#92Problem Solving Behaviors and Functional Communication… · Problem Solving Behaviors and Functional Communication Jamie Harvey, M.S. Ed Marleah Herman-Umpleby, M.S. CCC-SLP An

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Problem Solving BehaviorsProblem Solving Behaviorsand Functionaland FunctionalCommunicationCommunication

Jamie Harvey, M.S. EdJamie Harvey, M.S. Ed

Marleah Herman-Umpleby, M.S. CCC-SLPMarleah Herman-Umpleby, M.S. CCC-SLP

An Introduction to Behavior andAn Introduction to Behavior andCommunicationCommunication

▶Speaker IntroductionSpeaker Introduction▶This session is intended to be anThis session is intended to be an

introduction to problem solvingintroduction to problem solvingchallenging behaviors andchallenging behaviors andhow improvement in functionalhow improvement in functionalcommunication skills can be a proactivecommunication skills can be a proactiveintervention.intervention.

The Picture Communication Symbols ©1981–2008 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission.Boardmaker™ is a trademark of Mayer-Johnson LLC.

Our Goals todayOur Goals today……

▶ We are going to discuss communicationWe are going to discuss communicationchallenges in students with autism, behaviorchallenges in students with autism, behaviorchallenges that come along with that, and somechallenges that come along with that, and someproblem solving ideas that have worked for us!problem solving ideas that have worked for us!

▶ At the end of this session, we hope youAt the end of this session, we hope you’’ll havell havebrainstormed some new ideas that might helpbrainstormed some new ideas that might helpwith the students you work with now.with the students you work with now.

▶ We are sharing some ideas that have worked forWe are sharing some ideas that have worked forusus…… you probably have some great ideas, too! you probably have some great ideas, too!LetLet’’s share them!s share them!

Core Deficits in AutismCore Deficits in Autism

▶Three major core deficits in students withThree major core deficits in students withautism exist:autism exist: Social skillsSocial skills Communication skillsCommunication skills BehaviorBehavior

CommunicationCommunication

▶Development of functional communicationDevelopment of functional communicationskills is the basis for the problem solving weskills is the basis for the problem solving weare talking about today.are talking about today.

▶As a review, we characterize language asAs a review, we characterize language asthe followingthe following……


Receptive LanguageReceptive Language

▶Receptive language refers to the ability toReceptive language refers to the ability toattend to, process, comprehend, retain, orattend to, process, comprehend, retain, orintegrate spoken languageintegrate spoken language

▶There are several indications of difficultiesThere are several indications of difficultieswith receptive language in people withwith receptive language in people withautism which autism which cancan include the following: include the following:


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Receptive Language, cont.Receptive Language, cont.

▶ Inability to process language heard Inability to process language heard auditorallyauditorallyrapidlyrapidly

▶ Echolalia (both immediate and delayed)Echolalia (both immediate and delayed)▶ Difficulty or inability to follow directionsDifficulty or inability to follow directions▶ Difficulty or inability to respond appropriately toDifficulty or inability to respond appropriately to

whwh- questions- questions▶ Difficulty or inability to respond appropriately toDifficulty or inability to respond appropriately to

yes no questionsyes no questions▶ Difficulty with higher level/figurative languageDifficulty with higher level/figurative language▶ Re-Re-auditorizationauditorization (the person repeats what you (the person repeats what you

say, and then responds)say, and then responds)

Expressive LanguageExpressive Language

▶Expressive language refers to the ability toExpressive language refers to the ability toproduce language to communicate withproduce language to communicate withothers.others.

▶There are several indications of difficultiesThere are several indications of difficultieswith expressive language in people withwith expressive language in people withautism which autism which cancan include the following: include the following:


Expressive Language, cont.Expressive Language, cont.

▶ Limited use of verbal speechLimited use of verbal speech▶ Inappropriate intensity, volume, etc.Inappropriate intensity, volume, etc.▶ Limited range of communicative intent (e.g.,Limited range of communicative intent (e.g.,

requesting, commenting, etc).requesting, commenting, etc).▶Difficulty with imitationDifficulty with imitation▶Difficulty with requesting wants and needsDifficulty with requesting wants and needs


Use of AACUse of AAC

▶50% of people with autism never develop50% of people with autism never developsufficient speech as a means ofsufficient speech as a means ofcommunication (Wing & Atwood, 1987).communication (Wing & Atwood, 1987).

