Behaviors and Skills

• 4.3.a
  Considers whether or not his or her expectations of behavior are appropriate for the age and development of the child
• 4.3.b
  Responds to challenging behavior in ways that match the child's development

  Directly addressed in this resource
• 4.3.c
  Uses a consistent process of reflection and action to address challenging behavior:
• 4.3.d
  Considers other experiences, life circumstances, and whether a child is trying to establish a sense of belonging by exhibiting challenging behavior (i.e., trying to get others to focus on them, hurting others or their things because they feel hurt, etc.) and chooses a response or solution that matches that need
• 4.3.e
  Considers what he or she knows about individual children's temperament (i.e., activity level, adaptability, persistence) and responds to challenging behavior in ways that match the children's temperament

  Directly addressed in this resource
• 4.3.f
  Remains calm and respectful toward the child exhibiting challenging behavior

  Directly addressed in this resource
• 4.3.g
  Allows natural consequences to guide children's behavior as much as possible

  Directly addressed in this resource
• 4.3.h
  When appropriate, applies logical consequences that are related to the challenging behavior and its function, that are respectful to the child, and that are reasonable
• 4.3.i
  Intervenes immediately to stop behavior that affects safety and/or ability to learn, including bullying or rejecting others

  Directly addressed in this resource
• 4.3.j
  Makes sure children understand the connection between behavior and consequence
• 4.3.k
  When a child uses negative behavior, discusses the behavior with the child in private and in the context of expectations based on respect
• 4.3.l
  Teaches children more effective ways to meet their wants and needs, making the challenging behavior unnecessary

  Directly addressed in this resource
• 4.3.m
  Encourages children to monitor their own behavior

  Directly addressed in this resource
• 4.3.n
  For serious behavior challenges, seeks the assistance of an administrator, psychologist, or behavior specialist to help provide creative and effective interventions
• 4.3.o
  Identifies and describes the challenging behavior as a preliminary step in using a Functional Behavioral Assessment (FBA)
• 4.3.p
  Uses FBA to determine the %22function%22 of a challenging behavior (the purpose a challenging behavior serves for the child)
• 4.3.q
  Identifies what happens right before (antecedent) and what happens right after (consequence) challenging behavior occurs
• 4.3.r
  Develops a behavior intervention plan
• 4.3.s
  Regularly evaluates behavior intervention plans to make appropriate modifications, accommodations and interventions as necessary