WEBVTT

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[GUITAR MUSIC]

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When we talk about our
field in early childhood,

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we always think of
very young years.

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And they're magical
years, indeed.

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But really, we're setting the
foundation for the future.

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You know, one of the things we
always have to keep in mind,

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this little child
one day is going

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to graduate from high school,
hopefully will go to college,

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will have a family.

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They will live in our community.

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So we're talking about
our future citizens,

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our future neighbors,
the kids that

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are going to be playing
with our own kids

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in the street, who are going
to be working together.

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So I think if we look at
a long-term implication

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of the work that we do
at a very young stage,

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you're really setting that up.

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So the same way that we do--

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why we read books to
children because we really

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want to install
the love of books

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that will carry on down the road
to read newspapers, and read

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textbooks, and be able
to work in our society.

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So when we think
about behaviors,

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what kind of patterns,
healthy patterns,

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we can establish very early
on so that that child can feel

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comfortable once they
go to elementary school,

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and middle school,
and high school,

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and be able to function
with other children,

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and certainly later on, other
citizens, other neighbors,

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other co-workers--

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so when we think about our
work in early childhood,

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we're laying the
foundation, not only just

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for the sense of
academics, for example,

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but we're really looking at
the whole social-emotional life

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of human beings.

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And this is the best time
of life, these first five

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years that we work with them,
to set great role models

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and be able to set them on
the road to a successful life.

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The program titled
Behavioral Planning

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I covered the first three
steps of the six steps

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included in the development of
a behavioral intervention plan--

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1, define the behavior.

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

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And 3, form a best guess
about why the child is

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using the behavior.

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Now, we'll see how
to use that best

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guess to develop a
behavioral intervention

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plan in Behavioral Planning II.

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The final three steps covered
in this program are 4,

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set goals, 5, develop and
implement strategies, and 6,

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evaluate success and
make needed changes.

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Step 4 of the planning
process is to set goals.

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Behavioral
intervention plan goals

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are based on your best
guess about the function

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of the behavior and
an evaluation of why

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the child isn't using an
appropriate behavior to meet

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her needs.

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Goals identified in a
child's behavior plan

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include both the final
objective or long-term goal,

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and the steps along the
way, or short-term goals.

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A long-term goal should
be directly related

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to the team's best guess
about why the child is

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using the challenging behavior.

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For example, if the
best guest statement was

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"when Maria wants something
another child has,

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she pushes, hits, or
threatens other children

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to try to get the object,"
then the long-term goal

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should enable Maria
to get what she

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wants with the use of
positive behaviors.

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If the team
determined that Maria

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had a skill deficit,
for example,

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didn't know how
to use her words,

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you might write
the long-term goal

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as "Maria will use words that
are appropriate, such as,

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may I have a turn
next, when she wants

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something another child has."

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If the team decided instead
that Maria has the skills

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to ask nicely for
a turn or a toy

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but is limited by a
performance deficit,

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then you might write
her long-term goal

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as "Maria will control her
frustration when she needs

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to wait for a turn or a toy."

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Let's say we've determined
Maria has a skill deficit.

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Maria's short-term
goals may include steps

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like short-term goal
number one, "Maria

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will go to an adult to help
her get what she needs."

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Short-term goal
number two, "Maria

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will talk with the
adult to problem-solve

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how she can get a turn."

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Short-term goal
number three, "Maria

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will use words, not
physical touch or harm,

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to tell the other
child or children

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that she would like a turn."

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As Maria accomplishes
the short-term goals,

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she's making progress
toward the long-term goal

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of helping her learn to
use her words to take turns

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and play nicely
with her friends.

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One of my favorite anecdotes
is I was in a Head Start class

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once talking with a teacher.

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And a kid on the
other side of the room

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said, really loudly, to another,
you damn son of a bitch.

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I was kind of curious what
the teacher was going to do.

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And this is what she did.

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She went over to
where this child was,

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knelt down next to him, put
her arm around, and whispered

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in his ear.

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And one of the things she
whispered was I'm proud of you.

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She whispered a
couple of more things,

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then came back to
where I was standing.

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As she came back, the little boy
turned to the kid next to her

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and said, I'm sawwy.

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And the other kid said,
you're not supposed to swear.

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You're supposed to
use friendly words.

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The kid said, I know.

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Would you still be my friend?

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The child said, yes, I will.

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The teacher got back to
where I was standing.

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And I said, you know, I
thought I heard him swear,

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and I think I heard you
say you were proud of him.

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She said, that's right, Dan.