▶Students with autism often benefit from useStudents with autism often benefit from useof some form of Augmentative andof some form of Augmentative andAlternative Communication (AAC).Alternative Communication (AAC).

Examples of AACExamples of AAC

▶ AidedAided Portable keyboard orPortable keyboard or

devicedevice Picture books, etc.Picture books, etc. ObjectsObjects Traditional orthographyTraditional orthography

▶ UnaidedUnaided Signs, gesturesSigns, gestures Natural speechNatural speech VocalizationsVocalizationsThe Picture Communication Symbols ©1981–2008 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission.Boardmaker™ is a trademark of Mayer-Johnson LLC.

AAC instead of speech??AAC instead of speech??

▶But what about speech?But what about speech?▶Families are sometimes very worried thatFamilies are sometimes very worried that

augmentative communication will "replace"augmentative communication will "replace"any natural speech ability. Some worry thatany natural speech ability. Some worry thatthe person will "lose" what words andthe person will "lose" what words andsounds they can produce. Others worry thatsounds they can produce. Others worry thata child may never learn to speak if we starta child may never learn to speak if we startusing other forms of communication beforeusing other forms of communication beforethe child starts talking on his own.the child starts talking on his own.

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Research showsResearch shows……

▶ Research shows that instead of replacing speech,Research shows that instead of replacing speech,communication devices actually encourage children tocommunication devices actually encourage children todevelop speech. Voice output devices reinforce languagedevelop speech. Voice output devices reinforce languagethrough visual, auditory, and motor techniques,through visual, auditory, and motor techniques,encouraging those who are able, to develop language andencouraging those who are able, to develop language andcommunication.communication.

▶ A study conducted by Diane Millar, Janice Light and RolfA study conducted by Diane Millar, Janice Light and RolfSchlosser (1999) concluded that "Schlosser (1999) concluded that "……among those who areamong those who areable, not only was natural speech not inhibited by the useable, not only was natural speech not inhibited by the useof AAC systems, but natural speech was more likely toof AAC systems, but natural speech was more likely toincrease through the use of AAC devices.increase through the use of AAC devices.““

www.ucp.orgwww.ucp.org

Symbolic RepresentationSymbolic Representation

▶Use of visual supports for receptive orUse of visual supports for receptive orexpressive language is a form of AAC.expressive language is a form of AAC.

▶DonDon’’t make the mistake of assuming at make the mistake of assuming aperson knows what a picture symbolperson knows what a picture symbolrepresents!represents!

▶Consider the symbolic levelConsider the symbolic level Objects, digital pictures, picture symbols, textObjects, digital pictures, picture symbols, text

Goals in CommunicationGoals in Communication

▶ Our goal is to teach kids to manage and regulate theirOur goal is to teach kids to manage and regulate theirbehavior by building their communication skillsbehavior by building their communication skills

▶ Focus on building the following communication skills:Focus on building the following communication skills: Ability to express emotionAbility to express emotion Ability to ask for helpAbility to ask for help Ability to ask for attentionAbility to ask for attention Ability to ask for a breakAbility to ask for a break Ability to self regulate (and know Ability to self regulate (and know whenwhen they need a break!) they need a break!) Appropriate response to othersAppropriate response to others Ability to use problem solving skillsAbility to use problem solving skills Ability to use relaxation strategiesAbility to use relaxation strategies

Communication SolutionsCommunication Solutions

▶ Consider solutions to augment both input andConsider solutions to augment both input andoutputoutput

▶ Provide visual strategies and direction supports atProvide visual strategies and direction supports atappropriate symbolic level.appropriate symbolic level.

▶ Research indicates that visual input support resultsResearch indicates that visual input support resultsin gains in:in gains in: Positive behaviorPositive behavior Transition managementTransition management Task executionTask execution Self managementSelf management Expectations from staff Expectations from staff ((CafieroCafiero, 2001)., 2001).


ItIt’’s not all or nothing!s not all or nothing!

▶Evaluate the need for augmented input andEvaluate the need for augmented input andoutput. Avoid output. Avoid ““all or nothingall or nothing”” thinking that thinking thatone solution has to be the answer for allone solution has to be the answer for allenvironments. Consider low and high techenvironments. Consider low and high techoptions.options.

But this kid But this kid doesndoesn’’t t communicatecommunicate……..

