Hamzah is a three-year old boy in the preschool room. He usually speaks in one word phrases. At the end of circle time each child is asked to choose where he wants to play. When it is Hamzah’s turn he often does not respond and remains seated.

Does this story about Hamzah at play time sound familiar to you – perhaps you have a child like Hamzah in your classroom?

If so, then you’ve actually taken the first step of identifying a problem behaviour that may be putting a child at risk. In this case, Hamzah’s problem behaviour is also interfering with his social, emotional and intellectual development.

Deciding what to do next may be difficult. Here’s the 3-step approach we followed in Understanding and Changing Behaviour.

Step 1: Decide Where to Start

Let’s take a moment to describe what we see or hear. Describing the behaviour will help us to be consistent when gathering information a bit later.

When Hamzah is asked to select an activity or play area, he does not respond with words or gestures. If seated or standing he remains in position and does not move.

We have agreed to directly observe Hamzah’s behaviour and record our results using the ABC Functional Assessment Card. We’ll chart at least six times before reviewing the information. We will also use the Motivation Assessment Scale (MAS) by Durand and Crimmins to learn more about the possible reasons for the behaviour.

We’ll talk with Hamzah’s parents to find out if he has any difficulty playing, making choices or following directions at home.

Now let’s move on to the next step.

Step 2: Gather and Analyze

After speaking with Hamzah’s parents, we learned that he is an only child, and often plays on his own at home, or with his father. He follows instructions easily and enjoys listening to the radio, and children’s music.

Hamzah’s parents are very concerned about his language development as Hamzah uses mostly single words to speak and some gestures. A hearing test has been scheduled for Hamzah, and he is also on the waitlist for a speech and language assessment.

We completed the MAS and recorded our observations throughout the week using the ABC Functional Assessment Cards. After analyzing all the information we collected, here’s what we noticed about Hamzah’s behaviour:

• We see the behaviour each day after circle time, and rarely at other times during the day.
• Hamzah seems to enjoy circle time as he actively participates by singing along and doing the actions.
• The activity that follows circle time is free play time where children get to choose a centre (e.g., blocks, dramatic, sand table) to play in.
• We looked at the circle time routine and noticed that it was not very consistent. It was sometimes unclear when the routine ended.
• The behaviour follows a verbal request to select an activity or someone to play with (e.g., teacher says, “Who do you want to play with?”, or “Where do you want to play?”)
• The behaviour does not occur when Hamzah is told to specifically carry out a task or activity. He is very compliant with following simple one step directions.
• The consequence to Hamzah’s behaviour was very consistent and we noticed this pattern:
  • A teacher repeats the question 2 to 4 times; the behaviour continues. When she takes Hamzah’s hand and leads him to an activity or play area the behaviour stops.

According to our analysis of the information, the suggested function of Hamzah’s behaviour is to escape the choice making activity that follows circle time. This is possibly because he does not know how to respond to it.

Step 3: Plan for Change

Now it’s time to move onto the next step and plan for change. Planning for change involves making the behaviour irrelevant, inefficient and finally ineffective.

Making the Behaviour Irrelevant

We can make the behaviour irrelevant by preventing or controlling the things in the environment that happen before the behaviour.

Let’s take a look at some ways to prevent the behaviour from happening by adapting routines, using visuals, making changes to the environment, and modifying teaching methods.

Routines
We can make a few changes to the circle time routine to help Hamzah understand when to transition to the next activity. Just like we have a “welcome “song at the beginning of circle time, we’ll also use a “goodbye” song to let everyone, including Hamzah, know that this activity is over.

Using Visuals
We can also make a visual schedule with pictures that shows the activities happening that day, the sequence of events, and when it is time to stop one activity and start another.

Environment
Since Hamzah is very interested in music, we are going to add objects that have a musical element to some of the learning centres around the room. For example, we’ll place a toy radio/tape recorder to the dramatic area, and collect some audio books to create a listening centre.

Modify Teaching Methods
After reviewing our observations, we realized that we can change the way we give instructions or directions. We can get down to the child’s level, make eye contact, and simplify our speech. Instead of saying “where do you want to play?” we can say “want blocks or tape recorder?” Using pictures of these objects will also help Hamzah understand what we are saying. To start, we’ll present Hamzah with a choice between real objects.

Making the Behaviour Inefficient

To make behaviour inefficient, we might choose to teach specific adaptive, educational and social behaviours. By teaching these types of behaviours, we eliminate the need for the problem behaviour.

At other times, we may teach an alternative behaviour. An alternative behaviour serves the same function as the behaviour being replaced but is seen to be more appropriate by other children, adults and the general public. To be successful, it requires equal or less physical effort and complexity but results in the same type of pay-off for the child.

