Intense interventions lakeshore handouts

Promoting Social
Emotional Competence
Individualized Intensive Interventions:
Determining the Meaning of
Challenging Behavior

Module 3a/3b Handout

Angela Searcy asearcya@aol.com 708-845-2343
• Angela Searcy M.S., D.T. holds a B.A. degree in English and secondary education with
teacher certification though the state of Illinois and a M.S. degree in early childhood
development from Erikson Institute, with a specialization in Infant Studies and a
credential in developmental therapy. Angela is a Diversifying Higher Education in
Illinois Fellow at Argosy University in the Doctor of Education Program

• Angela is the owner and founder of Simple Solutions Educational Services, has
over 20 years of experience in the field of education, is an approved professional
development provider by the Illinois State Board of Education, a national trainer
for Lakeshore Learning in Carson, California,, and The Center on the Social and
Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University

• A former associate at the Neuropsychology Diagnostic Center in Orland Park,
Illinois, Angela has specialized training in the neurosciences and is a nationally
recognized speaker with extensive experience working with professionals, young
children, and their families as an early childhood teacher, child development
specialist, staff developer, mental health consultant, parent educator, language
arts teacher, college professor and tutor. Her expertise encompasses developing
behavior modification programs from a neuropsychological perspective, and
creating professional development grounded in neuroscience research related to
adult learning.

• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago
Parent and Chicago Baby Magazines and is a regular speaker for the Learning
and the Brain Conference Sponsored by Harvard, Yale and Stanford Universities.

Learner Objectives
This workshop will teach you to:

1. Understand the difference between PBS and traditional
discipline approaches.
2. Define forms and function of communication and identify
the behavioral mechanisms that contribute to viewing
challenging behavior as communicative.
3. Identify methods that may be used to determine the
function of challenging behavior.
4. Use interview and observation data to determine
the communicative function of challenging
behavior and develop behavior hypotheses.

National Centers &
Resources
• Center on the Social and Emotional
Foundations for Early Learning (CSEFEL) -
www.vanderbilt.edu/csefel
• Technical Assistance Center for Social
Emotional Intervention (TACSEI)
www.challengingbehavior.org
• Collaborative for Academic, Social, and Emotional
Learning
• www.CASEL.org
• edutopia.org
• The Center for Effective collaboration and
Practice www.cecp.air.org

• 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

The Teaching Pyramid

(PBS)
Few Individualized
Intensive
children
Interventions

Children at-risk Social Emotional
Teaching Strategies

Designing Supportive Environments
All children

Building Positive Relationships

Intensive Individualized
Interventions
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.

Research on PBS

• Effective for all ages of individuals with disabilities
2-50 years.
• Effective for diverse groups of individuals with
challenges: mental retardation, oppositional defiant
disorder, autism, emotional behavioral disorders,
children at risk, etc.
• PBS is the only comprehensive and
evidence-based approach to address
challenging behavior within a variety
of natural settings.

Wrong Way – Right Way

Wrong Way Right Way
• General intervention for • Intervention matched to
all behavior challenges purpose of the behavior
• Intervention is reactive • Intervention is proactive
• Focus on behavior • Focus on teaching new
reduction skills
• Quick fix • Long-term interventions

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

Challenging Behavior Works

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

Video 3a.7: Tim – Before PBS

Video 3a.8: Tim – With PBS

Video 3a.9: Importance of PBS

Dimensions of Communication

Every communicative behavior can be
described by the form and function.

• Form: the behavior used to communicate.
• Function: the reason or purpose of the
communicative behavior.

Children Communicate
in Many Ways:

• Forms of communication
– Words
– Sentences
– Point to a picture
– Eye gaze
– Pulling adult
– Crying
– Biting
– Tantrums
– ?

Children Communicate
a Variety of Messages
Functions of communication
– Request object, activity, person
– Escape demands
– Escape activity
– Escape a person
– Request help
– Request social interaction
– Comment
– Request information
– Request sensory stimulation
– Escape sensory stimulation
– ?

Behavior Equation

Maintaining
Trigger Behavior Consequence

Joey is asked to Joey resists, Teacher moves
come to circle. cries, and hits away from Joey
Teacher provides teacher. and allows Joey to
physical prompt to select a different
move him to activity.
group.

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.

Behavior Equation

Setting Maintaining
Event Trigger Behavior Consequence

Quan Quan moves Child leaves
approaches his picture to computer and
computer and indicate that Quan sits
sees child he is next. down and
working on Quan begins
program. observes and working.
waits for his
turn.

