Supporting Children with Challenging
Behaviors
Refresher Training
Training Schedule
Supporting Children with
Challenging Behaviors Unit
Outcome
Implement strategies to teach
social skills and prevent and
respond to behavioral problems in
young children.
Unit Objectives
Knowledge of recommended practices and
general principles of behavior intervention.
 Knowledge of typical and atypical social and
emotional development.
 Utilize intervention strategies for preventing
problem behaviors, teaching social skills and
responding to challenging behaviors
effectively.

Unit Objectives
 Assess
children’s behavior to determine
function and develop a positive behavior
support plan.
 Utilize simple measures of child
progress to determine effectiveness of
strategies and make intervention
decisions.
TRAC 2004 Units
Recommended Practices
Recommended Practices
Inclusive
Programming
Developmentally
appropriate
environment
Systematic
teaching of
social skills
Analysis of
child’s
behavior
Familycentered
collaborative
services
Comprehensive
behavior
intervention
General Principles
of Behavior Intervention
 Reinforce positive behavior
 Prevent the behavior

the behavior
 Encouraging alternative behaviors
 Provide a variety of behaviors
 Determine communicative intent
 Incorporate multi-element intervention

 Be consistent
strategies
Social
Development
Activity
Social Development Puzzle
Dimensions of
Problem Behavior
Intensity
Frequency
Duration
Two Additional
Considerations
Variety
Multiple
Settings
Patterns of Development for
Behavior Problems

“Difficult temperament”


Chronic oppositional behavior


Toddler
Aggressiveness to adults and other children


Infant
Preschooler
Stealing and truancy

Elementary
Favorable Conditions and
Normal Development
Intervention Strategies
Prevent: Simplifying and/or
Modifying Activities

Alter task demands by simplifying or
modifying activities

Schedule preferred activities following nonpreferred activities

Limit choices available
Prevent: Clarifying and
Communicating Expectations
 Use
Circle
visuals to clarify schedule
Choice
Wash Hands
Snack
Prevent: Clarifying and
Communicating Expectations
 Use
visuals to help clarify choices
Library
Writing
Table Toys
Prevent: Clarifying and
Communicating Expectations
 Use
visuals for the child to
communicate
 Use
a story board
Prevent: Clarifying and
Communicating Expectations
 Use
visuals to communicate
behavior expectations
Prevent: Clarifying and
Communicating Expectations
 Provide
verbal or visual prompts or
warnings
 Use
scripted routines
 Use
scripted responses
Prevent: Individual Support
Strategies

Provide additional staff

Use props for transitions

Provide one-on-one adult attention

Define personal space
Teach: Strategies for
Teaching Social Skills

Teach alternative behaviors

Model appropriate behaviors

Target skills within activities

Break down the social skills

Reinforce the use of social skills

Teach self regulation

Use role play
Respond: Strategies for
Responding to Problem Behavior
 Ignore
the behavior
 Provide
assistance
Verbally and/or Physically
Assist
1.
2.
3.
Acknowledge the child’s feelings
Give feedback
Provide an alternative behavior
Respond: Strategies for
Responding to Problem Behavior

Ignore the behavior

Provide assistance

Redirect

Loss of privilege or toy

Time out or time away
Time Out
Use to allow the child time to calm down
 Use as a logical consequence
 Allow the child to control when they rejoin the
group
 Use after children have been made aware of
this as a consequence
 Use to help children learn self-control

Positive Behavior Support
Plans
How it all Fits Together
Social Skills
Instruction
Behavior
Intervention
Guidelines
Positive Behavior
Support Plans
Strategies
become more
intense
Problem Behaviors Definition
Behaviors of such frequency, intensity, and
duration that they interfere with the child’s
ability to learn, relate socially to his peers,
family members, others in the community, or
pose health or safety issues to themselves or
others.
Positive Behavior Support Plan
Checklist 







