reaching all participants: how to adapt and work with challenging behaviors

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Reaching All Participants: How to Adapt and Work with Challenging Behaviors. What is Behavior Management?. “all the things used in teaching individuals what you want them to learn, including: social behaviors, but also related to cognitive, motor, language, and emotional development.” - PowerPoint PPT Presentation


  • all the things used in teaching individuals what you want them to learn, including: social behaviors, but also related to cognitive, motor, language, and emotional development.

    (Glen, Sally and McCoy, Youlanda, 1980)

  • Safety

    Redirect to behavior we want


  • Actual WordsAvoid BIG Words




  • I said be quiet

    I said be quiet

    I said be quiet

  • Participants engage in challenging behavior because IT WORKS for them!

  • Bad behavior does not mean bad kids.

    Leave your personal baggage at home.

    Its not about you. (QTIP)

  • Lack of understanding they do not understand the activity

    Lack of ability they do not have the skills to do the activity

    Lack of interest they do not want to do the activity

    What else can you think of?

  • That can cause a child to act out

  • Outside factors that may effect a childs behavior (i.e., weather, program structure, transitions).

  • Inside feelings and emotions from another child or a staff that may effect a childs behavior.Add pic

  • The childs inability to respond or react appropriately to situations, feelings, and things that they can not control or they do not understand.

  • Most disruptive

    Prevents appropriate participation

    Is dangerous to themselves or others

    Occurs frequently

  • Click on the link below to begin interactive portion of this training

  • One of the campers continuously has verbal outbursts and says how much they hate you, they hate the class, and they hate all the other kids. No one wants to play with him and often he is playing by himself during an activity, swimming or on field trips. When he is engaged in a activity he seems to enjoy them very much.

  • During the gym activities, you notice that a camper likes to squeeze himself into a corner and rub his body back and forth against the wall. Eventually, Sam, one of the camp counselors comes over and after several attempts, he is able to get his to participate in the activity for a couple of minutes.

  • It is time to get ready to go home. Each day this particular preschooler throws off his shoes and destroys the contents of his back pack. It is a physical struggle to get him out of the room everyday.

  • Kite flying was cancelled for the day due to stormy weather. The camper refused to participate in any other activities, yelling that he was going to fly the kite. As the afternoon progressed, he remained non compliant refusing to participate in any activity by going to sit by himself and pouting. The camper tried several times to leave the building and had to be physically stopped.

  • Conditions that occur before behavior which triggers the behavior.

  • Observable actions that immediately follow the antecedent.

  • What happens after the behavior occurs, as a result of (or in response to) the behavior.

    Natural consequencesStaff or peer responses

  • Trigger for behaviorConsequences of behaviorDocument! Document! Document!

  • Program Structure

    Physical Space

  • Behaviors: boredom, engaging in inappropriate ways of entertaining self.

    Action Needed: develop well-planned activities that fill the entire day. Always be prepared with back-up plans.

  • Behaviors: boredom, non-participation, rebellion

    Action Needed: plan a variety of activities that are relevant to the participants age, culture, abilities, challenging, and meaningful to them.

  • Behaviors: low self-esteem could lead to aggression toward self and others; inappropriate attention seeking; learned inappropriate behaviors.

    Action Needed: plan activities that are within the realm of each participants skills and abilities. Reward success. Make sure that each participant has the opportunity to succeed.

  • Behaviors: resistance, non-compliance, rebellion

    Action Needed: prepare and follow a routine schedule; ask for the participants input; inform them in advance of the schedule; post the schedule in a visible area so they can SEE what will happen; discuss any program changes with participants.

  • Behaviors: difficult transition, situation getting out of control

    Action Needed: prepare for the transition to less active events:Gradually decreasing the excitement levelTransition count downsTimersPost a schedule

  • Drop in physical and emotional energy after a crisis/behavior.

    Rebuild the relationship/trust

    Tomorrow is a new day!

  • Deep breathsDebrief as a groupAsk for helpAsk questionsTake a breakPlay a game with campersTeam building exercisesKnow what you did well

    Walk the dogMusicExerciseTalk to friends/familyWatch TVDo something you enjoy

  • ***

    What is the individual trying to say? What is the reason for the behavior?*

    What are those ways? Wait for responses*Verbally & Physically **

    Are these three the sentences the same?

    Ask for a volunteer: Read each sentence emphasizing the underlined word. (give them the worksheet to read off of)

    Ask audience if they said the same thing.*

    How do we affect this? Do we allow it? *****

    How do our attitudes affect our participants?leave baggage at the doorbe positive and respectful*****Pass out notecards; break into groups (2 rows together)

    Read the card; pick out the behavior you would address******************of an activity. Stop the activity when it starts to reach too much of an excited level (before it is out of control).

    *Part 3: Now come up with 2-3 ways you could have tried to prevent the behavior. *Important to take care of yourself and support other staffWays you can deal with the stress