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Including Children With Challenging Behavior in The Preschool Classroom

This document provides an overview of strategies for including children with challenging behavior in the preschool classroom. It discusses defining challenging behavior and understanding why it occurs. It also identifies approaches like the Pyramid Model framework to decrease challenging behavior through building relationships, modifying environments, teaching expectations and social-emotional skills, and providing intensive intervention if needed. The goal is to improve outcomes for all children through promoting social-emotional competence.

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136 views35 pages

Including Children With Challenging Behavior in The Preschool Classroom

This document provides an overview of strategies for including children with challenging behavior in the preschool classroom. It discusses defining challenging behavior and understanding why it occurs. It also identifies approaches like the Pyramid Model framework to decrease challenging behavior through building relationships, modifying environments, teaching expectations and social-emotional skills, and providing intensive intervention if needed. The goal is to improve outcomes for all children through promoting social-emotional competence.

Uploaded by

unknown_07
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Including Children with

Challenging Behavior in the


Preschool Classroom

Presented by:
Michelle Mead & Denise Bouyer-Hargrove

Rutgers, The State University of New Jersey


Today’s Objectives
• Define challenging behavior and its impact.

• Describe an approach to understand why children engage in


challenging behavior.

• Identify strategies that will decrease challenging behavior and


improve the quality of life for all children in the preschool
classroom.
What is Challenging Behavior?
• Persistent pattern of behavior, or perception of behavior
• Interferes with or risk of interfering with
– Optimal learning
– Engagement in pro-social interactions
• Defined on the basis of its effects
• Manifests in a variety of ways
– Aggression toward self, others, and things
– Oppositional behavior, looks like avoiding tasks, refusal to comply
– Repetitive movements, activities that distract the child and may appear
to have no purpose
– Dropping to the ground
– Yelling, screaming, crying, whining
– Others???
Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
Why Behavior Happens?
Impact of Challenging Behavior
• About 1/3 of preschool age children engage in persistent patterns of
challenging behavior.
• Preschool teachers consistently report that one of their biggest
concerns is dealing with challenging behavior.
– Rising rates of preschool expulsion
– Expulsion is 3 times more likely in preschool than grades K – 12
• Challenging behavior in early childhood years is predictive of future
challenges
– School failure and lower school attendance
– Peer rejection
– Punitive interactions with authority figures
– Involvement with criminal justice system

Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
What Do We Want Children to Do Instead?
• Build social-emotional skills that have been identified as
essential for success in school:

– Ability to get along with others


– Follow directions
– Identify and regulate emotions and behavior
– Effectively problem solve to resolve conflict
– Persist at a task
– Engage in social conversation and cooperative play
– Accurately interpret other’s emotions and behavior
– Positively assess self and others
– Willingness to try new things
Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
What are We Teaching?
• Challenging behavior tends to draw more attention
• It takes attention and time away from those following the rules
• On average in school settings, the majority of kids are doing
the right thing and a few are not
– There are 10 kids in a class. 7 are sitting in their seats on task. 3 are
out of their seats off task. Teacher is focused on getting the 3 kids to sit
and do their work. What about the other 7 kids?
Increasing Behaviors We Want to See
• Reinforcement increases desired behaviors
• Positive reinforcement adds something desirable
– Praise
– Tangible rewards (i.e., stickers)
• Negative reinforcement takes away something unpleasant
– Removes an undesirable task/demand
– Removes an undesirable situation
• Be very conscious of what behaviors you are reinforcing
Shift Toward Prevention: The Best Intervention

• Taking a proactive, positive approach


• Emphasis on changing things within our control BEFORE
behavior would typically happen
– Aspects of the environment
– Interactions with children (Are you using the 3:1 rule?)
– More and better quality attention on the positive
behaviors
• Less reliance on consequences
• If prevented, it doesn’t have to be responded to
Redefining Our Roles
• Including children with challenging behavior in the classroom
requires a shift in perspective and practice.

• See behavior as an attempt to communicate a message about


unmet needs.

• See children with challenging behavior as in need of being


taught skills, not willfully disobedient.

