In Lesson Three, you were introduced to the Pyramid Model as a visual guide to thinking about the implementation of a quality program and its impact on the social-emotional growth and development of children. You learned that, as the manager, you are a key person in the implementation of the various components of the model and that your support and supervision of staff ensure that program policies are followed with regard to positive guidance practices. In this lesson, you will learn how your role as a leader greatly affects the ability of your program to serve children who engage in persistently challenging behavior. These are the small number of children who are in the top part of the pyramid (the red area).

The majority of children who attend your program respond to the staff’s positive guidance principles used to create a warm, nurturing climate. When a child does not respond to these principles and rather engages in persistent challenging behavior, it affects the child, other children, and staff members. 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).

What Do We Mean by Persistent Intensive Challenging Behavior?

The Center for Social Emotional Foundations for Early Learning (CSEFEL) defines challenging behavior as:

任何干扰学习或参与与同龄人和成年人积极互动的重复行为模式。yabo电子游艺

对发展适当的积极指导程序的使用没有反应的行为。例如长时间发脾气、身体和语言攻击、破坏性的声音和运动行为、财产破坏、自我伤害、不服从和退缩。具有挑战性的行为通常会导致孩子接触或回避某件事或某个人。

What is Positive Behavior Support?

• 改变行为的方法
• Based upon humanistic values and research
• An approach for developing an understanding about why the child has challenging behavior and teaching the child new skills to replace that behavior
• A holistic approach that considers all of the factors influencing a child, family, and the child’s behavior (health, settings, communication skills, etc.)

As the program director, you must create program-level plans and procedures for referring a child who has persistent challenging behaviors. You may create a checklist or form that a teacher can complete in order to describe what the challenging behavior is and what steps have been taken to address the behaviors. A team approach must be taken to successfully address persistent challenging behavior. You are a critical member of the behavior intervention team. You will share information with the family, convene and facilitate the team meetings, observe the child or youth, and assist your staff and the child’s family with accessing any agencies or other resources as needed.

创建个性化行为计划的过程

以下步骤可用于开发和实施个性化行为计划：

第1步：建立一个协作团队并见面以确定目标

第2步：收集信息（完成功能行为评估）

第3步：开发假设（最佳猜测行为的函数）

Step 4: Design a behavior support plan

Step 5: Implement, monitor, evaluate outcomes, and refine the plan in natural environments

第1步：建立一个协作团队，开会确定目标。

As the program manager, you are charged with calling together a team to work together to address a child’s challenging behavior. Potential team members are the family, staff members, trainers and coaches, community mental health worker, and other specialized therapists. Everyone on the team helps to collect/gather information about the behavior.

Step 2: Basic Functional Behavior Assessment Process

要了解孩子的行为，团队中的成年人（包括家庭）完成了功能性行为评估。您可以协助行为顾问来帮助完成功能行为评估。

1. 用可观察和可测量的术语定义行为。
   将孩子介绍给团队的工作人员必须能够以可观察和可测量的方式清楚地定义孩子的行为，这一点很重要。例子：蒂姆使用言语侵略（威胁;姓名呼唤，咒骂）当他必须等待在操场上使用三轮车。
2. Ask about behavior by interviewing the family, staff and the child (if appropriate)
3. 指定例程并总结行为发生的时间和地点
4. Observe the child’s behavior during routines in natural environments (home, school, community).

Step 3: Develop a Hypothesis statement: a final summary of where, when, & why the child’s behaviors occur

该团队使用从上面的访谈和观察中收集的信息来发展功能行为评估。写了假设陈述。以下是假设陈述的一个例子：

“在集体游戏情境（户外游戏）中，蒂姆使用言语攻击（威胁、骂人、骂人）在操场上获得一辆三轮车。当这种情况发生时，同伴会把三轮车交给蒂姆，或者由成年人来干预，并给予蒂姆过度的负面关注。”

• 什么触发了行为？小组在户外游戏情况
• 什么是具有挑战性的行为？言语攻击（威胁、骂人、骂人）
• What maintains the behavior?Peer gives Tim the tricycle; adult provides excessive negative attention

第4步：制定行为支持计划

当所有的观察,访谈数据,any other pertinent other information are gathered, the team then meets to develop an individualized behavior support plan that incorporates prevention strategies and teaches the child replacement behaviors that will take the place of the challenging behavior.

行为支持计划包括以下组件：

• 行为假设-行为的目的（功能）；这是团队对行为发生原因的最佳猜测
• Prevention Strategies- Ways to make events and interactions that trigger challenging behavior easier for the child to manage
• 更换技巧- New skills to teach throughout the day to replace the challenging behavior
• New Adult Responses-成年人对挑战性行为的反应，确保挑战性行为不被维持，并使用新的替代技能。

该团队应解决可能发生的所有变量（健康，过渡，睡眠等），并创造性地思考预防策略和更换技能。

例子：Since the function of Tim’s challenging behavior is to obtain something (the tricycle) some预防策略可能：

• 在户外前往蒂姆单独查看游乐场规则
• 在其他孩子使用所有三轮车时使用选择和儿童利益来分散或支持蒂姆（确保选择是蒂姆喜欢的选择）
• 当Tim可以有三轮车时，使用定时器来发信号

Teaching Replacement Skills

教学替代技能为他具有挑战性的行为提供了替代行为的蒂姆。以下是教授儿童更换技巧的一些重要观点。

替换技能应为：

1. 高效和有效（即，为孩子快速工作）
2. Consider what the child already has
3. 确保对适当行为的奖励是一致的。
4. 确定孩子提供相同信息的可接受方式。
5. Make sure the new response is socially appropriate and will access the child’s desired outcome