Remember how we observed that Hamzah engaged in problem behaviour following circle time. We’re going to teach Hamzah how to make a choice by using concrete objects and eventually with picture symbols. This will also help to expand Hamzah’s play skills, and build on his expressive language skills.

For specific details on the strategies and other teaching techniques we used to teach Hamzah to “make a choice” visit our “Teaching New Skills” section.

Making the Behaviour Ineffective

The last step is to make problem behaviour ineffective, meaning that it no longer works for the child. We know that problem behaviour often increases before it decreases when implementing changes. The key is to be consistent with our plan.

Everyone on the teaching team will be sure to use the objects that represent the various learning centres to help Hamzah select an area to play in (e.g., blocks, playdough container, crayon, book). We will also be sure to help Hamzah follow through with the choice by walking him to the selected learning centre and praise him for choosing an activity.

Next we need to look at changing the behaviour in every environment in which Hamzah finds himself. We will talk with Hamzah’s parents about using the same strategies at home. Our partnership with parents is the key to success!

If the problem behaviour persists then we will have to re-assess but it is important for us to give our plan time to work. Be patient! Some behaviours can take a couple of weeks to change.

By Robert E. O’Neill

The Functional Assessment Interview (FAI) is an important part of a functional behaviour assessment. The FAI consists of a series of questions designed to gather information about a child’s behaviour. Unlike the Motivation Assessment Scale (MAS), the FAI does not include scores that help to identify the function of the behaviour. The FAI, however, helps you gather information that you and a consultant would then use when problem solving around a problem behaviour.

The first set of questions guides you as you describe the behaviour. Then you are asked questions about the “ecological/setting events”, such as the child’s recent eating and sleeping habits. A description of the immediate antecedents (when, what, where and with whom the behaviour occurs) and consequences of the behaviour (what the child gets or avoids by engaging in the behaviour) are also required. You are also asked questions about the child’s abilities and difficulties, likes and dislikes, and method and level of communication.

As someone who works closely with the child, you might be able to answer many of these questions. It is important, however, to interview people who may have other information about the child – such as other staff members, the child’s parents and, where appropriate, the child himself – in order to gather as much information as possible.

By bringing your attention to the antecedents (things that happened before the behaviour) and the consequences (things that happen as a result of the behaviour) of the behaviour, the FAI helps you to identify not only the problem behaviour(s), but also the possible reasons for it. The FAI also brings your attention to the skills, interests, challenges and communication issues of the child.

We have attached a completed FAI form for you to read. As you can see, there is much more detailed information included in the FAI than in the MAS. We have also included a blank copy of the FAI that you might want to use.

The Elimination Record allows you to keep track of when a child is soiled or dry, and if he urinates or has a bowel movement in the toilet.

Pants Column

In the column marked pants you will record every hour either:

• D – if he is dry
• U – if he has urinated in pants
• BM – if he has a bowel movement

Of course, you don’t have to wait an entire hour. Anytime you think he is wet, check him, write in the time on the chart, and record the results.

Toilet Column

If you do put him on the toilet, record the results in the Toilet column in the same way. (However, you don’t need to start putting him on the toilet yet until you have discovered his elimination pattern from your hourly dry checks).

• N – if he didn’t eliminate in the toilet
• U – if he has urinated in the toilet
• BM – if he has a bowel movement

As you can see, record keeping will take you no more than a minute each hour, yet this is the most important part of your toilet training program.

Wayne is a four-year old boy diagnosed with Autism. He is nonverbal and constantly in motion. He frequently climbs on furniture such as tables and chairs. The teacher will get up to follow him and bring him back to the activity. Wayne will happily return but only for a moment and then he is off again. Not only is this a safety concern, but it also interferes with his ability to focus or participate in group activities.

Does this story about Wayne and his favourite activity sound familiar to you – perhaps you have a child like Wayne in your classroom?

If so, then you’ve actually taken the first step of identifying a problem behaviour that may be putting a child at risk. In this case, Wayne’s problem behaviour is also interfering with his social, emotional and intellectual development.

Deciding what to do next may be difficult. Here’s the 3-step approach we followed in Understanding and Changing Behaviour.

Step 1: Decide Where to Start

We’ve identified a problem behaviour. Let’s take a moment to describe what we see or hear. Describing the behaviour will help us be consistent when gathering information a bit later.

Wayne climbs onto furniture (e.g., chairs, tables, low bookshelf).

In order to better understand Wayne’s behaviour we will observe and record each incident during which he demonstrates the behaviour on the ABC Functional Assessment Card for five consecutive days. We will also complete the Motivation Assessment Scale (MAS) by Durand and Crimmins to learn more about the purpose of the behaviour.

We will talk with Wayne’s parents to find out if he demonstrates this behaviour at home and if they have any concerns.

Now let’s move on to the next step.