• See selves as facilitators of social-emotional development,


not behavior managers.
Importance of Social Emotional Screening
• Use validated screening instruments that can identify
strengths as well as possible social-emotional areas of
need in infants and toddlers

• Early identification of young children with social emotional


needs is key

• Understanding the function of behavior


An Approach to Address Challenging Behavior
The CSEFEL Pyramid Model: Promoting Social Emotional
Competence in Infants and Young Children
[Assessment-based
Few interventions result in
individualized behavior
Children support plans.]

Children At-
Risk

All
Children
“The Pyramid Model is not a curriculum or intervention;
rather, it is a framework for how a program and partitions
can operate to support the social emotional needs of all
children” (DEC).
Universal Tier Promotion of Positive Behavior
(CSEFEL)

Where Are We?

Module 1: Social Emotional


Development within the
Context of Relationships
Universal Tier Intervention – Supports For All

Individualized
Intensive
Interventions

Social Emotional
Teaching Strategies

Designing Supportive Environments

Building Positive Relationships

16
“Every child needs 1 person who’s crazy about him”
Uri Bronfenbrenner

17
Building Relationships & Supportive Environments
(CSEFEL)
Teaching Children Expectations (CSEFEL)

19
Secondary Tier – Support for Those at Risk
Secondary Tier – Social Emotional Teaching
Strategies – Skill Teaching (CSEFEL)
• Friendship Skills Sharing
• Rationale
• Describe skill
– Child has materials
– Offers or responds to
request from peer for
materials
• Demonstrate
– Right way
– Wrong way
• Practice
• Promote
Problem Solving Steps (CSEFEL)

Step 2

Would it be safe?
Would it be fair?
How would everyone feel?
22
Tertiary Tier – Intensive Intervention (PBS)
Tertiary Tier Promotion of Positive Behavior
• Individualized and intensive intervention

• Meant for the few children who are engaging in persistent


patterns of problem behavior

• If you have more than 5% of your class who appear to be in


need of this level of intervention, then this signifies a need to
build up implementation of the 2 prior tiers.

• Uses the Positive Behavior Support (PBS) approach to


understand why behavior is happening (function) and develop
a plan to address it.
What is PBS?
• Comprehensive approach
– Child centered
– Mental Health
– Behavioral
• Goals
– To decrease rates of challenging behavior
– To increase quality of life
• Process
– Plan environmental supports
– Assess by doing a Functional Behavior Assessment (FBA)
– Plan interventions to prevent the behavior
– Educate on prosocial skills to meet needs instead of problem behavior
– Replace the problem behavior with consistent practice of new skills and
reinforce replacement behaviors
There Are Many Variables to Explore (CSEFEL)
Play
Interactions Health Toys, Level of
Communication to play,
Trauma, Illness, Opportunities,
the child,
Stamina, Choice,
Emotional support,
Medication… Expectations…
Attachment…
Learning Environment
Friends
Schedules, Room
Shared interests & CHILD arrangement, Materials,
experiences, Adaptations,
Relationships… Resources,
Predictability…
Home & Family
Outings/Events Instruction
Routines, Resources,
Places family goes, Siblings, Transitions, Cues,
Activities… Environment, Respite, Prompts, Supports,
Predictability, Accommodations…
Extended family…
Behavior Basics

Setting Events – Establishing Operations


What sets the behavior up

Antecedents Consequences
What sets Behavior What pays
Behavior off Behavior off

27
Functional Behavior Assessment (FBA)
FBA Team Process
• Establish observable, measurable definition of the behavior.
• Review records to gather a history & awareness of life challenges
– Change in living situations
– Change in caregivers
– Change in health status
– Exposure to any traumatic events
• Functional Assessment Interview (FAI) form.
• Direct observation. Antecedent -Behavior-Consequence (ABC) data
• Look for patterns in the data to help determine the function
• When, where, with who the child typically manifests the behavior
• What typically happens right before and right after the behavior
• What is typically going on when the child isn’t engaging in the challenging
behavior that is working to support positive behavior
• Develop a Hypothesis Statement detailing the sequence of
elements involved in the behavior and states the function
Hypothesis Statement Example - Jake
Something sets me up Something sets me off So I And I Get/Avoid
(setting event) (antecedent) (behavior) (consequence)

