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A Note from the Team
If a solid core social emotional system of instruction is in place, a few things should begin to happen. The majority of the class (roughly 80%) should be functioning independently. This should leave the staff less exhausted and with more time to enjoy their children and form relationships. However, some children will still exhibit some challenging behavior. Always consider extra time and support for the strategies. Do they know how to use them? Can they verbalize their needs, emotions, and responses? Are we intervening before the behavior reaches a peak?
This module is intended to add to your knowledge of how to analyze behavior so you can intervene. It will help trouble-shoot how to approach some of the basic strategies that can be used when persistent and challenging behaviors do arise in the classroom
~The ECSE Team
Step 1: Review the Slides and Notes
Download the presentation. Open the slides. Click the tab that says "Open With" and click Google Slides. Print the slides with speaker notes. Review the material including videos. Jot any questions you may have to discuss with your coach or team.
Pay special attention to the video analysis pieces. Determining the function of behavior is key!
Persistent Challenging Behavior.pptxStep 2: Review the Handouts
Read the handouts. Jot down five key points. Keep these for the assessment.
PEP_Tips-responding-challenging-behavior.pdftalking-w-families-dos-donts.pdfStep 3: Consider Your Classroom
Pay attention to your classroom. How many children are struggling? If all previous modules and components are in place and solid, there should be few. Fidelity is the key to success.
If there are still some behaviors, consider taking some data on these children. You could enlist the assistance of your coach to assist with this. There are many forms that you could use. To the right, you will find a couple to consider.
For a specific child and behavior, you will need to determine:
Antecedent = What happened immediately before the behavior?
Behavior = What specific behavior is the child exhibiting?
Consequence = What happens immediately after the behavior that is enforcing it (positively or negatively)?
What is the frequency, duration and time of each behavior occurrence?
Who is present when the behavior occurs?
abc_chart.pdfObservation-Card.pdfStep 4: Analyze Your Data
Enlist your partner or team to consider the data. Ask yourselves questions like:
How long has the behavior been occurring?
Has there been a sudden change or disruption in the child's life?
What is the intensity level of the behavior?
What is the frequency of the behavior?
Is the behavior dangerous to the child or others?
Is the behavior happening at a certain time of the day/week?
Is the behavior happening when a certain person is present or in a certain location in the room/building?
Has intervening (redirecting, etc.) prevented the behavior from occurring?
What does the function of the behavior appear to be?
Step 5: Choose a Strategy to Try
Consider the suggestions from the slide. Determine when the intervention needs to occur to best prevent the behavior if that is possible. Determine how to implement the strategy in class.
Step 6: Implement the Strategy WITH FIDELITY
It is very important to implement the strategy exactly as it is planned each and every time the behavior occurs. A difference in your approach or response will indicate to a child that this expectation may have variability. You must be consistent, consistent, consistent. This will not be easy at first.
Step 7: Have Patience
Changes in behavior take time. Behaviors that have formed over weeks, months, and even years will not be changed in a matter of hours or days. It may actually intensify briefly before decreasing. Hold the course. Be patient and trust the process. Collect accurate data to determine if there are changes in the behavior.
Step 8: Discuss Data with the Team
Frequently check in with your partner or team to determine if changes are occurring. If changes are occurring (even small ones) the strategy may be working. Continue to implement unless an adequate amount of time has pass with no result.
If the strategy is working, hopefully this behavior can be extinguished and replaced. Do NOT discontinue to plan until the child is completely fluent in the new behavior.
If the strategy is not working, consider some of these options:
Do we need to try a different strategy?
Do we need to consider a referral to special education?
If the child is in special education, do we need to consider a formal functional behavior assessment and possibly a formal behavior intervention plan?
Do we need to consider a referral to a mental health professional?
Step 9: Reflect Using Observation Checklist
Consider the expectations listed on the checklist. Which do you excel at? Which may need more attention?
Persistent Challenging Behavior Checklist.pdfStep 10: Schedule and Complete an Observation with Your Coach
Schedule an observation with your coach.
Step 11: Share and Discuss
Review the observation checklist. Where might you need to go next?
Step 12: Complete the Navigating Challenging Behaviors Assessment
Complete the assessment to demonstrate proficiency on this module.
Family Connections
Challenging behavior can take on MANY forms. Having the resources to directly support parents in a behavior can forge that great family relationship that educators crave. Please click on the button to the right to access family connections for some of the most common behavior concerns.
Resources
Preventing Suspension and Expulsion
IssueBrief_promoting-outcomes-IDEA.pdfPromoting Outcomes of Children Served Under IDEA
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