Behavior concern determined.
Parents aware of initial concerns.
Parental permission for evaluation obtained.
Medical causes investigated.
Environment and curriculum determined appropriate.
Information regarding behaviors collected from parents,
other staff member and related service providers.
Parents have been invited to assist in the development
of the plan.
Functions of Behavior

Gain attention from peer or adult

Gain something

Escape or Avoidance

Intrinsic
Steps to Developing a PBSP
 Step
1: Complete an observation of the
child.
 ABC
Observation
 Behavior Incident Log
Steps to Developing a PBSP
 Step
2: Complete a reflective
assessment of the child’s behavior.
 Positive
Behavior Support Plan
Development Form.
Steps to Developing a PBSP
 Step
3: Develop individualized supports
and interventions.
 Classroom
form.
Positive Behavior Support Plan
Steps to Developing a PBSP
 Step
4: Design Monitoring System.
Activity
Review example PBSP
Steps to Developing a PBSP
 Step
1: Complete an observation of the
child.
 Step 2: Complete a reflective
assessment of the child’s behavior.
 Step 3: Develop individualized supports
and interventions.
 Step 4: Design monitoring system.
Determining the Effectiveness
of Strategies - Updating
Programming Decisions –
General Principles

Decisions are made by comparing data

Look for patterns

Fade out unnecessary supports

Do not make changes too soon

Change one thing at a time

Document the changes
Data Collection and Analysis
Steps

Step 1: Observe child and collect data
Social Competence Project
Behavior Data Sheet
Child's Name:
Kal Jones
Date Recording Initiated:
Recording Terminated:
October 13, 2002
Planning
How Data is Collected
Collect data on MWF from
10:00-11:00 am.
Record a tally mark for each
inappropriate attention seeking
behavior you observe.
How Data is Collected
Target
Dates
Start
data
on
10/13
Target
Dates
Date
Data Collection
(dates of data
collection in shaded
boxes)
Date/ Date/ Date/
Data Data Data
10/13 10/15 10/17
11111 11111 11111
111
1111
10/20
11111
1
10/22
11111
11111
10/24
11111
11
Date/
Data
Date/
Data
Date/
Data
Programming Decision
Date
Data Data
Total Summary
Decision
Plan/Notes
margorP niatniaM ‫ٱ‬
margorP yfidoM ‫ٱ‬
10/13
stroppuS esaerceD‫ٱ‬
10/24 45/6 7.5/hour
detelpmoC margorP‫ٱ‬
Date
Data Data
Total Summary
Decision
margorP niatniaM ‫ٱ‬
margorP yfidoM ‫ٱ‬
stroppuS esaerceD ‫ٱ‬
detelpmoC margorP ‫ٱ‬
Plan/Notes
Data Collection and Analysis
Steps

