Challenging Behaviors - Chapter 11

CHAPTER 11

Introduction:
In this chapter we will discuss challenging behaviours. We will look at what the roots are for challenging behaviours and how we can minimize any 'hot spots' in our classrooms. We will also look further into why some behaviours are challenging for some of us but not for others.

Learning objectives:

> List, describe and explain the roots of a challenging behaviour.

> Explain why a challenging behaviour is in the eye of the beholder.

> Demonstrate an understanding of why challenging behaviours are hot spots in the classroom.

> Develop coping skills for children who are being teased.

Body of the lecture:
Your personal perspective determines which behaviours you will view and label as challenging.

Challenging behaviour can be classified as a behaviour that challenges the teacher's ability to guide the child.


Listen to the Voice of the Challenging Behaviour. It will tell you what the child needs.

Hot spots are times when a teacher might feel less confident, anxious or impatient with a behaviour that is occurring. The teacher may question his own methods of guidance because a typical guidance strategy, such as limit setting, might not be working.

Authoritative teachers are warm and understand child development. They use their knowledge regarding child development when guiding children. However, when faced with challenging behaviours that seem to have no resolution in sight, a teacher could feel irritated and then guilty for feeling impatient. Hot spots are also the times when teachers think that their focus has shifted from teaching to crisis intervention.

See Figure 11.1 on pg. 275 as it demonstrates periods of calm and cool times.
See Figure 11.2 on pg. 276 as it shows hot spots of challenging behaviour.


Roots of a challenging behaviour
The voice of a challenging behaviour speaks through children's actions. We can help the children by listening to what they tell us with their actions.


The four main roots of a challenging behaviour are:
developmental characteristics
unmet needs
lack of skills
factors in the classroom

See pg. 278-282 for more information regarding the roots of challenging behaviours.


Developmental characteristics:
↪ Memory, perspective taking, social cognition and brain development are involved in nearly every challenging behaviour.
↪ A child's brain development is in progress throughout childhood and adolescence. This development affects all other areas of development and has special meaning for challenging behaviours. (see Chapter 8 for explanation of development).

Perspective taking:
↪ Young children have difficulty with perspective taking.
↪ Social cognition:
↪ Young children tend to think about one thing at one time. Children will feel and express anger, but they cannot manage anger on their own.

Memory:
↪ Children who have learned an unhelpful way to do something will retain powerful images of that incorrect method.


Unmet needs:
"There is something I really need, will you help me get it?" Think about a child's basic needs: feeling loved and appreciated, safe, secure, physical activity, rest, nutrition, medical care, play, DAP environment, authoritative guidance... with a challenging behaviour consider what does the child need at that moment?


Lack of skills:
"There is something that I don't know how to do, will you teach me?" Some children do not have the skills they need to get along with others or function well. Children must learn how to be successful. Consider teaching the following: humane treatment of animals, obtain attention appropriately, how to join a group, how to make and keep a friend, how to work well with others, how groups function, how to start a project and work to completion.

Factors in the classroom:
"There's something in our classroom that's making it hard for me to do the right thing, will you please help me by changing this?" Teachers need to examine their practices (review, reframe and reflect).
See Figures 11.4 on pg. 282 and 11.5 on pg. 284.

Specific challenging behaviours and using the Decision Making Model of Child Guidance:
Please review pages 283-289 for examples of challenging behaviours and how to utilize the DMM. (Decision Making Model)


In summary:
As an early childhood educator it is a fact that you will be faced with challenging behaviours. It is essential to understand child development and respond to the individual when creating guidance plans and developmentally appropriate practices. Being aware of the child, the environment, and your own practices will ensure effective strategies are implemented. Remember to ask yourself "what is the voice of a challenging behaviour saying"?