understanding and managing challenging behaviors mickey vanderwerker august 2011 mvande04@vt.edu

Understanding and Understanding and managing managing

challenging challenging behaviorsbehaviors

Mickey VanDerwerker August 2011 mvande04@vt.edu

Where we startWhere we start

All behavior communicatesAll behavior communicates Behavior is taught and learnedBehavior is taught and learned We bring our own issues into the behavior We bring our own issues into the behavior

dancedance Group strategies before individual Group strategies before individual

strategiesstrategies Developmental levels, diagnosis and Developmental levels, diagnosis and

temperament mattertemperament matter

All behavior communicates.All behavior communicates. All behavior communicates. We donAll behavior communicates. We don’’t t

have to have to ““likelike”” howhow the message is being the message is being sent. sent.

Our behavior communicates too. Our behavior communicates too.

Behavior is taught and learned.Behavior is taught and learned.

We bring our own issues to the We bring our own issues to the behavior dance.behavior dance.

What behaviors push your “hot” buttons?

Family issues first.Family issues first. Are their other family behaviors that need Are their other family behaviors that need

to be addressed?to be addressed? Relationships matter the most!Relationships matter the most!

After a hasty special education After a hasty special education placement for behavior placement for behavior problems, school officials problems, school officials were embarrassed to learn were embarrassed to learn that Marty really did have that Marty really did have ants in his pants.ants in his pants.

Developmental levels, diagnosis and

temperament matter“The terrible twos.”“He’s always moving.”

“She’s stubborn.”

Temperament website and book

What will work for your family?What will work for your family?

Is this idea reasonable for my child?Is this idea reasonable for my child? TemperamentTemperament Developmental needsDevelopmental needs DiagnosisDiagnosis

Is this idea reasonable for me?Is this idea reasonable for me? TemperamentTemperament Your experienceYour experience Ways to overcome your issuesWays to overcome your issues

Identify the behavior(s).

Determine why they are happening (the message).

Environmental supports

Teaching replacement behaviors that work

Reacting in ways that make things better

Making sure that your plan is working

Say what the behavior looks like, not Say what the behavior looks like, not what you think it means.what you think it means.

Irritable rubbing his faceIrritable rubbing his face aggressive hits the adultaggressive hits the adult’’s arms arm upset pulling his hairupset pulling his hair non-compliant doesnnon-compliant doesn’’t look whent look when his name is calledhis name is called

AggressionAggression TantrumTantrum NoncomplianceNoncompliance

Hitting ThreateningHitting Threatening

Scratching PinchingScratching Pinching

Kicking BitingKicking Biting

Throwing thingsThrowing things

ScreamingScreaming

CryingCrying

WhiningWhining

Cussing Cussing

Refuses to respond to a Refuses to respond to a requestrequest

Passive when a request Passive when a request

is madeis made

Social Social WithdrawalWithdrawal

Self injury/ Self injury/ Repetitive Repetitive BehaviorsBehaviors

Others?Others?

Primarily plays alonePrimarily plays alone

DoesnDoesn’’t respond to peers t respond to peers attempts to playattempts to play

Scratching selfScratching self

Biting selfBiting self

Hitting selfHitting self

Rocking back & forth Rocking back & forth

Spinning objects Spinning objects

Determining the message behind Determining the message behind the behaviorsthe behaviors

Pay attention to mePay attention to me Look at me, ILook at me, I’’m sillym silly Play with mePlay with me I want _____I want _____ I donI don’’t want to do this anymoret want to do this anymore I donI don’’t understandt understand StopStop

More messagesMore messages

I want outI want out Help me; IHelp me; I’’m frustratedm frustrated You used to give it to me; I want it nowYou used to give it to me; I want it now II’’m not getting the input I needm not getting the input I need II’’m boredm bored II’’m tense, anxious, nervous, excited, m tense, anxious, nervous, excited,

overwhelmedoverwhelmed II’’m hurt, sick, tiredm hurt, sick, tired

Who what when where whyWho what when where why

WhatWhat: define the behavior : define the behavior

WhyWhy: identify the message : identify the message

When, where and whoWhen, where and who: recognize : recognize

patternspatterns

WhoWho: which of you needs to : which of you needs to

make changes? make changes?

