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Promoting Social Emotional CompetenceIndividual
ized Intensive Interventions Determining the
Meaning of Challenging Behavior

• Module 3a

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Agenda

• Introduction
• Challenging Behavior
• Overview of PBS  
• Behavior Equation  
• The Process of PBS, Building a Team 
• Introduction to Functional Assessment 
• Functional Assessment Observation
• Conducting Observations, Data to Collect
• Functional Assessment Interview
• Case Study Activity Determining the Function
• Hypothesis Development  
• Not Sure about The Hypothesis

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Learner Objectives

• This workshop will teach you to
• Define forms and function of communication and
  identify the behavioral mechanisms that
  contribute to viewing challenging behavior as
  communicative
• Describe methods that may be used to determine
  the function of challenging behavior
• Use interview and observation data to determine
  the communicative function of challenging
  behavior
• Develop a behavior hypothesis from functional
  assessment information

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Challenging Behavior

• What we are referring to when we say
• challenging behavior is
• Any repeated pattern of behavior that interferes
  with learning or engagement in pro-social
  interactions with peers and adults
• Behaviors that are not responsive to the use of
  developmentally appropriate guidance procedures.
• Prolonged tantrums, physical and verbal
  aggression, disruptive vocal and motor behavior
  (e.g., screaming, stereotypy), property
  destructions, self-injury, noncompliance, and
  withdrawal

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Promoting Social Emotional Competence
Individualized Intensive Interventions
Social Emotional Teaching Strategies
Creating Supportive Environments

Building Positive Relationships
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Intensive IndividualizedInstruction

• Intensive individualized instruction and
  interventions are used with children who have
  very persistent and severe challenging behavior
  and do not respond to the typical preventive
  practices, child guidance procedures, or social
  emotional teaching strategies that would normally
  work with most children.

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Old Way New Way

• General intervention for all behavior problems
• Intervention is reactive
• Focus on behavior reduction
• Quick Fix

• Intervention matched to purpose of the behavior
• Intervention is proactive
• Focus on teaching new skills
• Long term interventions

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Challenging Behavior Communicates

• May be used to communicate a message when a child
  does not have language

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Challenging Behavior Communicates

• May be used instead of language by a child who
  has limited social skills or has learned that
  challenging behavior will result in meeting his
  or her needs

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Challenging Behavior

• Children engage in challenging behavior because
  it works for them.
• Challenging behavior results in the child gaining
  access to something (i.e., obtain) or avoiding
  something (i.e., escape).

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Children Communicatea Variety of Messages

• Forms of communication
• Words
• Sentences
• Eye gaze
• Pulling adult
• Crying
• Biting
• Tantrums
• ?
• ?

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Children Communicatea Variety of Messages

• Functions of communication
• Request object, activity, person
• Escape demands
• Escape activity
• Request help
• Request social interaction
• Comment
• Request information
• ?
• ?

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Evan

• Evan is playing with Duplos. He tries to attach
  a block to his stack of 3. He cant quite get
  the blocks to connect. He looks up at a teacher
  and begins fussing. He holds the stack of blocks
  up, looks at the blocks, and looks at the
  teacher. The teacher helps him put the blocks
  together.

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Shana
Shana is sitting in her high chair with nothing
on the tray. Her mother is stirring her oatmeal.
Shana begins crying and bangs her head on the
back of the seat. Her mother says to her, "It's
not cool enough, honey, just a minute." Shana
stops crying when the oatmeal is placed on her
tray.
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Christina

• Christina wanders into the kitchen where her
  mother is cooking. She looks around the kitchen
  and at the tray of her high chair. She moves to
  the refrigerator and looks at her mom. She
  begins crying and reaching toward the
  refrigerator. Her mother takes out a bottle,
  warms it, and gives it to her.

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Tim
Tim is riding a trike on the bike path. He sees
a child move to the sandbox where he had just
finished building a road-way. He leaps off his
trike and tackles the child. He hits the child.
A teacher comes over to intervene. She comforts
the child, and scolds Tim. Tim goes to the
sandbox and continues construction on his
road-way.
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Madison

• Madison is in housekeeping, putting on high heels
  and a hat. Emily moves into the area and selects
  a purse from the dress-ups. Madison shouts no
  and bites Emily. A teacher comes over, she asks
  Madison to go to the thinking chair and takes
  Emily to the bathroom to look at the bite. After
  4 minutes, Madison leaves the thinking chair and
  returns to housekeeping. She grabs the purse
  Emily had selected and continues to play. Emily
  leaves the bathroom with the teacher and then
  begins an art activity where the teacher is
  present.

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Kyra

• Kyra sees three children playing with the train
  set. She watches them carefully. She grabs one
  of the trains and holds it. The children call for
  a teacher. The teacher comes over, asks about
  what happened, and then prompts Kyra to ask to
  play. Kyra complies and joins the group. The
  children reluctantly allow her to join the group.