Step 1: Observe child and collect data

Step 2: Total the data
Social Competence Project
Behavior Data Sheet
Kal Jones
Child's Name:
October
Date Recording Initiated:
Date Recording Terminated:
Planning
How Data is Collected
Collect data on MWF from 10:00-11:00
am.
Record a tally mark for each
inappropriate attention seeking
behavior you observe.
How Data is Collected
Target
Dates
Start
data on
10/13
Target
Dates
Data Collection
(dates of data collection
in shaded boxes)
Date/ Date/ Date/
Data
Data
Data
10/13
11111
111
10/15
11111
13,
2002
Programming Decision
Date
Data
Total
Data
Summary
10/17
11111
1111
10/20
11111
1
10/22
11111
11111
10/24
11111
11
Date/
Data
Date/
Data
Date/
Data
Decision
Plan/Notes
? Maintain Program
10/13
10/24
? Modify Program
45/6
7.5/hour
? Decrease Supports
? Program Completed
Date
Data
Total
Data
Summary
Decision
Plan/Notes
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
How Data is Collected
Target
Dates
Date/
Data
Date/
Data
Date/
Data
Date
Data
Total
Data
Summary
Decision
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
Plan/Notes
Social Competence Project
Behavior Data Sheet
Kal Jones
Child's Name:
October
Date Recording Initiated:
Date Recording Terminated:
Planning
How Data is Collected
Collect data on MWF from 10:00-11:00
am.
Record a tally mark for each
inappropriate attention seeking
behavior you observe.
How Data is Collected
Target
Dates
Start
data on
10/13
Target
Dates
Data Collection
(dates of data collection
in shaded boxes)
Date/ Date/ Date/
Data
Data
Data
10/13
11111
111
10/15
11111
13,
2002
Programming Decision
Date
Data
Total
Data
Summary
10/17
11111
1111
10/20
11111
1
10/22
11111
11111
10/24
11111
11
Date/
Data
Date/
Data
Date/
Data
Decision
Plan/Notes
? Maintain Program
10/13
10/24
? Modify Program
45/6
7.5/hour
? Decrease Supports
? Program Completed
Date
Data
Total
Data
Summary
Decision
Plan/Notes
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
How Data is Collected
Target
Dates
Date/
Data
Date/
Data
Date/
Data
Date
Data
Total
Data
Summary
Decision
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
Plan/Notes
Data Collection and Analysis
Steps

Step 1: Observe child and collect data

Step 2: Total the data

Step 3: Convert data to rate or percentage
Social Competence Project
Behavior Data Sheet
Kal Jones
Child's Name:
October
Date Recording Initiated:
Date Recording Terminated:
Planning
How Data is Collected
Collect data on MWF from 10:00-11:00
am.
Record a tally mark for each
inappropriate attention seeking
behavior you observe.
How Data is Collected
Target
Dates
Start
data on
10/13
Target
Dates
Data Collection
(dates of data collection
in shaded boxes)
Date/ Date/ Date/
Data
Data
Data
10/13
11111
111
10/15
11111
13,
2002
Programming Decision
Date
Data
Total
Data
Summary
10/17
11111
1111
10/20
11111
1
10/22
11111
11111
10/24
11111
11
Date/
Data
Date/
Data
Date/
Data
Decision
Plan/Notes
? Maintain Program
10/13
10/24
? Modify Program
45/6
7.5/hour
? Decrease Supports
? Program Completed
Date
Data
Total
Data
Summary
Decision
Plan/Notes
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
How Data is Collected
Target
Dates
Date/
Data
Date/
Data
Date/
Data
Date
Data
Total
Data
Summary
Decision
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
Plan/Notes
Data Collection and Analysis
Steps

Step 1: Observe child and collect data

Step 2: Total the data

Step 3: Convert data to rate or percentage

Step 4:Compare current data with previous data
Social Competence Project
Behavior Data Sheet
Kal Jones
Child's Name:
October
Date Recording Initiated:
Date Recording Terminated:
Planning
How Data is Collected
Collect data on MWF from 10:00-11:00
am.
Record a tally mark for each
inappropriate attention seeking
behavior you observe.
How Data is Collected
Target
Dates
Start
data on
10/13
Target
Dates
Data Collection
(dates of data collection
in shaded boxes)
Date/ Date/ Date/
Data
Data
Data
10/13
11111
111
10/15
11111
10/17
11111
1111
10/20
11111
1
10/22
11111
11111
10/24
11111
11
Date/
Data
Date/
Data
Date/
Data
13,
2002
Programming Decision
Date
Data
Total
Data
Summary
Decision
Plan/Notes
? Maintain Program
10/13
10/24
? Modify Program
45/6
7.5/hour
? Decrease Supports
? Program Completed
Date
Data
Total
Data
Summary
Decision
Plan/Notes
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
How Data is Collected
Target
Dates
Date/
Data
Date/
Data
Date/
Data
Date
Data
Total
Data
Summary
Decision
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
Plan/Notes
Data Collection and Analysis
Steps

