Effective instruction challenging behavior (revised)

EFFECTIVE ASSESSMENT AND INSTRUCTION FOR CHILDREN WITH CHALLENGING BEHAVIOR

AMY HUNTER, LICSW MARY LOUISE HEMMETER, PHD

For Distribution at the ECE Meeting July 24, 2012

ObjectivesObjectives

• Define persistent challenging behavior • Describe assessment strategies for

children experiencing challenging behavior

• Identify and share new tips and tools for supporting young children with challenging behavior

• Share T/TA experiences working with programs around supporting children with challenging behavior

What is Challenging What is Challenging Behavior? Behavior?

Any repeated pattern of behavior, or perception of behavior, that interferes withor is at risk of interfering with optimal learningor engagement in pro-social interactions withpeers and adults

Challenging BehaviorChallenging Behavior

Behaviors that are not responsive to the use of developmentally appropriate guidance procedures

Defined by caregiver

Challenges caregivers’ sense of competence

What is Challenging What is Challenging Behavior? Behavior?

• Intense • Frequent • Long Duration

What Challenging What Challenging Behaviors do You See or Behaviors do You See or

Hear About? Hear About?

Where do the Sticky Notes Go? Where do the Sticky Notes Go?

What works? What does not?

How do you Help Programs?How do you Help Programs?

Key messages about Key messages about challenging behaviorchallenging behavior

• All behavior has a message/function/meaning • A single behavior may have multiple functions• Children often have “challenging behavior”

when they don’t have other skills to meet their intended need (e.g., social, language)

Key messages about Key messages about challenging behaviorchallenging behavior

• Challenging behavior is context related• Typically, to “obtain” something, to “get

away from” something or sensory related• Effective interventions are based on a thorough understanding of the child and his or her challenging behavior

How are programs How are programs assessing children with assessing children with challenging behavior? challenging behavior?

• Deficits or delays in one or more areas may lead to challenging behavior

• Variety of settings

AssessmentAssessment

• Families involved • Cultural and family beliefs considered in

assessment process • Assessment tools are appropriate-

linguistically, culturally and developmentally

ASSESSMENT STRATEGIESASSESSMENT STRATEGIES

Purpose: To identify activities and events associated with occurrences and non-occurrences of the problem behavior.

ASSESSING THE BEHAVIOR ASSESSING THE BEHAVIOR

• Setting event • What happened before? • What happened after? • How often? • How long each time? • When, where, what, with whom?

ASSESSING THE BEHAVIOR ASSESSING THE BEHAVIOR

• Direct Observation (Consultants, Teachers, and Families)– Activity Analyses/Schedule Analyses– Charts– Checklists

• Functional Behavior Analysis• Family engagement related to assessing

behavior

ASSESSING THE BEHAVIOR ASSESSING THE BEHAVIOR

How are programs How are programs assessing relationships, assessing relationships,

environments and quality environments and quality targeted instruction ? targeted instruction ?

Tertiary Intervention: Few Children

Secondary Prevention:

Some Children

Universal Promotion: All Children

The Teaching Pyramid Model: Promoting Social and Emotional Competence and Addressing

Challenging Behavior

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• Prevention • Teaching Skills • Modifying Responses to

Behavior

IMPLICATIONS FOR IMPLICATIONS FOR INSTRUCTION INSTRUCTION

OLD WAY NEW WAY

• General intervention for all behavior problems

• Intervention is reactive

• Focus on behavior reduction

• Quick Fix

• Intervention matched to purpose of the behavior

• Intervention is proactive

• Focus on teaching new skills

• Long term interventions

Center on the Social and Emotional Foundations for Early LearningCenter on the Social and Emotional Foundations for Early Learning(CSEFEL)(CSEFEL)

www.vanderbilt.edu/csefelvanderbilt.edu/csefel

Technical Assistance Center on Social Emotional Interventions (TACSEI)Technical Assistance Center on Social Emotional Interventions (TACSEI)www.challengingbehavior.org

Center for Early Childhood Mental Health ConsultationCenter for Early Childhood Mental Health Consultationhttp://www.ecmhc.org/

NATIONAL CENTERS - RESOURCES

For more Information, contact us at: NCQTL@UW.EDU or 877-731-0764This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services,

Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.

National Center on Quality Teaching and Learning877-731-0764ncqtl@uw.edu Mary Louise Hemmeter, PhD  ml.hemmeter@vanderbilt.edu

National Center on Health

1-888-227-5125 nchinfo@aap.orgAmy Hunter, LICSW AH1122@georgetown.edu