Behavior Equation

Setting Maintaining
Quan was up Quan Quan hits child Child leaves
most the night approaches and pushes his computer and
with an asthma computer and body on the Quan sits down
attack. He sees child child’s chair. and begins
arrives at working on working.
school looking program.
sleepy and with
dark circles
under his eyes.

Sample Setting
Event Chart
Mon Tues Wed Thurs Fri
How Rides the √ √ √
does bus
he come Mom √ √
to brings
school?
Tantrum √ √ √
at a.m.
circle
His Tantrum √ √ √
behavior at snack
?
Tantrum √ √ √
at small
group

Evan

• Evan is playing with Duplos. He tries to
attach a block to his stack of 3. He can’t
quite get the blocks to connect. He
looks up at the adult and begins fussing.
He holds the stack of blocks up, looks at
the blocks, and looks at the adult. The
adult helps him put the blocks together.

Evan

Setting Maintaining

Function:

Evan
Setting Event Trigger Behavior Maintaining
Consequence

Playing with Looks up at Adult helps
Duplos, can’t adult, fusses, put blocks
connect holds up together.
blocks blocks, looks
at block/adult

Function:
Get help

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.

Shana

Setting Maintaining

Function:

Shana
Setting Trigger Behavior Maintaining
Event Consequence

? Hungry Sitting in high Cries, gangs Mom says,
chair with head. “it’s not cool
nothing on tray enough, just a
mom stirring minute,” then
oatmeal. gives oatmeal.

Function:
Get oatmeal

Tim

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

Tim

Setting Maintaining

Function:

Tim
Setting Event Trigger Behavior Maintaining
Consequence

A child Tackles and Adult
moves to the hits child. intervenes
sandbox and scolds
where Tim Tim, comforts
has just built other child.
something.
Tim continues
road-way.
Function:
Get toy back

Madison

• Madison is in housekeeping, putting on high heels
and a hat. Emily moves into the area and selects a
purse from the dress-up box. 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.

Madison

Setting Maintaining

Function:

Madison
Setting Trigger Behavior Maintaining
Event Consequence
Another child Shouts “no,” Sent to “thinking
moves to area bites child. chair,”
and gets a toy other child
(purse). consoled.
4 minutes later,
Madison leaves
chair and returns
to play with purse.

Function:
Avoid sharing
the purse

Process of Positive Behavior Support

Step 1: Establishing a collaborative team and
identifying goals
Step 2: Gathering information (functional
assessment)
Step 3: Developing hypotheses (best guess)
Step 4: Designing behavior support plans
Step 5: Implementing, monitoring, evaluating
outcomes, and refining plan in natural
environments

Potential Team Members

• Parents/Family
• Teacher(s)
• Assisting Teacher/Paraprofessional
• Therapists
• Administrative Staff
• Other(s)

Process of Positive Behavior Support

Step 1: Establishing a collaborative team and
identifying goals
Step 2: Gathering information (functional
assessment)
Step 3: Developing hypotheses (best guess)
Step 4: Designing behavior support plans
Step 5: Implementing, monitoring,
evaluating outcomes, and
refining plan in natural environments

Functional Assessment

• A process for developing an
understanding of a person’s challenging
behavior and, in particular, how the
behavior is governed by environmental
events.
• Results in the identification of the
“purpose” or “function” of the
challenging behavior.

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.

Everybody Helps

• Family collects data
• Educational staff collects data
• Therapists collect data
• Collect data in ALL settings

Sample
Setting Event Chart
MON TUES WED THURS FRI SAT SUN

Slept Yes Yes Yes Yes Yes Yes Yes
What Poorly No No No No No No No
happened
the night Mom on Yes Yes Yes Yes Yes Yes Yes
before? Midnight No No No No No No No
Shift
Tantrum Yes Yes Yes Yes Yes Yes Yes
How was in A.M. No No No No No No No
his
behavior?
Tantrum Yes Yes Yes Yes Yes Yes Yes
in P.M. No No No No No No No

Sample Setting
Event Chart
Mon Tues Wed Thurs Fri
How does Rides the √ √ √
he come bus
to Mom √ √
school? brings
Tantrum √ √ √
at a.m.
circle
His Tantrum √ √ √
behavior? at snack
Tantrum √ √ √
at small
group

Scatter Plot

Student: Rachel Target Behavior: Hitting Peers
Observer: Maya Using a scatter plot involves recording the times of day (and/or activities)
in which the behavior does and does not occur to identify patterns over
Dates: 10/1 through 10/12 days or weeks

