Preview Activate prior knowledge Content Exercise Summary
Training Plan: Module 3C
Time / PACES / Training:Describe in detail what will occur in the training. Include specific information about what will be presented and how it will be presented. / Materials:
Include information about what materials will be needed.
10 min / Preview of the entire training / Welcome, "Housekeeping", Group Agreement (with participant input) and Introduction: How will you introduce yourself and the training? How will the participants introduce themselves? How will a Group Agreement be created?
Trainer asks participants to create a paper tent with their name on it and place it in front of them.
Trainer welcomes participants to the training series and introduces herself, gives an overview of her education and experience in early childhood education.
Trainer reviews facility logistics including where the restroom and snack machines are located.
Trainer reviews training details, course completion requirements, and agenda.
Trainers explain that participants have been given a handout folder with everything they will need for the session.
Trainer reviews the Core Competencies and Florida Child Standards that will be covered during the session.
Trainer presents group agreement chart and asks participants to brainstorm one-two statements per person/group to add to the chart. Trainer seeks consensus on agreement and explains that it will be used throughout the training to remind participants of what is expected of each other to keep the learning environment respectful and productive.
WiifM (What's in it for Me?): Adult learners want to know that what they will learn is relevant and useful. What will you say that will help them “buy into” the training?
Participants will personally benefit from this training because it will help them…
Have you ever wondered why the children in your class, choose to do what they do? Why do they act so bizarre? Why do they know exactly what to do to make you so frustrated? Why don’t they just tell you what is wrong? Have you also wondered…Why do I feel so helpless? Why can’t I help them get better? Why can’t I make them behave? This series of trainings will look at what we can do better understand the function of challenging behavior. This workshop will provide you with the information you need to understand the purpose of challenging behavior, the role of observation and data collection to create specific hypothesis statements that explain behavior to guide the development of Individual Positive Behavioral Support plans.
WiifK (What's in it for Kids?): What will you say to the participants to explain how the training will benefit children? In many cases, the Goal makes an excellent WiifK statement.
Children will benefit from teachers who are both insightful and responsive to their needs. Children will be able to trust that a teacher who has completed this training will be able to understand that a child’s behavior has function and purpose that can be stated in a way that guides the development of Individualized Intensive Interventions. / Construction paper for name tent
PPT slides 1-5
10 min / Activate prior knowledge of the entire training / Adult learners bring much knowledge and experience to the table. How will you help the participants think about and share what they already know about this topic? (Suggestions include: carousel with questions related to the topic, pair and share, shout out, etc.)
Show slides 6 and 7: Point out that the training today will focus on the top of the pyramid.
1. Explain that you will be discussing an intervention process that is designed to address the challenging behaviors of children with the most challenging behavior.
2. Remind participants that the top of the pyramid is reserved for a very few number of children who still exhibit challenging behavior even when teachers have addressed everything else in the pyramid: staff has positive relationships with the children; the classroom has been arranged carefully to promote appropriate behavior; and there is a systematic approach to teaching social and emotional skills.
Show slide 8: Intensive Individualized Instruction
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. / PPT slides 6-8
10 min / Preview and Activate prior knowledge of Outcome #1/ Objective #1 / How will you explain what the participants are about to learn for THIS Outcome/Objective pair? This could be a sentence and does not have to be an activity. This should act as a transition to the next section.
Show slides 9 and 10: Process of PBS. In the previous training we discussed the initial step of the process of PBS is to conduct a functional assessment. Now we will discuss the second step which is to develop a hypothesis (best guess).
Show Slide 9 Explain that when functional assessment is complete, you develop a hypothesis. Show parts of a hypothesis. (Refer to Support Planning Chart: Handout 3a.7). When working as a team, it is helpful to use chart paper to analyze challenging behavior in routines, activities, or interactions. Identify the basic equation (trigger, behavior, and maintaining consequence) of the challenging behavior, and write the equation on the chart paper.
• Triggers of the challenging behavior
• Description of the challenging behavior
• Responses that maintain the challenging behavior
• Purpose of the behavior
When you have the basic behavior equation, you can then determine the function of the challenging behavior. Once you have the trigger, behavior, maintaining consequence and the function you have all the components of the hypothesis statement. / PPT slides 9-10
Handout 3a.7
Chart paper, whiteboard, or smart board
15 min / Content for Outcome 1-Objective 1 / What information will the participants learn related to this Objective? How will this learning occur? A deep understanding of one or two concepts is usually more valuable than a surface understanding of many topics. If more than one Objective is required to provide enough information, use a., b., and c.
Show slides 11and 12. Put up written hypothesis statements and comment on the parts.
