Understanding and Responding to Young Children’s Challenging Behaviors Elizabeth Frisbie, MA, MSEd. Early Childhood Mental Health Consultant/ Behavior Specialist (618) 980-4357 [email protected]

Behavioral Intervention Old Method: • General intervention for all behavior problems • Intervention is reactive • Focus on behavior reduction • Quick Fix

New Way: • Intervention matched to purpose of the behavior • Intervention is proactive • Focus on teaching new skills • Long term interventions

Behavior is… •a way to interact with the world •an outward expression of a child’s inner beliefs & feelings •a goal-directed response to an environmental stimulus •a form of communication

Behavior is influenced by both INTERNAL and EXTERNAL factors… Internal/Within Child Temperament Energy level Independence Need to please Self concept/self esteem Hunger Fatigue Illness Diagnosis: medical /mental illness Language/Communication Cognitive ability/delay Sensory Processing Issues Sensory Integration Disorder

External/Environmental Role in family Parenting: -parental expectations -consistency of rules -type of discipline Stressors Abuse (sexual & physical) Domestic Violence Neglect Poverty Past experience

Behavior is… a reflection of the student’s thoughts and feelings about him/herself.

d Children’s self-concept (thoughts about self) and self-esteem (feelings about self) are based on what they learn about themselves from others. d

Although often not discussed or considered during the writing of behavioral plans, children’s self-concept and self-esteem (thoughts and feelings) are a driving force underlying behavior.

Behavior is… a goal directed response.

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Q: How is the behavior working for the student? Q: What is the function of the behavior?

What is FBA? • Functional • Behavior • Analysis/Assessment

Functional Behavior Assessment “A process for developing an understanding of a person’s challenging behavior and, in particular, how the behavior is governed by environmental events.”

Functional Assessment Tasks • Observe the child in target routines and settings • Collect data on child behavior, looking for situations that predict challenging behavior and that are linked with appropriate behavior • Interview persons most familiar with the child • Review records • Determine Function of behavior/Hypothesis • Plan for behavioral intervention/prevention

Why is it crucial to collect behavioral data?

• Discovers reality of behavior rather than opinion • Allows us to present information clearly and without bias • Data allows us to accurately define the behavior • Data helps determine the function of the behavior • Data pinpoints the pattern(s) underlying the behavior • Data provides the basis for the intervention plan

Good Data Should: 1) Accurately describe behavior Who, What, When, Where, How? Frequency (How often?) Intensity (How disruptive?) Duration (How long does it last?)

2) Answer questions about behavior

3) Identify the pattern 4) Lead to more ?s

What is the FUNCTION? Q: How is the behavior “working” for the student?

2* Possible Functions: 1) Gain / Obtain 2) Avoid / Escape [ *3) Modify (if sensory issues / OT) ]

Behavior is… a form of communication.

What is the MESSAGE?

Q: What is this child trying to tell me?

3 Possible Messages 1. “I have unmet needs.” 2. “I don’t know how. I lack the skill.” 3. “Something doesn’t work for me.” (aka: lack of environmental fit)

Effective behavioral plans combine: FUNCTION & CHILD’S MESSAGE

Gain Function & Messages Goal of behavior is to GAIN/OBTAIN something… ~ Often related to an UNMET NEED. physical, emotional, social, … (think of Maslow’s hierarchy). ~ Often related to a child’s DEVELOPMENTAL LEVEL or task mastery stage. ~ Think about the student’s home life!

Avoid Function & Messages Goal of Behavior is to AVOID/ESCAPE something. . . ~ May be related to a LACK OF SKILL: Skills may be: cognitive, motor, communicative, or social-emotional. Sometimes suggests a learning disability or developmental delay. Consider child’s home background & prior experiences.

Avoid Function & Messages Goal of Behavior is to AVOID/ESCAPE something. . .

~ May suggest a lack of environmental fit. Look to the within child factors for explanation. Could be… the physical environment, curriculum, learning vs. teaching style, schedule of the day, interpersonal issues, sensory input, and …

Behavioral Support Plan Triggers / Antecedents

Behavior

Consequences

Function

Prevention

New Skills

New Responses To Challenging Behavior To New Skills

Behavioral Support Plan Triggers / Antecedents

Behavior

Consequences

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Prevention

New Skills

New Responses

Behavioral Support Plan Triggers / Antecedents

Behavior

Consequences

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Prevention

New Skills

New Responses To Challenging Behavior To New Skills

Behavioral Support Plan Triggers / Antecedents

Behavior

Consequences

Function

Prevention • Ideas which will impact trigger 1. reducing event’s occurrence 2. reducing child’s response

New Skills • Behaviors & skills which will replace challenging behavior • MUST serve same function as challenging behavior

New Responses To Challenging Behavior • aim to limit MAINTAINING consequences • what do adults and peers need to do differently

To New Skills • aim to support child’s use of new skills • what reinforcements work for this child?

Behavioral Support Plan Triggers / Antecedents • What happens before • Response goes in PREVENTION box, below

Behavior • Be specific, summarize • Response goes in NEW SKILLS box, below

Function

Prevention • Ideas which will impact trigger 1. reducing event’s occurrence 2. reducing child’s response

New Skills • Behaviors & skills which will replace challenging behavior • MUST serve same function as challenging behavior

Consequences • What happens after • Pay close attention to those that MAINTAIN behaviors • Teacher, Asst, Peer responses • Primary, Secondary . . .

New Responses To Challenging Behavior • aim to limit MAINTAINING consequences • what do adults and peers need to do differently

To New Skills • aim to support child’s use of new skills • what reinforcements work for this child?

KEYS TO PREVENTION! ALWAYS BE SURE that: the replacement behaviors (new skills) you TEACH the child SERVE THE SAME FUNCTION as the original challenging behavior you are trying to eliminate.

KEYS TO PREVENTION! ALWAYS BE SURE that: Strategies and responses listed on the plan are “ok” with ALL adults involved AND the child! … • Physical • Philosophical • Emotional

WORKING AS A TEAM we can Recognize the Person + Find the Pattern >> Predict the Behavior >> Plan Successfully >>

Presenter Contact Information: Elizabeth B. Frisbie, MA, MSEd. 5114 Seiler Road Dorsey, IL 62021 (618) 980–4357 ~ Professional Development Training ~ Behavior Analysis & Intervention ~ Mental Health Consultation ~ Social Skills Coaching (group & individual) ~ Parent Education Workshops & Groups ~ Reflective Case Supervision for Parent Educators (BABY Talk & PAT)