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
• 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
• 4.3.f
  Remains calm and respectful toward the child exhibiting challenging behavior
• 4.3.g
  Allows natural consequences to guide children's behavior as much as possible
• 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
• 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
• 4.3.m
  Encourages children to monitor their own behavior
• 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