替换技能指导程序：

• 选择要教授的技能
• Teach skills intentionally using planned procedures
• Teach replacement skills during time the child is NOT having challenging behavior
• 全天授课

新成年人对挑战性行为的反应

成年人需要故意计划如何应对蒂姆的挑战性行为，以使其在获得成人注意力方面取得无效。成年人需要肯定会鼓励蒂姆新的适当技能，并更加注重蒂姆使用社会适当的行为而不是他挑战的行为。

这是Tim的行为支持计划图表看起来像在团队头脑风暴会议之后：

触发	行为	维持后果
班级在游乐场的三轮车外面播放	言语攻击（威胁、骂人、骂人） 行为功能：获得三轮车	同龄人把三轮车给蒂姆 别理蒂姆 成年人介入蒂姆的负面关注
Prevention Strategies	蒂姆的新技能（替代品）	New Adult Responses
通过播放游乐场行为的角色使用关于Tim的脚本故事进行预先教学技能。 使用可视卡来帮助蒂姆记得使用适当的语言要求询问。 显示蒂姆计时器和解释的时候rings it will be his turn to use a tricycle	要求三轮车转弯 Everyone can play with the tricycles 要求成年人的帮助	To Tim’s Challenging Behavior: 如果蒂姆使用言语侵略，则介入以防止对其他孩子的伤害 To Tim’s New Replacement Skills: Anticipate Tim’s fTorustration about not having a tricycle and remind him about how he can ask for a turn when the child is finished. Acknowledge Tim and verbally encourage him to use his new skills

实施，监控，评估结果，并在自然环境中进行计划

在计划和实施个人行为支持计划时，必须便于每个人（包括孩子的家人）使用。必须收集和共享数据，以确定计划是否有效。收集数据有多种格式。讲义“指导数据收集”（参见“学习”部分）提供了有关收集数据方法的信息。作为一名外部观察者，管理者可以负责收集数据，观察团队是否在实施预防策略，并向孩子传授替代技能。您是员工的关键支持人员。在他们学习执行计划的过程中，让他们有时间进行咨询。

行为计划需要时间工作（团队应在三周后达到，以检查计划如何工作） - often员工正在寻找持续具有挑战性行为的“快速修复”，但通常不会发生快速修复。有时，在减少之前，孩子的挑战性可能会增加，这可能会为教师和父母劝阻。通过这种行为改变过程的积极态度和支持团队的愿意对其成功至关重要。

创建支持计划清单是良好的，以确定是否正在遵循计划。该团队需要满足并查看您收集的数据。作为经理也意味着您知道团队需要外面的专业支持，以创造和维持孩子的行为计划。您的安装和社区资源网络可能会被要求协助开发和监控个人行为支持计划。

If the child or youth with challenging behavior is receiving behavior support through his or her public school, you may, with the family’s written permission, seek consultation from the school staff to assist with the child’s challenging behaviors in the youth program. For children who receive behavior support in school, it is important that there be consistency across settings (including home and child care).

它超出了本课程的范围，教导您需要了解积极行为支持计划的一切。但是，有很好的资源可用于帮助您执行这项重要工作。对于童年计划，您可以探索通过国家金字塔模型创新（或NCPMI的国家中心提供的资源（或NCPMI，与社会情感干预的技术援助中心合并）：https://challengingbehavior.cbcs.usf.edu/

Difficult Conversations: Referring Families to Community-Based and Online Resources on Child Guidance and Behavior Issues

您可能与关于儿童指导和行为问题的家庭有一些艰难的对话。重要的是，您将与家庭成员的对话作为一个希望听到家庭对孩子的观点的倾听者。家庭不希望教师或计划经理以判断的方式或质疑他们的养育能力。所有家庭都有优势，并且作为照顾孩子的合作伙伴，方案工作人员应该承认父母养父母养育子女。

与他们希望永不了解他们的孩子的东西，与家人说话永远不会容易。重要的是，通过在常规日常互动期间通过持续的沟通，您和家庭之间建立了强有力的关系。这些对话可能包括可以提供更密集的干预措施的社区资源的建议。Jodi Whiteman（2013）列出了一些有用的谈话策略：

• 提问和倾听。Wondering together with families demonstrates equality between the professional and the child’s family. This also shows your respect for the family. For example: “I was wondering if you have noticed Alyana’s hesitation to climb on the playground equipment? Is there something we should be aware of in order to help her feel more secure on the playground?”
• 积极倾听。Active listening involves paying full attention to what the other person is saying and letting them know you understood their message. (“You told Alyana not to climb on playground equipment because you heard that a neighbor’s daughter fell off a swing at the park and had to get several stitches.”)
• 表演同理心。显示同理心涉及您愿意接受另一个人的经历和感受。（“我可以想象它是可怕的，因为你邻居的女儿发生了什么，Alyana可能会受到伤害。”）

在将一个家庭推荐给外部机构或其他资源时，重要的是要拥有有关原子能机构的目的和服务的正确信息。如果您在原子能机构有个人联系人，则会有用，因此父母可以在启动联系人时使用父母。对于一些家庭来说，如果他们不确定如何接近机构，请与他们联系可能会有所帮助。

在与家庭的联系中，您可以维护一个包含安装和社区机构的家长资源列表。这个名单应该可以在该计划网站上的家庭角落里找到。您还可以在程序时事通讯中提供有关行为的父资源示例。家庭是你项目社区不可或缺的一部分。你和你的员工是家庭的合作者，在他们最重要的任务中抚养他们的孩子。当你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是一个团队，为他们提供关爱。

与家人一起谈话

积极引导儿童的重要性