Slide 11: Billy
1. Trigger—wants social interaction
2. Challenging behavior—tantrum; scream loudly
3. Maintaining consequences—adult complies with request
4. Purpose of behavior—gain attention
Slide 12: Marcia
1. Trigger—transition
2. Challenging behavior—whine, cry, pretend vomit, and slap
3. Maintaining consequences—lets her persist at activity or picks her up
4. Purpose of behavior—escape transition to new activity
Show slide 13: Not Sure About the Hypothesis? If one is unsure of the hypotheses that have been developed, it is important to think about “what would make the challenging behavior stop.” One could also ask: “Is there something that could be done to allow the child to obtain a desired item/activity or escape an activity/use of an item?” If after thinking about these things, you are still unsure, collect more data in the same context. It is important to be aware that some challenging behavior may have the same form but serve multiple functions. It is also important to realize that some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., gain attention). / PPT slides 11-13
20 min / Exercise for Outcome 1-
Objective 1 / What will be the activities that give the participants a chance to practice the behaviors needed for the Outcome? Design authentic activities that give participants a chance to practice skills that they will use in the workplace. If more than one exercise is required, use a., b., and c.
Show slide 14. What is your best guess? “Now we will practice writing a hypothesis statement”.
Show slide 15: Tim’s behavior equation charted on the Support Planning Chart. Review this as a group and develop a hypothesis for Tim.
• Remember to include:
– Triggers of the challenging behavior
– Description of the challenging behavior
– Responses that maintain the challenging behavior
– Purpose of the behavior
Show slide 16 with Tim’s Support Plan as groups work. Have groups share then share slide 17 with an example of a hypothesis statement. Debrief with participants about struggles or suggestions about developing hypothesis statements. / PPT slides 14-17
Chart paper, whiteboard, or smart board
50 min / Summary for Outcome 1/ Objective 1
(If this is the FINAL Outcome/ Objective, please complete the “Summary of Entire Training” at the end of this form) / Check for Understanding: How will you check to make sure that the participants understood the key concepts of this Outcome/Objective pair?
Slides 18-21: During this activity you will develop a hypothesis statement from the information provided (slide 18). Review the directions (slide 19). Ask the groups to divide into case study teams (no more than five to seven in a team). Provide each team materials on the same child.
1. Once teams are formed, ask each team member to identify his/her role on the collaborative team, and provide each team with handouts for its case study child (Dana, Pablo, Sarah, Sashi): Handouts 3a.8D, 3a.8P, 3a.8S, 3a.8SH. Ask the teams to review their materials (silently for about 15 minutes), and then discuss the functions of their case study child’s challenging behavior. (Discussion and recording takes 20 minutes).
2. Each group should develop at least one behavior equation. Instruct groups to chart the equation of the target behavior’s setting events (if applicable), triggers, description of the behavior, the maintaining consequences, and function on the last page (Section I) of the Functional Assessment Interview. Caution the groups that the behavior may serve multiple functions and/or several behaviors could serve one function.
3. After they chart the behavior equation, they need to write out the hypothesis statement to present to the group. As the groups begin their work, the instructor should circulate and make sure that each group has assigned roles and is clear about the outcomes expected from the activity.
4. Each group takes a minute to briefly describe its child to the large group and then shares one of the behavior hypothesis statements (slide 20).
Note: Module 3b Presenter's Answer Guide for "Case Study Activity: Determining the Function of Challenging Behavior" contains charts that provide all the components of each hypothesis for each case child. The "Presenters Answer Guide" is intended to be used by the presenter only and is located at the end of the “Presenter’s Script.”
Summary: What will you say to participants to review the key concepts related to this Outcome/Objective pair before transitioning to the next section? This may be a sentence that briefly highlights the key concepts of this Outcome/Objective pair.
Show slide 21: Hypothesis statements describe the triggers, challenging behavior, maintaining consequences, and function. / PPT Slides 18-21
Handout 3a.8 & 9D
Handout 3a.8 & 9P
Handout 3a.8 & 9S
Handout 3a.8 & 9SH
Presenter’s Answer Guide
5 min / Summary of entire training / What will you say to participants to review the key concepts of the Outcome/Objective pairs covered in the training? How will you encourage the participants to bring what they have learned in the training back to the workplace? (Refer back to the WiifM and WiifK statements.)
While using Functional Assessments you have been able to develop hypothesis statements. These statements will guide how we should teach children social replacement skills and strategies that promote pro-social behaviors.
In the next module, you will explore how to identify and use prevention, replacement, and response strategies that limit the occurrence of identified challenging behaviors and promote pro-social skills to replace the function of the challenging behavior. / Implementation Plan 3c
© 2004, 2005 Results Driven Training, Human Development Institute, University of Kentucky
Palm Beach State College, Institute of Excellence in Early Care and Education Page 7 of 7