4/28/2016 Universal S trategies for Addressing Challenging - - PDF document

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Universal S trategies for Addressing Challenging Behaviors

Jackie Joseph, Positive Early Learning Experiences Center Kelley S mit h Bramlage, Pyramid Plus: The CO Cent er for S

• cial Emotional Competence and Inclusion

University of Colorado Denver

Who We Are & How to Contact Us

 Jackie Joseph j aclyn.j oseph@

ucdenver.edu

 Kelly S

mith-Bramlage

kelley.bramlage@

ucdenver.edu

Agenda

• Quick Introduction / Review of Challenging Behavior
• S

trategies and Activities

1.

Provide Positive Attention

2.

Be Predictable

1.

In Daily S chedule

2.

Within Routines

3.

Teach Behavioral Expectations

4.

Give Effective Demands

5.

Teach Peer-Related S

• cial S

kills

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What are challenging behaviors? Why do challenging behaviors occur?

S trategy #1: Provide Positive Attention

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Positive Attention

 5:1 ratio of positive attention Encouraging comments to a child about her

behavior

 Growth enhancing interactions between caregiver

and child

Maximize your time in positive interaction

Making Deposits

 Maintain a 5:1 (positive

to negative)

 Be mindful of the

questions you ask

 Use developmental

appropriate communication

Making relationship deposits Making relationship withdrawals

It All Adds Up

Deposits:

• Active Listening (S

OUL)

• PLA

Y

• One on one time
• Wait Time
• Mirroring
• Self Talk
• Parallel Talk
• Reflection
• Expansion
• Modeling

Withdrawals:

• No
• Don’ t
• Stop
• Demands/ Directions
• Asking “ test” questions
• Asking unnecessary questions
• Using a loud voice
• Intimidation
• S

arcasm (INREAL, CU Boulder)

9

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Tips to Increase Deposits

 Monitor your own behavior  Move beads on a necklace  Transfer paper clips  Practice  Choose a routine of the day and see how many deposits you can make during that routine. Try to beat your record the next time you do it.  Other ideas?

S trategy #2: Be Predictable

Predictability

 Children need to know:

• What am I supposed to do?
• How do I know I am making progress?
• How will I know when I am done?
• What do I do next?

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Daily S chedule

 A visual that keeps the children informed about what their

day will entail

 Allows children to predict what is next  Keep things novel – a predictable schedule does not mean

doing the S AME thing every day

Routines Within Routines Within Routines

 Establishing Routines3  Looking further into schedules is the idea of routines within routines within routines as a planned part of every classroom  There must be a consistent routine schedule within each routine

(e.g., center time) of the larger daily routine

 Children must have a way to understand the beginning, middle

and end of an activity or routine

 A course of action, detailed  Promote independence  What signals a child to know that center time has started, what

happens in the middle and how does he know it is over?

 Followed regularly, sequential, predictable

Routines3

15

(PELE Center, 2015)

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Routines Within Routines Within Routines: Activity

 Given the worksheet that has been provided, choose an

Routine within your day

 Choose an activity within that routine  Now choose an activity within the routine and write down

the steps of the activity

S trategy #3: Teach Behavioral Expectations

If Y

• u Want It, Teach It, All Day Long

Reflect Practice S how and Tell

18

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Identifying Teachable Moments (When teaching has an impact!)

19

How to Teach New S kills

1.

Direct group instruction

2.

Providing natural opportunities to practice the targeted skill

3.

Prompting children to use the targeted skill

4.

Reinforcing the behavior when it happens

20

Teaching Rules and Expectations

ex·pec·ta·tion

1.

expecting: to wait in expectation

2.

the act or state of looking forward or anticipating

3.

general ways you want people to act. They will apply to all children and adults across all settings rule

1.

a principle or regulation governing conduct, action, procedure, arrangement, etc.: the rules of chess.

2.

Rules: usually refers to standards for activities

3.

Rules: will help to clarify expectations for specific settings. They may only apply in certain settings.

(dictionary.com) 21

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Expectations

(across program)

Classroom

(rules)

Clean Up

(rules)

Circle

(rules)

Be Respectful S

• ft Touch

Clean Y

• ur

Center Raise a Quiet Hand Be S afe Walking Feet Put Toys Away Gently Gentle hands a feet Be a Team Player Help a Friend Clean Help a Friend Pick Up Toys S tay on Y

• ur

S hape

Expectations/ Rules Matrix

(Adapted from CSEFEL/ TACSEI)

