PowerPoint Presentation
Resolving Your Child’s Challenging Behavior
A Practical Guide to Parenting with Positive Behavior Support
Karen Elfner, M.A. Sarah Fefer, Ph.D., BCBA
Based on the work of: Meme Heineman Ph.D. BCBA
What Is Positive Behavior Support?
Positive behavior support (PBS) may be best viewed as a framework and a process for understanding behavior, structuring our homes and interactions, and resolving behavior problems.
PBS is based on the assumption that if we can determine the purpose of our children’s behavior and how that purpose serves them we are in a better position to address their behavior.
Elements of Effective Support
•Working Together •Understanding Patterns
- Preventing Problems • Teaching New Skills
- Responding Effectively • Changing Lives
Hieneman, Elfner, & Sergay, 2020
What Would You Do?
Suzie refuses to complete schoolwork and chores, resulting in low grades and hassles at home.
Grant has 5-7 tantrums per day, lasting up to 45 minutes, and sometimes hurts his little sister.
Step 1: Establish Goals
•Broad goals for child and family
•Specific behaviors of concern
- Define behavior • Prioritize (“The Big Ds”)
•Find a starting point
Step 2: Gather & Analyze Information
- Understanding Behavior • Gathering Information
- Figuring Out Patterns
ABC Observation
What happened What the child What happened said or did after behavior before behavior
Finding Patterns
| When is the behavior... | Most likely | Least likely |
|---|---|---|
| When | ||
| Where | ||
| With whom | ||
| What activities | ||
| What do they... | Get | Avoid |
The “Why” of Behavior
- Function = WHY the child engages in the behavior
- What is the purpose of the behavior?
- 4 Most Common Functions of Behavior:
- Escape/Avoidance (to get out of something)
- Attention (to get attention)
- Tangible (to get something)
- Automatic Reinforcement (to get sensory stimulation) THINK: GET or GET OUT OF
Step 3: Develop a Plan
- Prevent Problems from Occurring • Avoid bad situations altogether
- Make difficult circumstances better • Add cues that prompt good behavior
•Teach Skills to Replace Behavior •Manage Consequences of Behavior
Sample Skill Development
Self-Management
Calm down tools: Perspective taking:
- Count to three before responding
- Use of emotion ID card to guess how others are feelings (made into a relax game)
- Take 5 deep breaths
- Request space from family members when needed (self time-out)
Grant’s Behavior Support Plan
| Grant's Behavior Support Plan | ||
|---|---|---|
| When someone interferes with Grant's play by using his toys or not following "his rules", he tantrums. This often results in adults and children giving in to his demands or suggesting another activity. | ||
| Prevent | Teach | Manage |
| Discuss rules of the game beforehand | Teach Grant to explain his rules | Reward cooperation by following Grant's rules |
| Ask permission to use his toys- separate or label his toys | take turns | Avoid giving in to his demands |
| Provide warnings if you will change the rules | leave or change an activity when upset |
Suzie’s Behavior Support Plan
| Suzie's Behavior Support Plan | ||
|---|---|---|
| When adults tell Suzie to complete chores or schoolwork, she ignores them, refuses, or argues. This delays completing the work and sometimes the adults give up altogether. | ||
| Prevent | Teach | Manage |
| Provide a list of chores and assignments that are required | Allow Suzie to choose how and when she will complete the work | Make privileges (e.g., electronics) available only after Suzie has done her work |
| Check tone of voice | Teach Suzie to develop her own lists | Reduce the amount of work required when Suzie is cooperative |
| Monitor her own grades and progress | Avoid arguing-just redirect Suzie |
Step 4: Use the Plan
- Create an action plan
- Use strategies consistently
- Monitor the outcomes
- Adjust accordingly
| What needs to be done? | By Whom? | When? |
|---|---|---|
Questions/Discussion
•Thank you for your time!
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