Step 2: Gather and Analyze

By speaking with Wayne’s parents, we discovered that he frequently engages in this behaviour at home. His mother and grandmother reported that Wayne spends a lot of time climbing onto the sofa, coffee table, chairs and bed, and will usually bounce once he is on them. Wayne’s mother allows him to periodically climb on furniture as he appears to enjoy this type of activity. She is unsure why he is constantly craving some form of motion.

We completed the MAS and recorded our observations throughout the week using the ABC Functional Assessment Cards. After analyzing the information we noticed a few things about Wayne’s behaviour:

• The behaviour occurs mostly indoors.
• Usually occurs when an adult stops attending to him. It also occurs when an adult is sitting right next to him.
• Appears to enjoy the behaviour. He seems pleased and is smiling.
• While up on the furniture, Wayne bounces very lightly on the spot. He seems calm and unaware of anything else going on.
• There was no pattern in the time of day Wayne engages in the problem behaviour or specific location.
• We noticed that in many instances Wayne gets an immediate response from those around him when he climbs up onto the furniture. The other children will call out what he is doing or teachers will go to him immediately and direct him to come down.
• Wayne does not usually comply with the verbal direction to “come down”. Teachers then physically assist Wayne to get down and he often resists and shouts.
• We also see this behaviour during outdoor play time. Wayne climbs to the top of the playground structure and jumps on the spot. He appears to be excited, makes sounds and laughs.
• Teachers allow Wayne to climb outdoors noting that it is much safer compared to inside the classroom.

The results from the functional assessment suggest that the function of the behaviour is to obtain sensory stimulation.

Now it’s time to move onto the next step and plan for change.

Step 3: Plan for Change

We want to reduce problem climbing as it is a serious safety concern for Wayne and those around him. Note that we still want to give Wayne a chance to obtain the sensory stimulation he is seeking. Planning for change involves making the behaviour irrelevant, inefficient and finally ineffective.

Making the Behaviour Irrelevant

We can make the behaviour irrelevant by preventing or controlling the things in the environment that happen before the behaviour.

Let’s take a look at some ways to prevent the behaviour from happening by, setting clear rules, and modifying activities/programming.

Setting Clear Rules
We want Wayne to understand where it is okay to climb and bounce, and where it is not okay. We are going to make a list with pictures of the places that are appropriate for Wayne to climb or bounce on, such as the playground structure or a mini trampoline.

Modifying Activities/Programming
We can change our daily schedule to include additional gross motor activities in between seated activities or free play time. These activities include dancing, going for a walk through the building (up and down stairs), and stretching exercises.

To provide Wayne with sensory stimulation we have purchased a “move n’ sit” air cushion that is portable and can be used at circle time, or during seated activities.

Making the Behaviour Inefficient

To make behaviour inefficient, we might choose to teach specific adaptive, educational and social behaviours. By teaching these types of behaviours, we eliminate the need for the problem behaviour.

At other times, we may teach an alternative behaviour. An alternative behaviour serves the same function as the behaviour being replaced but is seen to be more appropriate by other children, adults and the general public. To be successful, it requires equal or less physical effort and complexity but results in the same type of pay-off for the child.

In this case, the prevention strategies mentioned above provide Wayne with opportunities to receive sensory stimulation throughout the day, but there may be times when he wants more. In order to help Wayne to obtain sensory input we will teach him to use a picture card that will enable him to request a therapy ball, rocking boat or mini trampoline. This serves the same function as the climbing (to obtain sensory stimulation), but is much safer.

For specific details on the strategies and other teaching techniques we used to teach Wayne to “request a sensory break” visit our “Teaching New Skills” section.

Making the Behaviour Ineffective

The last step is to make problem behaviour ineffective, meaning that it no longer works for the child. Keeping in mind that the behaviour may not change right away – we are aware that it is very common for problem behaviour to increase before it decreases when implementing changes. The key is to be consistent with our plan.

When Wayne climbs onto furniture an adult will direct him down. The adult will ignore the behaviour by not making eye contact or communicating with him.

Another important factor in making the behaviour ineffective in our environment means changing a behaviour in all the places a child finds himself especially at home. Changing a problem behaviour that continues to be rewarded in other settings is confusing to the child and frustrating for everyone. Our partnership with parents is the key to success.

Throughout this process we spoke to Wayne’s mother about our concerns, and shared the strategies that we implemented. His mother agreed to try and change the behaviour at home.

In the meantime, we also acknowledge that if the behaviour persists then Wayne may need professional help or the intervention of an occupational therapist.

Chung Lee is a five-year old girl with Down Syndrome. When it’s time for all the children to get ready for outdoor play, Chung Lee often begins to tantrum as she tries to put on her jacket. She throws her things to the floor and screams. The teacher calms Chung Lee down and then helps her put the jacket on. The teacher notices that this is happening every day and does not have enough time to help the other children.

