i need help with these children: supporting teachers in addressing the needs of children with...
TRANSCRIPT
I Need Help with These Children: Supporting
Teachers in Addressing the Needs of Children with
Challenging Behavior
Mary Louise Hemmeter
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Agenda
• Overview of Centers• Overview of Model
• Emphasis on children with ongoing persistent challenging behavior
• A Program Wide Model• Local preschool program• Large early childhood center• Large Head Start Program
• Training issues, barriers and suggestions
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For More Information:
Center for Evidence Based Practice: Young Children with Challenging Behavior - www.challengingbehavior.org Syntheses Recommended practices documents PBS example
Center on the Social and Emotional Foundations for Early Learning - csefel.uiuc.edu What works briefs Training modules Book nooks - coming soon!
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Intro Activity
What behaviors “drive you crazy”?
How do these behaviors make you feel when they are persistent and intense?
Creating Supportive EnvironmentsCreating Supportive Environments
Positive Relationships with Children, Families, Positive Relationships with Children, Families, and Colleaguesand Colleagues
Social Emotional Social Emotional Teaching StrategiesTeaching Strategies
Intensive Intensive Individualized Individualized InterventionsInterventions
The Teaching Pyramid
Adapted from Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003
Teacher Training/Implementation
Administrative Supports
Program Philosophy
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Training Modules
• Training Modules• Promoting children’s success: Building relationships and
creating supportive environments• Social emotional teaching strategies• Individualized intensive interventions: Determining the
meaning of challenging behavior• Individualized intensive interventions: Developing a behavior
support plan• Leadership strategies for supporting children’s social
emotional development and addressing challenging behavior
(moved from page 18)
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Format of Modules
• Speaker notes• Activities• Videoclips• Powerpoint slides• Handouts• Resources• Inventory of Practices
Promoting Social and Emotional Competence
Creating Supportive EnvironmentsCreating Supportive Environments
Building Positive RelationshipsBuilding Positive Relationships
Social and Emotional Social and Emotional Teaching StrategiesTeaching Strategies
Individualized Individualized Intensive Intensive
InterventionsInterventions
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Supporting Children’s Social Emotional Development: The Big Picture
This is a place you can trust - How can we do this??This is a place you can trust - How can we do this?? Safe Safe PredictablePredictable HelpfulHelpful
This is a caring placeThis is a caring place RelationshipsRelationships Recognizing and responding to emotionsRecognizing and responding to emotions Modeling emotionsModeling emotions
You belong here, We belong hereYou belong here, We belong here Uniqueness, diversity, individualityUniqueness, diversity, individuality Community, caring working togetherCommunity, caring working together Teaching children to be friendsTeaching children to be friends
(New slide)(New slide)
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Building a Foundation
Importance of relationships: With children With parents With colleagues
Supportive environments: Environment is well designed Consistent routines Expectations are well defined and
consistently implemented Transitions are planned and orderly Activities are engaging
Promoting Social and Emotional Competence
Creating Supportive EnvironmentsCreating Supportive Environments
Building Positive RelationshipsBuilding Positive Relationships
Social and Emotional Social and Emotional Teaching StrategiesTeaching Strategies
Individualized Individualized Intensive Intensive
InterventionsInterventions
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What is Social and Emotional Development?
A sense of confidence and competenceA sense of confidence and competence
Ability to develop positive relationships with peers and Ability to develop positive relationships with peers and adults/make friends, get along with othersadults/make friends, get along with others
Ability to persist at challenging tasksAbility to persist at challenging tasks
Ability to identify, understand and communicate Ability to identify, understand and communicate feelings/emotionsfeelings/emotions
Ability to manage strong emotionsAbility to manage strong emotions
Development of empathyDevelopment of empathy
(New slide)(New slide)
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Social Emotional Teaching Strategies
What to teach Friendship skills Recognizing emotions in self and others,
expressing emotions Problem solving Anger management
How to teach Systematic Comprehensive Range of strategies Teachable moments
Understanding the relationship between engagement, curriculum, and problem behavior
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Identifying Teachable Moments
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Think about children who are well liked….
What do you notice about their behavior that makes it easier for them to have friends?
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Identifying feelings in Self and others
Learning words for different feelingsLearning how to recognize feelings in self and othersLearning ways to relaxEmpathy training
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Use children’s literature
Use songs and games (e.g., if you are happy and you know it)
Checking in
How would you feel if?
