WEBVTT

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[MUSIC PLAYING]

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I think one thing that's
helpful is if the parent doesn't

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feel judged.

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Often, when a child
is acting out,

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the staff sometimes immediately
go to bed parenting.

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So that's not helpful.

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Certainly doesn't make you
feel like you're on a team.

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It makes you feel like
you need to, I don't know,

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change everything
you do in your life,

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so that would be
the first thing.

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Some understanding,
maybe some empathy.

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And then some ideas.

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Give me some tools to
help with this job,

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because at that point,
you're at a loss.

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No one expects to
have a four-year-old

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you can't handle or behaviors
that you just never expected.

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So if they have
some ideas that they

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could share with you that might
work, by all means, please.

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Let's be on the same page here
and try and help this child.

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Your efforts to help a child
learn more positive behaviors

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should begin with prevention.

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There may be simple
changes you can

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make that will eliminate
the child's need

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to use challenging behaviors.

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I think teachers don't
realize how important it

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is to prevent the behavior
from ever needing to occur

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and don't look at it enough,
and they don't look specifically

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at what they're doing,
or how they're doing it.

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Sometimes they physically think,
well, I've set up my room,

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and I've looked at my
program, so the things

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you can actually feel and touch
they look like they've done.

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And they're not looking at
the details of prevention.

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They're not looking at the
tone of voice they use,

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or their body
language, and so they

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think they're doing something
and they're not really

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doing it.

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So prevention has to
be very thoughtful

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and it has to be
something they're really

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looking at from all different
levels, because most

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children will respond to
those prevention techniques.

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There's only really
about 3% to 7%

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of children that rely
on challenging behavior

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to solve their problems to
meet their needs, and the rest,

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will probably really be
able to behave appropriately

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if those preventive
techniques are in place.

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Preventive techniques
and good practice

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are enough to head off
challenging behaviors

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in most children.

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But some children will
need additional help.

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When a child's difficult
behavior isn't improving

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and the behavior is limiting
the child's or other children's

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ability to learn, you'll
need to develop a plan

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to help the child learn
more positive behavior.

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How a behavioral intervention
plan is developed

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will vary depending on the
nature of the child's behavior,

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the resources available
to the program,

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and the input of
the child's parents.

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In some cases, an
effective plan can

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be developed by a teacher
and the child's parents

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acting on their own.

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In other situations,
the creation of a plan

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will require additional
input from mental health

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and behavioral specialists.

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These specialists are
trained to guide the team

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through a formalized
behavioral planning process,

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but however a plan
is developed, you

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and the child's parents
will play the primary role

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in implementing the plan and
documenting its progress.

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There may be differences
in who provides input

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into a child's behavioral
plan, but the process

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should remain the same.

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Let's look at the
six steps that should

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be part of the
development of each plan.

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One, define the behavior.

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Two, collect information on the
child's use of the behavior.

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Three, form a best guess
about why the child is

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using the behavior.

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Four, set goals.

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Five, develop and
implement strategies.

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And six, evaluate success
and make needed changes.

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In this program, we'll take a
look at the first three steps.

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In behavioral
planning two, we'll

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describe steps
four, five, and six.

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The purpose of the
first three steps

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of the behavioral
planning process

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is to determine why the child
uses the challenging behavior.

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The reason behind
the behavior is

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described as the
function of the behavior.

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That's why this part of the
behavioral planning process

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is sometimes referred
to as a functional

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behavioral assessment.

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Before the planning
process begins,

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try to explain to parents what
will be happening and why.

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They may be uncertain of
what is expected of them.

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Emphasize the importance of
their role and the benefits

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to their child of
the development

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of a successful plan.

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Remember, every child has their
own history, their own culture,

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their own set of family,
a neighborhood, a home.

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So we have to really look
at that individual child

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from their uniqueness,
and we really

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have to find that uniqueness.

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I think a big mistake is
we think that they're all

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the same, and really that's come
couples almost stereotyping it.

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But really looking at children,
again, as that personality.

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How can I assist them in any
particular interventions?

