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Does somebody need some Positive Behavior Support techniques?

There is a proverb which says, “If you’ve told a child 1000 times to do something

and they don’t do it…it isn’t the child that is a slow

learner.”

Antecedent Interventions

Reducing The Likelihood of Challenging Behaviors

By, Elizabeth (“Lealy”) Davidson, M.T., BCBA

Objectives

•  Participants will be able to define antecedent interventions

•  Participants will e able to provide two examples of two antecedent interventions and describe them

•  Participants will be able to explain the application of a specific antecedent intervention for reducing the likelihood of challenging behavior.

Antecedent Interventions

What do you already know?

KWL

Let’s list examples you have used in the past…. (BRIEFLY state examples please)

Antecedent Interventions Behavior change involves the

manipulation of antecedents.

A B C

Welcome to Nordstrom’s Welcome to Nordstrom’s Welcome to Al’s Family Diner

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Challenging Behaviors •  Destructive Behaviors

– Aggression, SIB, Property Destruction •  Disruptive Behaviors

–  Long tantrums, Loud, Repetitive Noises, Running

•  Irritating & Interfering Behaviors –  “self-stim;” repetitive and perseverative speech

or actions, etc. •  Social Withdrawl

–  Lack of responsivity and initiations

Importance of Challenging Behaviors

•  Most significant impediment to education •  Present physical and emotional risk for

individual and for families, teachers, biis, other staff, peers, friends,

•  Seriously detract from: –  All aspects of social, emotional, intellectual

development –  Opportunities and qualities of life of individual

•  Need to prevent/resolve challenging behaviors as early and as thoroughly as possible

When behavior happens this is the first thing many want to do….

What would you do with this kid?

What would you do with this kid?

Wish you had one of these……

ABA

Behavior is learned and serves a specific purpose.

Behavior is related to the context within which

it occurs.

We don’t need a wand when we have science…

Principles we Know:

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Time to Make it Personal What we know about behavior: •  Central to understanding all behavior is

understanding the three-term contingency

•  It’s analysis and manipulation are what changing behavior is all about.

i.e. •  Behavior does not happen in a vacuum •  It occurs in relation to other events that

happen before and after. •  We call this three-term contingency the

A B

C’s of behavior…

of behavior…

Three-Term Contingency

ABC Contingency (“The bookends govern the behavior”)

A B CAntecedents Behavior Consequences

peopleevents

appropriateinappropriate

reinforcementpunishment

ABC Contingency on Behavior •  Behaviors are maintained by consequence

events (function) –  Positive or negative reinforcement

•  Behaviors are occasioned by antecedent events –  Relate antecedent to emission of behavior &

likelihood of consequence event

•  Changing behaviors requires consideration of antecedent variables and maintaining consequences

What event or setting takes place prior to the target behavior? (Antecedent)

What behavior are you targeting to change? (Behavior)

What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences)

What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary?

What new behaviors might you teach to the student to replace the current target behaviors?

How might you change the adult behavior regarding the original target behavior and the new replacement behaviors?

What is the goal behavior?

What adult or peer behaviors will “feed” this goal behavior?

Adapted from O’Neil & Horner, 2005; Scott, 2006

Competing Pathway Chart:

Behavioral Framework4 Term Contingency Model

A B C

Ø FORM Ø FUNCTION

Ø SLOW TRIGGERS Ø FAST TRIGGERS

Ø REWARD Ø PUNISHMENT

4 Term Contingency

Setting Events Triggering Antecedents

Maintaining Consequences

Problem Behavior

Following events that

maintain behaviors of concern

Preceding events that trigger or occasion

Set of related

behaviors of concern

events that affect value

of maint. conseq.

4 Term Contingency

A B C Antecedents Behavior Consequences

Setting Events

Immediate

Slow Triggers

Fast Triggers or

or

Environmental factors that influence behavior, not immediate

Occur immediately before a behavior

Problem Behavior

Appropriate Behavior

Goal:

Decrease

Goal:

Acquire skill & Increase

(Outcome/Function)

Access Avoid/Escape

Power/control

Attention

Acceptance

Affiliation

Gratification

Justice/revenge

Protection

Etc.

Tasks

Consequences

Individuals

Stress/anxiety

Activities

Symptoms

Etc.

Reinforcement Punishment

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Once you have identified B, It starts with A ���

A = Setting Events + Antecedent Variables EO & MO + Sd

Behavior Intervention Multi-Modal Design-

Antecedent Column Behavior Column Consequence Column What precedes this behavior? When does it show up?

What behavior do we want to target for change (in measurable on objective terms)?

What is feeding this behavior? Why does it keep coming back? What has the child learned is the payoff for this behavior?