Feeling dice and feeling wheels
Teaching Emotional Literacy
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On Monday when it RainedDisappointed
Embarrassed
Proud
Scared
Angry
Excited
Lonely
Use of Children’s Literature
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Promoting Social and Emotional Competence
Creating Supportive EnvironmentsCreating Supportive Environments
Building Positive RelationshipsBuilding Positive Relationships
Social and Emotional Social and Emotional Teaching StrategiesTeaching Strategies
Individualized Individualized Intensive Intensive
InterventionsInterventions
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Children with persistent, challenging behavior
Children whose behavior is persistent, unresponsive to typical guidance procedures, and interferes with learning or engagement
Comprehensive approach, all environments and all stakeholders
Systematic plan
Plan based on understanding the child and the problem behavior
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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
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“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”
“Why can’t we finish the last sentence as automatically as we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)Tom Herner (NASDE President ) Counterpoint 1998, p.2)
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Positive Behavior Support
A values-based, empirically-valid approach for resolving problem behaviors and helping people lead enhanced lifestyles
A new applied science of behavior change
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Research on PBS
Effective for all ages of individuals with disabilities 2-50 years.Effective for diverse groups of individuals with challenges: mental retardation, oppositional defiant disorder, autism, emotional behavioral disorders, children at-risk.The only comprehensive approach to address problem behavior within a variety of natural settings.
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Importance of PBS
Video
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Positive Behavior Support
Step 1: Convene a team and identify 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
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Overview of Functional Assessment
Problem behavior has meaning for the child Children communicate in many ways (e.g., words,
signs, crying, biting) Children communicate a variety of messages (e.g.,
request, escape)The function of problem behavior is defined by the contextFunctional assessment is the formal process for determining the why (i.e., function) of problem behavior Observe child in target routines and settings Collect data on child behavior looking for situations
that predict problem behavior and are linked with appropriate behavior
Interview significant others Review records
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Support Plan
Behavior Hypotheses - Purpose of the behavior, your best guess about why the behavior occursPrevention Strategies - Ways to make events and interactions that predict problem behavior easier for the child to manageReplacement Skills - Skills to teach throughout the day to replace the problem behaviorResponses - What adults will do when the problem behavior occurs
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Tim
In group play situations, Tim uses verbal aggression (threats), physical aggression (hit, push, kick, punch), and property destruction (throwing or banging toys) to obtain toys. When this occurs, the peer relinquishes the desired toy and leaves the play area and/or an adult intervenes and provides Tim with excessive negative attention.
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Tim’s Plan
Prevention Pre-teach skills via social story Use visual cards to help him remember
lessons when in difficult situation Self-monitoring form to work on social
goalsReplacement Asking to play Everyone can play with the toys Flexibility, accepting other’s ideas/space Asking for teacher’s help
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Responses Immediately respond to his
requests for help Intervene to prevent harm by
providing attention/support to child who is attacked
Provide certificate and praise at end of each day for successfully achieving goals. Fade certificate.
I Can Be a SUPER FRIEND!
Created for Tim by Lisa Grant & Rochelle Lentini2002
I like talking and playing with my friends
at school.
My Friends get sad or mad when I hit, kick, use mean words, or take toys.
Sometimes, I want to play with what my friends are playing with.
When I play, I sometimes feel like taking toys, using mean words, or hitting and kicking.
If I want to join in play, I need to join nicely or ask to play with my friends’ toys.
I can say, “Can I play with that toy?” or “Can I play with you?”.
Can I play with you?
I can join my friends and play nicely. I can take turns nicely.
I can go with the flow. I can stop, think, and do.
I CAN BE A SUPER FRIENDI CAN BE A SUPER FRIEND
I can join my friends and play nicely. ________
I can take turns nicely. ________
I can go with the flow. ________
I can stop, think, and do. ________
DATE: ___________
Teaching Self-Management
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Monitoring Outcomes
Identify outcomes valued by the team
“KIS it” (Keep It Simple) Create simple, user-friendly forms to monitor outcomes (e.g., rating scales, check sheets)
Monitor implementation of the plan
Schedule dates for check-ins and evaluate the effectiveness of the support plan
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Implementation Issues
Blaming others
Emotionality of the situation
Need for attention to the foundation
Desire for a quick fix
Lack of support, policies and procedures
Creating Supportive EnvironmentsCreating Supportive Environments
Positive Relationships with Children, Families, Positive Relationships with Children, Families, and Colleaguesand Colleagues
Social Emotional Social Emotional Teaching StrategiesTeaching Strategies
Intensive Intensive Individualized Individualized InterventionsInterventions
The Teaching Pyramid
Adapted from Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003
Teacher Training/Implementation
Administrative Supports
Program Philosophy
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School-wide PBS
Began to emerge in mid-1990s (though basis existed well before this
time) Inspirations
Impossible to use individual PBS with all students (children) with behavior problems
Need for more comprehensive prevention approach
Increasing concern about school safety and school culture
Center for Positive Behavior Interventions and Supports (2002)
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
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School-wide model
Whole school (universal) systems For all students, staff, settings
Classroom and non-classroom systems For setting-specific routines (reflecting whole-
school procedures and expectations) Targeted group (secondary) systems
For at-risk students Individualized (tertiary) systems
For students with existing, high-risk behavior problems
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Features of School-wide PBS
Clear Statement of Purpose (& full staff commitment)
Clearly defined expectations and rules – for all students and staff
Procedures for teaching expected behaviors
Procedures for acknowledging and encouraging expected behaviors
Consequences and clearly stated procedures for correcting problem (challenging) behaviors
