Resources for Competency 4.3:

2

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Addresses Challenging Behavior

The professional working with young children works to effectively and calmly address challenging behavior

Resources & Media for Understanding Competency 4.3

• 
  Miss Flori at the Sand Table Part 2
  Video
  
  
• 
  Miss Flori at the Sand Table
  Video
  
  

Behaviors & Skills

• a
  Considers whether or not his or her expectations of behavior are appropriate for the age and development of the child
  
  
• b
  Responds to challenging behavior in ways that match the child's development
  
  
• c
  Uses a consistent process of reflection and action to address challenging behavior:
  • Gathers information by asking him/herself: "What is going on?" "Where and in which situations does this behavior occur?" "What triggers this behavior?"
  • Self-reflects: "Why is this happening?" "What can I change about my behavior?" "What can I change about the environment?"
  • Considers various possibilities: "What might I try?" "When?" "How?"
  • Assesses tried actions: "Did it work?" If not, "What next?"
  
  
• d
  Considers other experiences, life circumstances, and whether a child is trying to establish a sense of belonging by exhibiting challenging behavior (i.e., trying to get others to focus on them, hurting others or their things because they feel hurt, etc.) and chooses a response or solution that matches that need
  
  
• e
  Considers what he or she knows about individual children's temperament (i.e., activity level, adaptability, persistence) and responds to challenging behavior in ways that match the children's temperament
  
  
• f
  Remains calm and respectful toward the child exhibiting challenging behavior
  
  
• g
  Allows natural consequences to guide children's behavior as much as possible
  
  
• h
  When appropriate, applies logical consequences that are related to the challenging behavior and its function, that are
  respectful to the child, and that are reasonable
  
  
• i
  Intervenes immediately to stop behavior that affects safety and/or ability to learn, including bullying or rejecting others
  
  
• j
  Makes sure children understand the connection between behavior and consequence
  
  
• k
  When a child uses negative behavior, discusses the behavior with the child in private and in the context of expectations based on respect
  
  
• l
  Teaches children more effective ways to meet their wants and needs, making the challenging behavior unnecessary
  
  
• m
  Encourages children to monitor their own behavior
  
  
• n
  For serious behavior challenges, seeks the assistance of an administrator, psychologist, or behavior specialist to help provide creative and effective interventions
  
  
• o
  Identifies and describes the challenging behavior as a preliminary step in using a Functional Behavioral Assessment (FBA)
  
  
• p
  Uses FBA to determine the "function" of a challenging behavior (the purpose a challenging behavior serves for the child)
  
  
• q
  Identifies what happens right before (antecedent) and what happens right after (consequence) challenging behavior occurs
  
  
• r
  Develops a behavior intervention plan
  
  
• s
  Regularly evaluates behavior intervention plans to make appropriate modifications, accommodations and interventions as necessary