Setting up the environment to Setting up the environment to support behaviors you want to support behaviors you want to

encourage and prevent behaviors encourage and prevent behaviors you want to avoid.you want to avoid.

High rates of positive interactionsHigh rates of positive interactions Appropriate expectationsAppropriate expectations Keeping busyKeeping busy Supervision and supportSupervision and support Balanced daily scheduleBalanced daily schedule Setting limits clearlySetting limits clearly Facilitate transitionsFacilitate transitions Space and room arrangementsSpace and room arrangements Structure and routinesStructure and routines

This is a This is a samplesample of environmental supports. of environmental supports.

Supervision and supportSupervision and support Man-to-man or Man-to-man or

zone defense?zone defense? What do the other What do the other

adults in the adults in the house need to house need to know and do?know and do?

Teaching replacement Teaching replacement behaviorsbehaviors

These have to be as “easy” as the original behavior.They have to work as effectively.

Skill deficitPerformance deficit

Learning new behaviors takes time.

Teaching new behaviorsTeaching new behaviors

Use your words, gestures, eyes, fingers, Use your words, gestures, eyes, fingers, picturespictures

Develop higher level skillsDevelop higher level skills Coping and self-managementCoping and self-management Teaching the routines and the rules of the Teaching the routines and the rules of the

roomroom Rewarding approximationsRewarding approximations Scripted stories and dramatic playScripted stories and dramatic play

First-Then Visual

First Then

Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.

Using multiple strategies to support Using multiple strategies to support appropriate behaviorappropriate behavior

Reacting in ways that helpReacting in ways that help The goal is not The goal is not ““to punish.to punish.”” The goal is to move The goal is to move

on.on. Consequences can be used fairly and Consequences can be used fairly and

reasonably:reasonably: The child must have the ability to avoid the The child must have the ability to avoid the

consequencesconsequences The child must know that the consequence existsThe child must know that the consequence exists

The powerful behavior changers are The powerful behavior changers are environmental supports and teaching new environmental supports and teaching new behaviorsbehaviors

Effects of punishmentEffects of punishment Punishment suppresses behavior but doesnPunishment suppresses behavior but doesn’’t eliminate itt eliminate it Punishment suppresses only in the presence of the Punishment suppresses only in the presence of the

punisherpunisher Punishment teaches children to associate punishment with Punishment teaches children to associate punishment with

the punisher and not with their behaviorthe punisher and not with their behavior Punishment produces emotional side effects which lowers Punishment produces emotional side effects which lowers

childrenchildren’’s self-esteems self-esteem Punishment does not guide the child to appropriate Punishment does not guide the child to appropriate

behaviorbehavior Punishment produces aggression in childrenPunishment produces aggression in children Punishment can increase a childPunishment can increase a child’’s desire to persist in a s desire to persist in a

behavior (a power struggle)behavior (a power struggle) Punishment does not help kids learn self-disciplinePunishment does not help kids learn self-discipline Punishment models Punishment models ““power-assertivepower-assertive”” ways to solve ways to solve

problemsproblems

Planning your responsePlanning your response Predict and preventPredict and prevent Ignore but respondIgnore but respond Distraction/redirectionDistraction/redirection Offer a substituteOffer a substitute Change your automatic responsesChange your automatic responses Change the sceneChange the scene Presenting feedbackPresenting feedback Contingent instructionContingent instruction Time-awayTime-away Active listeningActive listening Strategic capitulationStrategic capitulation Crisis management plansCrisis management plans

Predict and preventPredict and prevent

See it coming? What can you do to See it coming? What can you do to prevent it or to minimize it? prevent it or to minimize it?