Behavior did
Dates not occur
Time Activity 10/1 10/2 10/3 10/4 10/5 10/8 10/9 10/10 10/11 10/12
Behavior did
occur
7:30 Arrival

Free Choice NA Did not
observe
9:00 Planning

9:30 Centers
10:30 Snack
11:00 Outside

11:30 Small Group
12:00 Lunch
12:30 Nap
1:30 Outside
2:30 P.M. Circle

3:00 Departure

Activity Analysis
Child: Rachel Routine/Activity: House Center

Activity Description Behavior Expectations Problems
Steps:
1. Select materials 1. Pick materials that no
one is using.
2. Pretend in roles 2. Use materials
appropriately.
3. Exchange materials 3. Don’t take from peer. 3. Takes materials from
with peers others.

4. Follow peers’ lead or 4. Maintain engagement. 4. Ignores peers,
accept role assignment interferes in play.

5. Clean-up 5. Put materials on shelf
in correct area.

Child’s Name: ______________ Week of: _________________
Check the number of times the child is aggressive during the activity. Aggression
includes: hits, pinches, pulls hair, bites, kicks, & scratches.
Activity Mon. Tues. Wed. Thurs. Fri. Average
Arrival ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times
___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times
___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___510 times
___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15
___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20
___+20 ___+20 ___+20 ___+20 ___+20 ___+20

Circle ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times
___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15
___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20
___+20 ___+20 ___+20 ___+20 ___+20 ___+20

Lunch ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times
___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15
___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20
___+20 ___+20 ___+20 ___+20 ___+20 ___+20

Average ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times
___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15
___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20
___+20 ___+20 ___+20 ___+20 ___+20 ___+20

Child’s Name: Tim Observer: ___________________
Check yes (Y) or no (N) at time one (T1) and time two (T2) to indicate whether
the child is interacting with a peer at the time of observation. T1 and T2
observations should be at least 5 minutes apart.
Activity Date:____ Date:____ Date:____ Date:____ Date:____

Centers T1: T2: T1: T2: T1: T2: T1: T2: T1: T2:
x_Y __Y __Y __Y __Y __Y __Y __Y __Y __Y
__N x_N __N __N __N __N __N __N __N __N

Lunch T1: T2: T1: T2: T1: T2: T1: T2: T1: T2:
__Y __Y __Y __Y __Y __Y __Y __Y __Y __Y
x_N x_N __N __N __N __N __N __N __N __N

Outside T1: T2: T1: T2: T1: T2: T1: T2: T1: T2:
__Y x_Y __Y __Y __Y __Y __Y __Y __Y __Y
x_N __N __N __N __N __N __N __N __N __N

Ratio: __2__#yes _____#yes _____#yes _____#yes _____#yes
__6__total # ____total # ____total # ____total # ____total #
observed observed observed observed observed

Amy’s Transition
Week of: _________________

Monday Tuesday Wednesday Thursday Friday
Arrival
0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Circle
0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Nap
0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Clean-up
0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Other:
_Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Average Average Score: Average Score: Average Score: Average Score: Average Score:
Score 3 2.2 1.4 1.4 .8

Rate the problem behavior:
0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression

Child’s Name: ______________________ Behavior: ____sitting______
Week of: _________________ Average Duration for Week: ___9___ minutes
Starting from the bottom, shade the number of boxes that represent the length of the
target behavior. Each box represents TWO minutes.
Monday Tuesday Wednesday Thursday Friday
30 30 30 30 30
28 28 28 28 28
26 26 26 26 26
24 24 24 24 24
22 22 22 22 22
20 20 20 20 20
18 18 18 18 18
16 16 16 16 16
14 14 14 14 14
12 12 12 12 12
10 10 10 10 10
8 8 8 8 8
6 6 6 6 6
4 4 4 4 4
2 2 2 2 2

Activity Analysis
Child: Rachel Routine/Activity: Snack
Activity Description Behavior Expectations Problems
Steps:
1. Sit in chair. 1. Stay in seat.
2. Take food from plate 2. Take one item, wait for 2. Takes multiple items, puts
when passed. turn. hand in bowl, grabs while
plate is passed.
3. Eat food on plate. 3. Eat from own plate. 3. Takes food from other
children’s plates.
4. Drink juice from own cup. 4. Drink and put cup on
table.
5. Ask for more food. 5. Ask using please. 5. Grabs food when she
wants more.
6. Wipe face with napkin. 6. Use napkin, not clothing.
7. Throw plate/cup/napkin 7. Clear place, throw in
away when finished. trash.