Procedures for data collection and data-based decision making
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Features of School-wide PBS (2)
Procedures for family and community involvement
Strategies for specific settings
Strategies for targeted (at-risk) groupse.g., academic supports, social
skills groups
Strategies for intensive, comprehensive individual supports
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Evidence Re: SW-PBS
Extensive data showing decreases in Office Discipline Referrals
Data indicating improvements in school culture
Some emerging data showing school-wide academic improvements
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Characteristics of EC Programs
Philosophy Curriculum practices Age and cognitive abilities of children Availability of resources, expertise,
and supports Structure of early childhood
programs Need for different types of outcome
measures
Creating Supportive EnvironmentsCreating Supportive Environments
Positive Relationships with Children, Families, Positive Relationships with Children, Families, and Colleaguesand Colleagues
Social Emotional Social Emotional Teaching StrategiesTeaching Strategies
Intensive Intensive Individualized Individualized InterventionsInterventions
The Teaching Pyramid
Adapted from Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003
Teacher Training/Implementation
Administrative Supports
Program Philosophy
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Critical Elements of a Program Wide Model in EC Programs
Administrative support and buy-in Buy-in from staff Family involvement Identification of schoolwide
expectations that are developmentally appropriateSpecially designedLinked to state, program
standards/outcomes
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Critical Elements of a Program Wide Model in EC Programs (continued)
Curriculum approaches that promote expectations and acknowledge children’s achievement of the expectations
Strategies for responding to problem behaviorCrisis situationsOngoing problem behavior
Team based, individualized approach for addressing ongoing problem behavior
Professional development plan Strategies for supporting teachers Process for monitoring outcomes
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Program Wide Models
Florida; Palma Ceia Presbyterian Preschool
Kansas; SEK-CAP Head Start Illinois; Valeska-Hinton Early
Childhood Education Center
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Palma Ceia Presbyterian Preschool
A community preschool in 21st year of operation
Inclusive model NAEYC accredited, staff serve as
validators
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Collaboration for PBS1997 - 2000
Conflict between wanting to serve children with all special needs and wanting to provide safe, high quality program
Failure of expert model Search for comprehensive,
integrated strategy Match between philosophy and PBS
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Universal Foundation
Well planned and responsive learning environments
High quality interactions between staff and children
Staff “toolkit” of effective behavior management strategies
Environmental arrangement Predictability Visual cues Culture allowing reflection and honesty
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Individualized Positive Behavior Support
Collaborative Teaming Functional Assessment Behavior Support Plan Development Implementation and Monitoring
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SEK-CAP Head Start
Linda Broyles, SEK-CAP Head Start Susan Jack, Kansas University Center
on Developmental Disabilities 2002- 2004 (two years and still
going!) Program serves 768 children in 12
counties with 167 staff
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Program Implementation
Adoption of model with staff support as priority
Collaborative leadership team
Commitment of resources and time
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Outcomes
Shift in funding from mental health intervention to prevention
Reduction in referrals to special education
No use of time-out
Staff satisfaction
Program quality
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Valeska-Hinton
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Training challenge
Blaming families
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Working with Families to Address Challenging Behaviors
What are you doing to involve, support, and build What are you doing to involve, support, and build relationships with families before challenging relationships with families before challenging behavior becomes an issue?behavior becomes an issue?
What materials or training are you providing to What materials or training are you providing to parents to help them understand children’s parents to help them understand children’s behavior?behavior?
What data do you give parents to help them What data do you give parents to help them understand the problem behavior?understand the problem behavior?
How are you involving families in solving the How are you involving families in solving the behavior issue?behavior issue?
Are you talking with families or to families?Are you talking with families or to families?
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Training Challenge
Developing awareness of the need to use a comprehensive, proactive approach for children with the most challenging behavior—Beyond the quick fix!
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Behavior Problems and Solutions
Ask the group to name the kinds of challenging behaviors they have encountered…record their responsesAsk the group to list the interventions they use to address challenging behaviorGuide the group to examine the fit of their interventions to the severity of the behaviors they have encountered1. Comprehensive
2. Matched to problem behavior
3. Consistently implemented
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Training Challenge
Developing an awareness of the importance of functional assessment
Addressing the impulse to get to the intervention and bypass the assessment phase
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Training Challenge
Resistance to examining behavior through a behavioral lens
Facilitating an acceptance of behavioral principles
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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.
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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.
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Trigger Behavior Maintaining Consequence
Joey is asked to come to circle. Teacher provides physical prompt to move him to group
Joey resists and cries, hits teacher
Teacher moves away from Joey and allows Joey to select a different activity
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OBSERVATION VIDEO VIGNETTE
3
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Training Challenge
Moving from reactive, simple interventions to proactive, complex interventions
Understanding that our first impulse is to use what we have learned in the past or what has been internalized and is expected
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Given 60 seconds, use 4 straight lines to connect all of the dots without lifting your pen
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Case Study Group Instructions
Assign roles
Review child description
Review hypotheses
Review observations
Review interview
Develop a support plan
Report to group