Does this story about Chung Lee getting dressed sound familiar to you – perhaps you have a child like Chung Lee in your classroom?

If so, then you’ve actually taken the first step of identifying a problem behaviour that may be putting a child at risk. In this case, Chung Lee’s problem behaviour is also interfering with her social, emotional and intellectual development.

Deciding what to do next may be difficult. Here’s the 3-step approach we followed in Understanding and Changing Behaviour.

Step 1: Decide Where to Start

We’ve identified a problem behaviour. Let’s take a moment to describe what we see or hear. Describing the behaviour will help us to be consistent when gathering information a bit later.

Chung Lee throws her jacket and/or hat to the floor. She then screams very loudly.

We’ll also want to talk with Chung Lee’s parents to find out if she has any difficulty getting dressed at home or displays this behaviour with other activities. Then we’ll spend some more time observing Chung Lee at the centre.

Team teachers agree to record their observations using the ABC Functional Assessment Card for the next five days. We’ll chart at least six times before reviewing the information. We will also use the Motivation Assessment Scale (MAS) by Durand and Crimmins to learn more about the possible functions of the behaviour.

Since the behaviour usually happens when getting dressed, we are also going to look at how Chung Lee gets undressed and see if there are any concerns around this routine.

Now we’ll move onto the next step.

Step 2: Gather and Analyze

After speaking with Chung Lee’s parents, we learned that she does not demonstrate any of the problem behaviours at home. Chung Lee’s parents reported that they help her put on the clothing, pull up the zippers, or undo the buttons on her pants, sweaters and jackets.

We believe that the expectations for “getting dressed” are different at home than at child care. Chung Lee receives full assistance from her parents to get dressed but is encouraged to first try on her own at child care.

We completed the Motivation Assessment Scale and recorded our observations throughout the week using the ABC Functional Assessment Cards. After analyzing all the information we collected, here’s what we noticed about Chung Lee’s behaviour:

• The behaviour happens twice a day, while getting ready to go out to the playground – in the morning and afternoon.
• Chung Lee gets her jacket from the cubby, holds it in one hand and tries to slide the other hand into the arm opening. Her hand misses the opening. Not getting her hand in the opening appears to trigger the problem behaviour.
• We also noticed that when Chung Lee’s parents come to pick her up, they help her put on the jacket and hat (e.g., hold the jacket, put her arms through the sleeves, pull up the zipper, and pull the hat down onto her head).
• Teachers respond to Chung Lee’s behaviour by telling her to pick up the jacket or asking her to “try” again. The screaming gets much louder and teachers quickly go to put the jacket and hat on for her.
• After being helped Chung Lee stops screaming.
• We also noticed that the cubby area is a bit crowded during this routine. Chung Lee is sometimes pushed or bumped by a child next to her. This also happened before we see the problem behaviour.

We also observed Chung Lee when she takes off her jacket and hat.

• There were no issues with undressing but Chung Lee does have a very interesting way of removing her jacket. She locates the zipper and pulls it down almost half way. Then she wriggles out of her jacket and tosses it into her cubby or leaves it on the floor.
• The hat was pulled off very quickly and easily as Chung Lee grabbed it from the top.

According to our analysis of the information we gathered, there are two possible functions or reasons for Chung Lee’s behaviour: escaping the activity because it is too difficult, and/or obtain attention from a teacher to get help. We are going to focus on the function of escaping the activity when we plan for change.

Step 3: Plan for Change

Planning for change involves making the behaviour irrelevant, inefficient and finally ineffective.

Making the Behaviour Irrelevant

We can make the behaviour irrelevant by preventing or controlling the things in the environment that happen before the behaviour.

Let’s take a look at some ways to prevent the behaviour from happening by changing the environment, adapting routines and using visuals.

Environment
We’re going to place a plastic mirror on the wall in the cubby area to help Chung Lee see what she is doing while trying to get dressed. The physical space is a bit small for all the children to get dressed at once so we are going to adapt this routine (see below).

Routines
We’ll adapt the routine by dividing the children into two smaller groups. In Chung Lee’s group we will include children who can dress independently and can model appropriate behaviour.

Activity
We will discuss the getting dressed routine at circle time by reading books about this self-help task. We can also add doll-sized jackets and hats to the dramatic area so that Chung Lee can practice this skill through play.

Using Visuals
We will create a mini-schedule with photos of each step involved in “putting on a jacket”. We will post one near Chung Lee’s cubby and another one on or above the mirror. This visual support will be very useful for teaching Chung Lee this self-help skill.

Making the Behaviour Inefficient

To make behaviour inefficient, we might choose to teach specific adaptive, educational and social behaviours. By teaching these types of behaviours, we eliminate the need for the problem behaviour.

