Addressing Challenging Behavior - Part 8
And we're back. Wendy here with Identifying Missing Skills to Teach. Since you're watching webcast eight, it means you've already completed webcasts one through seven. We're so glad you're sticking with the series and learning this process to support the individuals that you serve.
If you chose to work through the process with your own individual, since the last webcast, you identified your individual strength and then you summarized them in section three of this form. Now that we have discovered the individual's challenges and strengths, we will start thinking about how to tie in appropriate interventions to support the targeted behavior.
The first step is to identify missing skills the individual needs to develop. Throughout this webcast series, we've talked about developing a positive proactive plan. And part of being a positive plan comes from seeing the targeted behavior as an indicator of a missing skill. Just to review, we have information in step three about strengths and what is motivating. And in section two, we identified areas that result in the person engaging in a challenging behavior. And that leads us to section four, where we are going to identify skills that are not current strengths and that can help change the behavior of concern.
On this slide, [INAUDIBLE] now has some interventions listed for Molly. We want to show you how they evolved from what we know about Molly strengths. This section's going to require you to think deeper, because it's about what is happening under the surface of the iceberg. This is where you're being asked to make the connections between what you figured out so far about the person and how it ties into the interventions and strategies you're using or going to be using every day.
So let's look at Molly. Her team could see she's missing coping skills for sensory, social, and environmental challenges, as they recognize she's not able to transition without completing an activity, has difficulty in circle time activities, struggles with being touched and being in crowded spaces. The team also identified the need for additional communication skills from her using physical behaviors to communicate her need to get out of something she couldn't cope with and her inability to express to a peer about not wanting to be touched. Finally, the team saw the need for academic and social skills to be taught from her difficulty with academic tasks in circle time and her challenges interacting with her peers and the adults in her environment. You can see there's not a one-to-one correspondence between the categories in sections two and four. The underlying contributors may lead to the need for more than one skill to be taught.
In the downloadable packet, you will find this list of guiding questions to help you think about what skills will support your individual. For example, "Does the behavior occur as the person attempts to express ideas or communicate needs?" If the answer is yes, then move to the questions in column two that ask, "Does the individual need to learn to use a communication system or support, to express emotions or feelings in a way that is acceptable, to make choices, to express needs in a way that is understood by peers and adults?" And these are not the only questions to ask of the behavior team members. But these will get your conversations started as you begin to identify missing skills.
If you're trying out the process with an individual, before the next webcast, you can list missing skills in section four. Remember to connect back to what you figured out in sections one, two, and three. Also the missing skills need to support the identified behavior. Thank you for attending today. Just a few more webcasts, and you'll have experienced the whole process.
Examine missing skills; skills that might need to be taught for behavioral success. You have learned a great deal about the student you are working with. How do missing skills tie into the interventions and strategies you are using.