Behavior is not learned Behavior is not learned overnight.overnight.

It wonIt won’’t change overnight. t change overnight.

Extra information

Setting up the environment to Setting up the environment to support behaviors you want to support behaviors you want to

encourage and prevent behaviors encourage and prevent behaviors you want to avoid.you want to avoid.

High rates of positive interactionsHigh rates of positive interactions Appropriate expectationsAppropriate expectations Keeping busyKeeping busy Supervision and supportSupervision and support Balanced daily scheduleBalanced daily schedule Setting limits clearlySetting limits clearly

This is a This is a samplesample of environmental of environmental supports.supports.

High rates of positive High rates of positive interactionsinteractions

Pennies in your pocket

Doesn’t have to be “I like the way…”

Talking in front of kids

Appropriate expectationsAppropriate expectations

Developmental levels, temperament, diagnosis

Helping kids by counter-regulating and counter-balancing emotional reactions

You can keep them busy or…You can keep them busy or…

Not too easy/not too hardNot too easy/not too hard

Supervision and supportSupervision and support Man-to-man or Man-to-man or

zone defense?zone defense? What do the other What do the other

adults in the adults in the house need to house need to know and do?know and do?

Balanced daily scheduleBalanced daily schedule

Setting limits clearlySetting limits clearly

Consistency

Practice

Consistency

Teaching replacement Teaching replacement behaviorsbehaviors

These have to be as “easy” as the original behavior.They have to work as effectively.

Skill deficitPerformance deficit

Learning new behaviors takes time.

Teaching new behaviorsTeaching new behaviors

Use your words, gestures, eyes, fingers, Use your words, gestures, eyes, fingers, picturespictures

Develop higher level skillsDevelop higher level skills Coping and self-managementCoping and self-management Teaching the routines and the rules of the Teaching the routines and the rules of the

roomroom Rewarding approximationsRewarding approximations Scripted stories and dramatic playScripted stories and dramatic play

Using multiple strategies to support Using multiple strategies to support appropriate behaviorappropriate behavior

Circle “First-Then” Mini Schedule

Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.

Visual Choice Board

Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.

The Chocolate Covered Cookie TantrumThe Chocolate Covered Cookie Tantrum

Reacting in ways that helpReacting in ways that help The goal is not The goal is not ““to punish.to punish.”” The goal is to move The goal is to move

on.on. Consequences can be used fairly and Consequences can be used fairly and

reasonably:reasonably: The child must have the ability to avoid the The child must have the ability to avoid the

consequencesconsequences The child must know that the consequence existsThe child must know that the consequence exists

The powerful behavior changers are The powerful behavior changers are environmental supports and teaching new environmental supports and teaching new behaviorsbehaviors

Effects of punishmentEffects of punishment Punishment suppresses behavior but doesnPunishment suppresses behavior but doesn’’t eliminate itt eliminate it Punishment suppresses only in the presence of the Punishment suppresses only in the presence of the

punisherpunisher Punishment teaches children to associate punishment with Punishment teaches children to associate punishment with

the punisher and not with their behaviorthe punisher and not with their behavior Punishment produces emotional side effects which lowers Punishment produces emotional side effects which lowers

childrenchildren’’s self-esteems self-esteem Punishment does not guide the child to appropriate Punishment does not guide the child to appropriate

behaviorbehavior Punishment produces aggression in childrenPunishment produces aggression in children Punishment can increase a childPunishment can increase a child’’s desire to persist in a s desire to persist in a

behavior (a power struggle)behavior (a power struggle) Punishment does not help kids learn self-disciplinePunishment does not help kids learn self-discipline Punishment models Punishment models ““power-assertivepower-assertive”” ways to solve ways to solve

problemsproblems

Planning your responsePlanning your response Predict and preventPredict and prevent Ignore but respondIgnore but respond Distraction/redirectionDistraction/redirection Offer a substituteOffer a substitute Change your automatic responsesChange your automatic responses Change the sceneChange the scene Presenting feedbackPresenting feedback Contingent instructionContingent instruction Time-awayTime-away Active listeningActive listening Strategic capitulationStrategic capitulation Crisis management plansCrisis management plans

Predict and preventPredict and prevent

See it coming? What can you do to See it coming? What can you do to prevent it or to minimize it? prevent it or to minimize it?