• Engaged in preferred • A child or adult • Scream • Everyone backs off


activities at home and attempts to take me • Bite and leaves me alone
school away from something • Hit • I get to avoid doing
• With others around I like and move me • Pinch something I don’t
• Transition times onto something else want to do.
• Moved into a smaller that I don’t like.
Function:
home recently. Gave
away a lot of things. Attention
X - Escape
Tangible
Sensory

30
Develop a Behavior Support Plan (BSP)
• Strategies based on the function of the behavior.
• Critical elements to include
– Prevention strategies that address two areas
• Setting Events
• Antecedents
– Skills you will teach that will replace the challenging behavior
• Should meet child’s needs (function of behavior)
• Prosocial ways to get that need met
• Communication Skills, Self-Skills, Social Skills
– Response Plan
• What do you do when you aren’t able to prevent the challenging behavior
• Minimize attention to challenging behavior & maintain everyone’s safety
• Everyone in the room needs to know their role with implementing the plan
Hypothesis Based BSP Strategies-Jake
Something sets me up Something sets me off So I And I Get/Avoid
(setting event) (antecedent) (behavior) (consequence)

• Engaged in preferred • A child or adult • Scream • Everyone backs off


activities at home and attempts to take me • Bite and leaves me alone
school away from something • Hit • I get to avoid doing
• With others around I like doing and move • Pinch something I don’t
• Transition times onto something else want to do.
• Moved into a smaller that I don’t like.
Function:
home recently. Gave
away a lot of things. Attention
X - Escape
Tangible
Sensory

• Classroom picture • Use a picture or • Teach using his • High quality, abundant
schedule. Allow times other nonverbal cue words. Use a script in praise to those
kids choose activities. (i.e., bell) as a signal form of Social Story. following directions.
• Write Jake a social • Provide verbal • Teach checking visual • Give choice to bring
story about his move. countdown and/or reminders of what item from previous
Include pics. timer/song to help to do instead activity into new one
• Lessons (using books, prepare. • Teach negotiation • Guide to an area of
video, discussion) on • Get Jake involved skills /role play to classroom where 32
moving & positive with doing these practice Ex: Ask to everyone can stay safe.
ways to cope. things. bring transition item Ex: Calm down space
Resources
• Head Start http://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/teaching/Disabilities/Services%20to%20Children%20with%20Disabi
lities/Individualization/disabl_art_00002_061605.html
• New Jersey’s Pyramid Model Implementation, Montclair State University
• Professional Impact NJ, www.pinjregistry.org
• New Jersey Inclusive Child Care Project at SPAN
• Technical Assistance Center on Social Emotional Intervention for Young
Children (TACSEI) http://challengingbehavior.fmhi.usf.edu/
• The Center on the Social and Emotional Foundations for Early Learning
http://csefel.vanderbilt.edu/index.html
• New Jersey Positive Behavior Support in Schools (NJ PBSIS)
http://www.njpbs.org/
• Division for Early Childhood, http://www.dec-sped.org/
• Florida’s Positive Behavior Support Project: A Multi-Tiered Approached
http://flpbs.fmhi.usf.edu/
References
• CSEFEL, The Center on the Social and Emotional Foundations for
Early Learning http://csefel.vanderbilt.edu/index.html

• DEC, Division For Early Childhood, http://www.dec-sped.org/

• Fox, L, Lentini, R. and Binder, D.P., “Addressing Young Children’s


Challenging Behavior,” Young Exceptional Children Monograph
Series No. 15, p. 12

• Florida’s Positive Behavior Support Project

• Technical Assistance Center on Social Emotional Intervention for


Young Children (TACSEI)
Thank you for joining us!
Please contact us with any further questions or concerns.
Michelle Mead, MA, LAC
Training & Consultation Specialist, NJ PBSIS Team
The Boggs Center, Rutgers-RWJ Medical School
335 George Street, Suite 3500, P.O. Box 2688
New Brunswick, NJ 08903-2688
Phone: (732) 235-6829
Email: [email protected]
Website: http://rwjms.rutgers.edu/boggscenter/

Denise Bouyer Hargrove


Director, New Jersey Inclusive Child Care Project
Statewide Parent Advocacy Network (SPAN)
35 Halsey Street, 4th Floor
Newark, N.J. 07102
Phone: (973) 642-8100, 1-800-654-7726 (SPAN)
Email: [email protected]
Website: www.spannj.org/njiiccp

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