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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 edu www challengingbehavior org 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 2 CEBP Resources 3 Research Syntheses Pathways to Service Utilization Research Synthesis on Effective Intervention Procedures Systems of Service Delivery All available on www challenginbehavior org 4 CSEFEL Resources 5 CSEFEL What Works Briefs 6 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 7 Promoting Children s Social and Emotional Development and Addressing Challenging Behavior 1 10 Children with Persistent Challenges Focused Interventions 5 15 Children at Risk Intervention and Support All Children Universal Interventions Center for Evidence Based Practice Young Children with Challenging Behavior 8 www challengingbehavior org Promoting Social and Emotional Competence within Early Education and Care Environments Children with persistent challenges Children AtRisk All Children Intensive Individualize d Intervention s Social and Emotional Teaching Strategies Positive Behavior Support Social Skills Curricula Creating Supportive Environments High quality early education Building Positive Relationships with Children and Families Center for Evidence Based Practice Young Children with Challenging Behavior www challengingbehavior org Universal Level High quality early childhood environments are related to positive outcomes in children s social social emotional development and reductions in challenging behavior Supportive responsive relationships are a key component to promoting children s social emotional development Providing training and support to parents can impact both social development and problem behavior Center for Evidence Based Practice Young Children with Challenging Behavior 10 www challengingbehavior org 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 11 www challengingbehavior org 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 12 www challengingbehavior org 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 13 www challengingbehavior org Bradford PBS Application in a Community Preschool About Bradford 2 years 7 months Part C services of speech language therapy Diagnoses of Expressive Receptive Language Delay Behavioral Disorder Lives with parents one brother age 3 1 2 years Strengths social likes music good fine motor skills strong family support system Problem Behaviors Aggression Noncompliance Property Destruction SelfInjurious Behavior Elopement Significant risk of Preschool Expulsion 15 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 16 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 17 Prevention Strategies Visual cues photo schedule stop signs Social stories for routines First Then boards Choice chart Preferred items Manipulatives Modified materials Remove distractions Add quiet area in room Add breaks Peer buddy 18 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 19 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 20 Challenging Behavior Replacement Skills Social Initiations Promoting Social Emotional Competence Program Philosophy Teacher Training Implementation Well defined procedures Individualized Interventions


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