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Until last week, when he got
upset, he would hit or kick.

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We've been telling
him to use words.

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He used words.

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I'm proud of him.

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I gave him some other
words to use though

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because those words bother
people in Head Start.

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And I asked him
how he could help

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that other child feel better.

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And you heard what he said.

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What this teacher
did was recognize

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that the goal of helping this
kid express strong emotions

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in non-hurting ways was
a long-range goal that

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was going to take time to meet.

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There would be little
steps of progress

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that wouldn't be perfect
steps, but they'd

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be indicators that
he was learning

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what he needed to be learning.

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Because that ultimate
goal was there.

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And the teacher knew
the kid so well,

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she knew what was progress
and could complement it.

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She used a compliment
sandwich 'cause

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she told him a couple of
things that she was proud of.

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But then she gave
him a suggestion

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for what he could do
that wouldn't bother kids

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next to him the next
time that he got upset.

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Step 5 in the behavioral
planning process

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is to develop and
implement strategies.

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The strategies you
choose should be

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based on your best guess
about why the child is

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using the behavior.

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Remember, your goal is not
only to eliminate the behavior.

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You also need to help the child
learn an effective replacement

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behavior.

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As you think about what
strategies might work,

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consider, what are the
child's strengths and areas

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of interest?

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How will adults work
to prevent or control

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the circumstances that
lead to the child's use

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of the challenging behavior?

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If the child has
a skill deficit,

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how will parents
and teachers help

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the child learn new skills?

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If the child has a
performance deficit,

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how will parents
and teachers help

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the child control the factors
that make it difficult

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for him to use his skills?

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Intervention
strategies are usually

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more effective when they build
on the child's strengths.

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Maria's parents have described
her great love of books.

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A strategy that
may work for Maria

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is to use small group and
one-on-one direct instruction

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through children's books to
teach her friendly behaviors

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and how to use her words.

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[CHATTING]

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The team can identify
a list of books

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that will be available to Maria
in both the home and school

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environments.

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Her teacher may
even work with her

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to problem-solve through
the characters in the book.

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After the book is
finished, the teacher

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can apply the lesson to
things that have recently

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happened at school.

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Maria's parents may
take the book home

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over the weekend to
continue the lesson

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and discussion with Maria.

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Maria's positive
peer interactions

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in the small group settings and
the problem-solving techniques

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she will learn will
give her opportunities

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to develop more
positive behaviors

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and learn the words to use
when she wants to have a turn.

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These more appropriate behaviors
are referred to as replacement

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behaviors because they are
the more positive behaviors

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we hope will replace the
challenging behaviors.

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We think that replacement
behaviors are new skills

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that you're teaching the child.

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Skills that the child should
use in place of the problem

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behavior should be taught
at times when the problem

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behavior is not occurring.

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And so there's this tendency
to use challenging behavior

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as an opportunity to teach,
whereas what we should really

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be doing is teaching replacement
skills, social skills,

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emotional competencies at times
when the child is not engaging

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in the challenging
behavior so that when

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those opportunities come up,
the child has the behavior they

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need in place of that.

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Having said that, it
also makes the most sense

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to teach those skills at times
that the child would naturally

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need to use them.

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So you might do some one-on-one
instruction with the child

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around learning this skill,
role play in this skill,

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so that they cognitively
understand it.

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But then it's important
to find opportunities

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throughout the day
where that skill's

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important for the
child, that you

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can scaffold their use
of that skill in kind

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of natural settings.

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And then, to really
identify opportunities

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where you know that times of the
day, activities, opportunities,

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where you know that there is a
likelihood that the child will

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engage in the problem
behavior, and scaffold

00:09:38.660 --> 00:09:42.410 align:middle line:84%
the child to use of the new
skill at those times as well.

00:09:42.410 --> 00:09:45.830 align:middle line:84%
Building new skills is what
intervention strategies are all

00:09:45.830 --> 00:09:47.240 align:middle line:90%
about.

00:09:47.240 --> 00:09:50.660 align:middle line:84%
As you evaluate Maria's
success in reaching her goals,

00:09:50.660 --> 00:09:52.820 align:middle line:84%
you should agree on
how you will respond

00:09:52.820 --> 00:09:55.580 align:middle line:84%
when Maria uses her
replacement behavior

00:09:55.580 --> 00:10:00.260 align:middle line:84%
and how you will respond if she
uses the challenging behavior.

