building the capacity of programs to meet the needs of young children with challenging behavior lise...
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![Page 1: Building the Capacity of Programs to Meet the Needs of Young Children with Challenging Behavior Lise Fox, Ph.D. University of South Florida](https://reader036.vdocument.in/reader036/viewer/2022062421/56649dc75503460f94abcaa4/html5/thumbnails/1.jpg)
Building the Capacity of Programs to Meet the
Needs of Young Children with Challenging
Behavior
Lise Fox, Ph.D.University of South Florida
www.csefel.uiuc.eduwww.challengingbehavior.org
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Overall Purpose of the Center
To improve the lives and futures of young children and their families by: (1) building a more unified and
widespread awareness of positive, evidence-based practices,
(2) enhancing the capacity of families, educators, and other professionals to implement evidence-based practices, and
(3) adding to the data base of evidence-based practices that are incorporated in the comprehensive service delivery system.
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CEBP Resources
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Research Syntheses
Pathways to Service Utilization
Research Synthesis on Effective Intervention Procedures
Systems of Service Delivery
All available on www.challenginbehavior.org
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CSEFEL Resources
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CSEFEL - What Works Briefs
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Training Modules• Module 1- Promoting Children’s Success: Building
Relationships and Creating Supportive Environments
• Module 2 - Social-Emotional Teaching Strategies• Module 3a- Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior• Module 3b - Individualized Intensive Interventions: Developing a Behavior Support Plan• Module 4 - Leadership Strategies for Supporting Children’s Social and Emotional
Development and Addressing Challenging Behavior
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Promoting Children’s Social and Emotional Development and Addressing Challenging
Behavior
1-10%Children with
Persistent Challenges
FocusedInterventions
5-15%Children at-RiskIntervention and
Support
All ChildrenUniversal Interventions
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
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Promoting Social and Emotional Competence within Early Education and
Care Environments
Creating Supportive Environments
Building Positive RelationshipsBuilding Positive Relationshipswith Children and Familieswith Children and Families
Social and Emotional Social and Emotional Teaching StrategiesTeaching Strategies
Intensive Intensive IndividualizeIndividualize
d d InterventionIntervention
ss
Children At-Risk
Children with persistent challenges
High quality early education
Social Skills Curricula
Positive Behavior Support
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
All Children
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Universal Level
High quality early childhood environments are related to positive outcomes in children’s social social emotional development and reductions in challenging behaviorSupportive, responsive relationships are a key component to promoting children’s social emotional developmentProviding training and support to parents can impact both social development and problem behavior
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
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Secondary Level
A systematic approach to teaching social skills and promoting children’s emotional development can have both preventive and remedial effects.There are data to support the use of specific social skills curricula.Effective approaches to teaching social skills involve multiple teaching strategies including direct teaching of the skill, opportunities for practice and feedback, and support for the skill in context.Social skills programs that include a parent training and education component are most effective.
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
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Tertiary Level
Assessment based interventions developed through a process of Positive Behavior Supports have been shown to be effective Across a variety of populations Only evidence-based comprehensive approach for
intervening with children with challenging behavior
Key Elements of Approach Team based Family involvement Based on knowledge of the function of the child’s
behavior Strength based Development and implementation of a behavior
support plan across environments
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
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The Promise, The Challenge
We have evidence- based practices Earlier is better Support for parents matters High quality environments are key A comprehensive approach is necessary for
addressing the range of needs
Data are mostly confined to research demonstrations or model programs Limited data on community based implementation
There are very few programs that have the resources (e.g., personnel, funding, policies) to implement the comprehensive approach that is needed
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
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Bradford
PBS Application in a Community Preschool
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2 years, 7 monthsPart C services of speech/language therapyDiagnoses of Expressive/Receptive Language Delay, Behavioral DisorderLives with parents, one brother (age 3 1/2 years)Strengths - social, likes music, good fine motor skills, strong family support systemProblem Behaviors - Aggression, Noncompliance, Property Destruction, Self-Injurious Behavior, ElopementSignificant risk of Preschool Expulsion
About Bradford
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Process of Positive Behavior Support
Step 1: Identify Goals
Step 2: Gather Information/ Functional Assessment
Step 3: Develop Hypotheses
Step 4: Design Behavior Support Plan
Step 5: Implement intervention
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Hypotheses
Bradford engaged in challenging behavior:
1. in an attempt to escape from activities that were unpredictable or had unclear expectations
2. In an attempt to escape from activities that were nonpreferred (difficult, boring)
3. In an attempt to escape from activities associated with high levels of noise or people
4. In an attempt to gain peer or teacher attention
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Prevention Strategies
Visual cues/photo schedule/stop signsSocial stories for routinesFirst/Then boardsChoice chartPreferred itemsManipulativesModified materials Remove distractionsAdd quiet area in roomAdd breaksPeer buddy
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Replacement Skills
Teach how to verbally initiate/terminate interactions
Teach how to initiate appropriate physical affection
Teach how to appropriately ask for “break” or “help”
Teach how to respond to loud or overstimulating situations
Teach how to make and express choice
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Teacher Responses
Clear instructions
Redirect and ignore
Specific praise
Provide choice
Provide consistent verbal “All done”, countdowns
Promote active participation with modeling
Encourage verbal communication
Monitor and anticipate difficult play activities provide option to leave area
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Challenging Behavior
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Replacement Skills
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Social Initiations
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Creating Supportive EnvironmentsCreating Supportive Environments
Positive Relationships with Children, Families, Positive Relationships with Children, Families, and Colleaguesand Colleagues
Social Emotional Social Emotional Teaching StrategiesTeaching Strategies
Individualized Individualized InterventionsInterventions
Promoting Social Emotional Competence
Teacher Training/Implementation
Administrative Supports
Program Philosophy Well defined procedures
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Critical Elements of a Program Wide Model in EC Programs
• Administrative buy-in and commitment• Buy-in from staff• Family involvement and buy-in• Developmentally appropriate and clearly
articulated expectations for children’s social behavior
Intentional strategies for teaching social skills, supporting emotional competence, and acknowledging children’s behavior
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Critical Elements of a Program Wide Model in EC Programs
Strategies for addressing problem behavior
Team based, individualized approach for addressing ongoing problem behavior
Ongoing professional development
Strategies for supporting teachers
Process for monitoring outcomes
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Program Wide Models
Florida; Palma Ceia Presbyterian Preschool
Kansas; SEK-CAP Head Start Illinois; Valeska-Hinton Early
Childhood Education Center
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Outcomes Across Programs
Reduction of child problem behaviorImproved staff satisfactionDecreased turnoverIncrease in overall program qualityClearly articulated and implemented policies and proceduresMore intentional teaching and purposeful in supporting children’s emotional developmentElimination of “time-out”Less reliance on “outside”expertsStronger collaboration with mental health providers