▶People use the most efficient manner ofPeople use the most efficient manner ofcommunicationcommunication

▶Behavior is often the most efficient routeBehavior is often the most efficient route(e.g., a hit over the head will get another(e.g., a hit over the head will get anotherpersonperson’’s attention more quickly than waitings attention more quickly than waitingfor them to look and ask when you donfor them to look and ask when you don’’ttalready have an understanding of the clearalready have an understanding of the clearexpectations and/or use of tools forexpectations and/or use of tools forappropriate communication!).appropriate communication!).

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Behavior IS communication!Behavior IS communication!

▶Behavior in children with autism can be aBehavior in children with autism can be abig problem- and it will have a huge impactbig problem- and it will have a huge impacton the classroom.on the classroom.

▶Behavior IS communication! These childrenBehavior IS communication! These childrenDO NOT lack communication- they lackDO NOT lack communication- they lackappropriate communication. The behaviorappropriate communication. The behavioris the communication! We need tois the communication! We need tounderstand the antecedent to prevent theunderstand the antecedent to prevent thebehavior!behavior!

Autism: Common BehaviorsAutism: Common Behaviors▶ RockingRocking▶ SpinningSpinning▶ PacingPacing▶ JumpingJumping▶ BangingBanging▶ Covering the earsCovering the ears▶ Self talking/singingSelf talking/singing▶ Hitting self/othersHitting self/others▶ Limited eye contactLimited eye contact▶ Restricted Language TopicsRestricted Language Topics

▶ Limiting dietLimiting diet▶ Smelling behaviorsSmelling behaviors▶ Biting, Chewing, Licking,Biting, Chewing, Licking,

MouthingMouthing▶ Picking/pinchingPicking/pinching▶ Holding/storing thingsHolding/storing things▶ IgnoringIgnoring▶ PerseverationPerseveration

Practical Applications and StrategiesPractical Applications and Strategies

▶Use clear and concrete verbal cuesUse clear and concrete verbal cuesaccompanied by visual systemsaccompanied by visual systems

-Consider a -Consider a ““first first –– then then”” chart chart-See example-See example


▶ Guide through transitionsGuide through transitions Picture schedulesPicture schedules Provide a transition object (picture, etc.)Provide a transition object (picture, etc.) Verbal cues (e.g., Verbal cues (e.g., ““almost done!almost done!””)) Time timerTime timer Stick with schedule- donStick with schedule- don’’t make drastic changest make drastic changes

whenever possiblewhenever possible

Remain highly structuredRemain highly structured▶ ““Down timeDown time””=DISASTER=DISASTER

Visual Support ExamplesVisual Support Examples Specially Designed Tools to Meet Specific NeedsSpecially Designed Tools to Meet Specific Needs

Token Reinforcement Schedule

Behavioral Supports

Daily schedules


SchedulingScheduling

Sequence Cards

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▶Enhance social communicationEnhance social communication Cue peers to guide interactions and invite toCue peers to guide interactions and invite to

play in the play in the ““free timefree time”” area together. Peers area together. Peersprovide great social language model.provide great social language model.

Use social stories to teach appropriate socialUse social stories to teach appropriate socialinteractions and to help all children understandinteractions and to help all children understandand know what to expect.and know what to expect.

Proactive vs. ReactiveProactive vs. Reactive Approaches Approaches

▶ Proactive strategies are implemented toProactive strategies are implemented toprevent undesirable activities and toprevent undesirable activities and toprevent a crisis situation.prevent a crisis situation.

▶ Examples includeExamples include SchedulesSchedules Classroom environment/set upClassroom environment/set up Clear and concise expectationsClear and concise expectations Visual cuesVisual cues Positive reinforcement systemPositive reinforcement system


Proactive vs. Reactive, cont.Proactive vs. Reactive, cont.

▶A reactive A reactive ““approachapproach”” is responding to an is responding to anundesirable behavior situation in theundesirable behavior situation in themoment (i.e., moment (i.e., ““putting out the fireputting out the fire””))

▶ExamplesExamples

Why do we need to implementWhy do we need to implementbehavior strategies?behavior strategies?