At other times, we may teach an alternative behaviour. An alternative behaviour serves the same function as the behaviour being replaced but is seen to be more appropriate by other children, adults and the general public. To be successful, it requires equal or less physical effort and complexity but results in the same type of pay-off for the child.

In this case, we’re going to teach Chung Lee how on put on her jacket – step by step. For specific details on the strategies and other teaching techniques we used to teach Chung Lee to “put on a jacket” visit our “Teaching New Skills” section.

Making the Behaviour Ineffective

The last step is to make problem behaviour ineffective, meaning that it no longer works for the child. Keep in mind that the behaviour may not change right away. It is very common for problem behaviour to increase before it decreases when implementing changes. The key is to be consistent with the plan.

Everyone on the teaching team will be sure to ignore the throwing and screaming behaviour. We’ll praise Chung Lee for being quiet in the cubby area and reward her for completing the steps to putting on her jacket.

It will also be important to make the behaviour ineffective in all the places a child finds herself. Changing a problem behaviour that continues to be rewarded in other settings is confusing to the child and frustrating for everyone. In this case, we will talk with Chung Lee’s parents and discuss how they too can help Chung Lee learn to put her jacket on independently, at home, by using the same strategies we will use at child care. Our partnership with parents is the key to success.

If the problem behaviour persists then we will have to re-assess but it is important for us to give our plan time to work. Be patient! Some behaviours can take a couple of weeks to change.

Asha is a three-year old girl who looks forward to playing in the outdoor sandbox. Asha gets very excited when she has a chance to dig with her hands and build mountains. However, when the teacher reminds Asha that it is time for her to tidy up and go inside, she often continues to play in the sand. When approached by a teacher Asha throws sand and toys at the teacher.

Does the story about Asha at the sand box sound familiar to you – perhaps you have a child like Asha in your classroom?

If so, then you’ve actually taken the first step of identifying a problem behaviour that may be putting a child at risk. In this case, Asha’s problem behaviour is also interfering with her social, emotional and intellectual development.

Deciding what to do next may be difficult. Here’s the 3-step approach we followed in Understanding and Changing Behaviour.

Step 1: Decide Where to Start

We’ve identified that Asha’s actions at the sandbox are problem behaviours. Let’s take a moment to describe what we see or hear. Describing the behaviour will help us be consistent when gathering information a bit later.

When given a verbal direction to tidy up – Asha continues to play.
When approached by a teacher after the first direction, Asha throws objects.

In order to better understand Asha’s behaviour we will observe and record each incident of the behaviour described above. We will use the ABC Functional Assessment Card for the next five days.

We will also speak with Asha’s parents to find out if she has any difficulty following instructions, and whether or not she throws objects at home.

Now let’s move on to the next step.

Step 2: Gather and Analyze

After speaking with Asha’s parents, we learned that she sometimes tantrums when asked to get ready for bed. Asha’s father also noted that he usually has to tell Asha to do something about 2 or 3 times before she complies. He says that, “Asha seems to be so focused on an activity that she just does not want to stop”.

Throughout the week there were 8 incidents where Asha demonstrated the problem behaviour. We recorded our observations for each one using the ABC Functional Assessment Card. After analyzing all the information we noticed a few things about Asha’s behaviour:

• The behaviour occurred every day during the morning outdoor play time while Asha was at the sandbox.
• The other three incidents were indoors during free play time – at the dramatic and blocks centres.
• Asha often played alone during these activities.
• We noticed a pattern in what happened before the behaviour. Asha was playing alone. A teacher would tell Asha to tidy up. She did not follow the instruction and continued to play.
• When the teacher gave the verbal direction to “tidy up”, she was often behind or not very close to Asha.
• When the teacher approached Asha to provide physical assistance to follow through, Asha threw objects.
• The consequence to Asha’s throwing of objects was not very consistent. Sometimes, teachers let her play for a few more minutes, while others immediately removed her from the area. In both cases, Asha does not tidy up.

We also looked at our daily schedule to see what activity came after the “tidy up” time. After outdoor play, we went indoors to the washroom and then to have lunch; Asha didn’t have any difficulties with these specific routines. After indoor play, we had circle time where Asha participated and enjoyed singing along with her peers.

The results from the functional assessment suggest that the function of the behaviour is to obtain an activity (obtain more play time). Another possible function of the behaviour is to escape an activity – Asha may be escaping the activity that comes after “tidy up” time. But we’re going to focus on “planning for change” for the first possible reason seeing as the activities that come after “tidying up” are ones that Asha also enjoys.

Now it’s time to move onto the next step and plan for change.

Step 3: Plan for Change

Planning for change involves making the behaviour irrelevant, inefficient and finally ineffective.