Observation Card

Name: Observer: Date:
General Context: Time:
Social Context:

Challenging Behavior:

Social Reaction:

POSSIBLE FUNCTION:

Observation Card
Example
Name: Karen Observer: teacher Date: 1/22
General Context: Choice time/art Time: 10:00
Social Context: Playing alone in house. Teacher comes over to Karen and asks her to
come to the art table for art. When she doesn’t respond, the teacher tries to assist her by
taking her arm to nudge her to stand.
Challenging Behavior: Karen pulls away and begins to protest by saying,
“No! I not go to art!” as she pulls away from the teacher.

Social Reaction: The teacher walks away and says, “I will be back in a few minutes to
see if you are ready.”

POSSIBLE FUNCTION: Escape art

Video 3a.10: Observation Vignette #1

Observation Card

Name: Segment 1 Observer: Date:
General Context: Choice time Time:
Social Context:.


Social Reaction:

POSSIBLE FUNCTION:

Observation Card
Example

General Context: Choice time Time:

Social Context: Playing alone in block play. Goes over to a group of
children playing.

Challenging Behavior: 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

Video 3a.11: Observation Vignette #2

Observation Card
General Context: Playground Time:
Social Context:


Social Reaction:

POSSIBLE FUNCTION:

Observation Card
Example

General Context: Playground Time:

Social Context: Playground play with 2 friends. Girl goes to basket and gets
truck just like the other friend’s truck

Challenging Behavior: 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 friend’s”)

“KIS”

• “KIS it” (Keep It Simple)
- - Create simple, user-
friendly forms to collect
information (e.g., rating
scales, checklists).

Home Observation Card

Home Observation Card

Functional Assessment Interview

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

Functional Assessment Interview

• Refer to Tim’s Sample Functional
Assessment Interview
• TimFAI.pdf

Hypotheses Statements

• Triggers of the challenging behavior
• Description of the challenging behavior
• Responses that maintain the
challenging behavior
• Purpose of the behavior

Tim’s Support Planning Chart- Hypothesis
Trigger Behavior Maintaining Consequence
• Group play: centers Verbal aggression (threats), • Peers give up toys/items
and outside play physical aggression (hit, • Peers leave area
push, kick, punch), property • Adults intervene with
Function:
destruction negative attention on Tim
obtain toy/play
Setting Events (if
applicable):
Preventions New Skills New Responses

Tim’s Support Planning Chart
Parents Hits cries • No recess
Want’s her way

Setting Events (if
applicable): Function:
attention

To Challenging Behavior:

To Use of New Skill:

• ADHD Throws objects • Teacher talks softly to him
• Wrote note for home Doesn’t listen • Sit in thinking chair
• Move to red light

Setting Events (if Function:
applicable): to get what he
wants
To Challenging Behavior:


Hypothesis Statement

In group play situations (outside play/centers),
Tim uses verbal aggression (threats), physical
aggression (hit, push, kick, punch), and
property destruction (throwing or banging
toys) to obtain toys and/or join play. When
this occurs, the peer relinquishes the desired
toy and leaves the play area and/or
an adult intervenes and provides Tim
with excessive negative attention.

Not Sure About the
Hypothesis?

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

Working as a Collaborative Team

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

Roles

• Facilitator – person • Reporter – person who
who guides group in shares group information,
stating agenda, work makes presentation
goals, time allocation • Encourager – person
• Recorder – person who who provides feedback to
writes down the group members
discussion • Jargon-buster – person
• Time Keeper – Person who asks the question
who tracks time and “what do you mean when
warns when agenda you say ‘gobbley-gook’
item is ending and helps the group with
communicating clearly

Hypothesis Development

• Assign roles.
• Review child description, observation, and
interview.
• Complete final page of interview.
• Determine functions of challenging behavior.
• Write hypothesis statement for at least
one function.
• Report to group.

Major Messages
1. Challenging behavior has meaning for the child.
2. Children use behavior to access something or
someone (obtain/request) or avoid something or
someone (escape/protest).
3. The process of Functional Assessment is used to
determine the function or purpose of challenging
behavior.
4. Hypotheses statements describe the triggers,
challenging behavior, maintaining consequences,
and function.


