Challenging behavior can be difficult to understand for students, parents and teachers - our students/children don't always understand why they behave the way they do and it can be difficult as the adult involved to look at challenging behavior objectively when it is occurring in front of you. It is important to remember that behavior = communication, all behavior serves a function. It is up to us to determine what that function is.

Try to avoid 'circulatory logic' when attempting to determine the function of behavior (e.g. 'Billy is just being ODD'). These types of generalizations are not helpful and don't provide hope for changes in behavior.

There are four common functions of behavior, just remember .... everybody E.A.T.S.

Escape: from a task/demand, person, environment or situation - teacher asks the class a question and Billy slouches in his desk and averts his eyes.

Attention: seek or avoid attention from others (peers, teachers, parents, etc.) - Mother is working on the computer at home and Billy yells out, "Moooooooooooooooooom!"

Tangible: to get a specific item/activity - iPad time is over and Billy throws himself on the floor and screams.

Sensory: behavior occurs because it feels good or to avoid an uncomfortable feeling - Billy rocks in his chair when left alone.

It is important to note that one behavior can serve multiple functions (e.g. child is aggressive to escape work and to access attention) and that multiple behaviors can serve the same function (e.g. a child is aggressive and elopes when given a task/demand).

This information is a jumping off point to help you re-frame how to look at behavior - check out the videos below for more info!

It can be easy to get caught in the trap of thinking that children should do things 'because I asked them to'. Remember that our kiddos are experiencing anxiety about what is happening in our worlds as well, and they may not have the coping skills or emotional maturity to express it appropriately. Take a good look at what your child can handle and set clear and realistic expectations for them. Get visual if you need to - have your child help you make a visual of their expectations. Involving your child in this process can increase 'buy in' from them!

The fact that everyone's schedules have completely changed, can have a big impact on behavior. It is not unusual to see more meltdowns or behavior from young children, teens, and adults during times like this. It is important to look for ways that we can provide structure and predictability for our children during this unpredictable time. This can be difficult if you are working from home as well!

Talk to your child's teacher about their routine at school - this may give you a jumping off point.

Keep an eye on our 'for parents' page for additional resources and updates on how to provide structure (especially when you're working from home). There is more to come!

Offering individuals the opportunity for choice can increase engagement and help them to take control of the decision making progress.

Providing choices is quite versatile, as it can be used prior to challenging behavior or during. However, programming choices into and throughout the day can sometimes require a bit of additional planning (Green et al., 2011).

Watch the short video below for a procedures and tips!

A visual support is a concrete visual cue used to provide information in a variety of situations (AFIRM, 2015). More simply stated, any device that can increase, maintain, or improve the functioning of an individual (Moody, 2012).

Visual supports give you information!

• Expectations

• What will happen

• When things will happen

• Choices

• Who is coming

• Changes in routine

Why are visual supports helpful?

While auditory messages come and go quickly, visuals don't go away after the message has been given. Visuals can be used in many different settings (school, home, community, etc.) and situations (social skills, teach routines, communication, etc.).

Check back later for more info and examples of how to use visual supports at home!

The Premack Principle focuses on pairing a preferred activity with a non-preferred activity, with the intention that the preferred activity will serve as a reinforcer for the non-preferred activity (Polloway et al., 2013; Premack, 1962).

This is often referred to as 'Grandma's Law'.

Using this intervention is relatively simple, as most parents/teachers are familiar with the activities that their children/students prefer.

Once you know what activities are preferred, you can begin intervention:

"First (non-preferred activity), then you can (preferred activity)."

"If you do the first 5 questions on your worksheet, then you can take a break."

"First eat your peas, then you can have cake."

This is a great intervention to use with visuals - make a First/Then board or write what your child is 'earning'. Go to the 'Printable Resources' tab or click HERE to download a First/Then board for use at home.