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Trigger Behavior
Maintaining Consequence
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Setting Event
Event that occurs at another time that increases
the likelihood the child will have challenging
behavior. Setting events serve to set the child
up to have challenging behavior.
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Setting Trigger Behavior Maintaining
Event Consequence
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Setting Trigger Behavior Maintaining
Event
Consequence
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Evan
Evan is playing with Duplos. He tries to attach
a block to his stack of 3. He cant quite get
the blocks to connect. He looks up at a teacher
and begins fussing. He holds the stack of blocks
up, looks at the blocks, and looks at the
teacher. The teacher helps him put the blocks
together.
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Shana
Shana is sitting in her high chair with nothing
on the tray. Her mother is stirring her oatmeal.
Shana begins crying and bangs her head on the
back of the seat. Her mother says to her, "It's
not cool enough, honey, just a minute." Shana
stops crying when the oatmeal is placed on her
tray.
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Christina
Christina wanders into the kitchen where her
mother is cooking. She looks around the kitchen
and at the tray of her high chair. She moves to
the refrigerator and looks at her mom. She
begins crying and reaching toward the
refrigerator. Her mother takes out a bottle,
warms it, and gives it to her.
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Tim
Tim is riding a trike on the bike path. He sees
a child move to the sandbox where he had just
finished building a road-way. He leaps off his
trike and tackles the child. He hits the child.
A teacher comes over to intervene. She comforts
the child, and scolds Tim. Tim goes to the
sandbox and continues construction on his
road-way.
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Madison

• Madison is in housekeeping, putting on high heels
  and a hat. Emily moves into the area and selects
  a purse from the dress-ups. Madison shouts no
  and bites Emily. A teacher comes over, she asks
  Madison to go to the thinking chair and takes
  Emily to the bathroom to look at the bite. After
  4 minutes, Madison leaves the thinking chair and
  returns to housekeeping. She grabs the purse
  Emily had selected and continues to play. Emily
  leaves the bathroom with the teacher and then
  begins an art activity where the teacher is
  present.

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Kyra
Kyra sees three children playing with the train
set. She watches them carefully. She grabs one
of the trains and holds it. The children call for
a teacher. The teacher comes over, asks about
what happened, and then prompts Kyra to ask to
play. Kyra complies and joins the group. The
children reluctantly allow her to join the group.
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Process of Positive Behavior Support

• Step 1 Establishing a team and identifying goals
  of intervention
• Step 2 Gathering information (functional
  assessment)
• Step 3 Developing hypotheses
• Step 4 Designing behavior support plans
• Step 5 Implementing, monitoring, and evaluating
  outcomes

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Potential Team Members

• Parents/Family
• Teacher
• Assisting Teacher/Paraprofessional
• Therapists
• Administrative Staff
• Other

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Process of PositiveBehavior Support

• Step 1 Establishing a team and identifying goals
  of intervention
• Step 2 Gathering information (functional
  assessment)
• Step 3 Developing hypotheses
• Step 4 Designing behavior support plans
• Step 5 Implementing, monitoring, and evaluating
  outcomes

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Functional Assessment
A process for developing an understanding of a
persons challenging behavior and, in particular,
how the behavior is governed by environmental
events.
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Functional Assessment

• Observe the child in target routines and
  settings
• Collect data on child behavior, looking for
  situations that predict challenging behavior and
  that are linked with appropriate behavior
• Interview persons most familiar with the child
• Review records
• Click on link to review Jacksons FAI H3a.4J.pdf

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ABC
DEF
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GHI
MNO
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PQRS
TUV
WXYZ

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TONE
OPER
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Date Time
Name General Context
Observer

Social Context
Behavior Problem
Social Reaction
POSSIBLE FUNCTION
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Observation Vignette 1
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Date Time
Name SEGMENT 1 General Context Choice time
Observer

Social Context Playing alone in block play.
Goes over to a group of children playing.
Behavior Problem Sticks out tongue and makes
raspberry sound, hits boy, scratches his
shoulder.
Social Reaction Boy yells at him, friend brings
him a lizard, boy yells to teacher.
POSSIBLE FUNCTION Initiate social
interaction/Join play
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Observation Vignette 2
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Observer
Date Time
Name SEGMENT 2 General Context Playground
Social Context Playground play with 2 friends.
Girl goes to basket and gets truck just like the
other friends truck.

