NC Preschool Pyramid Model: Tier II Supports

Module 5: Steps in the Problem-Solving Process – Developing a Precision Problem Behavior Statement and Exploring Possible Solutions

Trainer Script

Module 5: Steps in the Problem-Solving Process - Developing a Precision Problem Behavior Statement and Exploring Possible Solutions

Slide 1: Title Slide

Slide 2: Welcome and Introduction

Trainers will introduce themselves.

Welcome to Module 5. In the previous module, we took a closer look at challenging behavior, discussed various ways to gather data, and emphasized the importance of using data throughout the Problem-Solving Process. In this module, we will begin to look more in depth at the first two steps in the problem-solving process, specifically, developing a Precision Problem Behavior Statement and Exploring Possible Solutions.

Before we start, let’s take a few minutes for you to talk with someone in the room you might not know or who might not be sitting near you.

Trainer Note: Ask participants to find someone to share with. Ask them to introduce themselves to each other and share a story about a challenging behavior they have dealt with themselves or one in which they helped a teacher with a solution/plan. Allow five minutes for this.

Ask a few volunteers to share their challenging behavior situation with the group.

Now that we have heard your stories about challenging behaviors you have faced, we are going to begin to focus on some of the behaviors that you have shared. We will be using observation data to develop a Precision Problem Behavior Statement. The Precision Problem Behavior Statement will allow you to focus on the specific components of the challenging behavior so you can explore possible solutions to reduce or eliminate the challenging behavior.

For this module, we you will need to have some of the materials we shared with you in Module 4.

  • A-B-C Learning opportunity handout
  • Classroom Behavior Record for 10 days for Tim
  • Your anecdotal notes from Tim’s video observation
  • A-B-C learning opportunity data for Tim

Slide 3: Objectives

Trainer Note: Read objectives

Slide 4: Pre-Learning Activity

We asked you to download and review the article, Developing Young Children’s Self-Regulation through Everyday Experiences ( Listed on the slide are the questions that were part of the pre-learning assignment. Take 5 minutes at your table to review these questions:

  • What is one of the main predictors of a child’s school success?
  • One of the main points in this article was that self-regulation is like using a thermostat. What did the authors mean by this notion?
  • How does self-regulation relate to our maintenance of arousal when engaged in a learning task?
  • Are there activities that require more focus and attention? What are some examples of these?

Trainer Note: Use a piece of chart paper with two headings: “Self-regulation is like a thermostat” and “Self-regulation and arousal during learning.” Jot down notes from the participant discussion following these questions. Allow participants 5 minutes to discuss the questions. After 5 minutes, check to see if more time is needed. If not, bring the group back together.

As we go through this module and begin to think more deeply about challenging behaviors and possible solutions, keep the key components of self-regulation in mind. Our goal will be to provide support to children so that they can routinely self-regulate without adult assistance and demonstrate what Vygotsky called “internalized self-regulation.”

Slide 5: Problem-Solving Process

In the previous module, we shared an overview of the Problem Solving Process. The steps are:

  • Define the problem with precision
  • Explore possible solutions
  • Choose an instructional strategy
  • Act on the instructional strategy
  • Evaluate effectiveness of the instructional strategy

As we go through the next few modules, we will go into detail and discuss what happens at each step of the Problem Solving Process. For now, we will begin with the first step: Define the Problem with Precision.

Slide 6: Developing a Precision Problem Behavior Statement

It is important to be able to define the problem with precision. What this means is being clear, specific and objective. If someone says, “Susie’s behavior is out of control,” what does that mean? Is it well defined? Is it clear? Is it objective? What questions might you ask to help you understand Susie’s behavior and the problem it creates? By having a clear picture of the behavior, you are better able to determine solutions and strategies. Let’s talk about how to assist teaching staff in defining a problem with precision.

When a teacher becomes concerned about a child with challenging behavior, it is important to begin the process of addressing that behavior. We can accomplish this through the development of a Precision Problem Behavior Statement. There are multiple factors to consider that will guide the development of the statement. We have included a handout on the event web page (or in packet, if using paper copies) with guidance for developing this statement called, Description of a Persistent Challenging Behavior.