A=

B= C=

Antecedent Manipulations are things you can do in the environment prior to that behavior showing up so that it doesn’t have a chance to happen

A+=

RB+= C+=

Our focus today is on the Antecedent’s end of the behavior change model

Antecedent Intervention •  Key Concept:

–  Something is either present in the environment, or not present in the environment which increases the likelihood the problem behavior will occur.

–  Missing: •  Something is missing or not being done that is needed.

–  Rules, expectations, alternatives, consequences are not yet clear or implemented.

–  Task structuring and positive reassurance have not yet been provided to address anxiety issues.

–  Appropriate additional adult support has not yet been provided. –  Plan for reinforcement for replacement (appropriate behavior)

–  Present and needs to be removed: •  Something is in the environment /curriculum that needs

removing –  Noise level, seating arrangement, size of desk, interactions

going on around the student, etc. –  Response of peers to misbehavior –  Reinforcement of inappropriate (Target) behavior.

Key Concepts Cont. •  Antecedent interventions focus on the

behavioral supports and strategies that can be put in before interfering or problem behavior(s) occur

•  Antecedent interventions concurrently support and/or teach the desired behaviors while reducing the probability that the interfering behaviors will occur

What event or setting takes place prior to the target behavior? (Antecedent)

A

What behavior are you targeting to change? (Behavior)

B

What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences)

C

What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary?

What new behaviors might you teach to the student to replace the current target behaviors?

How might you change the adult behavior regarding the original target behavior and the new replacement behaviors?

What is the goal behavior?

What adult or peer behaviors will “feed” this goal behavior?

Adapted from O’Neil & Horner, 2005; Scott, 2006

Competing Pathway Chart:

Setting Events

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/ eliminate

setting events

Add relevant & remove irrelevant triggers

Teach alternative

that is more efficient

Add effective & & remove ineffective reinforcers

Setting Events Setting Events

–  Unique situations in which factors unique to individual

•  Make problem behavior more intense or more likely to occur

•  (e.g., illness, fatigue, hunger, social conflict).

–  By changing value of reinforcers •  E.g., praise less effective, peer attention is more

reinforcing, work completion is less important. –  “Slow Triggers”

Setting event phase

a. May occur hours, days, weeks or even longer before escalation

b. Change the relationships between

everyday antecedents, behaviors, consequences

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l  Setting events are events that may set the child up for difficulties. They do not set the behavior off, but they make it much more likely that the challenging behavior will occur.

How Setting Events Works SEs  alter  value  of  consequence  We  a:empt  to  alter  it  back  

1.   Eliminate  or  minimize  occurrence  of  a  seBng  event  

• good  nutriFon;  regular  meals;  good  nights  sleep    

2.   Neutralize  effect  of  SE  -­‐  neutralizing  rouFnes  

• Anxiety-­‐humor;  Fred-­‐rest/nap,  unfamiliar  person-­‐build  rapport    

3.  Withhold  or  change  triggering  cues  or  events  when  seBng  event  is  present      4.  Add  prompts  for  desired  and  alternaFve  behaviors  when  seBng  events  are  

present  

 

Examples of Setting Events •  Biological

thirst, hunger, sleep, medication effects, pain •  Environmental

quality of environments, temperature, density, noise level, structure, activity level

•  School Interpersonal social interactions, change in routine, family- related factors, activity transitions

•  Physiological Middle ear infection, high arousal, illness and pain,

Ø High noise levels, Over or under-stimulation, Poor seating arrangement, etc

Ø Few opportunities to make choices

Ø Surprises

Ø Changes in routine

Ø Transitions: going from one activity to another

Ø A job that is too difficult, too long, etc.

Ø Sickness/allergies

Ø  Medication side effects,

Ø Being tired,

Ø  Being hungry

Ø Being thirsty

Ø Having a hard time going to sleep or staying asleep

More Examples: Setting Events: What is the SE? What is the Reinforcer? How does the SE effect the Reinforcer? What is the resulting behavior change?

•  Work completion is less important (reinforcing) to

Demetri after he has had an argument with his girlfriend before class,

•  Having a fight with girlfriend decreases value

(reinforcement) of listening to lecture. •  Cologne’s use of verbal profanity is more likely

(escape) when she hasn’t had enough sleep the night before,

•  Lack of sleep decreases value (reinforcement) of

getting to school on time, increases value of going to Hot Dog Haven.

What is the SE? What is the Reinforcer? How does the SE effect the Reinforcer? What is the resulting behavior change?

•  Peer attention is less distracting (reinforcing)

when Manuella isn’t feeling well. •  Lack of breakfast increases value

(reinforcement) of getting sent to office (by fending machines) for failing to follow directions.

•  Getting >50% of problem wrong decreases

value (reinforcement) of starting new worksheets.

