All children- children who respond to group-wide, preventative practices within the classroom.
Children at-risk- children who do not respond to preventative practices within the classroom and require instruction on specific social-emotional skills
Few children- children demonstrating severe challenging behavior and do not respond to typical preventative practices or social-emotional teaching strategies.
An approach for developing and understanding why the child has challenging behavior and changing a child's behavior through teaching the child new skills and replacement behaviors.
A narrow approach that considers a child's social skills in isolation when looking at rationalizing challenging behavior
A method of recognizing challenging behavior and developing a "quick fix" through intervention that is reactionary rather than preventative.
To request an object, activity, or person
To escape demands, an activity, or a person
To obtain and object or someone
All of the above
Laying on the ground, kicking the adult, and running away from the adult
Biting the adult and screaming
Crying and banging his head on the windows
All of the above
An adult intervenes by comforting the child Tim tackled and scolding Tim. Tim continues to play in the sand box.
A child approaches the sandbox with the roadway construction Tim had just finished building
Tim had a fight with his mother before coming to school that day
Tim tackles the child to the ground
Documenting when the child utilized new skills learned as shown by display of a replacement behavior for the challenging behavior previously exhibited
Interview with the persons who know the child best
Review of records
Observations of the child in situations where the challenging behavior occurs and observing what circumstances are associated with appropriate behavior
Teacher bringing him over to the floor to play with a toy
Teacher returns, helps him get his shirt back on, and gives him a hug
Child pulling his arm out of his shirt and hitting his head with his fist
Child is more likely to tantrum when his mother brings him to school
Child is most likely to tantrum during small group, when compared to snack and circle time
Child is more likely to tantrum if he has come to school on the bus
Identification of the functions and maintaining consequences of the behavior
Definition and description of the behavior
Development of a replacement behavior
Description of frequency and intensity of the behavior
Exploration of possible setting events
A challenging behavior may not always have a function
A challenging behavior may be displayed in the same form, but have multiple functions
A challenging behavior may begin by serving one function, such as escaping an activity, and then continue to serve a second function, such as obtaining attention
Answers a and b
Answers a and c
Answers b and c
Madison screaming "no" and biting the peer
Madison spends time in the thinking chair and the peer is consoled and once Madison's time is up in the thinking chair she returns to housekeeping.
A peer joins Madison in play at housekeeping and obtains the purse
Madison wants to avoid sharing the purse in housekeeping