The sections on this handout provide questions to answer in order to develop a precision statement for problem behavior. You may use the data collection tools we highlighted in the previous module on “Understanding Data Collection” to answer some of these questions. These include:

  • What does the behavior look like?
  • How often does it occur?
  • How long does the behavior tend to last
  • Where is the problem behavior most likely to happen?
  • Who is engaged in the behavior?
  • When does the behavior most likely occur?
  • Does it occur at a particular time of day or during a certain activity?
  • What is happening just before the problem behavior?
  • What triggers the behavior?
  • What happens because of the behavior?
  • What do the adults do?
  • What do the other children do?
  • What are the consequences?
  • Why is the problem behavior continuing?
  • Is there something the child is able to avoid or obtain because of the behavior?
  • What other lifestyle or setting changes tend to influence behavior?

The flow chart at the bottom of this tool helps us think about the sequence of the behavior. The responses to each of the seven questions we just discussed can be placed into the chart. We can then develop the Precision Problem Behavior Statement from this information. There is also an example of a child’s behavior to illustrate how to put the information in a flow chart format.

We can get a much clearer picture of the behavior even if we have just a few answers to some of these questions. For example, If we go back to little Susie who has the “out of control behavior” and use the answers to the “what does the behavior look like” and “where does it occur most often” and “What happens as a result of the behavior” we might have this information: “Susie is having trouble in the block center. Every time she enters the center, she begins to throw the blocks off the shelf and onto the floor. When I tell her to stop, she runs away and screams.” Does this give you a better picture of the behavior? However, in order for us to identify a way to support Susie’s growth to self-regulatory independence, we need to gather all of the information to develop a success plan and chart her growth.

Slide 7: What is the Problem? Scenarios for Discussion-Activity

Trainer note: Give each table group one of the three scenarios. Allow time for group discussion then ask each table to report out.

In Module 4, we said that challenging behavior in young children is a form of communication. We said to look at the behavior in terms of Form, Function, and Consequence. As you read the scenarios, identify the form, function and consequence for each child’s behavior. This might help us identify why a child might be having what we think is a “challenging behavior,” and help us develop a more precise problem statement.

On each table, is a handout: What is the Problem? Scenarios for Discussion. As a table group, take 10 minutes to do the following:

• Review the scenario on your handout for a child with a challenging behavior

• Identify the form, function, and consequence of the behavior

• Make a hypothesis about “why” the behavior is happening.

Choose a spokesperson from your group to share with the large group.

Trainer note: Allow 10 minutes for this table activity. After 10 minutes, call the groups back together. Ask each table to share one of their possible reasons for the child’s behavior.

Slide 8: Developing a Precision Problem Behavior Statement

Trainer note: Remind participants to take out or pull up on their device the following handouts: A-B-C Learning Opportunity Handout, The Classroom Behavior Record for 10 days for Tim, and participant’s anecdotal notes from video observation. Also, ask participants to have the Description of a Challenging Behavior handout available.

Now we will compose a Precision Problem Behavior Statement for Tim. You will use all of the information you have on Tim, including your anecdotal notes from the video observation, the Classroom Behavior Record, and your A-B-C data to develop a Precision Problem Behavior Statement for Tim. Work with your table team to compile the responses for each of the seven questions on your handout “Description of a Persistent Challenging Behavior”

Transfer your responses onto the blank flow chart on your table. Once you have listed all seven responses, work as a team to develop a Precision Problem Behavior Statement for Tim. You can review the example listed on page 2 of the handout Description of a Persistent Challenging Behavior. Take 10 minutes to transfer your responses into the flow chart and develop your statement for Tim.

Trainer Note: Allow 10 minutes for this part of the activity. After time, call participants back together and ask volunteers to share their Precision Problem Behavior Statement for Tim.

Slide 9: Precision Problem Behavior Statement Example for Tim

How did that feel? Did you have what you needed to answer the questions and develop a Precision Problem Statement for Tim? Listed on the slide is an example of a Precision Problem Behavior Statement for Tim. Remember that the purpose of the statement is to clearly define and identify the important components of the challenging behavior.

Do you have any questions about this process?

Trainer Note: There is also a practice activity in your trainer resources for another student, Samantha, which you can use in your training for more practice.

Slide 10: Engaging Families in Defining the Problem Behavior

In module 3, we discussed the importance of actively engaging families in the Problem-Solving Process. Keeping in mind those guiding practices listed on the handout, Guiding Practices for Engaging Families in a Problem Solving Conversation, let’s look at some ways of engaging families in the Defining the Problem Behavior step of our Problem Solving Model. Remember the importance of developing a relationship with a family and establishing trust. When you begin to talk about a challenging behavior, be mindful of the need to keep the focus on ways of helping the child be successful and not on the behavior itself.

