Social-Emotional Foundations for Early Learning (SEFEL):
Individualized Positive Behavior and Intervention Support (Tier 3)
Objectives:
 Define challenging behavior
 Explore challenging behavior as communication & identify its forms & functions
 Examine and practice a six-step process of Positive Behavior and Intervention Support
 Review resources to learn more about developing individualized intensive intervention
Social- Emotional Foundations for Early Learning (SEFEL) Pyramid Model:
 Tier 3 - Individualized Positive Behavior Support- Children with persistent challenges
 Tier 2 - Social Skills Curricula-Children at Risk
 Tier 1 – High Quality Early Education-All Children
Notes:
Continuum of Problem Behavior:
 5-7% - Students with severe/chronic problem behavior
 10-12% - Students at-risk for problem behaviors
 80-90% - Students with mild or no problem behaviors
Notes:
Challenging Behavior:
 Behaviors that are not responsive to the use of developmentally appropriate guidance procedures
 Any repeated pattern of behavior that interferes with learning or engagement in pro-social
interactions with peers & adults
 Prolonged tantrums, physical & verbal aggression, disruptive vocal & motor behavior, property
destruction, self-injury, noncompliance, & withdrawal
Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Individualized Intervention
NC Early Learning Network Summer Institute 2013
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Another Definition of Challenging Behavior:
Any behavior that:
 Interferes with children’s learning and development
 Isolates the child from peers
 Causes harm to the child, other children, or adults
 Causes damage to the physical environment
 Puts a child at risk for later behavior problems or school failures
Notes:
Why Challenging Behavior?
 Communicates message when child does not have language
 Is used instead of language by child who has limited social skills
 Is effective in gaining access to something or someone or avoiding something or someone
Notes:
Dimensions of Communication:
Form:
 the behavior used to communicate
Function:
 the reason or purpose of the behavior
Notes:
Functions of Challenging Behavior:
 Escape/avoid
 Obtain
Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Individualized Intervention
NC Early Learning Network Summer Institute 2013
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Forms of Communication:
 Words
 Sentences
 Eye gaze
 Pulling adult
 Crying
 Biting
 Tantrums
Notes:
Functions of Communication:
 Request object, activity, or person
 Escape demands, activity, or person
 Request help
 Request social interaction
 Comment
 Request sensory stimulation
 Escape sensory stimulation
Notes:
Positive Behavior and Intervention Support:
 An approach for changing a child’s behavior
 An approach for developing an understanding of why the child has challenging behavior & teaching
the child new skills to replace the challenging behavior
 A holistic approach that considers all of the factors that impact a child, family, & the child’s behavior
 Based on humanistic values & research
Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Individualized Intervention
NC Early Learning Network Summer Institute 2013
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Research on Positive Behavior and Intervention Support:
 Effective for individuals with disabilities, ages 2-50
 Effective for diverse groups of individuals with challenges
 Only comprehensive, evidence-based approach to address problem behavior
 Effective in a variety of natural environments
Notes:
Old Way:
 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 intervention
Notes:
Intensive Individualized Intervention:
An evidence-based process of assessment and intervention for establishing desirable, competent
behavior while reducing challenging behavior
Notes:
Universal Classroom Practices:
If High-quality Classroom Practices are implemented:
 May not need individualized interventions
 If needed, may not be so intensive or effortful
Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Individualized Intervention
NC Early Learning Network Summer Institute 2013
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Five “SUPER” Classroom Practices:
 Use 5:1 ration of positive to negative/neutral attention
 Use predictable and comprehensible schedules and routines
 Use routines within routines
 Teach behavioral expectations directly
 Teach peer-related social skills
Notes:
Positive Behavior and Intervention Support Process:
 Step 1- Behavior Support team
 Step 2- Person-Centered Planning
 Step 3- Functional Behavior Assessment
 Step 4- Hypothesis Development
 Step 5- Behavior Support Plan Development
 Step 6- Monitor Outcomes
Notes:
Positive Behavior and Intervention Support Process:
 Step 1- Behavior Support team
Notes:
Positive Behavior and Intervention Support Process:
 Step 2- Person-Centered Planning
Notes:
Person Centered Planning Features:
 Builds a collaborative team
 Builds on strengths of the child
 Builds on interests of the child
 Supports visions and dreams of the child
 Prioritizes long and short term goals
Notes:
Positive Behavior and Intervention Support Process:
 Step 3- Functional Behavior Assessment
Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Individualized Intervention
NC Early Learning Network Summer Institute 2013
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Conducting a Functional Assessment:
 Observe the child in target routines & settings
 Collect data on child behavior, look for situations that predict challenging behavior & are linked with
appropriate behavior
 Interview persons most familiar with the child
 Review records
Notes:
Observation:
 A system or plan for looking at behavior
- J. Billman & J. Sherman , 2003
Notes:
ABCs:
 Antecedent
 Behavior
 Consequence
Notes:
Setting Event:
 An event that occurs at another time that increases the likelihood the child will have challenging
behavior
 Serves to “set the child up” to have challenging behavior
Notes:
Context Cards:
 Describes the setting
 Describes interpersonal context
 Describes problem Behavior
 Looks at the social reaction
Notes:
Conducting Interviews:
 Interview family & other significant adults, child care providers, special educators, specialized
therapists, & service providers
Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Individualized Intervention
NC Early Learning Network Summer Institute 2013
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Critical Questions to ask:
 What is the behavior?