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I think we all know and
believe that, or maybe

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we don't believe, that parents
are the child's most important

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teacher.

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I think as early
childhood educators,

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it's very important to make that
the parent feel wanted, feel

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comfortable in the classroom.

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Many of our parents have
had negative experiences

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in an educational
setting, and they

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look toward their
child's teacher

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as a reminder of what
types of experiences

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they have had in an
educational setting.

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So I think if teachers treat
parents as their good friends,

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parents know that
teachers are rushed.

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They're rushed,
but take the time

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to ask about their day,
share something that happened

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with the child during the day.

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Anything that the
teacher can do to nurture

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that relationship between
herself and the parent

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is extremely important.

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The parent teacher
relationship is critical

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when it comes to helping a child
learn more positive behaviors.

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You will need to share
observations, insights,

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and evaluations as
the process unfolds.

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Trusting one another
and respecting

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the value of
different perspectives

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will be crucial to
a child's success.

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Now let's take a look at each
of the first three steps.

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Step one, define the behavior.

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Descriptions of a
child's behavior

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should be based on
direct observations

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by parents, teachers,
or specialists.

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The words should be clear,
detailed, and objective.

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For example, instead of
describing a child's behavior

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as aggressive, you should
provide a more detailed

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description like, Maria verbally
and physically threatens

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shouts, and says, I'll beat you,
pushes and hits other children.

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This description gives
everyone involved

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a clearer picture of the
nature of Maria's aggression.

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Step two in planning to help
a child improve behavior

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is to collect information
on the child's display

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of challenging behavior.

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Sources of information
might include

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interviews with
parents and teachers,

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informal and formal health
and developmental assessments,

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behavioral incident reports,
and observations looking

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at all developmental domains,
including cognitive ability,

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language ability, motor skills,
and social and emotional

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development.

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These are all forms
of documentation.

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I work with a lot of teachers
in preschool classrooms,

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and I try to help them
think about documentation

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in three different ways.

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One is documenting
in the action.

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So if you're in an
activity with a child,

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you have prepared
what it is you are

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going to be looking for in the
activity of teaching the child.

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It might be a little
checklist of behaviors

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that you're looking
for or responses

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that you're listening for.

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The second way I talk to
teachers about documenting

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is called out of the action.

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Many teachers are
lucky enough to be

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teaching in a team situation.

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If not in a team, then
they have children

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who go off to the music teacher,
the gym teacher, the art

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teacher.

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That teacher is actually
recording observations,

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documenting children's behavior
out of the action of teaching,

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and so you take a
moment to watch children

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when somebody else is
acting as the instructor.

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The third way that I talk to
teachers about documenting

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is called by reflection, and
by reflection are the thoughts

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we have about children
when the day is over.

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Sometimes they hop in the back
seat with us on the way home,

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they get in the bathtub
with us at night

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when we're trying to calm
down, they wake us up

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in the middle of the night.

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Teachers often feel
afraid that they're

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going to forget what's happened
and forget about writing it

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down, but those
reflective observations

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that we have about children
are really critical pieces

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of information and should
be written down and recorded

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just like in the action
and out of the action.

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Recorded information
about a child's behavior

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is most helpful when
it captures what

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came before the behavior,
the behavior itself,

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and what happened
after the behavior.

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This full picture of
a behavior incident

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often holds important
clues about why the child

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is using the behavior.

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Documenting this
information is described

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as including the
ABC'S of an incident.

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The antecedents, the behavior,
and the consequences.

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Other factors not
directly related

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to the immediate
circumstances surrounding

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their behavior such
as illness or fatigue,

00:09:45.230 --> 00:09:47.540 align:middle line:90%
are called setting events.

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Setting events may also
play an important role

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in the child's use of
challenging behavior.

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As you evaluate
behavior incidents,

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remember to take
note of the times

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the child does not use
challenging behavior.

00:10:00.740 --> 00:10:02.900 align:middle line:84%
Antecedents are
the circumstances

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that may trigger the child's
use of challenging behavior.