When initially talking to a family member about a challenging behavior their child is experiencing, help parents understand that behavior is a form of communication that serves a purpose for their child. A good resource to share with parents regarding behavior as a form of communication is in an article, Behavior is Communication, located on the PBS Parents page at this link:

One take-away from the article that you may want to communicate to the family is:

“Children's challenging behavior can be reduced with support, not punishment.”

As teachers, we want to be able to better understand their child’s behavior so that we can support them to become independent and know that they are respected and will have their needs met.

Remember, parents and families are a rich resource of knowledge and information about their child. Incorporate opportunities to gather information from the family. Remember to use open-ended questions and be non-judgmental. Also, remember that communication is a two-way process.

On the slide are some clarifying questions that you might consider using to engage families in the process of defining the problem. These are:

  • What is your child doing that concerns you?
  • What times of the day are especially difficult for your child?
  • What activities is your child involved in during those times? Who else is involved in the activity with your child?
  • What is happening before and after your child’s most challenging times of the day?
  • How well do you understand what your child is trying to communicate during these difficult times of day?

Are there other questions you can think of that we might add to this list? Will these questions assist you in gaining a clear picture of the child? When asking these questions of families, be sure to explain why you are asking the questions and how the information shared will help you as you work with their child.

Slide 11: Problem-Solving Process

After you have defined the problem and developed a Precision Problem Behavior Statement, you should identify what you want the child to do instead of the challenging behavior. These are “replacement behaviors.” Replacement behaviors do not just happen. We have to teach replacement behaviors the same way we teach literacy, math, and science: with patience and persistence.

That takes us to the second step of our Problem Solving Model: Explore Possible Solutions. With the information gathered in the first step, you will decide possible solutions for the behavior. Solutions might include:

  • what to do to prevent the challenging behavior
  • what needs to be taught
  • what is rewarding for the student or what sustains the behavior
  • how to correct the behavior
  • what the consequences of the behavior are
  • how to monitor the solution.

This step will include exploring appropriate replacement behaviors and instructional strategies to teach and support replacement behaviors.

Slide 12: Why are Replacement Behaviors Important?

Why are replacement behaviors important? Replacement behaviors help children make long-term changes in behavior. These give children something to do instead of the challenging behavior. But you have to teach and practice the replacement behavior when the child is calm. Remember that video by Daniel Siegal titled “Brain in the Palm of Your Hand?” A child cannot learn a replacement behavior in the “heat of the moment” of the challenging behavior. You must practice it when the child is calm and can learn. It’s also helpful to teach it in whole group and in small groups so that all of the classroom “friends” know how to do the replacement behavior as well. When you teach a replacement behavior, you are also teaching the child to anticipate his/her need so that she/he can intentionally self-regulate. They have to identify their feelings and anticipate what might be coming next if they don’t do the replacement behavior. The article we read on “Developing Young Children’s Self-Regulation through Everyday Experiences” from the journal Young Children noted that this form of “planning” is a form of self-regulation. The replacement behavior helps children use a behavior to get their needs met in an appropriate way. If we do not teach a replacement behavior, then the child will default to the challenging behavior because we did not teach an appropriate response or strategy. By teaching replacement behaviors, children will have new strategies they can use when confronted with similar situations in the future.

Slide 13: Determining a Replacement Behavior

What is important to consider when determining a replacement behavior? Identifying the function of the challenging behavior is most important. Function is what drives the behavior. It could be an attempt to avoid or escape a situation or person, obtain an object or attention, or change the level of arousal. It is important to determine function when choosing a replacement behavior. You want the replacement behavior to serve the same function.

When determining a replacement behavior, make sure it is efficient. Is it faster than the challenging behavior in obtaining or avoiding the task/object/attention? Is it easier to implement? Is the replacement behavior more reliable? Can the replacement behavior be used in most situations? Can the replacement behavior be easily understood and reinforced until it becomes part of the child’s behavior responses?

Slide 14: Replacement Behaviors

On this slide is a scenario, a non-example, and an example of an appropriate replacement behavior.

Scenario:

A child hits in order to obtain a desired object from another child.

For the non-example, direct the child to another center. Just redirecting a child or children, however, is not enough because it does not provide a replacement behavior.