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Getting off to a Good Start! Supporting Students with Behaviors. Learning Objectives. Behaviors Defined. Challenging Behavior. What is Positive Behavior Support?. Understanding the function of behavior:. Behavior is lawful - PowerPoint PPT Presentation
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Getting off to a Good Start!
Supporting Students with Behaviors
Learning Objectives
•General Process of an FBA•Importance of Understanding
Function
•Positive Reinforcement•Positive Instruction
Behaviors Defined
•Anything we SAY or DO•How we REACT to our environment
•Behaviors are often LEARNED and continue because they serve a PURPOSE or FUNCTION
•We engage in behaviors because we have learned that a DESIRED OUTCOME occurs
Challenging Behavior
Self Injury or injury to others Damage to the
environment
Interferes with learning
Interferes with socializing
Challenging Behavior
Assumes all challenging behaviors have a function
Emphasizes:• Prevention• Instruction of appropriate alternative behaviors
Improves quality of life for student and family
What is Positive Behavior Support?
Behavior is lawful
When we understand why a student is demonstrating a behavior, we say that we understand the function of that behavior
Understanding the function of behavior:
• Attention• Tangible• Sensory
Obtain
• Attention• Tangible• Sensory
Escape
What does the “function” of the behavior mean?
Obtain DesirableEvents
Avoid/EscapeUndesirable Events
Internal External Internal External
Attention Objects/Activities
Attention Objects/Activities
•Rhythmic rocking•Endorphin release•Visual stimulation
•Smiles, hugs•Frown,scolding•Surprise
•Food•Preferrred activity•Money
•Sinus pain•Skin irritation•Hunger
•Smiles, hugs•Frown,scolding•Surprise
•Difficult tasks•Change in routine•Interruption of desired activity
Why is it important to identify the function of a behavior?
• It is empirically validated as best practice
Placed in “time out”
Reinforced
Student hits to escape reading
Redirected to stay in circle
Not Reinforced
Functional Assessment of Behavior (FBA)
Identify the behavior
Collect data on the behavior
What is the function of the
behavior
Make a Plan
Implement the plan
Evaluate (is the plan working?)
Strategies for Assessing Antecedents/Consequences
Indirect Assessm
ents
Records ReviewInterviews
Scales (MAS, PBQ)
Motivation Assessment Scalehttp://www.monacoassociates.com/mas/aboutmas.html
• A 16-item survey that assists in developing a hypothesis about the function of the problem behavior
Questions Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
1. Would the behavior occur continuously if this child was left alone for long periods of time?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
2. Does the behavior occur following a command to perform a difficult task?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
3. Does the behavior occur when you are talking to other persons in the room?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
4. Does the behavior ever occur to get a toy, food, or game that he or she has been told that he she can’t have?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
Strategies for Antecedents/Consequences
Direct Assessments
Scatterplot ABC Analysis
Scatterplot: An interval recording system that assists in determining if patterns of problem behavior exist during specific time periods
Time/Activity 9/1 9/2 9/3 9/4CircleFreechoiceSnackOutsideSmall Group
Scatterplot Student: James Martinez Behavior: Negative verbal outbursts (swear, yell, etc.)
0 1-2 3-4 5-6
Date Time
9/17
9/18
9/19
9/20
9/21
9/24
9/25
9/26
9/27
9/28
8:00-8:30 8:30-9:00 9:00-9:30 9:30-10:00 10:00-10:30 10:30-11:00 11:00-11:30 11:30-12:00 12:00-12:30 12:30-1:00 1:00-1:30 1:30-2:00 2:00-2:30
Name: ___________________________ Date(s):____________________
Teacher(s)________________________
Antecedent (To Behavior)
Behavior(Describe in a measurable way)
Consequence (to behavior)
Adult gives student a direction
Student pinches adult
Adult moves away from student
Adult denies access to preferred item
Student pinches Adult gives access to preferred item
If you don’t have a planYou’re planning to fail
H. Wong, 1998
What do I do with all of this data?
