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Chapter 18Managing Challenging Behaviors

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Developmentally Normal Deviations

• Most children exhibit mood swings.

• Most children have had at least one tantrum.

• Children have off days.

• Normal deviations become fixed patterns when they get the adult attention.

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Developmentally Normal Deviations (continued)

• Temperament– Goodness of fit.– Caregivers and children need to fit each

other.– Active children need caregivers who respect

and appreciate the child’s need to move.– Quiet children need a caregiver who

understands their need for more one-on-one time.

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Developmentally Normal Deviations (continued)

• When is a behavior a problem?– Occasional outbursts are not a concern.– Behaviors that increase in intensity need a

second look.– How much is too much of a behavior?– Observation will be the key.

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Developmentally Normal Deviations (continued)

• Tiered Framework for Intervention– Build positive relationships– Preventative classroom interventions– Social emotional teaching strategies– Planning intensive individualized interventions

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Developmentally Normal Deviations (continued)

• Designing interventions– Positive behavior support

• Identify the behavior.• Identify the settings in which it occurs.• Design interventions with which all team members

are comfortable.

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Developmentally Normal Deviations (continued)

• Five features critical to identifying challenging behaviors:– Comprehensive– Individualized– Positive programming– Multidisciplinary– Data-based

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Developmentally Normal Deviations (continued)

• A functional approach to managing problem behaviors– Examine the environment.– Examine your own behaviors.– Use a functional behavior assessment.

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Developmentally Normal Deviations (continued)

• Steps to a functional behavior assessment:– Identify the problem situation.– Assess the child and the environment.– Specify an objective for the intervention.– Assess the function of the behavior.

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Developmentally Normal Deviations (continued)

– Identify a replacement behavior.– Plan the intervention.– Implement the plan and ensure that it is

carried out as planned.– Monitor the child’s progress and continue to

monitor implementation.

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Data Collection and Monitoring Progress

• Types of data collection– Frequency—number of times a behavior

occurs– Duration—how long each episode occurs– Interval—breaking the day up into intervals

and evaluating when the behavior occurs

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Data Collection and Monitoring Progress (continued)

• Collecting data– Record a baseline—observe the child three to

five days before intervention– Frequency methods– Duration methods– Interval methods

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Data Collection and Monitoring Progress (continued)

• Aggressiveness– Conflict—seeing what triggers the behavior– Managing aggressiveness—watching for the

triggers, eliminating them, teaching appropriate responses to emotions

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Data Collection and Monitoring Progress (continued)

• Disruptive and destructive behaviors– Need for attention– Mastering routines– Redirection– Time-out

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Data Collection and Monitoring Progress (continued)

• Noncompliance– Refusing to do what an adult asks– Prevention strategies– Preventive discipline

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Data Collection and Monitoring Progress (continued)

– Other strategies• Give advanced warning.• Reduce overload.• Make requests and give directions clearly and

briefly.• Provide choice.• Beware of choices that are not choices.• Focus the child’s attention.• Allow time to comply.• Practice consistency and firmness.• Make sound judgments.

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Data Collection and Monitoring Progress (continued)

• Temper tantrums– Tantrums are a child’s try at control over

adults.– Children learn that they need to tantrum

longer to break down the adults.– Management of tantrums

• Consistency• Safety• Identification of underlying causes

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Data Collection and Monitoring Progress (continued)

• Separation problems– Children experience separation problems as a

developmental milestone.– Consistency in routine and caregivers is

important.– It will pass, but children need to know that

they can trust what is in their environment.

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Data Collection and Monitoring Progress (continued)

• Overdependence– Children are clingy to a teacher or parent.– Teacher needs to walk a fine line:

• Too little attention, child feels rejected.• Too much attention, child’s behavior increases.

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Data Collection and Monitoring Progress (continued)

• Withdrawal– Withdrawn children do not draw the teacher’s

attention.– They can retreat even further from social

situations.

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Data Collection and Monitoring Progress (continued)

– Questions to ask• Does the child engage in activities?• Do the materials interest the child?• Does the child spend time watching other children?• Is the child likely to leave an activity if certain

children approach?• Does the child play close to some children?

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Data Collection and Monitoring Progress (continued)

• Inability to share– To aid children in learning this skill:

• Provide multiples of materials.• Interest centers should be attractive.• Encourage a gamelike atmosphere.