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Evidence Based Practices to Reduce Challenging Behavior
- 1. Evidence-Based Practices to Reduce Challenging Behavior Lise Fox, Ph.D. University of South Florida
- 6. An estimated 9 to 13% of American children and adolescents between ages nine to 17 have serious diagnosable emotional or behavioral health disorders resulting in substantial to extreme impairment. (Friedman, 2002)
- 8. Over 15% of all students with disabilities (6-21) are taking psychotropic medications (USDOE, 2005) About 1/3 of all adolescent students with disabilities have been suspended or expelled (USDOE, 2005)
- 9. It begins early...
- 15. Sobering Facts
- 25. Pyramid Model Universal Promotion Secondary Prevention Tertiary Intervention
- 28. Relationships
- 31. Reviewing Rules
- 32. Transitions
- 33. Circle Time – Universal Design Adult Support From: www.headstartinclusion.org
- 34. Circle Time – Universal Design Peer Support From: www.headstartinclusion.org
- 35. Circle Time – Universal Design Child Preference Special Equipment From: www.headstartinclusion.org
- 36. Circle Time – Universal Design Environmental Support From: www.headstartinclusion.org
- 37. Circle Time Special Equipment
- 38. Circle Time Child Preference From: www.headstartinclusion.org
- 39. Circle Time Invisible Support From: www.headstartinclusion.org
- 40. Circle Time Simplify the Activity From: www.headstartinclusion.org
- 44. Book Nooks www.vanderbilt.edu/csefel On Monday When it Rained Glad Monster Sad Monster Hands Are Not for Hitting
- 45. Feeling Wheel & Feeling Dice
- 46. Turtle Technique Recognize that you feel angry. “ Think” Stop. Go into shell. Take 3 deep breaths and think calm, coping thoughts. Come out of shell when calm and think of a solution.
- 47. Would it be safe? Would it be fair? How would everyone feel? Problem Solving Steps Step 2
- 48. The Solution Kit
- 54. Before PBS
- 58. I Can Be a SUPER FRIEND! Created for Tim by Lisa Grant & Rochelle Lentini 2002 SUPER FRIEND
- 59. I like talking and playing with my friends at school.
- 60. My Friends get sad or mad when I hit, kick, use mean words, or take toys. Sometimes, I want to play with what my friends are playing with. When I play, I sometimes feel like taking toys, using mean words, or hitting and kicking.
- 61. If I want to join in play, I need to join nicely or ask to play with my friends’ toys. I can say, “Can I play with that toy?” or “Can I play with you?”. Can I play with you?
- 62. I can join my friends and play nicely. I can take turns. I can go with the flow. I can stop, think, and do.
- 63. I CAN BE A SUPER FRIEND I can join my friends and play nicely. ________ I can take turns nicely. ________ I can go with the flow. ________ I can stop, think, and do. ________ DATE: ___________
- 66. Tim – with PBS
- 67. “ If a child doesn’t know how to read, we teach .” “ If a child doesn’t know how to swim, we teach .” “ If a child doesn’t know how to multiply, we teach .” “ If a child doesn’t know how to drive, we teach.” “ If a child doesn’t know how to behave, we… … teach?… punish?”
- 68. Pyramid Model Universal Promotion Secondary Prevention Tertiary Intervention Evidence-Based Practices that Promote the Social Emotional Development of All Children
Notes de l'éditeur
- The Pyramid Model provides guidance for early childhood special education and early intervention personnel, early educators, families, and other professionals on the evidence-based practices associated with promoting young children’s healthy social and emotional development and social relationships. This brief presentation provides an introduction to the Pyramid Model.
- The inspiration for the Pyramid Model comes from the public health model of promotion, prevention, and intervention. Similar to the public health model, we describe the need for universal, secondary, and tertiary interventions. At the universal level we include the practices needed to ensure the promotion of the social emotional development of all children. At the next level, the prevention level includes the provision of targeted supports to children at risk of challenging behavior. Finally, the tertiary level of the pyramid describes the need to provide individualized and intensive interventions to the very small number of children with persistent challenges
- In the Pyramid Model, we place the provision of nurturing and responsive relationships with children, families, and colleagues as the foundation for all other practices and the universal conditions that are necessary for social competence promotion and behavior guidance. The focus on relationships puts primary importance on the caregiver or teacher engaging in responsive and positive interactions with children and the development of partnerships with families. Moreover, it includes the critical importance of collaboration and teaming that is essential to the provision of a high quality early childhood programs or the provision of early intervention services in natural environments. In their early years, children exist within a web of relationships among parents, teachers, other caring adults in their lives and eventually, peers. This web supplies the context within which healthy social emotional growth and the capacity to form strong affirmative relationships with adults and peers develop. The relationships level of the pyramid model includes practices such as: actively supporting children’s engagement; embedding instruction within children’s routine, planned, and play activities; responding to children’s conversations; promoting the communicative attempts of children with language delays and disabilities; and providing encouragement to promote skill learning and development. When providing support to very young children and their families within early intervention programs, this level of the pyramid includes developing strong collaborative partnerships with families and other caregivers, providing support to caregivers in responding to the infant and toddler’s needs, and guiding caregivers in establishing responsive and nurturing interactions that will promote the child’s social and emotional development.
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- The process begins with convening the team that will develop and implement the child’s support plan. At the center of the team is the family and child’s teacher or other primary caregivers. The PBS process begins with functional assessment to gain a better understanding of the factors that are related to the child’s engagement in challenging behavior. Functional assessment ends with the development of hypotheses about the functions of the child’s challenging behavior by the team. These hypotheses are used for the development of a behavior support plan. The behavior support plan includes prevention strategies to address the triggers of challenging behavior; replacement skills that are alternatives to the challenging behavior; and strategies that ensure challenging behavior is not reinforced or maintained. The behavior support plan is designed to address home, community, and classroom routines where challenging behavior is occurring. In this process, the team also considers supports to the family and strategies to address broader ecological factors that affect the family and their support of the child.
- KEY CONCEPTS:
- The inspiration for the Pyramid Model comes from the public health model of promotion, prevention, and intervention. Similar to the public health model, we describe the need for universal, secondary, and tertiary interventions. At the universal level we include the practices needed to ensure the promotion of the social emotional development of all children. At the next level, the prevention level includes the provision of targeted supports to children at risk of challenging behavior. Finally, the tertiary level of the pyramid describes the need to provide individualized and intensive interventions to the very small number of children with persistent challenges