Step 1: Observe child and collect data

Step 2: Total the data

Step 3: Convert data to rate or percentage

Step 4:Compare current data with previous data

Step 5: Make programming decision
Social Competence Project
Behavior Data Sheet
Kal Jones
Child's Name:
Date Recording Initiated:
October 13, 2002
Planning
How Data is Collected
Collect data on MWF from 10:00-11:00
am.
Record a tally mark for each
inappropriate attention seeking
behavior you observe.
How Data is Collected
Target
Dates
Start
data on
10/13
Target
Dates
Date Recording Terminated:
Data Collection
(dates of data collection
in shaded boxes)
Date/ Date/ Date/
Data
Data
Data
10/13
11111
111
10/15
11111
Programming Decision
Date
Data
Total
Data
Summary
10/17
11111
1111
10/20
11111
1
10/22
11111
11111
10/24
11111
11
Date/
Data
Date/
Data
Date/
Data
Decision
Plan/Notes
? Maintain Program
10/13
10/24
? Modify Program
45/6
7.5/hour
? Decrease Supports
? Program Completed
Date
Data
Total
Data
Summary
Decision
Plan/Notes
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
How Data is Collected
Target
Dates
Date/
Data
Date/
Data
Date/
Data
Date
Data
Total
Data
Summary
Decision
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
Plan/Notes
Data Collection and Analysis
Steps

Step 1: Observe child and collect data

Step 2: Total the data

Step 3: Convert data to rate or percentage

Step 4:Compare current data with previous data

Step 5: Make programming decision

Step 6: Carry out programming decision
Social Competence Project
Behavior Data Sheet
Kal Jones
Child's Name:
October
Date Recording Initiated:
Date Recording Terminated:
Planning
How Data is Collected
Collect data on MWF from 10:00-11:00
am.
Record a tally mark for each
inappropriate attention seeking
behavior you observe.
How Data is Collected
Target
Dates
Start
data on
10/13
Target
Dates
Data Collection
(dates of data collection
in shaded boxes)
Date/ Date/ Date/
Data
Data
Data
10/13
11111
111
10/15
11111
10/17
11111
1111
10/20
11111
1
10/22
11111
11111
10/24
11111
11
Date/
Data
Date/
Data
Date/
Data
13,
2002
Programming Decision
Date
Data
Total
Data
Summary
Decision
Plan/Notes
? Maintain Program
10/13
10/24
? Modify Program
45/6
7.5/hour
? Decrease Supports
? Program Completed
Date
Data
Total
Data
Summary
Decision
Plan/Notes
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
How Data is Collected
Target
Dates
Date/
Data
Date/
Data
Date/
Data
Date
Data
Total
Data
Summary
Decision
? Maintain Program
? Modify Program
? Decrease Supports
? Program Completed
Plan/Notes
Social Competence Project
Classroom Positive Behavior Support Intervention Form
Child’s Name:
Kal Jones
Plan Objective: Kal will reduce the number of inappropriate behaviors to gain attention to no
more than 2 times per hour as measured by teacher observation for 2 consecutive weeks.
Implementation
Information
Intervent Dates
ion
Number
1
Prevent
Strategies and supports used to
prevent the problem behaviors
from occurring.
 Assistant teacher
10/13
welcomes Kal and
spends 10 minutes oneon-one with him.
 Adults provide
additional support when
he is playing with Jerry.
Teach
Strategies used to teach appropriate
social skills
 Adults verbally and with
visual remind Kal to use
child’s name to gain
attention.
Respond
Strategies for responding when
inappropriate behaviors are
used for the targeted purpose

Acknowledge his
feelings/needs (“I
know that you want
Tim’s attention”)

Show him the visual
and give him an
acceptable
alternative (“But
hitting is not okay.
If you want Tim’s
attention you need to
use your words.”)

Have him sit out for a
short time.
Closing Activities
Implementation Plan
Evaluation