Making the Behaviour Irrelevant

We can make the behaviour irrelevant by preventing or controlling the things in the environment that happen before the behaviour.

Let’s take a look at some ways to prevent the behaviour from happening by making rules and transitions clearer, modifying teaching methods and using visuals.

Transitions
Establishing a consistent transition routine around tidying up time will certainly help Asha follow through with directions and understand that play time is over. We’re going to give all the children a 5 minute warning before tidy up time. Then we’ll sing the “Tidy Up” song so that Asha will have another cue to make the transition.

Teaching Methods
To prevent Asha from throwing objects, we will remove as many of the items around her or that are within her reach. Then we can continue with the transition routine, singing the “Tidy Up” song, etc.

When giving instructions or preparing Asha for the transition, teachers will give them directly to Asha, get down on her level, and be sure to make eye contact.

Using Visuals
We will also post a “daily schedule” with photos representing each activity/routine of the day. We will post one near the circle time area and teachers will carry mini daily schedules with them (individual pictures on a key ring). Asha can be shown the picture of the upcoming activity to help her to understand change. This visual support will also assist Asha to prepare for a transition.

Making the Behaviour Inefficient

To make behaviour inefficient, we might choose to teach specific adaptive, educational and social behaviours. By teaching these types of behaviours, we eliminate the need for the problem behaviour.

At other times, we may teach an alternative behaviour. An alternative behaviour serves the same function as the behaviour being replaced but is seen to be more appropriate by other children, adults and the general public. To be successful, it requires equal or less physical effort and complexity but results in the same type of pay-off for the child.

We are going to teach Asha to follow the instruction of “tidy up”. For specific details on the strategies and teaching techniques we used to teach Asha to “follow instructions” to tidy up visit our “Teaching New Skills” section.

Making the Behaviour Ineffective

The last step is to make problem behaviour ineffective, meaning that it no longer works for the child. Keeping in mind that the behaviour may not change right away – we are aware that it is very common for problem behaviour to increase before it decreases when implementing changes. The key is to be consistent with our plan.

When Asha demonstrates the problem behaviour, all teachers will respond by quietly moving out of the path of objects being thrown. Teachers will also provide hand-over-hand assistance to ensure that Asha tidies up one or two items before moving to the next activity.

It will also be important to make the behaviour ineffective in all the places a child finds herself. Changing a problem behaviour that continues to be rewarded in other settings is confusing to the child and frustrating for everyone.

Throughout this process we spoke to Asha’s parents about our concerns, and shared the strategies that we implemented. As Asha also had difficulty with transitioning at home, we provided the family with similar strategies to follow and visual tools to use. Our partnership with parents is the key to success.

If the problem behaviour persists then we will have to re-assess but it is important for us to give our plan time to work. Be patient! Some behaviours can take a couple of weeks to change.

Abdi is a three-year old boy with some verbal language. At lunch time he sits down at the table and has little difficulty eating or drinking independently. Lately, he has been grabbing food from other children’s plates.

Does this story about Abdi at lunch time sound familiar to you – perhaps you have a child like Abdi in your classroom?

If so, then you’ve actually taken the first step of identifying a problem behaviour that may be putting a child at risk. In this case, Abdi’s problem behaviour is also interfering with his social development.

Deciding what to do next may be difficult. Here’s the 3-step approach we followed in Understanding and Changing Behaviour.

Step 1: Decide Where to Start

We’ve identified a problem behaviour. Let’s take a moment to describe exactly what we see or hear. Describing the behaviour will help us to be consistent when gathering information a bit later.

Abdi grabs food from the plates of children sitting next to him. He also reaches across the table for food.

In order to better understand Abdi’s behaviour, we’re going to use the Functional Assessment Interview by O’Neill. This functional assessment tool will help us to record our observations at child care and gather some information from his parents. We’ll try to find out how Abdi eats at home and if his parents have any concerns around mealtimes.

Now let’s move onto the next step.

STEP 2: Gather and Analyze

Here is some information we gathered from the Functional Assessment Interview which includes: what happens before the behaviour; the setting and time when the behaviour occurs; and what happens afterwards.

• The behaviour occurs about 3 times a week. Abdi grabs for others food 2-3 times per meal.
• Snack time is optional and Abdi does not usually come for afternoon snack.
• The behaviour occurs when different teachers and peers are sitting next to him.
• The behaviour results in Abdi getting immediate attention from the other children and teachers. Abdi is allowed to eat the food. Teachers tell Abdi to “stop grabbing”.
• The food items that Abdi grabs include bread, crackers and sometimes bananas. We noticed that the behaviour occurs only when these items are present.
• We also noted that Abdi communicates by using gestures, pointing or single words.

