Behavior Support

1. Behavior Support This presentation is an overview of our behavior support plan process and some lessons learned along the way. Presented by Creative Options

2. Introductions and Overview Sandra Contreras

3. Introductions • Sandra Contreras- Social Emotional Coach • Lisa Head- Social Emotional Coach • Ben Riepe- Social Emotional Coach • Jeanne Teske- Mental Health Coach • Penny Farster-Narlesky- Developmental Services Director • Denny McGihon – Educational Resource Director

4. Overview of the Behavior Support Process • Kid Chat • Challenging Behaviors • Child Specific Kid Chat • Behavior Support Plan • Conclusions • Questions and Answers

5. Kid Chat: Beginning to Collaborate Ben Riepe

6. Kid Chat • Monthly meeting with Teachers, Developmental Services, Family Development Workers, and Education Supervisors. • Students with IEPs, IFSPs, and Behavior Plans are discussed. • Strategies for embedding activities are discussed. • Progress and new concerns are discussed. • Family updates are discussed.

7. Defining Challenging Behavior Lisa Head

8. Challenging Behavior • Challenging behavior may be used instead of language by a child who has limited social skills or has learned that challenging behavior will result in meeting his or her needs. Children engage in challenging behavior because “it works” for them and is easier and more efficient than using a more appropriate social skill. Challenging behavior has a function. The child may be gaining access to something or avoiding something.

9. Challenging behavior:Defining the form of communication • Physical Aggression: hitting, kicking spitting, pinching, pushing, biting, throwing or taking toys forcefully • Not Following Directions (more than occasionally) • Running away, running in the classroom, hallways, or other areas not designated for running • Climbing on things in the building • Destroying property, destroying what another child is working on • Tantrum behavior including head banging • Disruptive behavior in a group such as talking out, leaving the group activity • Verbal aggression including yelling, screaming, calling children names, and saying bad words • Stereotypic behaviors (repetitive behaviors that disrupt learning) • Persistent or prolonged crying that is disruptive • Self-Injury • Sexually inappropriate behavior • Other unusual concerns: gorging/hording foods, unusual toileting issues, sleep issues, intimidation etc.

10. Child Specific Kid Chat Ben Riepe

11. Child Specific Kid Chat When a child has persistent challenging behavior they begin the process of a behavior support plan as follows. (#1) • Teacher documents two conversations with parent in regards to challenging behavior  • 2nd conversation with parent stating the teacher is asking for help. • Teachers and education supervisors to be responsive to questions and providing more information. • Request for Classroom Support is completed by teacher and submitted to education supervisor to substantiate the teachers concern. (#2)

12. Child Specific Kid Chat Team looks closely at classroom environment, relationships, and strategies that may be used to teach more appropriate social skills based on the function of behavior.

13. Child Specific Kid Chat Continued • Children receiving this level of support are typically on the second tier of the pyramid. Anecdotal data is used to assess function, but teachers typically believe they understand the function. • Parents are involved in feedback sessions and are asked about strategies at home and informed of those used at school. • Children who have severe behaviors are likely to go quickly or immediately to Behavior Support Plans, where they receive more intense support starting with a functional behavior analysis.

14. Example Targeted Social Story clip. • I can build with a friend. I can get out blocks • I can say, “Here.” I can take turns and have fun!

15. My child is not giving me a hard time, my child is having a hard time.

16. Behavior Support Plan Jeanne Teske

17. Behavior Support Plan • Data is collected in class before the team meets with the parents. The data is used to try to identify triggers, behaviors, maintaining consequences, and underlying function of those behaviors. (See forms 3, 4, and 5) • Functions of behaviors are always explained as obtaining or escaping something. • Parents and others they invite are an integral piece of the behavior support team. They provide information, strategies, and interests of their child. They drive goals set.

18. Behavior Support Plan Data Collection (See Observation Cards) • Child Name: Observer: Date: Time: • Antecedent/Trigger (What happened right before the behavior): • Challenging Behavior: • Consequence (What happened right after the behavior):

19. What does the meeting look like? • Introductions • What is the challenging behavior? • Strengths and Progress • Review of Child Specific Kid Chat • Review of assessments (DECA-C, Sensory Profile) • Concerns at school and home possible function of behavior

20. GOALS • Decrease Challenging Behaviors • Increase Appropriate Behaviors

21. What does the meeting look like? Classroom strategies • Prevention strategies • Skills to teach (appropriate behaviors) • Responses to concerning behavior

22. What does the meeting look like? • Parent involvement and interventions. • The BSP process is a home-school collaboration. • Referral to outside resources.

23. How is the plan working? • Mental Health Specialist visits the room weekly and models, coaches, assists, observes the child and documents the visit. • Within two weeks after BSP meeting the Mental Health Specialist meets with teaching team to discuss the effectiveness of the plan. • Every 6 weeks a new meeting is held to share progress. More observations are taken to adjust strategies to changing needs.

24. Conclusion Penny Farster-Narlesky

25. CONCLUSIONS

26. Questions and Answers… It’s better to know some of the questions than all of the answers. James Thurber

27. Have a wonderful day.