▶ Behaviors may be disruptive and /or interfereBehaviors may be disruptive and /or interferewith learningwith learning

▶ Behaviors may be harmful to the either theBehaviors may be harmful to the either thestudent or othersstudent or others

▶ Behaviors can interfere with studentBehaviors can interfere with student’’s socials socialrelationshipsrelationships

▶ Provide the student with alternative behaviorsProvide the student with alternative behaviors▶ Provide the student with the ability toProvide the student with the ability to

effectively communicateeffectively communicate

Preventing UndesirablePreventing UndesirableBehaviors: Proactive StrategiesBehaviors: Proactive Strategies

▶ Be aware of potential undesired behaviorsBe aware of potential undesired behaviors▶ Try to identify antecedents to undesiredTry to identify antecedents to undesired

behaviorsbehaviors▶ Encourage student to verbalize wants andEncourage student to verbalize wants and

needsneeds▶ Implement communication systemsImplement communication systems▶ Offer assistance and use verbal, visual, andOffer assistance and use verbal, visual, and

gestural promptsgestural prompts▶ Praise all effortsPraise all efforts▶ Make environmental adjustments as necessaryMake environmental adjustments as necessary

Preventing Undesirable BehaviorsPreventing Undesirable BehaviorsContinuedContinued

▶ Understand how you affect a situationUnderstand how you affect a situation responding vs. reactingresponding vs. reacting body language and non-verbalbody language and non-verbal

communicationcommunication tone of voicetone of voice choose your battles-it is not a matterchoose your battles-it is not a matter

of winning or losingof winning or losing

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Is a Behavior Intervention PlanIs a Behavior Intervention PlanNeeded?Needed?

▶ Behavior interferes with theBehavior interferes with thestudentstudent’’s learning or the learning ofs learning or the learning ofothersothers

▶ Change in placement due toChange in placement due tobehavior concernsbehavior concerns

Changing a StudentChanging a Student’’s Behaviors Behavior

▶ Determine the function of a studentDetermine the function of a student’’s behaviors behavior▶ Alter the consequences of behavior usingAlter the consequences of behavior using

positive and negative reinforcementpositive and negative reinforcement▶ Alter the antecedents so that the behavior doesAlter the antecedents so that the behavior does

not occur.not occur.▶ Alter the antecedents so that you canAlter the antecedents so that you can

encourage a desired behavior to occur.encourage a desired behavior to occur.

Seek First to UnderstandThen to Be Understood

“ We have the tendency to rush in, to fix things up with good advice.But we often fail to take the time to diagnose, to really, deeply

understand the problem first”Covey (Gray)


Behavior Intervention ProcessBehavior Intervention Process

▶ Conduct a Functional Behavioral Assessment which includes:Conduct a Functional Behavioral Assessment which includes:

Direct ObservationDirect Observation Informant InterviewingInformant Interviewing Analysis of all information collectedAnalysis of all information collected

▶ Develop hypothesis statementDevelop hypothesis statement▶ Design and implement the Behavior Intervention PlanDesign and implement the Behavior Intervention Plan▶ Evaluate effectiveness of the Behavior Intervention PlanEvaluate effectiveness of the Behavior Intervention Plan▶ Modify the Behavior Intervention Plan as neededModify the Behavior Intervention Plan as needed

Functional Behavioral AssessmentFunctional Behavioral Assessment

▶ An assessment process for gathering information inAn assessment process for gathering information insearch of an explanation of the function of thesearch of an explanation of the function of theundesirable behavior.undesirable behavior.

▶ Used to build effective behavior support plansUsed to build effective behavior support plans▶ Provides useful insight into:Provides useful insight into:

why a student engages in undesirable behaviorwhy a student engages in undesirable behavior when the student is most likely to exhibit thewhen the student is most likely to exhibit the

behaviorbehavior

under what conditions the student is less likely tounder what conditions the student is less likely toengage in the behaviorengage in the behavior

Functional Behavioral AssessmentFunctional Behavioral Assessment

▶ Data Collection Tools:Data Collection Tools: ABC AnalysisABC Analysis Scatter PlotScatter Plot Teacher/Student/Parent interviewsTeacher/Student/Parent interviews Rating ScalesRating Scales Review of recordsReview of records

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A-B-C AnalysisA-B-C Analysis

Antecedent Behavior Consequence(Stimulus) (Response) (Feedback)

ABC AnalysisABC Analysis

▶ Used to identify antecedents/setting events,Used to identify antecedents/setting events,consequences, and function of behaviorconsequences, and function of behavior

Scatter PlotScatter Plot

▶ Used to identify behavior patternsUsed to identify behavior patternsacross time intervalsacross time intervals