Setting Events: Your Examples

•  In your building •  In your hallways •  In your lunch area •  In your recess area •  When/In coming to school •  When/In leaving school •  In lavatories •  In classrooms •  In ____________________

Antecedent Variable(s)

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Antecedents •  Antecedents are stimuli, events, or

conditions that are present before a behavior occurs

•  Discriminative stimuli (SDs) •  People •  Time of day •  Physical environment •  Absence of stimuli

•  can affect the likelihood of the behavior occurring.

What is the antecedent? What Behavior Did the Antecedent

Occasion?

Antecedents (Triggers): Examples

Ø Unexpected changes in routine

Ø  Request to do a job he/she doesn‘t want to do

Ø  Request to change activities

Ø Unwanted attention Ø Saying good bye to Mom

or Dad Ø  Frustration Ø  Lack of attention Ø  Being told he/she has

done something wrong

How an Antecedent (Trigger or Sd) Works

Setting event (e.g. fatigue + changed schedule + substitute teacher)

+ (Antecedent Variable)

Trigger (e.g. request to practice writing name)

= Challenging Behavior

(e.g.screams “no”)

What is the antecedent to each of the italicized behaviors.

1.  Joseph was playing with his blocks in his room.

Dad told Joseph it was time to clean up the blocks for dinner. He threw his blocks across the room, screamed loudly, and threw himself on the floor. Dad walked out of the room.

2.  It was almost time for Science. Ms. White asked

Sarah to put away her markers. Sarah bit her own arm and cried. Ms. White didn’t want Sarah to hurt herself, so she let Sarah take the markers with her.

What is the Antecedent?

•  The teacher’s directions are triggers for Demetri’s display of verbal noncompliance,

•  When a peer teases her walk, Cologne is likely to use verbal profanity, or

•  When sitting next to Manuella, Myounghee passes notes.

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/ eliminate

setting events

Add relevant & remove irrelevant triggers

Teach alternative

that is more efficient

Add effective & & remove ineffective reinforcers

Antecedent* Pay close attention to:

•  The events/other’s actions in the room •  The adult(s) •  The peer(s) •  The location/environment •  The demand or request/Activity •  Routines •  Materials

Û Nothing is not an option!!!

Potential Antecedent and Setting Events

•  Medical & Physiological Factors •  Physical Setting •  Environmental Factors •  Scheduling •  Activities/Nature of Instruction •  Degree of participation •  Curricular and Instructional Factors •  Communication Skills •  Degree of Independence •  Degree of Choice •  Personal Control Factors •  Social Settings •  Amount/Quality of Social interaction •  Skills Deficits

Addendum slides included at the end that address above areas in more detail.

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Which one is easier to understand?

Antecedent Interventions

Behavior Mantra: “It is easier to prevent a behavior

from occurring than to deal with it after it has happened.”

The best emergency management method is ¨NOT” to have an emergency in the

first place

Step  2:    Prevent  Likelihood  of  Challenging  Behavior  

 

   

61  

COMPETING  PATHWAYS  

BEHAVIOR  SUPPORT  PLANNING  

SeBng  Event  Strategies  

Antecedent  Strategies  

Teaching  Strategies  

Consequence  Strategies  

Antecedent  IntervenFons  

Antecedents  trigger  behaviors    By  changing  the  form  of  antecedent  in  some  

way  we  a:empt  to  keep  behavior  from  being  triggered.  

Antecedent Based Interventions

•  Antecedent interventions reduce the probability that problem behavior will occur

•  Antecedent interventions decrease or eliminate problem behavior by – Eliminating the antecedent event – Modifying the antecedent event – Changing how antecedent events are

presented

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Antecedent Based Intervention:

•  Involves PREVENTING problem behaviors from developing or occurring by: – Arranging the environment so that challenging

behaviors are unnecessary – desired behaviors are encouraged (arrange

antecedent events to get the student in contact with reinforcement for desirable behavior)

and – Teaching skills needed to navigate and control

the social environment

Setting Event Interventions

Find an “opposite” for the following: •  No breakfast •  Lack of sleep •  Thirsty •  Hot Day •  Bad bus ride •  Fight with parent/sibling/boyfriend

before school

Find an “opposite” for the antecedent:

•  Difficult Work/ •  Long Tasks/ •  Loud Environment/ •  Close proximity to peers/ •  No choice of task visible/ •  Nonfunctional tasks/

Intervention Components that Focus on Impacting Setting Events

•  Relationship building •  Peer Support •  Remediation •  Home School Partnerships •  Pharmacological Integrity •  Promoting Health and Wellness •  Disability Awareness and Best Practice Approaches •  Challenging Irrational Beliefs •  Reversing Harmful Historical Variables •  Undermining Harmful mentors •  Life-style Enhancers

Intervention Components that Focus on Antecedents of Behavior •  Alter schedule of activities (e.g., vary low and high

probability academics). •  Adapt specific aspects of curriculum or instruction, or

both. •  Consider how instructions are delivered. •  Consider peer proximity •  Consider context of inhibitive directions and reprimands. •  Vary size and/or composition of instructional groupings. •  Add special supports to instruction (e.g., scaffolding) •  Consider Establishing Operations (e.g., increasing

consequence value)

Intervention Components that Focus on Antecedents of Behavior

•  Remove triggers for negative behavior and aversives that inhibit positive behavior.

