Navigating challenging behaviors through positive behavior intervention strategies

By Darcy Cole

All youth workers will encounter challenging behavior at some time. This may occur more often when working with youth with disabilities. When challenging behaviors happen, it’s important to think about the purpose of the behavior as we navigate which strategies will be most effective in redirecting the behavior to what we’d prefer to see. Youth workers may assume that when others act differently than they would in a situation that it’s because of "bad" behavior. However, this isn’t necessarily accurate. Behaviors, both positive and negative, are used as a means of communication. If we can remember this when encountering challenging behaviors, we will be better equipped to handle them and be able to create an environment in which negative behaviors don’t need to be a way to communicate.

It’s important to understand that all behavior happens for a reason, even if we’re not entirely sure what that reason is. For some individuals with disabilities, behavior may be the only way they know how to or are able to communicate a need or frustration. Some important concepts to keep in mind related to behavior are that:

• All behavior is a form of communication;
• There is always a reason for “problem” behavior;
• There can be many reasons behind one specific behavior;
• We can learn to understand and interpret a person’s challenging behavior; and
• Challenging behavior can be reduced with support, not punishment. 

Individuals exhibiting challenging behavior benefit from the use of evidence-based Positive Behavioral Intervention Strategies (PBIS) to help reduce behaviors and support new skill development. These interventions are positive and proactive, rather than reactive and consequence-based. Some PBIS include:

• Setting clear routines and expectations that are posted and reviewed to help reduce anxiety or fear. 
• Using pre-arranged, discrete signals such as a hand motion, a shake of the head or a colored card placed on a table to let someone know that they need to modify their behavior. 
• Moving closer to the youth in a gentle way. 
• Using the planned ignoring method for non-serious behaviors.
• Disciplining privately. 
• Using the Stop, Think, Act Strategy to teach how to think about a problem and find a solution. 
• Finding opportunities for youth to help others. 
• Using positive phrasing to let youth know that there are positive results for using appropriate behaviors. 
• Recognizing and stating the behavior you want to see. 
• Using behavior shaping to acknowledge and reinforce small gains.
• Offering tangible, token, and activity reinforcers to encourage and support appropriate behavior. 
• Doing an Antecedent Behavior Consequence (ABC) Behavior Analysis to examine the triggers (antecedent) behind a behavior and the impact the behavior can have on the individual or to their surroundings (consequence). 

What are the biggest behavioral challenges you’ve experienced in your work? How did you handle them? What have you tried that’s worked or hasn’t worked? Does thinking about behavior as communication change the way you might think about or approach challenging behaviors? Which of the strategies shared do you think are most helpful? What strategies are missing?

-- Darcy Cole, Extension educator

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