Behavior Problem He tries to take her truck,
shoves, pushes, and continues tugging for toy.
Social Reaction Gets toy for a second, continues
to fight girl for toy , teacher reprimands and
carries him away.
POSSIBLE FUNCTION Obtain the toy (same truck as
best friends)
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Observation Vignette 3
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Name SEGMENT 3 General Context Computer
Observer
Date Time

Social Context Brother is having a turn at the
computer. Brother sits. Mom Says, 1. Josh
2. Brendan. Brendan says, Its Brendans
turn.
Behavior Problem B. yells, falls to ground,
pulls chair, kicks, cries.
Social Reaction Josh protests, mother says, Do
you want me to carry you? B. says,Carry me.
She carries him away.
POSSIBLE FUNCTION Obtain computer/Adult
attention
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Observation Vignette 4
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Name SEGMENT 4 General Context Enter Library
Observer
Date Time

Social Context Going into library. Mother
says, Lets go inside. Then she counts down.
Behavior Problem Drops to floor, resists
moving, screams, kicks, tries to run, drops,
resists, screams, becomes wet noodle.
Social Reaction Mother pulls him through doors
then picks him up as he resists.
POSSIBLE FUNCTION Escape/avoid going into the
library (prolonged) (and adult attention)
CSEFEL
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Observation Vignette 5
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Name SEGMENT 5 General Context Circle with
puppet
Observer
Date Time

Social Context Teacher kisses childrens cheeks
with puppet. Says, Say good-bye to MiMi
Teacher gets up to put away puppet.
Behavior Problem Hitting self on head with
fist, pull at shirt
Social Reaction Adult says Ryan, ready to
dance? Want to dance Ryan? Goes and sits in
her lap and is happy.
POSSIBLE FUNCTION Adult attention
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Observation Vignette 6
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Name SEGMENT 6 General Context Floor Play
Observer
Date Time

Social Context Teacher brings him to the floor,
sits him down, and then leaves.
Behavior Problem Pulls shirt off one arm, hits
head with fist, thrusts back, head bangs.
Social Reaction Teacher returns, helps him with
getting shirt back on and then hugs him.
POSSIBLE FUNCTION Adult attention
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Setting Event Data Collection
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Activity Analysis  Child Rachel Routine/Activit
y House Center


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Activity Analysis  Child Rachel Routine/Activity
Snack
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Everybody Helps

• Family collects data
• Collect data in ALL settings

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KIS
KIS it (Keep It Simple) Create simple,
user-friendly forms to collect information (e.g.,
rating scales, check sheets)
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Home Observation Card
This card can be used by families when doing
observations
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Functional Assessment Interview

• Define behavior (describe what you see)
• Describe frequency and intensity
• Explore possible setting events
• Identify predictors
• Identify maintaining consequences
• Identify current communicative functions
• Describe efficiency of the behavior
• Describe previous efforts
• Identify possible reinforcers

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Functional Assessment Interview

• Refer to sample of Jacksons Functional
  Assessment Interview in handouts.

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Working as a Collaborative Team

• Assign roles
• Determine agenda and time for meetings
• Ensure group participation through facilitation
  and participatory processes

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Roles
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Determining the Function ofChallenging Behavior

• Assign roles
• Review child description
• Review observations
• Review interview
• Complete final page of interview
• Determine functions of problem behavior
• Report to group

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Process of PositiveBehavior Support
Step 1 Establishing a team and identifying
goals of intervention Step 2 Gathering
information (functional assessment) Step 3
Developing hypotheses Step 4 Designing behavior
support plans Step 5 Implementing, monitoring,
and evaluating outcomes
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Hypothesis Statement

• Description of the challenging behavior
• Predictors of the challenging behavior
• Purpose of the behavior
• Maintaining consequences

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Hypothesis Statement

• Jackson avoids the demands of activities that he
  finds difficult (structured language-based
  activities, sharing objects, interactive play) by
  resisting or withdrawing. If pushed to
  participate, Jackson will react by throwing
  objects, screaming, or stating shut up. When he
  resists, adults will often give up or allow him
  to leave the activity.

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Hypothesis Statement

• Billy will use tantrums to request a social
  interaction. Billy will initiate a chase game or
  request to be held by pulling the adults hand or
  positioning the adult. If the adult does not
  comply, Billy will cry loudly, scream, and bring
  his hands to his face or ears. Often the
  caregiver will comply with his request or pick
  him up.

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Hypothesis Statement

• Marcia tantrums to escape moving to a new
  activity. When she is asked to transition from an
  activity (e.g., playing in the sandbox) to
  another activity, she will whine, cry, pretend to
  vomit, slap at the adult, and scream. When she
  does this, the adult lets her stay a little
  longer with the original activity or picks her up
  kicking and screaming.

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Hypothesis Development

• Assign roles
• Review functions as determined by your case study
  group
• Write hypothesis statement on overhead or chart
  paper
• Present to group

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Not Sure about the Hypothesis?

• What would make the challenging behavior stop?
  Is it something you would provide or allow the
  child access to? Or is it something to remove or
  allow the child to leave?
• If still unsure, collect more data in the same
  context
• Some challenging behaviors may have the same
  form, but serve multiple functions
• Some problem behaviors may begin around one
  function (e.g., escape) and continue to access
  something additional (e.g., attention)

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Summary

• Challenging behavior has meaning for the child
• The function of challenging behavior is defined
  by the context
• Functional assessment is the formal process for
  determining the why (i.e., function) of
  challenging behavior

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