在第三课中，您被引入金字塔模型，作为考虑实施质量计划的视觉指南及其对儿童社会情感增长和发展的影响。您了解到，作为经理，您是实施模型各种组成部分的关键人员，以及您的支持和监督工作人员确保在积极的指导实践方面进行计划政策。在本课程中，您将学习作为领导者的角色如何极大地影响您的计划为从事持续具有挑战性行为的儿童提供服务的能力。这些是金字塔（红色区域）顶部的少数儿童。

参加课程的大多数儿童响应了员工的积极指导原则，用于创造温暖，培育气候。当一个孩子没有回应这些原则并且相当参与持续具有挑战性的行为时，它会影响孩子，其他孩子和工作人员。Research has shown that Positive Behavior Intervention Support (PBIS) is an effective way of developing individualized plans to address children’s persistent intensive challenging behavior that “reduces challenging behavior, enhances relationships between adults and children, and generally helps caregivers and children experience an improved quality of life” (Hunt and Hemmeter, 2009, p. 9).

持续强化挑战性行为我们的意思是什么？

早期学习（CSEFEL）的社交情绪基础中心定义具有挑战性的行为：yabo电子游艺

任何反复的行为模式，干扰与同龄人和成人的积极相互作用的学习或参与。yabo电子游艺

不响应于使用发展适当的正面指导程序的行为。实例包括长时间发脾气，身体和口头侵略，破坏性的声带和运动行为，财产破坏，自我伤害，不合规和退出。挑战性的行为通常会导致孩子获得或避免某些东西或某人。

什么是积极的行为支持？

• 一种改变行为的方法
• 基于人文价值观和研究
• 制定理解为什么儿童具有挑战性行为和教导儿童新技能来取代这种行为的方法
• 考虑影响儿童，家庭和儿童行为的所有因素（健康，设置，沟通技巧等）的整体方法

作为计划导演，您必须创建程序级计划和程序，以推荐一个具有持久挑战性行为的儿童。您可以创建一个老师可以完成的清单或表格，以便描述具有挑战性的行为是什么以及如何采取哪些步骤来解决行为。必须采取团队方法来成功地解决持续的具有挑战性行为。您是行为干预团队的关键成员。您将与家庭分享信息，召开并促进团队会议，遵守儿童或青年，并根据需要，协助您的员工和儿童家庭。

Process for Creating an Individualized Behavior Plan

The following steps can be used for developing and implementing individualized behavior plans:

Step 1: Establish a collaborative team and meet to identify goals

Step 2: Gather information (complete a functional behavior assessment)

Step 3: Develop hypotheses (best guess about the function of the behavior)

第4步：设计行为支持计划

第5步：实施，监控，评估结果，并在自然环境中进行计划

第1步：建立一个协作团队并见面以确定目标。

作为计划经理，您被指控召唤团队一起努力解决孩子的挑战性行为。潜在的团队成员是家庭，工作人员，培训师和教练，社区精神卫生工作者和其他专门治疗师。团队中的每个人都有助于收集/收集有关行为的信息。

第2步：基本功能行为评估过程

To understand the child’s behavior, the adults on the team (including the family) complete a functional behavior assessment. You might assist a behavior consultant to help complete the functional behavior assessment.

1. 定义可观察和可衡量的术语中的行为。
   重要的是，将孩子归于团队的工作人员能够清楚地定义可观察和可衡量的条款的行为。例子：Tim uses verbal aggression (threats; name calling, swearing) with peers and adults when he has to wait for a turn to use a tricycle on the playground.
2. 通过采访家庭，员工和孩子（如果合适）询问行为
3. 指定例程并汇总发生行为的位置
4. 在自然环境（家庭，学校，社区）的惯例中观察孩子的行为。

第3步：制定假设陈述：最终摘要在哪里，何时，以及为什么孩子的行为发生

The team uses the information gathered from the above interviews and observations to develop the functional behavior assessment. A hypothesis statement is written. The following is one example of a hypothesis statement:

“在小组播放情况（外部播放）中，蒂姆使用言语侵略（威胁，姓名，宣誓，咒骂）来获得操场上的三轮车。发生这种情况时，对等体给出三轮车或成人介入，并提供了过度关注的时间。“

• What triggers the behavior?Group play situations outdoors
• 什么是具有挑战性的行为？言语侵略（威胁，姓名呼叫，咒骂）
• 什么保持行为？同行给蒂姆三轮车;成人提供过度的负面关注

Step 4: Develop a Behavior Support Plan

当所有观察到，采访数据和任何其他相关的其他信息都收集了收集时，该团队符合开发一个个性化的行为支持计划，该计划包含预防策略，并教授将取代挑战性行为的儿童更换行为。

The Behavior Support Plan includes the following components:

• 行为Hypotheses- 行为的目的（功能）;这是团队最好的猜测如何发生行为
• 预防策略- 使事件和交互的方法触发挑战性行为的挑战性行为使儿童更容易管理
• Replacement Skills- 新技能在整天教授以取代具有挑战性的行为
• 新成人回应- 成人对确保挑战行为的具有挑战性行为的反应是不维持的，并且使用了新的替代技能。

The team should address all the variables that could occur (health, transitions, sleep, etc.) and think creatively about prevention strategies and replacement skills.

例子：由于Tim的挑战性行为的功能是获得某些东西（三轮车）一些prevention strategiesmight be:

• review playground rules individually with Tim before going outdoors
• use choices and child interests to distract or support Tim during times when all the tricycles are being used by other children (make sure the choices are ones Tim likes)
• use a timer to signal when Tim can have a tricycle

教学替代技巧

Teaching replacement skills provides Tim with an alternative behavior to his challenging behavior. Here are some important points about teaching a child replacement skills.

更换技巧应该是：

1. 高效有效（即，为孩子迅速工作）
2. 考虑孩子已经拥有的东西
3. 确保适当行为的任何奖励都是一致的。
4. Identify an acceptable way for the child to deliver the same message.
5. 确保新的响应是社会合适的，并将访问孩子的预期结果

Replacement Skill Instruction Procedures:

• 选择教学技巧
• 使用计划程序故意教导技巧
• 在儿童没有具有挑战性的行为时教授更换技巧
• 全天教

新的成人反应具有挑战性的性能变化or

Adults need to intentionally plan how they will respond to Tim’s challenging behavior that will make it ineffective in obtaining adult attention. The adults need to be sure to encourage Tim’s new appropriate skills and pay more attention to Tim’s use of socially appropriate behavior than to his challenging behaviors.

Here is what Tim’s Behavior Support Plan Chart looks like after the team brainstorming meeting:

扳机	行为	保持后果
Class plays outside with tricycles on the playground	言语侵略（威胁，姓名呼叫，咒骂） 行为功能：获得三轮车	同龄人给Tim 同行单独离开蒂姆 Adults intervene with negative attention to Tim
预防策略	Tim’s New Skills (Replacements)	新成人回应
Pre-teach skills by role playing playground behavior using a scripted story about Tim. Use visual cards to help Tim remember to ask for a turn using appropriate language. 仔细说明计时器并解释到当时间圈时，它将轮到他使用三轮车	要求打开三轮车 每个人都可以玩三轮车 Asking for an adult’s help	蒂姆的挑战性行为： Intervene to prevent harm to other child if Tim uses verbal aggression 到蒂姆的新替代技巧： 预计Tim的Ftorustration关于没有三轮车，并提醒他，当孩子完成时，他如何要求转弯。 承认蒂姆和口头鼓励他使用他的新技能

Implement, Monitor, Evaluate Outcomes, and Refine The Plan in Natural Environments