Hypothesis Developmentwhen this happens (setting event /context/antecedent)
the student does (describe the target behavior)
for what purpose (obtain/escape/avoid)
When Nick has to wait for the bus and he is presented with a difficult task
screams, swings his arms
to escape having to do the work
When Annie has been working independently on a math assignment
Wanders the classroom shoving the materials of her classmates on the floor
to obtain attention
After a weekend with his grandparents and when transitioning from recess to reading groups
Quintalis puts his head down and begins to doodle on the paper
to escape having to read
Hypothesis Statement
When this happens the S. does (describe the behavior)
what happens (what is the function)
Brainstorming
Setting Event
Strategies Antecedent Strategies
Teaching Strategies
Consequence Strategies
What can we change?Setting Events
Environment
Instruction
Consequences
Setting Events: Conditions that increase the likelihood that the problem behavior will occur
Removed in time from behavior
Close proximity to behavior
Ongoing state/situation
What can we change?Setting Events
Environment
Instruction
Consequences
Environmental Interventions
Components of Good Classroom Programs
Identify, teach, and reinforce classroom rules and discipline
Plan a predictable schedule Plan for transitions
What can we change?Setting Events
Environment
Instruction
Consequences
• As many as 84% have an anxiety disorder
• Levels of endorphins significantly higher in ASD than typicals
•Anxiety leads to social withdrawal, repetitive movements, difficulty with attention and cognitive function, easy to arouse/anger, impaired memory, poor decision making, difficulty to calm
Stress and ASD
• “having to engage in handwriting is the most significant and serious impediment to academic participation for students with autism spectrum disorders in schools in North America today. (Dr. Richard Simpson, 2007)
• multiple tasks (printing and thinking) leads to “a system wide resource constraint”—blood and oxygen for each component task are reduced and coordination of brain decreases
Example: Writing
Irrelevant• Child no longer needs to use problem behaviors to achieve
wants/needs
Ineffective• Problem behavior no longer enables the child to achieve
the function of his/her behavior
Inefficient• Problem behaviors require much more effort and time to
achieve purpose compared with acceptable behavior
Make Problem Behavior……
Teaching Tools
What are You Teaching? Visual Supports
How to keep it as natural as possible.
Fading and Delaying Reinforcement
It begins and ends
with motivation
30
What is Reinforcement?
Something that immediately follows a behavior and increases the likelihood that that behavior will happen again.
A reinforcer is a stimulus that increases likelihood of behavior occurring again, and is presented AFTER behavior occurs
A bribe does not guarantee the increase of behavior and is presented DURING a behavior or as a “carrot”
31
Reinforcement is not a bribe!
•Reinforcers are individual
•Use natural reinforcers whenever you can
Choosing Reinforcers
Schedules of Reinforcement
Goal:Natural
Less available over time Thick to Thin
Teaching Tools
What are You Teaching? Visual Supports
Acquisition Performance“won’t do”
Familiar with skill
“cant do”
Doesn’t know how
35
Back to the basics:
Define the behavior you are teaching as a replacement skill
When will you teach the skill?
How will you reinforce the
behavior?How will you
monitor progress?
What materials do you need?
Teaching Replacement Behaviors
What Behaviors To Teach
Communication
Flexibility/IndepSelf Management Academic
What about Executive Functions?
Executive What?
Executive Functions help with
• Thinking• Acting• Solving Problems• Learning new info• Remembering• Retrieving info
Executive Functions Help Us…
• Make Plans• Keep track of time• Keep track of
multiple ideas• Engage in group
dynamics• Evaluate ideas
• Reflect on work• Change minds and
make corrections• Finish on time• Ask for help• Wait to speak• Seek more info
5 General Components of EF
Working Memory
Activation/Arousal
Focus Inhibition
Emotion Control
Working continuousl
y
Maintaining
attention
Problem solving
Communication
Pretend Play
Joint Attention
Shifting attention
Inhibit competing stimuli
Make a plan and carry it
out
How do EF deficits impact students?
remembering and following instructions
Memorizing math facts, dates, etc.
Problem solving
Keeping track and organizing
materials
Do not learn from past mistakes
Performing mental
computation in head
Other Difficulties…
How to Look Like a Student at My Desk
Sit at my desk with my mouth and feet quiet.
If I need to I can sit on my feet
or stand at my desk.
My hands can be doing school work by writing or reading.
I can do my writing with my pencil and
I can read the books in my desk.
I can ask for help if I need to.
I will follow my teachers’ directions.
When my teachers ask me to do something
I will listen and follow their direction.
If something is hard I need to try,
but I can ask for help.