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Possible antecedents
of an incident

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might include the time of day,
the activity that has just

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occurred, the activity
coming up next,

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the children or adults present,
and the children or adults not

00:10:18.350 --> 00:10:21.680 align:middle line:90%
present during the incident.

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A behavior incident
should be documented

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in as much detail as
possible, including

00:10:26.960 --> 00:10:31.010 align:middle line:84%
what the child and others said
and did during the incident.

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Record the actual words used
by the children and adults

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involved whenever possible.

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The consequences
are a description

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of what happened after the
behavior incident ended.

00:10:43.600 --> 00:10:46.000 align:middle line:84%
How did the adult
present respond?

00:10:46.000 --> 00:10:48.310 align:middle line:90%
What did the child do and say?

00:10:48.310 --> 00:10:50.470 align:middle line:90%
How did other children react?

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Did the child seem to be
pleased with the result?

00:10:53.710 --> 00:10:57.130 align:middle line:84%
What do you think the goal of
the behavior might have been?

00:10:57.130 --> 00:11:00.670 align:middle line:84%
Do you think the child
reached her goal?

00:11:00.670 --> 00:11:04.270 align:middle line:84%
Some teachers like to document
behavior in their own format.

00:11:04.270 --> 00:11:07.240 align:middle line:84%
Others prefer to use a
pre-formatted documentation

00:11:07.240 --> 00:11:08.260 align:middle line:90%
tool.

00:11:08.260 --> 00:11:11.980 align:middle line:84%
One useful tool to help
capture the ABCs of behavior

00:11:11.980 --> 00:11:15.280 align:middle line:84%
is found in the Devereaux Early
Childhood Assessment, or DECA

00:11:15.280 --> 00:11:17.770 align:middle line:90%
program resources.

00:11:17.770 --> 00:11:21.760 align:middle line:84%
It's called the behavioral
concern observation summary.

00:11:21.760 --> 00:11:27.250 align:middle line:84%
This useful form helps to record
the ABC's in a simple format.

00:11:27.250 --> 00:11:30.850 align:middle line:84%
Step three in planning to
help a child improve behavior

00:11:30.850 --> 00:11:33.820 align:middle line:84%
is to form a best guess
about why the child is

00:11:33.820 --> 00:11:35.560 align:middle line:90%
using that behavior.

00:11:35.560 --> 00:11:38.290 align:middle line:84%
This best guess about the
function of the behavior

00:11:38.290 --> 00:11:42.490 align:middle line:84%
will shape the next three
steps of the process.

00:11:42.490 --> 00:11:45.460 align:middle line:84%
To develop a best guess about
the purpose of a child's

00:11:45.460 --> 00:11:47.470 align:middle line:84%
challenging behavior,
the team will

00:11:47.470 --> 00:11:49.900 align:middle line:84%
look at what seems to
be acting as a trigger

00:11:49.900 --> 00:11:53.140 align:middle line:84%
to the use of the behavior,
what children or adults are

00:11:53.140 --> 00:11:55.180 align:middle line:84%
typically present
and not present

00:11:55.180 --> 00:11:58.660 align:middle line:84%
at the time of the behavior,
and how children and adults have

00:11:58.660 --> 00:12:01.870 align:middle line:84%
been responding when the child
uses the challenging behavior.

00:12:01.870 --> 00:12:11.630 align:middle line:90%


00:12:11.630 --> 00:12:13.030 align:middle line:90%
Leave it closed, Joshua.

00:12:13.030 --> 00:12:17.650 align:middle line:90%


00:12:17.650 --> 00:12:21.280 align:middle line:84%
The specific reasons behind each
child's challenging behavior

00:12:21.280 --> 00:12:24.280 align:middle line:84%
are unique, but generally,
children use difficult

00:12:24.280 --> 00:12:27.640 align:middle line:84%
behaviors to get something they
want or to avoid something they

00:12:27.640 --> 00:12:28.840 align:middle line:90%
don't.

00:12:28.840 --> 00:12:32.270 align:middle line:84%
Sometimes the behavior can
be brought on by both reasons

00:12:32.270 --> 00:12:34.300 align:middle line:90%
at the same time.