00:10:00.260 --> 00:10:02.990 align:middle line:84%
The team decided that what
will work best for Maria

00:10:02.990 --> 00:10:06.290 align:middle line:84%
is to give immediate positive
attention and reinforcement

00:10:06.290 --> 00:10:08.930 align:middle line:84%
whenever she uses the
appropriate behavior

00:10:08.930 --> 00:10:11.090 align:middle line:90%
and meets a short-term goal.

00:10:11.090 --> 00:10:14.060 align:middle line:84%
The plan includes examples
of specific language adults

00:10:14.060 --> 00:10:16.670 align:middle line:84%
should use like,
"Maria, you came

00:10:16.670 --> 00:10:19.363 align:middle line:84%
to find me to help you
get a turn with the ball.

00:10:19.363 --> 00:10:20.780 align:middle line:84%
It looks like you
and your friends

00:10:20.780 --> 00:10:23.270 align:middle line:84%
are happy when
everyone takes a turn.

00:10:23.270 --> 00:10:25.230 align:middle line:90%
Keep it up."

00:10:25.230 --> 00:10:28.770 align:middle line:84%
Also, the teachers decided to
provide Maria with a ticket

00:10:28.770 --> 00:10:32.040 align:middle line:84%
each time she uses the
replacement behavior.

00:10:32.040 --> 00:10:34.500 align:middle line:84%
These tickets are
placed in a small bag

00:10:34.500 --> 00:10:37.230 align:middle line:84%
and sent home at
the end of each day.

00:10:37.230 --> 00:10:40.440 align:middle line:84%
At home, Maria's parents
discuss her tickets with her,

00:10:40.440 --> 00:10:43.650 align:middle line:84%
offer positive reinforcement,
and then put the tickets

00:10:43.650 --> 00:10:46.230 align:middle line:90%
in a small, clear jar.

00:10:46.230 --> 00:10:49.560 align:middle line:84%
Maria is told that once she
fills the jar with 10 tickets,

00:10:49.560 --> 00:10:51.420 align:middle line:84%
the family will get
to go to the library

00:10:51.420 --> 00:10:55.020 align:middle line:84%
together, where she
can choose a new book.

00:10:55.020 --> 00:10:57.870 align:middle line:84%
Adult responses to
Maria's continued use

00:10:57.870 --> 00:11:01.440 align:middle line:84%
of challenging behaviors
should be discussed in detail

00:11:01.440 --> 00:11:04.110 align:middle line:84%
so you can agree on a
response that all adults feel

00:11:04.110 --> 00:11:08.040 align:middle line:84%
comfortable using when Maria
displays difficult behavior.

00:11:08.040 --> 00:11:10.290 align:middle line:84%
It's a good idea to
practice the response

00:11:10.290 --> 00:11:13.770 align:middle line:84%
when not under the stress
of an actual incident.

00:11:13.770 --> 00:11:15.900 align:middle line:84%
The process of
implementing strategies

00:11:15.900 --> 00:11:20.390 align:middle line:84%
will occur over a period of
between two and six weeks.

00:11:20.390 --> 00:11:22.700 align:middle line:84%
After the agreed
upon time period,

00:11:22.700 --> 00:11:25.430 align:middle line:84%
the team will meet again to
evaluate the effectiveness

00:11:25.430 --> 00:11:26.990 align:middle line:90%
of the strategies.

00:11:26.990 --> 00:11:29.450 align:middle line:84%
You shouldn't expect that
intervention strategies

00:11:29.450 --> 00:11:33.650 align:middle line:84%
will immediately eliminate the
child's challenging behaviors.

00:11:33.650 --> 00:11:35.750 align:middle line:84%
The behaviors may
even temporarily

00:11:35.750 --> 00:11:38.840 align:middle line:84%
get worse as the child
displays a behavior that

00:11:38.840 --> 00:11:40.670 align:middle line:90%
has worked in the past.

00:11:40.670 --> 00:11:42.680 align:middle line:84%
It will take time for
the child to learn

00:11:42.680 --> 00:11:45.860 align:middle line:84%
that replacement behaviors
will lead to more positive play

00:11:45.860 --> 00:11:47.990 align:middle line:90%
experiences.

00:11:47.990 --> 00:11:52.190 align:middle line:84%
A key component of successful
implementation is persistence.

00:11:52.190 --> 00:11:54.260 align:middle line:84%
Challenging behaviors
often have developed

00:11:54.260 --> 00:11:57.770 align:middle line:84%
over the course of time and
are likely to take as much time

00:11:57.770 --> 00:12:00.720 align:middle line:84%
to resolve as they
took to develop.