We spoke with Abdi’s mother to learn more about his eating routine at home. We found out that his favourite foods are bread and rice, and he also eats a lot of pureed or soft foods. Abdi’s mother mentioned that he has recently been grabbing food from other people’s plates at home, and believes that his appetite has increased.

The results from the Functional Assessment Interview suggest that the function of the problem behaviour is to obtain an object. He has learned that this behaviour will consistently get him his favourite food.

We have also suggested that Abdi’s mother have his teeth checked to assess any oral motor problems that may be contributing to the behaviour.

Now it’s time to move onto the next step and plan for change.

Step 3: Plan for Change

Planning for change involves making the behaviour irrelevant, inefficient and finally ineffective.

Making the Behaviour Irrelevant

We can make the behaviour irrelevant by preventing or controlling the things in the environment that happen before the behaviour.

Let’s take a look at some ways to prevent the behaviour from happening by changing the environment at lunch time, adapting routines, and using visuals.

Environment
Positioning and creating boundaries for Abdi during the lunch time will be important to help him understand what food belongs to him and others. We’ll try placing Abdi at the end of the table where there is only one child next to him – reducing his opportunities to grab food. Custom placemats will be provided for all the children to use during lunch to help establish visible boundaries.

Using Visuals
We can use a rules board to provide a visual representation of lunch time rules. These will be placed beside the table, and reviewed each day before lunch is served. Rules will include: keep hands to yourself; eat what is on your plate; and use words to ask for more food.

We will also use visual supports when teaching an alternative behaviour – keep reading for more details.

Making the Behaviour Inefficient

To make behaviour inefficient, we might choose to teach specific adaptive, educational and social behaviours. By teaching these types of behaviours, we eliminate the need for the problem behaviour.

At other times, we may teach an alternative behaviour. An alternative behaviour serves the same function as the behaviour being replaced but is seen to be more appropriate by other children, adults and the general public. To be successful, it requires equal or less physical effort and complexity but results in the same type of pay-off for the child.

In this case, we will teach an alternative to grabbing food. We’re going to help Abdi to request his favourite foods by using words.
For specific details on the strategies and other teaching techniques we used to teach Abdi to “request a food item” visit our “Teaching New Skills” section.

Making the Behaviour Ineffective

The last step is to make problem behaviour ineffective, meaning that it no longer works for the child. Behaviour may not change right away. It is very common for problem behaviour to increase before decreasing when implementing changes. The key is to be consistent with our plan.

If Abdi grabs other children’s food, the teaching team will respond by removing the food from him. Using visuals, he will be reminded of the rule: hands to yourself.

Next we need to look at changing the behaviour in every environment in which a child finds himself. We will talk with Abdi’s mother about teaching him to ask for more food or a specific food item. Our partnership with parents is the key to success.

If the problem behaviour persists then we will have to re-assess but it is important for us to give our plan time to work. Be patient! Some behaviours can take a couple of weeks to change.

It is natural to become anxious when we do not understand what is expected in certain situations or settings. In other words, when environmental and/or situational demands become unclear, it can generate anxiety in many of us.

All children experience some anxiety; this is normal and expected. For example, when left alone at child care or kindergarten for the first time, many children will show distress. Some children may also develop a fear of the dark. Dealing with changes in the daily routine can bring about anxiety in some children. Such anxiety becomes a problem when it interrupts a child’s normal activities, like attending school, making friends or sleeping.

Supporting the Child

Entering into a new child care arrangement can be an emotional experience for both parent and child. However, careful planning, and the knowledge that some separation anxiety and tears are normal, can make the transition from parent to caregiver as pleasant as possible. How quickly the child adapts depends on a number of factors including: the child’s age and stage of development; the child’s past experiences in the care of others; the skills of the new caregiver and appropriateness of the new setting; and the parents’ ability to prepare themselves and the child for the separation. Here are some strategies that you can pass on for parents to consider before the child starts child care or if the child is having difficulty upon arrival to the centre.

How parents can help:

• Be enthusiastic about the upcoming change. If you are excited and confident, your child will be, too.
• Prepare yourself. Take note of how your child reacts to separation. If possible, visit the new setting with your child. Introduce your child to the new teacher or early childhood professional in advance.
• Arrange a play date (if possible) with another child from the program, preferably one-on-one, so that your child will see a familiar face when she walks in.
• Start daily routines that will add to continuity. Let your child become involved with packing her backpack or laying out clothes. Also, begin an earlier bedtime several weeks before.
• Explain when and where you will be picking her up. For example you might say to your child “After lunch and sleep, I will come. You will probably be playing outside then. I will know where to find you”. A common fear is that you will not return or that you will not find each other. If another family member or caregiver will be picking up the child be sure to let her know.
• Always say good-bye to your child. Regardless of how tempting it may seem never sneak out while the child is distracted. This destroys trust and will encourage the child to cling more on future occasions. But remember not to prolong the good-bye. If the child whines or clings, staying will only make it harder.
• Your stress level can contribute to separation anxiety. Anxiety about child care arrangements or guilt about leaving may add to your child’s distress. Make sure that you feel confident about the child care arrangements that you’ve made. And remember, some time spent apart can be good for you both.

