Module 5 Steps in the Problem Solving Process Developing a Precision Problem Behavior Statement and Exploring Possible Solutions 2 Objectives Develop a Precision Problem Behavior Statement Identify possible solutions ID: 690026
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NC Preschool Pyramid Model: Tier II Supports for Emotional and Social Development
Module 5: Steps in the Problem- Solving Process-
Developing a Precision Problem Behavior Statement and Exploring Possible SolutionsSlide2
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Objectives
Develop a Precision Problem Behavior Statement
Identify possible solutions
Understand what a replacement behavior is
Identify ways to engage families in exploring strategies
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The Learner will:Slide4
Pre-Learning Activity
How might you use information in the article on self-regulation to develop activities for children in the classroom?
Are there activities that require more focus and attention? What are some examples of these?
When is the best time to introduce a new skill or activity within the daily schedule and routines?
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Problem-Solving Process
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Define Problem with Precision
Explore Possible
Solutions
Choose an
Appropriate
Instructional
Strategy
Act on the
Instructional
Strategy
Evaluate
Effectiveness of
Instructional
Strategy
Collect and Use DataSlide6
Developing a Precision Problem Behavior Statement
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What is the Problem?
Review the scenario on your handout for a child with a challenging behavior
Identify the form, function, and consequence of the behavior
Make a hypothesis about “why” the behavior is happening.
Choose a spokesperson to share with the large group.
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Developing a Precision Problem Behavior Statement for Tim
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Precision Problem Behavior Statement Example for Tim
Every day during center time and outdoor play when children are involved in independent play, Tim watches the other children then moves into their play area and grabs the toys with which they are playing. When they resist giving him the toy, he jumps on them, pulls their hair, spits, sticks out his tongue, hits, scratches and pushes the other children. When the children call for help from the teacher, Tim moves away and continues to play with his truck. If the teacher intervenes to move Tim away from the group, he becomes “limp “and falls to the ground.
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Engaging Families in Defining the Problem Behavior
What is your child doing that concerns you?
What times of the day are especially difficult for your child?
What activities is your child involved in during those times? Who else is involved in the activity with your child?
What is happening before and after your child’s most challenging times of the day?
How well do you understand what your child is trying to communicate during these difficult times of day?
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Clarifying Questions:Slide11
Problem-Solving Process
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Define Problem with Precision
Explore Possible
Solutions
Choose an
Appropriate
Instructional
Strategy
Act on the
Instructional
Strategy
Evaluate
Effectiveness of
Instructional
Strategy
Collect and Use DataSlide12
Why are Replacement Behaviors Important?
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Determining a Replacement Behavior
Is it faster than the challenging behavior?
Is it easier to implement?
Is it more reliable?
Can it be used in most situations?
Can it be easily understood and reinforced until it becomes part of the child’s behavior responses?
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Replacement Behaviors
Scenario: A child hits in order to obtain a desired object from another child.
Non-example: The child is redirected to another center
Develop Precision Problem Behavior Statement
Replacement Behavior: a) Child uses his words to ask to play,
b) he identifies what he can do until the object is free, or c) he uses a wait list to be next for the item
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Replacement Behavior for Tim
Learning Opportunity
Refer back Tim’s Precision Problem Behavior Statement
Discuss
with a partner possible replacement behaviors/skills
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Engaging Families in Exploring Possible Solutions
What would you like your child to do instead of the challenging behavior?
Have you found anything that works to stop the behavior?
How have you been able to re-direct your child to more appropriate behavior?
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Questions
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