 How often does it occur? Intensity? Duration?
 What are the setting events?
 What are the predictors or triggers?
 What happens after the behavior?
 What is the use of the behavior trying to communicate?
 What strategies have been used in the past?
 What are the reinforcers?
Notes:
Reviewing Records:
 Screenings
 Evaluations
 Portfolios
 Other written documentation
Notes:
Positive Behavior and Intervention Support Process:
 Step 4- Hypothesis Development
Notes:
Developing a Hypothesis
 Description of the challenging behavior
 Trigger/predictor of the challenging behavior
 Function/purpose of the behavior
 Maintaining consequences
Notes:
Tim:
Tim is riding a trike on the playground’s bike path. He sees Charlie move to the sandbox where Tim had
just finished building a roadway. Tim leaps off his trike & tackles Charlie. Tim hits Charlie. An adult
comes over to intervene. The adult comforts Charlie & scolds Tim. Tim goes to the sandbox & continues
construction on his roadway.
Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Individualized Intervention
NC Early Learning Network Summer Institute 2013
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Positive Behavior and Intervention Support Process:
 Step 5- Behavior Support Plan Development
Notes:
Behavior Support Plan:
 Behavior Hypothesis statement
 Prevention Strategies
 Replacement/Teach Skills
 Consequence/Reinforce Strategies
Notes:
Prevention Strategies Questions:
 How can the environment be changed to reduce the likelihood of the challenging behavior
occurring?
 What strategies would naturally fit into the routines/structure of the classroom and family?
Notes:
Specific Prevention Strategies:
 Provide choices
 Intersperse non-preferred tasks with preferred ones
 Use visual supports and schedules
 Embed interests into activity
 Enhance predictability with schedules
 Alter physical arrangement of room
 Remove triggers of challenging behaviors
Notes:
Replacement/Teach Skills:
 Effective as the challenging behavior
 Serves the same function or close to it
 Easy for the child to do
 Relevant to the child’s unique situation and abilities
Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Individualized Intervention
NC Early Learning Network Summer Institute 2013
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Replacement/Teach Skills:
 Teach communication skills
 Peer related social skills
 Self-monitoring
 Tolerate delay of reinforcement
 Teach independence with visual schedules
Notes:
Consequence/Reinforce Strategies:
 Reinforce desirable behavior
 Remove reinforcement for challenging behavior
 Redirect the child to use the replacement behavior and then reinforce
Notes:
Positive Behavior and Intervention Support Process:
 Step 6- Monitor Outcomes
Notes:
Data Collection:
 Data collection method identified (what, when, how and who)
 Data collection needs to be easy and accurate
 Measure what it is intended to measure
Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Individualized Intervention
NC Early Learning Network Summer Institute 2013
9
Direct Measurement:
 Event recording
 Duration
 Frequency Count
Notes:
Indirect Measurement:
 Incident reports
 Rating scales
Notes:
Use of Data for Decision Making:
If progress is good, then keep going.
If progress is unsatisfactory:
1. Be certain that your data are accurate
2. Check fidelity --- be certain that procedures are being implemented as intended
3. Check strength of reinforcers
4. Re-check functional assessment – including functions of challenging behavior
Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Individualized Intervention
NC Early Learning Network Summer Institute 2013
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