Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model: Individualized Positive...

Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model:

Individualized Positive Behavior and Intervention SupportTier 3

Office of Early LearningDepartment of Public Instruction

June 26, 2013

Housekeeping

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Objectives• Define challenging behavior

• Explore challenging behavior as communication & identify its forms & functions

• Examine & practice a 6-step process of Positive Behavior and Intervention Support

• Review resources to learn more about developing individualized intensive interventions

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Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model

Tier 1 – High Quality Early Education-All Children

Tier 3:Individualized Positive Behavior Support- Children with persistent challenges

Tier 2-Social Skills Curricula-Children at Risk

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Continuum of Problem Behavior

Students with severe/chronic problem behavior

Students at-risk for problem behaviors

Students with mild or no problem behaviors

5-7%

10-12%

80-90%

What is “Challenging Behavior”?

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Challenging Behavior

• Behaviors that are not responsive to the use of developmentally appropriate guidance procedures

• Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers & adults

• Prolonged tantrums, physical & verbal aggression, disruptive vocal & motor behavior, property destruction, self-injury, noncompliance, & withdrawal

Center on the Social and Emotional Foundations for Early Learning

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Another Definition of Challenging Behavior

Any behavior that:• Interferes with children’s learning and development

• Isolates the child from peers

• Causes harm to the child, other children, or adults

• Causes damage to the physical environment

• Puts a child at risk for later behavior problems or school failures

(Kaiser & Rasminsky, 1999; Klass, Guskin & Thomas, 1995; Neilsen, Olive, Donovan,& McEnvoy, 1998)

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Tim

Insert video clip 3a.7

Why Challenging Behavior?• Communicates message when child does not

have language

• Is used instead of language by child who has limited social skills

• Is effective in gaining access to something or someone or avoiding something or someone


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Dimensions of Communication

• Form: the behavior used to communicate

• Function: the reason or purpose of the behavior


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Forms of Communication

List as many forms ofcommunication you can think of in one minute.

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Forms of Communication

• Words• Sentences• Eye gaze• Pulling adult• Crying• Biting• Tantrums

Center on the Social and Emotional Foundations for Early Learning13

Add video to illustrate function

• Please add link from

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Functions of Challenging Behavior

• Escape/avoid

• Obtain

Center on the Social EmotionalFoundations for Early Learning

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Turn and Talk

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Functions of Communication

• Request object, activity, or person

• Escape demands, activity, or person

• Request help

• Request social interaction

• Comment

• Request sensory stimulation

• Escape sensory stimulation Center on the Social and Emotional Foundations for Early Learning

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Positive Behavior and Intervention Support

• An approach for changing a child’s behavior

• An approach for developing an understanding of why the child has challenging behavior & teaching the child new skills to replace the challenging behavior

• A holistic approach that considers all of the factors that impact a child, family, & the child’s behavior

• Based on humanistic values & research Center on the Social and Emotional Foundations for Early Learning 18

Research on Positive Behavior and Intervention Support

• Effective for individuals with disabilities, ages 2-50

• Effective for diverse groups of individuals with challenges

• Only comprehensive, evidence-based approach to address problem behavior

• Effective in a variety of natural environments


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 intervention

Center on the Social and Emotional Foundations for Early Learning 20

Intensive Individualized Intervention

An evidence-based process of assessment and intervention for establishing desirable, competent behavior while reducing challenging behavior

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Universal Classroom PracticesIf High-quality Classroom Practices are implemented:

• May not need individualized interventions

• If needed, may not be so intensive or effortful

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Five “SUPER” Classroom Practices

• Use 5:1 ratio of positive to negative/neutral attention

• Use predictable and comprehensible schedules and routines

• Use routines within routines

• Teach behavioral expectations directly

• Teach peer-related social skills

Adapted from PTR-YC

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Positive Behavior and Intervention Support Process

• Step 1- Behavior Support Team

• Step 2- Person-Centered Planning

• Step 3- Functional Behavior Assessment

• Step 4- Hypothesis Development

• Step 5- Behavior Support Plan Development

• Step 6- Monitor Outcomes

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Potential Team Members

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Person Centered Planning Features

• Builds a collaborative team

• Builds on strengths of the child

• Builds on interests of the child

• Supports visions and dreams of the child

• Prioritizes long and short term goals

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MAKING ACTION PLANS (MAPS)PLANNING ALTERNATIVE TOMORROWS WITH HOPE (PATH)

Small Group Activity

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Conducting a Functional Assessment

• Observe the child in target routines & settings

• Collect data on child behavior, look for situations that predict challenging behavior & are linked with appropriate behavior

• Interview persons most familiar with the child

• Review records


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Observation

A system or plan for looking at behavior - J. Billman & J. Sherman , 2003

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ABC’s

• Antecedent

• Behavior

• Consequence

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Observation Vignette #1


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Setting Event

• An event that occurs at another time that increases the likelihood the child will have challenging behavior

• Serves to “set the child up” to have challenging behavior


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MON TUES WED THURS FRI SAT SUN

What happened the night before?