在规划和实施个人行为支持计划时，每个人都必须使用（包括孩子的家庭）很容易。必须收集和共享数据以确定计划是否有效。有多种格式用于收集数据。讲义，指导数据收集（参见“学习部分”提供有关收集数据的方法的信息。作为一个外部观察员，经理可能负责采取数据和观察，看看团队是否正在进行预防策略并教导孩子更换技巧。您是工作人员的关键支持人员。使其能够在学习实施计划时进行咨询。

The behavior plan needs time to work (teams should meet after three weeks to check in on how the plan is working)—often staff are looking for “quick fixes” for persistent challenging behavior but quick fixes typically do not occur. Sometimes the child’s challenging behaviors may increase before they decrease, and this can be discouraging for teachers and parents. Your positive attitude and willingness to support the team through this behavior change process is vital to its success.

It is good to create a support plan checklist to determine if the plan is being followed. The team needs to meet and review the data you have collected. Being the manager also means you know when the team needs outside professional support to create and sustain a behavior plan for a child. Your network of installation and community resources may be called upon to assist in the development and monitoring of individual behavior support plans.

如果儿童或青少年具有挑战性的行为正在通过他或她的公立学校接受行为支持，您可以在家庭的书面许可中寻求校工作人员的磋商，以协助孩子在青年计划中的挑战性行为。对于接受学校的行为支持的儿童，重要的是在环境中存在一致（包括家庭和儿童保育）。

It is beyond the scope of this lesson and course to teach you everything you need to know about positive behavior support planning. However, there are excellent resources available to help you do this important work. For early childhood programs, you can explore the resources available through the National Center on Pyramid Model Innovations (or NCPMI, which merged with the Technical Assistance Center on Social Emotional Intervention, or TACSEI):https://challengingbehavior.cbcs.usf.edu/

困难的谈话：将家庭推荐给儿童指导和行为问题的社区和在线资源

你可能会有一些困难的与家人的对话ilies about child guidance and behavior issues. It is important that you approach conversations with family members as a listener who wants to hear the family’s perspective on their child. Families do not want teachers or program managers to approach them in a judgmental manner or question their parenting abilities. All families have strengths, and as partners in caring for their children, program staff should acknowledge the hard job parents have raising their children.

It is never easy to talk to families about something they hope to never hear about their child. It is important that a strong relationship is well established between you and the family through ongoing communication during regular daily interactions. These conversations may include suggestions of community-based resources that can provide more intensive interventions. Jodi Whiteman (2013) lists some helpful strategies for having difficult conversations:

• 提问并听。与家人一起想到，展示了专业人员和孩子的家庭之间的平等。这也显示了你对家庭的尊重。例如：“我想知道你是否注意到了Alyana犹豫了爬上操场设备？是否有一些我们应该意识到的是为了帮助她在操场上感觉更安全？“
• Active listening.积极的听力涉及全面关注对方的说法，让他们知道你了解他们的信息。（“你告诉Alyana不要爬上操场设备，因为你听说一位邻居的女儿在公园落下了摇摆，不得不得到几针。”）
• Show empathy.Showing empathy involves your willingness to accept another person’s experiences and feelings. (“I can imagine it is scary to think that Alyana might get hurt on the playground equipment because of what happened to your neighbor’s daughter.”)

When referring a family to an outside agency or other resource, it is important to have the correct information about the agency’s purpose and services. It is helpful if you have a personal contact at the agency so there is a name the parent can use when initiating contact. For some families, it may be helpful to offer to go with them if they are unsure about how to approach an agency.

在您的外展到家庭中，您可以维护包含安装和社区机构的父资源列表。该列表应在程序网站的家庭角中使用。您还可以提供关于程序时事通知中的行为的父资源的示例。家庭是您计划社区的一个组成部分。您和您的员工是在他们最重要的任务中举办孩子的合作者。当您与家庭成员建立关系时，孩子们会知道他们生活中的成年人正在担任团队，为他们提供爱心。

Engaging In Difficult Conversations With Families

积极儿童指导的重要性