vdoe t/tac at vcu behaviors… everybody has them. everybody needs them. but what do we do about...
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VDOE T/TAC at VCU
Behaviors…Everybody has them.Everybody needs them.
BUT what do we do about them?
VDOE T/TAC at VCU
VDOE T/TAC at VCU
Cultural differences Behavior
– Self-stimulating behaviors & fixations
– Transitions– Increase in behaviors =
increase in stress– Difficulty waiting– Strong impulses– Uneven pattern– Excess anxiety ( Fear:
pervasive feeling)
VDOE T/TAC at VCU
Behavior is Communication
VDOE T/TAC at VCU
Video
VDOE T/TAC at VCU
Behavior is: An outward form of expression
of an inward feeling or state It may be:
– A response to a place, a person or lack of people, a request
– An effort to counter or regulate an internal condition
– An attempt to keep the brain stimulated or in equilibrium
VDOE T/TAC at VCU
FORM INWARD STATE
yelling I want to get out of this game. I want your attention. I don’t want to do this task; it’s confusing. I’m bored with this activity.
hitting I want that item (i.e., her chair). I want to get out of this activity. I’ve done this 10 times today.
grabbing
I’m hungry! I want to take a turn.
rocking I need to calm myself down. I’m on overload. I need a break.
VDOE T/TAC at VCU
VDOE T/TAC at VCU
Preventing Challenging Behavior
Environment Routines Curriculum Student-Teacher Interactions
VDOE T/TAC at VCU
Brainstorm 10 ways you prevent behaviors
VDOE T/TAC at VCU
What you need to know Environment
– Structure Routine
– Procedures Curriculum
– Zone of proximal development Student-Teacher Interactions
– Praise– Effort Recognition– Classroom Supports
VDOE T/TAC at VCU
Interpreting Behavior Define the context in which the
behavior occurs– What’s going on in the child’s
life?•External events • Internal events
– What happens right before the behavior?
– What happens right after the behavior?
VDOE T/TAC at VCU
Internal or External Triggers? Boredom Non-preferred or
difficult activities Repeated demands Repeated mistakes Loud, harsh
corrections Tired Medication
reaction
Physical Management
Transitions New or unfamiliar
situations Sensory overload Unexpected changes Hungry Anxious about what
I will do today Sick or hurt
Janzen, J. (1996) Understanding the Nature of Autism p. 53. San Antonio, TX: Therapy Skill Builders
VDOE T/TAC at VCU
Chain of events
Setting event Antecedent Behavior Consequence
Hungry > asked to do difficult task throws task> removed from activity
VDOE T/TAC at VCU
Video
VDOE T/TAC at VCU
Interpreting Behavior
Identify the function of the behavior– What is the communicative intent
of the behavior?•What purpose does the serve?
VDOE T/TAC at VCU
to obtain
person, event, item, and/or sensory stimulation
Behavior has an underlying function
VDOE T/TAC at VCU
Behavior has an underlying function
to escape
person, event, item, and/or sensory stimulation
VDOE T/TAC at VCU
Video
VDOE T/TAC at VCU
Where people get confusedPeople respond to the form of the
behavior
the way a behavior looks, what we observe happening
Instead of the function
the purpose the behavior serves
VDOE T/TAC at VCU
Teaching Replacement Behavior
Teach a new behavior that serves the same purpose as the challenging behavior
Reinforce the new behavior
VDOE T/TAC at VCU
Case Study
Use information in case study to determine function of the child’s behavior.
VDOE T/TAC at VCU
Realize that in lieu of teaching new behavior, you may want to offer a different location where the behavior may occur
VDOE T/TAC at VCU
Challenging
Hits
Rocks
Grabs Food
Replacement Behavior
Does a non-preferred activity and then a preferred task
Has time in his schedule to sit in the rocking chair and read for 5 minutes
Uses PECS to ask for snack
VDOE T/TAC at VCU
Reducing Challenging Behavior Counter or modify the setting
events Alter the antecedents Alter the consequences Specify the adult’s role in a
crisis
VDOE T/TAC at VCU
How could you remove or counter these setting events?– Tired, hungry, worried, seated
between two active children How could you remove or alter
these antecedents?– Asked to do disliked task, hears
the fire alarm, asked to stop a preferred activity
VDOE T/TAC at VCU
How could the consequences be changed?
behavior consequence
function
Hits Told to stop Seeking attention
Throws work
Put in time out
Escaping task
Rocking Told to stop Seeking sensory stimulation
VDOE T/TAC at VCU
Crisis Intervention
A crisis intervention plan is based on agreed upon strategies to use during the escalation, peak, and de-escalation phases of a crisis
VDOE T/TAC at VCU
3 Phases of a Crisis
Intervention (peak)
Prevention Resolution
(escalation) (de-escalation)
VDOE T/TAC at VCU
Prevent Escalation
Intervene at Peak
Resolve to De-Escalate
Be Brief, Seek Privacy, Validate the Feeling Focus on What to Do Instead Be Non-Confrontational Provide Emotional First Aid Explain Why to Stop Avoid the Reinforcing Consequence
Give the Student Physical Space Remove the Victim or the Rest of the Class Provide Partial, Momentary Restraint Remove the Student from the Class
Physically Intervene if trained, with permission, and documented
Get the Student Back into the Flow of the Day ASAP Encourage Self-Calming Use Restitution (if it is Calming)
VDOE T/TAC at VCU
Prevent Escalation
Intervene at Peak
Resolve to De-Escalate
Refer to social story
Stay calm, use few words, speak slowly
Change the visual schedule
Use visuals on the fly
Use If…Then boards
State the expectation
Use a choice board
Offer a break
Give the Student Physical Space Remove the Victim or the Rest of the Class Provide Partial, Momentary Restraint Physically Intervene Remove the Student from the Class
Get the Student Back into the Flow of the Day ASAP Encourage Self-Calming Use Restitution (if it is Calming)
VDOE T/TAC at VCU
Involving Families Families say they want to celebrate
the good things about their child Families say that they want to be able
to disagree openly and reach a win-win solution
They want a sense of ownership in the process by being asked to identify the behaviors and the priorities to address
They want to be reassured that they did not cause the behavior
They want a plan that is user friendly(Voorhees, 2001)