Functional Behavioral AssessmentFunctional Behavioral AssessmentOutcomesOutcomes

▶ Description of the undesirable behaviorsDescription of the undesirable behaviors▶ Prediction of the times and situations when the undesirablePrediction of the times and situations when the undesirable

behaviors will and will not be performed across the full range ofbehaviors will and will not be performed across the full range oftypical daily routinestypical daily routines

▶ Definitions of the function that the undesirable behaviorsDefinitions of the function that the undesirable behaviorsproduce for the studentproduce for the student

EscapeEscape AvoidanceAvoidance Sensory seekingSensory seeking Attention seekingAttention seeking CommunicationCommunication Obtain a want or a needObtain a want or a need

The Behavior Intervention PlanThe Behavior Intervention Plan

▶ Define the undesirable behaviorDefine the undesirable behavior▶ Develop a hypothesis regardingDevelop a hypothesis regarding

functions of behavior using ABC datafunctions of behavior using ABC dataand a FBAand a FBA

▶ Develop antecedent strategies/settingDevelop antecedent strategies/settingevent strategies used to preventevent strategies used to preventundesirable behaviorsundesirable behaviors

▶ Develop alternative skills to be taughtDevelop alternative skills to be taught

The Behavior Intervention PlanThe Behavior Intervention Plan

▶ Develop instructional consequence strategies - positiveDevelop instructional consequence strategies - positivereinforcement strategiesreinforcement strategies Identify motivators and reinforcersIdentify motivators and reinforcers

▶ Develop reduction oriented consequences strategies -Develop reduction oriented consequences strategies -procedures to follow when the behavior occursprocedures to follow when the behavior occurs

▶ Develop long term prevention strategies - remediatingDevelop long term prevention strategies - remediatingskill deficitsskill deficits

▶ Support for team membersSupport for team members

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An Effective BehaviorAn Effective BehaviorManagement PlanManagement Plan

▶ must be consistentmust be consistent▶ carried out through all areas and times of daycarried out through all areas and times of day▶ data collection is essentialdata collection is essential

Team Collaboration:Team Collaboration:Strategies Are For The StudentStrategies Are For The Student

Not For The ClassroomNot For The Classroom

▶ Different settings, importance of consistencyDifferent settings, importance of consistency▶ Generalization of skillsGeneralization of skills▶ Sharing materialsSharing materials▶ BrainstormingBrainstorming

Meet JoeyMeet Joey

▶ Joey is a 10 year old male in the 4th gradeJoey is a 10 year old male in the 4th gradewho has a diagnosis of Autism. He has awho has a diagnosis of Autism. He has ahistory of severe aggressive behavior andhistory of severe aggressive behavior andnoncompliance.noncompliance.

▶See separate case study sheet for moreSee separate case study sheet for moreinformation!information!


Meet TonyMeet Tony

▶Tony is an 11 year old male in 4Tony is an 11 year old male in 4thth grade gradewith severe aggressive behaviors andwith severe aggressive behaviors andlimited verbal communicationlimited verbal communication

▶See separate case study sheet for moreSee separate case study sheet for moredetailsdetails……


Brainstorm with your team!Brainstorm with your team!

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Remember to think outside the box!

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Questions??Questions??

▶Do you have any questions?Do you have any questions?


Thank you!Thank you!

It was a pleasure to join you today. If weIt was a pleasure to join you today. If wecan answer any questions or help in anycan answer any questions or help in anyway- please contact us!way- please contact us!

Marleah Herman-UmplebyMarleah [email protected]@yahoo.com

Jamie HarveyJamie [email protected]@hotmail.com

Thanks to DynaVox/Mayer JohnsonThanks to DynaVox/Mayer Johnsonfor the use of for the use of BoardmakerBoardmaker pictures! pictures!▶Mayer-Johnson LLCMayer-Johnson LLC

P.O. Box 1579P.O. Box 1579Solana Beach, CA 92075Solana Beach, CA 92075USAUSAPhone: Phone: 858-550-0084858-550-0084Fax: Fax: 858-550-0449858-550-0449Email: Email: [email protected]@mayer-johnson.comWeb site: Web site: www.mayer-johnson.comwww.mayer-johnson.com

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#92Problem Solving Behaviors and Functional Communication… · Problem Solving Behaviors and Functional Communication Jamie Harvey, M.S. Ed Marleah Herman-Umpleby, M.S. CCC-SLP An