Setting Events (if
applicable):

Function:
Preventions Obtain toy/play
New Skills New Responses

Does not •Teaches child To Challenging Behavior:
teach replacement • Must monitor new skill
• Must have several
skill that reinforcement that
honors function
Change in honors the • Fade over time based on
classroom function progress
or teacher
or schedule

Behavior support Plans
• This is a THREE tier approach to
dealing with challenging behaviors

Individualized
Intensive
Interventions

Social Emotional
Teaching Strategies



75

• Students respond better to adults
who take a personal interest in
them.
• Develop positive relationships with
all students
• Make sure the ratio between
positive and negative experiences
for students is about 5 positives
for every negative.
76

with Students
s
• Paper Clip Test
Empa
Note e
hom
Play
thy e
Ho m
visits • Take 10 paper clips-
Time &
Move a paper clip from
py right pocket to left each
Hap s Attention
Gram Shar
time you make a
e negative comment ---if
you don’t have any
paper clips after a half
hour add more
positives!

Consider this…
Things you can change

• How you present information
Things you can’t change
• How you speak to the child
(ren)
• Parents • How long, how fast, the
• Your organization location
• Your coworker • Teacher directed, child
• This new generation directed, small groups, large
groups
• You expectations
• Rate of reinforcement
• Materials you use
• Your approach

Behavior Support Plan
• Behavior Hypotheses- Purpose of the behavior, your
best guess about why the behavior occurs
• Prevention Strategies- Ways to make events and
interactions that trigger challenging behavior easier for
the child to manage
• Replacement Skills– New skills to teach throughout
the day to replace the challenging behavior
• Responses- What adults will do when the challenging
behavior occurs to ensure that the challenging
behavior is not maintained and the new skill is learned

Video 3b.1: Observation Vignette #1



Video 3a.2: Brendan – Before PBS

Video 3a.5: Brendan – With PBS

Simple Solutions Support!

Simple Solutions Steps to
Arrival

CEDA Bridgeview Head Start

HSCI Curriculum Modifications Module

Environmental Support

Marycrest Academy in Joliet

Replacement Skills Cue Cards

First/Then
Photo Schedule

First Then

Wash hands Snack

Song Choices

Lexington District 1 in South
Carolina

Simple Solutions Before Children
come to school in Indiana

How WE Wait –Mom/ Dad/Ya Ya!

Logan Square

NAEYC says…Read Story
While children Act it Out


By building this puzzle on
a tray, this child is able to
put the puzzle away
intact, and continue
working on it at a later
time.


Here a child is not yet using a
functional grasp, so a materials
adaptation is created by using a
table easel to help her keep her
hand in the appropriate position.

Step 3:
Support Plan Development (cont.)

• Brainstorm Prevention Strategies
– Strategies to make routines or activities
easier for the child
– Strategies to soften the triggers

• Group play: centers Verbal aggression • Peers give up toys/items
and outside play with (threats), physical • Peers leave area
peers aggression (hit, push, kick, • Adults intervene with
punch), property negative attention to Tim
destruction
Setting Events (if Function: Obtain toy/play
applicable):
• Pre-teach skills by To Challenging
role playing via Behavior:
scripted story
• Use visual cards to
help him remember
lessons when in
difficult situation Use of New Skill:
• Self-monitoring form
to work on new skills

Promoting Social
Emotional Competence
Individualized
Intensive
Interventions

Social Emotional
Teaching Strategies



107

“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?
Why can’t we finish the last sentence as automatically as
we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)

108

Identifying Teachable Moments

109

Turtle Technique

Recognize
“Think”
Think”
that you
Stop.
feel angry.

Go into shell. Come out
Take 3 deep of shell
breathes. when calm
And think and think of
calm, coping a solution.
thoughts.

Centers!
Turtle Box

19

Teach Rules in the
Context of Routines

On Monday When It Rained
Book Nook Activity Example
“I feel excited when I get to “I feel upset when my
go to my friend Coby’s mommy didn’t get me
house to play.” anything.”

Feeling Dice/Feeling Wheel

Problem Solving Steps

Step 2

Would it be safe?
Would it be fair?
How would everyone feel?

Simple Solutions Adaptation

Step 4:

• Brainstorm ideas about what new skills
should be taught to replace challenging
behavior; write new skills on chart.

• Group play: centers Verbal aggression • Peers give up toys/items
and outside play with (threats), physical • Peers leave area
peers aggression (hit, push, kick, • Adults intervene with
punch), property negative attention to Tim
destruction
Setting Events (if
applicable): Function: Obtain toy/play

• Pre-teach skills by role • Asking to play To Challenging
playing via scripted • Everyone can play with Behavior:
story the toys
• Use visual cards to • Asking for teacher’s help
help him remember
lessons when in To Use o New Skill:
difficult situation
• Self-monitoring form
to work on new skills

Step 5:

• Brainstorm ideas about how to respond
to challenging behavior when it occurs;
write new responses on chart.

Simple Solutions Adaptation at
Ezzard Charles Montessori

Intense interventions lakeshore handouts

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