Slept Poorly

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Mom on Midnight

Shift

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

How was his

behavior?

Tantrum in A.M.

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Tantrum in P.M.

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Sample Setting Event Chart


Context Cards

• Describes the setting

• Describes interpersonal context

• Describes problem Behavior

• Looks at the social reaction

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Home Observation Form - Side 1

Center on the Social Emotional Foundations for Early Learning41

Home Observation Form - Side 2


Conducting Interviews

Interview family & other significant adults, child care providers, special educators, specialized therapists, & service providers

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Critical Questions to ask• What is the behavior?• How often does it occur? Intensity? Duration?• What are the setting events?• What are the predictors or triggers?• What happens after the behavior?• What is the use of the behavior trying to

communicate?• What strategies has been used in the past?• What are the reinforcers?

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SAMPLE INTERVIEWSmall Group Activity

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Reviewing Records

• Screenings

• Evaluations

• Portfolios

• Other written documentation

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Lunch

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Developing a Hypothesis

• Description of the challenging behavior

• Trigger/predictor of the challenging behavior

• Function/purpose of the behavior

• Maintaining consequences


CREATE AN HYPOTHESISSmall Group Activity

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Tim

Tim is riding a trike on the playground’s bike path. He sees Charlie move to the sandbox where Tim had just finished building a roadway. Tim leaps off his trike & tackles Charlie. Tim hits Charlie. An adult comes over to intervene. The adult comforts Charlie & scolds Tim. Tim goes to the sandbox & continues construction on his roadway.


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Behavior Support Plan

• Behavior Hypothesis Statement

• Prevention Strategies

• Replacement/Teach Skills

• Consequence/Reinforce Strategies

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Prevention Strategies Questions

• How can the environment be changed to reduce the likelihood of the challenging behavior occurring?

• What strategies would naturally fit into the routines/structure of the classroom and family?

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Specific Prevention Strategies

• Provide choices

• Intersperse nonpreferred tasks with preferred ones

• Use visual supports and schedules

• Embed interests into activity

• Enhance predictability with schedules

• Alter physical arrangement of room

• Remove triggers of challenging behaviors Adapted from PTR-YC

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Replacement/Teach Skills

• Effective as the challenging behavior

• Serves the same function or close to it

• Easy for the child to do

• Relevant to the child’s unique situation and abilities

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Replacement/Teach Skills

• Teach communication skills

• Peer related social skills

• Self-monitoring

• Tolerate delay of reinforcement

• Teach independence with visual schedules

Adapted from PTR-YC

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Consequence/Reinforce Strategies

• Reinforce desirable behavior

• Remove reinforcement for challenging behavior

• Redirect the child to use the replacement behavior and then reinforce

Adapted from PTR-YC

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Tim’s Support Planning ChartTrigger Behavior Maintaining Consequence

Group play: centers & outside play with peers

Setting Events (if applicable):

Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction

Peers give up toys/itemsPeers leave areaAdults intervene with

negative attention to Tim

Preventions New Skills New ResponsesPre-teach skills by role

playing via scripted story

Use visual cards to help him remember lessons when in difficult situation

Self-monitoring form to work on new skills

Asking to play Understanding everyone

can play with the toysAsking for teacher’s help

To Challenging Behavior:Anticipate & cue to use new

skill: asking to play/helpIntervene to prevent harm by

providing attention/support to child who is attacked

To Use of New Skill:When asks, respond.Provide certificate &

acknowledge positive behavior. Fade certificate.

Function: Obtain toy/play









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Data Collection

• Data collection method identified (what, when, how and who)

• Data collection needs to be easy and accurate

• Measure what it is intended to measure

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Direct Measurement

• Event Recording

• Duration

• Frequency Count

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Indirect Measurement

• Incident Reports

• Rating Scales

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DATA COLLECTION EXAMPLESSmall Group Activity

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Use of Data for Decision MakingIf progress is good, then keep going.

If progress is unsatisfactory:

1. Be certain that your data are accurate

2. Check fidelity --- be certain that procedures are being implemented as intended

3. Check strength of reinforcers

4. Re-check functional assessment – including functions of challenging behavior

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Questions

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