00:12:34.300 --> 00:12:37.990 align:middle line:84%
A child might be trying to seek
adult attention by refusing

00:12:37.990 --> 00:12:40.780 align:middle line:84%
to participate in
circle time, but also

00:12:40.780 --> 00:12:43.540 align:middle line:84%
be trying to avoid the
activity because it

00:12:43.540 --> 00:12:46.050 align:middle line:90%
is too difficult for him.

00:12:46.050 --> 00:12:49.530 align:middle line:84%
After the documentation has
been discussed and evaluated,

00:12:49.530 --> 00:12:51.810 align:middle line:84%
the planning team should
write a summary statement

00:12:51.810 --> 00:12:53.700 align:middle line:90%
about the child's behavior.

00:12:53.700 --> 00:12:56.580 align:middle line:84%
This statement is called
a hypothesis statement,

00:12:56.580 --> 00:12:59.010 align:middle line:84%
or best guess,
about why the child

00:12:59.010 --> 00:13:01.570 align:middle line:90%
is using challenging behaviors.

00:13:01.570 --> 00:13:04.470 align:middle line:84%
The statement should follow
this general formula.

00:13:04.470 --> 00:13:09.566 align:middle line:84%
When X happens, the child
does Y to get or avoid Z.

00:13:09.566 --> 00:13:12.630 align:middle line:84%
When Maria wants something
and other child has,

00:13:12.630 --> 00:13:15.270 align:middle line:84%
she pushes, hits, or
threatens other children

00:13:15.270 --> 00:13:18.540 align:middle line:90%
to try to get the object.

00:13:18.540 --> 00:13:21.120 align:middle line:84%
At this point, you've
developed a best guess

00:13:21.120 --> 00:13:24.480 align:middle line:84%
about why the child is using
the challenging behavior.

00:13:24.480 --> 00:13:27.960 align:middle line:84%
The next program titled,
behavioral planning two

00:13:27.960 --> 00:13:31.440 align:middle line:84%
will cover the three remaining
steps in the planning process.

00:13:31.440 --> 00:13:33.600 align:middle line:90%
Step four, set goals.

00:13:33.600 --> 00:13:37.230 align:middle line:84%
Step five, develop and
implement strategies.

00:13:37.230 --> 00:13:42.300 align:middle line:84%
And step six, evaluate success
and make needed changes.

00:13:42.300 --> 00:13:46.410 align:middle line:84%
I think just listening
and not brushing it off,

00:13:46.410 --> 00:13:49.470 align:middle line:84%
whether it's, well,
that's an option that we

00:13:49.470 --> 00:13:50.750 align:middle line:90%
haven't considered.

00:13:50.750 --> 00:13:53.310 align:middle line:84%
Let's talk about it some more,
instead of just saying, well,

00:13:53.310 --> 00:13:53.810 align:middle line:90%
no.

00:13:53.810 --> 00:13:55.260 align:middle line:90%
We don't do that.

00:13:55.260 --> 00:13:58.800 align:middle line:84%
Not a possibility, I
don't teach like that,

00:13:58.800 --> 00:14:00.870 align:middle line:84%
but really being open
and understanding

00:14:00.870 --> 00:14:03.420 align:middle line:84%
that every child
is an individual,

00:14:03.420 --> 00:14:06.330 align:middle line:84%
and therefore, something that
may have worked for somebody

00:14:06.330 --> 00:14:10.620 align:middle line:84%
else, might work for your kid
or might not work for your kid,

00:14:10.620 --> 00:14:13.920 align:middle line:84%
but it really is an
individual process.

00:14:13.920 --> 00:14:16.540 align:middle line:84%
And I think that that's really
a critical point for teachers

00:14:16.540 --> 00:14:17.040 align:middle line:90%
to remember.

00:14:17.040 --> 00:14:19.790 align:middle line:90%
[MUSIC PLAYING]

00:14:19.790 --> 00:14:21.739 align:middle line:90%