Predict and preventPredict and prevent

Put stuff away that causes problemsPut stuff away that causes problems Be close to kids who will struggleBe close to kids who will struggle Intermittent one-to-one (for a child or for a Intermittent one-to-one (for a child or for a

specific toy)specific toy) Get the childGet the child’’s attention and say what you want s attention and say what you want

(touch gently, not don(touch gently, not don’’t hit)t hit) Offer two yeses for each no (two ways to do Offer two yeses for each no (two ways to do

what he wants to do: you can hammer on the what he wants to do: you can hammer on the floor or on the bench but not on the window)floor or on the bench but not on the window)

Ignore but respondIgnore but respond

Ignore the form of the behavior but not the Ignore the form of the behavior but not the messagemessage

State what you want to see using an State what you want to see using an ““I I messagemessage””

Some kids need up close and personal Some kids need up close and personal when they are upsetwhen they are upset

Some kids need close but not touchingSome kids need close but not touching

Distraction/RedirectionDistraction/Redirection

Redirection has been accomplished when Redirection has been accomplished when the student is back on task. the student is back on task.

The redirection curve

Kids who are persistent…..

Offer a substituteOffer a substitute

A form of distraction/redirectionA form of distraction/redirection Offer choices of what the child can have Offer choices of what the child can have Show the child Show the child ““whenwhen”” he can have what he can have what

he wantshe wants

Change your automatic responseChange your automatic response

Identify your automatic response, Identify your automatic response, particularly for hot button issuesparticularly for hot button issues

Plan a different responsePlan a different response

Change the sceneChange the scene

A good strategy in predict and prevent A good strategy in predict and prevent Moving to another area to calm the Moving to another area to calm the

child/children downchild/children down Look at your schedule and see if changes Look at your schedule and see if changes

are required for environmental supportsare required for environmental supports

Present feedbackPresent feedback

Remind the child what will happen if he Remind the child what will happen if he engages in the behavior and what will engages in the behavior and what will happen if he doesnhappen if he doesn’’t (this is not a time for t (this is not a time for long discussions)long discussions)

Offer choices to redirect him into more Offer choices to redirect him into more productive behaviorproductive behavior

Visual supports can be usefulVisual supports can be useful

Contingent instructionContingent instruction

Helping the child to complete the task Helping the child to complete the task appropriately so that he can appropriately so that he can ““seesee”” the the whole picturewhole picture

Once youOnce you’’ve provided this instruction, ve provided this instruction, praise and encourage for next timepraise and encourage for next time

Time awayTime away

Time AwayTime Away

A time for the child get himself regulated and calmA time for the child get himself regulated and calm You may need to stay with him quietly to help with regulationYou may need to stay with him quietly to help with regulation Not very useful for sulky, grumpy, fearful, forgetting a ruleNot very useful for sulky, grumpy, fearful, forgetting a rule

Can be a brief interruption of the task (pulling the child Can be a brief interruption of the task (pulling the child away from the table and restating the rule)away from the table and restating the rule)

Can be a specific placeCan be a specific place 10 word rule: why you are being sent and what you 10 word rule: why you are being sent and what you

must do to get outmust do to get out NOT A PUNISHMENTNOT A PUNISHMENT

Active listeningActive listening

Feelings are not good or bad.Feelings are not good or bad. Showing feelings in a healthy way is the Showing feelings in a healthy way is the

goal. goal. Accept the childAccept the child’’s feelings by active s feelings by active

listening.listening. Give your full attentionGive your full attention Describe the situationDescribe the situation Describe the childDescribe the child’’s feelingss feelings