists Administrative Staff Other 3a CSEFEL

32. Process of PositiveBehavior Support Step 1: Establishing a team and identifying goals of intervention Step 2: Gathering information (functional assessment) Step 3: Developing hypotheses Step 4: Designing behavior support plans Step 5: Implementing, monitoring, and evaluating outcomes 3a CSEFEL

33. Functional Assessment A process for developing an understanding of a person’s challenging behavior and, in particular, how the behavior is governed by environmental events. 3a CSEFEL

34. Functional Assessment Observe the child in target routines and settings Collect data on child behavior, looking for situations that predict challenging behavior and that are linked with appropriate behavior Interview persons most familiar with the child Review records 3a CSEFEL

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37. Date: Time: Name: General Context: Observer: Social Context: Behavior Problem: Social Reaction: 3 POSSIBLE FUNCTION: CSEFEL

38. Observation Vignette #1

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40. Observation Vignette #2

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42. Observation Vignette #3

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44. Observation Vignette #4

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46. Observation Vignette #5

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48. Observation Vignette #6

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50. Setting Event Data Collection 3