22

General Guidelines about Rules

• Have a few simple rules (ideally 3-5)
• Post the rules visually
• Teach the rules systematically
• Remind child(ren) about the posted expectations when a

challenging behavior occurs

• Reinforce with specific positive feedback at high rates initially and

at lower rates throughout the year

• Involve the children in developing the rules

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CSEFEL Preschool Module 1

Rules and Expectations

• Be kind
• Be respectful
• Keep others safe
• Keep yourself safe
• Keep things safe
• Use listening ears
• Use walking feet
• Hands and feet to self
• Don’ t hit
• No swearing
• No biting
• Don’ t climb on things
• No throwing
• No yelling
• Don’ t run
• No kicking

POS IVITE S TATEMENTS NEGATIVE S TATEMENTS

24

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S trategy #4: Give Effective Directions

H.9.1

Be Careful …

 Allow enough time for the child to enj oy

activity

 Give directions only when necessary  Pick your “ battles” and only give directions

when you’ re ready to follow through

 Redirect the child to a new activity rather

than give a direction

 If possible, use a choice, not a demand

LEAP Outreach Proj ect, 2003

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When Ending a Fun Activity or Beginning a Non-preferred Activity

 Wait until the child finishes or has had plenty of

time to enj oy the activity before giving a direction

 Give the child a warning when you anticipate a

difficult direction or transition

 Make the direction or the transition from one

activity to another more fun

 S

ing, say rhymes, add movement and gestures

 Be animals  Carry, piggy back

LEAP Outreach Proj ect, 2003

After a Directive is Given …

 If a direction is followed, praise it!  If the child does not follow the direction … Do not repeat the direction Physically guide the child to complete the

direction (use the prompting hierarchy)

Gently take the child’s hand and guide him/ her

to complete the action you have told him/ her to do

LEAP Outreach Proj ect, 2003

Directives Activity

 What is an example of an activity or time of the day when

it is difficult for children to follow directions?

 Why is this activity or time of the day difficult?  For the activity or time period you chose:  How would you use one or more of the strategies we have talked about to make following a direction less difficult for children?  How could you use one or more of the strategies we talked about to reduce the number of directions you give during this activity?

LEAP Outreach Proj ect, 2003

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S trategy #5: Teach Peer-Related S

• cial S

kills

S electing S kills to Teach: S pecific S

• cial

S kill Behaviors that Lead to Friendships

Play Organizers S

hares

Assists Affection

S train & Bovey (2015)

How to Teach Social Skills

 Direct group instruction  Provide opportunities to practice the skill(s) Natural and planned  Prompt children to use the skill  Reinforce the behavior when it happens

LEAP Outreach Proj ect, 2003

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Group Instruction of S

• cial S

kills

1.

Explain the skill and rationale

• Tell why the skill is important.

2.

Have a visual that demonstrates and labels the skill

3.

Demonstrate the right way

• Model how the skill is supposed to look

4.

Practice the skill

• Teacher and child, peer to peer

5.

Demonstrate the wrong way

• Let children tell you what you did wrong and what you are

supposed to do

6.

Review the skill and the right way

7.

S et up opportunities for children to practice

LEAP Outreach Proj ect, 2003

S mall Group Instruction of S

• cial S

kills

Embed practice opportunities for the

social skill you are targeting in the small group activities

Use materials that are motivating Limit materials

LEAP Outreach Proj ect, 2003

Free Play Instruction of S

• cial S

kills

 Involves planning  Have visuals posted that show the skill being

targeted where children can see them

 Plan activities that require children to share Game table at center time  Teacher will need to (at least initially)

facilitate these activities and the use of the skills

LEAP Outreach Proj ect, 2003

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All Day, Everyday Examples of Opportunities for Peer Interaction

 Class greeter  Collect and pass out props  S

nack captain

 Ask a playmate to go to a center with you  Invite a peer to do the activity that was j ust

completed instead of the adult inviting another child

LEAP Outreach Proj ect, 2003

Reinforce the Use of the S kills

 Plan for reinforcement for everyone  Let children know what skills will get reinforcement  Think about providing special reinforcement for the use of particular social skills  Also “ catch” children using the skills

LEAP Outreach Proj ect, 2003

Ask Y

• urself These Questions When

Teaching S

• cial S

kills

1.

Are adults performing tasks that children could be doing?

2.

Is the child doing what his/ her peers are doing (in the same area of the room, with the same or similar materials as peers, and during the same routine)?

3.

Could we incorporate social engagement into this routine

• r task?

4.

How should the physical environment be altered to increase social engagement and/ or independence?

5.

Does the length/ duration of the routine need to be altered?

Rausch, Joseph, & St rain (Under Review)

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S

• cial S

kills Activity

 With your table, or with your group, think about one routine

in your classroom that could be improved by using the strategies we have j ust talked about to directly teach social skills

 What routine did you choose?  What strategies will you use to teach [more] social skills

during this routine?

Questions and/ or Comments?