How early childhood educators can help:

• Make sure activities are developmentally appropriate. Interesting and challenging activities will help a child feel comfortable in her new setting.
• Get to know the child as quickly as possible. Parents can provide information about children’s likes, dislikes, and special interests.
• Welcome suggestions from families. Parents can offer specific suggestions they have found useful for their own child. Remember, a parent knows their child best.
• Show the child around the child care centre and introduce her to other adults who are part of the child care program.
• Develop a goodbye ritual with the family. Rituals are reassuring, especially during stressful times. Help the parent plan a special way to say goodbye, such as a wave through the window or a hug. You may also want to ask the parent who will be picking up the child or at what time. This information can help to reassure the child that her parent will be returning.

Sometimes, it may be more than separation anxiety. Consider other possible sources of stress in the child’s life. If a child continues to be inconsolable in a new child care or other setting for more than 2 weeks or stops eating or sleeping well, refuses to interact with others, and has an ongoing change in behaviour you will want to discuss the concern with the child’s family and consider seeking help from a professional.

Children, just like adults, need time to adjust to new people and situations. Experience can make transition a bit easier, but even with experience,
change can still be stressful. Patience and understanding on the part of parents and caregivers will help children learn how to approach new situations with confidence – a skill that will help them make successful transitions throughout life.

General Strategies for Dealing with Anxiety

Adjusting to a sudden or unexpected change or knowing that an unpleasant activity is next often poses a challenge for some children with special needs. Here are some strategies to keep in mind:

• Make an effort to cut down on activities when you see signs of stress in a child’s behaviour. Allow each child to go at her own pace.
• Teach a child tricks for calming herself, such as taking deep breaths, thinking of a quiet place, counting to ten, etc.
• Plan plenty of time for play. Inform the child when there will be transitions or changes in the child care curriculum. For example, provide a visual cue like turning the lights off to indicate that a change is coming and say, “Two more minutes, then circle time”.
• Give a child a special toy for comfort or allow her to bring one from home.
• Teach the child to recognize which situations or events are stress-inducing and how to manage her anxieties.
• Use visual aides to help describe the upcoming events, or strategies that a child may use to deal with her anxiety (e.g., storybooks, personalized social stories, daily schedule).

Let’s take a look at an example:

Jaspal is a young girl with autism and always hides behind the art shelf before going to the gym. While in the gym room, Jaspal does not participate in
activities and constantly runs towards the door or covers her ears. After observing and gathering some more information, her teachers believe that she is trying to escape the loud and echoing sounds she hears in the gym. This may explain why Jaspal hides or gets anxious, and tries to avoid gym time.

In this case, we can help Jaspal recognize what aspects about gym time make her anxious. We can also write a Social Story using picture symbols that describes the situation and what Jaspal can do in this situation. We can read the story every day and role play the scenario giving her a chance to practice and recall what to do when it is gym time. For example, the story might say:

My name is Jaspal.
Almost every day our class goes to the gym to play.
When it’s time to line up for gym, I can take a deep breath.
Sometimes, children play and shout in the gym and it gets very loud. This is OK.
My teacher will try to tell me when a loud activity is coming.
When I hear the loud sounds I can cover my ears, or ask to leave the gym.

Helping a child deal positively with events that cause anxiety, prepares her for a healthy emotional and social development. Parents and early childhood professionals share a role in making children feel safe and secure. If you are concerned that a child has difficulty with anxiety you should discuss this with the child’s family. Consultation from a child and adolescent psychiatrist or other qualified mental health professional may be recommended. Severe anxiety problems in children can be treated.

Glossary

Anxiety – is a state of being uneasy, apprehensive or worried about what may happen, or a concern about a possible future event.

Phobia – an uncontrollable, irrational, and persistent fear of a specific object, situation, or activity.

Separation Anxiety – when an infant or toddler is anxious about being away from her primary caregiver.
Infants can have this as early as 7 months, but separation anxiety usually peaks between a year and 18 months.

Stress – the physiological reaction of the body to life situations that can be both happy and unhappy.

References

Illinois Early Learning Project.

Please don’t go: Separation Anxiety and Children.

Tip sheet available at www.illinoisearlylearning.org/

Child and Family Canada.

Coping with Separation Anxiety.

Resource Sheet #41. Available at www.cfc-efc.ca/

Beidel, Deborah C. (2005). Childhood anxiety disorders: A guide and treatment. Routledge.

The Groden Centre – www.grodencenter.org/