00:12:00.720 --> 00:12:02.720 align:middle line:84%
Well, some
intervention strategies

00:12:02.720 --> 00:12:05.600 align:middle line:84%
really require
multiple examples,

00:12:05.600 --> 00:12:07.220 align:middle line:84%
multiple opportunities
for a child

00:12:07.220 --> 00:12:09.218 align:middle line:84%
to learn what's
expected of them.

00:12:09.218 --> 00:12:10.760 align:middle line:84%
And especially in
the case of a child

00:12:10.760 --> 00:12:12.860 align:middle line:84%
who might have done
something over and over

00:12:12.860 --> 00:12:15.410 align:middle line:84%
and over as they're
developing and growing up,

00:12:15.410 --> 00:12:17.945 align:middle line:84%
and it always got the same
reaction from their parents

00:12:17.945 --> 00:12:20.570 align:middle line:84%
or people around them, and now,
you're suddenly doing something

00:12:20.570 --> 00:12:22.070 align:middle line:84%
different, they're
likely to keep

00:12:22.070 --> 00:12:24.110 align:middle line:84%
trying and trying
and trying to get

00:12:24.110 --> 00:12:26.450 align:middle line:84%
you to respond the way
that everybody always

00:12:26.450 --> 00:12:27.890 align:middle line:90%
responded before.

00:12:27.890 --> 00:12:30.080 align:middle line:84%
So we call that an
extinction burst.

00:12:30.080 --> 00:12:32.540 align:middle line:84%
When you stop paying
attention to something

00:12:32.540 --> 00:12:34.370 align:middle line:84%
that previously you
would have attended to

00:12:34.370 --> 00:12:36.553 align:middle line:84%
or somebody else
attended to, and you

00:12:36.553 --> 00:12:37.970 align:middle line:84%
stop doing that,
the child's going

00:12:37.970 --> 00:12:40.790 align:middle line:84%
to try even harder, and maybe
even with more intensity,

00:12:40.790 --> 00:12:42.950 align:middle line:84%
to get you to respond the
way they're expecting.

00:12:42.950 --> 00:12:46.190 align:middle line:84%
So we have to really be
persistent, stay the course,

00:12:46.190 --> 00:12:48.380 align:middle line:84%
know what the intervention
is likely to produce

00:12:48.380 --> 00:12:51.200 align:middle line:84%
and how long it's going to take,
and know that child well enough

00:12:51.200 --> 00:12:54.830 align:middle line:84%
to be able to read the cues that
they're beginning to get it.

00:12:54.830 --> 00:12:58.130 align:middle line:84%
Before the team ends the
behavioral planning meeting,

00:12:58.130 --> 00:13:00.480 align:middle line:84%
you should do two
important things.

00:13:00.480 --> 00:13:03.890 align:middle line:84%
First, decide how you will
record progress during the two

00:13:03.890 --> 00:13:07.070 align:middle line:84%
to six weeks the strategies
are being implemented.

00:13:07.070 --> 00:13:10.370 align:middle line:84%
The teams should continue to
record information and collect

00:13:10.370 --> 00:13:13.850 align:middle line:84%
data on the child's use of
both a challenging behavior

00:13:13.850 --> 00:13:16.430 align:middle line:84%
and the times when the child
uses a more appropriate

00:13:16.430 --> 00:13:18.530 align:middle line:90%
replacement behavior.

00:13:18.530 --> 00:13:20.840 align:middle line:84%
Documentation will be
important in monitoring

00:13:20.840 --> 00:13:23.000 align:middle line:90%
the child's progress.

00:13:23.000 --> 00:13:25.460 align:middle line:84%
This information will
be vital in evaluating

00:13:25.460 --> 00:13:29.510 align:middle line:84%
what is working,
what isn't, and why.

00:13:29.510 --> 00:13:33.140 align:middle line:84%
It's often helpful to identify
a person who will periodically

00:13:33.140 --> 00:13:36.410 align:middle line:84%
check in with all team members
to make sure the strategies are

00:13:36.410 --> 00:13:40.940 align:middle line:84%
being implemented and additional
information is being collected.

00:13:40.940 --> 00:13:43.010 align:middle line:84%
The second important
thing to determine

00:13:43.010 --> 00:13:45.110 align:middle line:84%
before the meeting
comes to a close

00:13:45.110 --> 00:13:48.290 align:middle line:84%
is the date on which the
team will meet again.

00:13:48.290 --> 00:13:50.060 align:middle line:84%
Everyone involved
in the creation

00:13:50.060 --> 00:13:52.310 align:middle line:84%
of a behavioral
intervention plan

00:13:52.310 --> 00:13:56.000 align:middle line:84%
should receive a copy of the
plan at the end of the process.

