TROUBLED BY TINA’S TANTRUMS?
SICK OF SAMMY’S SCRATCHING?
Who Do Challenging Behaviors Challenge?

Addressing Challenging Behaviors of Children Who Are Vision Impaired and Have Autism Spectrum Disorders (ASD)

Presented by: Marilyn H. Gense, Willamette ESD and D. Jay Gense, Oregon Department of Education

Things to consider..

The behavior
The age of the student
How long its take to teach new skills
Interest and motivations
Communication skills and systems

Things to Remember....Behavior is Communication!!!!

Things to Determine...Function of the Behavior

Functions of behavior include:

Get
- Social Reinforcement
- Tangible Reinforcement
Escape or Avoid
- Task
- Situation
Both (1 & 2)
Communication
- Choice
- Understanding

Checklist For Developing Behavior Intervention Plans

Identify the behavior to change
Define the behavior clearly
Complete a functional analysis of the behavior including frequency, intensity and/or duration
Complete a reinforcer assessment
Develop hypothesis
Develop strategies for teaching new behaviors
Develop strategies for reinforcing desired behaviors
Develop data collection system
Develop appropriate communication strategies
Develop a crisis plan, if needed
Develop process for sharing and reviewing with the team
Develop procedures for generalizing skills to a variety of settings
Implement, review and modify plan as needed

Functional Analysis: Targeting Behavior for Change
Target Behavior	Where did it occur?	When did it occur?	With whom did it occur?	How long did it last?	What happened after it occurred?




Comments:

Sample - Functional Analysis: Targeting Behavior for Change
Target Behavior	Where did it occur?	When did it occur?	With whom did it occur?	How long did it last?	What happened after it occurred?
Biting Others (opening mouth, moving head toward person or making physical contact with mouth on another person)	On the way to the music room	11:00 (after swimming was cancelled)	IA (Sue)	He made three attempts bite in one minute	He sat in a chair outside of music class but did not participate. Went to lunch as soon as music was over.
Slapping Others (reaching out arm, moving arm quickly toward another, slapping another with hand)	When asked to complete a work activity at the table as teacher was physically prompting	2:00	Teacher (Jean)	8 attempts and one connection in 5 minutes.	Teacher would stop and wait for student to calm down. After completion, moved to leisure activity.
Comments: He is quick to grab, even if you are not right next to him

Sample: Crisis Intervention Plan
Escalation Stage	Crisis Stage	Calming Stage
Behavior Signals: High pitched vocalizations Repeated requests for food (“Want treat, want treat, want treat) Puffing and blowing through mouth Dropping cane Slapping self on chest Strategies: Use calm voice Reduce demand Complete activity if appropriate and move to a preferred activity Avoid: Physical contact Disliked activities Teacher sounding stressed and raising voice Using the word “no”	Behavior Signals: Biting Crying and screaming Throwing shoes Tipping furniture over Strategies: In a calm yet stern voice tell T. to sit down Move children Move any nearby equipment and furniture out of the way Reduce noise level in setting Avoid: Trying to talk to Student Any attempt at an Activity Sounding upset Physical proximity	Behavior Signals: Soft crying T. vocalizing “are you calm” Sitting on floor quietly Strategies: Reinforce effort to calm self Assist T. to put on shoes Move to chair or calm area Show schedule Avoid :Physical contact Excess talking

Additional Planning: Review data collected on crisis behavior. Review skills being taught to assure T. is being taught to communicate when he needs a break. Review schedule to assure a good mix of preferred and non-preferred activities. Review opportunities for choice throughout day.

Contact:

Marilyn Gense
Willamette ESD
Salem, OR
marilyn.gense@wesd.org
Addressing Challenging Behaviors of Children Who Are Vision Impaired and Have Autism Spectrum Disorders (ASD) (125k)

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Last Revision: June 1, 2005

TROUBLED BY TINA’S TANTRUMS? SICK OF SAMMY’S SCRATCHING? Who Do Challenging Behaviors Challenge?