44
Breaking Skills Down
Other Strategies….Shorten/chunk assignmentsMinimize ClutterVisual Supports
Assistive TechnologyPlanners and organizers
Notetaking accommodations (guided notes)Memorization (acronyms)
Something that occurs before a response and increases the likelihood of a correct response
Prompting before a response minimizes errors
Prompting—What is it?
Teaching Tools
Planning for Instruction
Visual Support
s
Visual
Supports
Verbal info
A strategy that really works….
Provide the following
info:
•Change in activities or new activities•When events will happen •When it is time to move to next activity
Help:•Establish concept of being finished•Set expectations•Decrease “surprises”- reduce anxiety•Establish routines
Schedules may………..
Other Antecedent Considerations
Consider Sensory needs•Built in schedule of sensory activities•accommodationsPhysical and Health needs•Food intake, bathroom habits, fatigue•Temperature, clothing, odors, etc.Any scheduling changes?•Too tired in the am?•Crowded environments
What can we change?Setting Events
Environment
Instruction
Consequences
ConsequencesOccur after the behavior
Can be planned or unplanned
Natural or artificial
Types of Consequences• Adding a reinforcer—
increases target behavior
• Adding a punisher—decreases target behavior
• Removing a reinforcer—decreases target behavior
Reinforcement!!!!Why would they want to do something hard?
contingent presentation of a stimulus that decreases behavior
Punishment
What next? Make a PlanConsider an acceptable and sustainable plan
Implement the plan
Evaluate: Did it work, changes needed?
Use Your Worksheet to Complete FBA Form
FUNCTIONAL BEHAVIORAL ASSESSMENT
Student name: Meeting Date: Student ID #: Disability: Grade: Home School: Case Manager:
Team Members Present at Meeting:
Name/Title Name/Title
Name/Title Name/Title
Name/Title Name/Title
Student’s Strengths (include a description of the student’s behavioral strengths, such as positive interactions with staff, ignoring the inappropriate behavior of peers, accepts responsibility, etc.):
Description of Behavior(include a description of the frequency, duration, and intensity of the behavior(s)):
Setting(s) (include a description of the setting(s) in which the behavior occurs, i.e. – physical setting, time of day, persons involved):
Antecedent(s) (include a description of the relevant events that preceded the behavior):
Consequences and Educational Impact (include a description of the result of the behavior (i.e. – removed from class, not able to complete assignments/tests, etc.), and the impact on the student, peers, and the instructional environment):
Other Potential Variables (include a description of any other factors/variables that may affect the behavior, such as medication, weather, diet, sleep, substance abuse, attendance, social factors, etc.):
Prior Interventions (include a description of the behavioral interventions that have been implemented in the past, including the date(s) of implementation, length of intervention, the impact of the intervention on the student’s behavior, etc. Attach data summary, if appropriate):
Hypothesis of Behavioral Function (describe the team’s hypothesis of the relationship between the behavior and the environment in which it occurs – what function is this behavior serving for the student? What is the student trying to get? What is he/she trying to avoid?):
Summary/Recommendations (Provide recommendations for prevention of the target behavior, replacement skills/behavior(s) to be taught, reinforcements for positive behaviors, etc.):
PURPOSE: The purpose of a Behavioral Intervention Plan (BIP) is to address behaviors that are interfering with the student’s education. The goal of a BIP is to teach the student positive behavioral strategies to replace the problem behavior(s). A BIP is required to be developed and implemented if the student’s violation of a code of conduct (resulting in a change of placement) is determined to be a manifestation of the student’s disability, or if the IEP team determines it is appropriate.
BEHAVIORAL INTERVENTION PLAN
Student name: Grade: Meeting Date:
Home School: Case Manager:
Team Members Present at Meeting:
Name/Title Name/Title Name/Title
Name/Title Name/Title Name/Title
Target Behavior (behavior to be extinguished)
Intervention Strategies Person(s)
Responsible Data Collection
Procedures (Methods & Timelines)
Alternative Behaviors to be
Taught/Reinforced Reinforcers Consequences for
Target Behavior
Need to Add Additional Page….
1 •Outline Setting Event Strategies (i.e. communication log)
2 •Outline Antecedent Strategies (i.e. visuals, sensory, accommodations)
3 •Outline Instructional Strategies (positive reinforcement, prompting, modifications)
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