00:13:56.000 --> 00:13:57.740 align:middle line:84%
A written plan
will allow everyone

00:13:57.740 --> 00:14:00.560 align:middle line:84%
to check the plan to make
sure its strategies are being

00:14:00.560 --> 00:14:03.290 align:middle line:84%
implemented consistently
by all of the adults

00:14:03.290 --> 00:14:05.390 align:middle line:90%
caring for the child.

00:14:05.390 --> 00:14:06.980 align:middle line:84%
In addition, the
child's progress

00:14:06.980 --> 00:14:08.990 align:middle line:84%
will be easier to
monitor when everyone is

00:14:08.990 --> 00:14:12.160 align:middle line:90%
working with the same document.

00:14:12.160 --> 00:14:14.830 align:middle line:84%
Step 6 in the behavioral
planning process,

00:14:14.830 --> 00:14:16.900 align:middle line:84%
which occurs at the
follow-up meeting,

00:14:16.900 --> 00:14:22.400 align:middle line:84%
is to evaluate success and make
needed changes to the plan.

00:14:22.400 --> 00:14:25.700 align:middle line:84%
At this meeting, documentation
of the child's success

00:14:25.700 --> 00:14:28.430 align:middle line:84%
and continued use of
challenging behaviors

00:14:28.430 --> 00:14:32.360 align:middle line:84%
will be reviewed and discussed
to decide on next steps.

00:14:32.360 --> 00:14:34.490 align:middle line:84%
If the behavioral
intervention plan

00:14:34.490 --> 00:14:36.830 align:middle line:84%
doesn't seem to be
making a difference,

00:14:36.830 --> 00:14:39.740 align:middle line:84%
three possible reasons the
child's behavior may not

00:14:39.740 --> 00:14:43.520 align:middle line:84%
be improving are 1,
the team's best guess

00:14:43.520 --> 00:14:47.037 align:middle line:84%
about why the child is
using the behavior is wrong.

00:14:47.037 --> 00:14:51.080 align:middle line:84%
2, the strategies were
not consistently applied

00:14:51.080 --> 00:14:53.390 align:middle line:84%
or were not given
a chance to work.

00:14:53.390 --> 00:14:57.260 align:middle line:84%
Or 3, the manner in which adults
are encouraging the child's

00:14:57.260 --> 00:14:59.930 align:middle line:84%
use of replacement
behaviors is no longer

00:14:59.930 --> 00:15:02.240 align:middle line:90%
reinforcing for the child.

00:15:02.240 --> 00:15:05.090 align:middle line:84%
When it's clear a behavioral
intervention plan isn't

00:15:05.090 --> 00:15:08.120 align:middle line:84%
working, the team should
restart the planning process

00:15:08.120 --> 00:15:10.730 align:middle line:84%
to gather more
accurate information.

00:15:10.730 --> 00:15:14.660 align:middle line:84%
It can be frustrating when an
intervention plan doesn't work.

00:15:14.660 --> 00:15:16.910 align:middle line:84%
But you shouldn't give
up on the process.

00:15:16.910 --> 00:15:19.580 align:middle line:84%
A functional assessment
leading to the development

00:15:19.580 --> 00:15:22.220 align:middle line:84%
of an intervention
plan is the best way

00:15:22.220 --> 00:15:26.390 align:middle line:84%
to help a child displaying
challenging behaviors.

00:15:26.390 --> 00:15:29.060 align:middle line:84%
I think I can make a difference
by offering them something

00:15:29.060 --> 00:15:30.710 align:middle line:84%
that no one else
may have offered.

00:15:30.710 --> 00:15:32.840 align:middle line:84%
Once you have a
child in your class,

00:15:32.840 --> 00:15:35.090 align:middle line:84%
if you see that there is
something missing, whether it

00:15:35.090 --> 00:15:37.670 align:middle line:84%
be someone giving
them a hug, whether it

00:15:37.670 --> 00:15:39.710 align:middle line:84%
be someone making an
attachment with them

00:15:39.710 --> 00:15:42.597 align:middle line:84%
where they feel safe and secure,
if that's what they're missing,

00:15:42.597 --> 00:15:44.930 align:middle line:84%
then that's what I'm going
to offer them, whatever it is

00:15:44.930 --> 00:15:47.500 align:middle line:90%
that they need me to give them.

00:15:47.500 --> 00:15:49.290 align:middle line:90%