•  Introduce precorrective strategies before problems take hold.

•  Teach students expectations. •  Teach students procedures.

Types of Antecedent Based Interventions

Antecedent Interventions

•  Antecedent Interventions with empirical support include

– Noncontingent Reinforcement – High-Probability Request Sequence – Functional Communication Training

Antecedent Intervention Noncontingent Reinforcement(NCR)

Reinforcers are delivered on a fixed time (FT) or

variable-time (VT) schedule independent of the learners behavior

–  Makes the reinforcer maintaining the behavior freely and

frequently available (motivating operations)

The idea is that if reinforcement is readily available then the student will not have to engage in problem

behavior to access it.

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NCR Example Self-injury for Attention

Self-injury ------- Function --------Attention/ Interaction Engages in Conversation scheduled every 10 to 12 Selfinjury minutes every 15 minutes

Function is to have a conversation

Antecedent Intervention High Probability Request Sequence

Teacher presents a series of easy-to-follow requests for which the participant has a

history of compliance. When the learner complies with several

high-p requests, the teacher immediately gives the target request.

May also be referred to as “behavioral momentum”

(Cooper, Heron, & Heward, 2007)

Functional Communication Training

•  Establishes appropriate communication in place of problem behaviors – Develops alternate behaviors that are

sensitive to motivating operations – Communication type and response

dependent on behavior

Other Antecedent Interventions

Structure the Physical Space –  Seating arrangements –  Examples?

Use Proximity Control –  Anticipate problems –  The “wandering reinforcer” –  Examples?

Motivation and Encouragement –  Tell them what you want, what will happen, and give them

immediate positive feedback when you get it –  Examples?

Antecedent Strategies Antecedent Strategies

Hype – Make a big deal out of desired behaviors

and anticipated reinforcers – Examples?

Pre-correction Strategies – Anticipate problem situations and provide

instructions for behavior; link to anticipated reinforcers and reward immediately

– Examples?

Increasing Compliance: Rules of Thumb

–  Use a statement, rather than a question –  Use proximity -- get close to child (within 3 feet) when giving a

directive –  Use a quiet, calm voice –  Use eye contact -- look ‘em in the eyes –  Give the child time to comply (5-10 secs) –  Make one request at a time –  Describe the behavior you want –  Remain calm –  Verbally reinforce compliance –  Make more “start” (“do”) requests than “stop” requests

Adjust your language

•  Have clear expectations- not rules – Don’t say don’t, stop, quit, or no

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Adapting the Curriculum •  Increase/decrease difficulty level, length, or

pace •  Use engaging, age-appropriate materials •  Embed preferred topics or activities •  Intersperse easy and difficult tasks •  Analyze and sequence tasks •  Use environmental or visual cues •  Increase reinforcement for correct responses •  Teach skill within typical daily routines •  Utilize typical peers as models •  Incorporate natural cues and reinforcer

Same Paper- just numbered differently •  Math

•  1. 5+5= •  2. 6+5= •  3. 7+5= •  4. 8+5= •  5. 9+5= •  6. 4+5= •  7. 3+5= •  8. 2+5= •  9. 1+5= •  10. 0+5=

•  Math •  10. 0+5= •  9. 1+5= •  8. 2+5= •  7. 3+5= •  6. 4+5= •  5. 9+5= •  4. 8+5= •  3. 7+5= •  2. 6+5= •  1. 5+5=

Adapted Books •  Visually impaired- add puff paint, textures, cotton balls,

fake fur etc. to the books to help tell the story. •  Ask an older student to adapt the book using their bonus

time when they are finished with their work. •  Limited mobility- make the pages easier to turn by putting

small pieces of foam between the pages. –  Popsicle sticks glued to the top of each page works well too

Offer Choice Choices in •  Reinforcers •  Materials •  Order of instructional tasks •  Partners/Peers •  Locations

You can sit in the red chair or the blue chair

Enhancing Predictability •  Enhance organization of physical

environment •  Clarify expectations for performance •  Develop or modify routines and transitions •  Specify criteria and outcomes for activities •  Create written, picture, or object schedules •  Insure consistency in social environment •  Prepare individual for upcoming changes •  Minimize waiting periods or provide other

activities

Telling isn’t teaching…..

•  Being told is not the same as being taught…..

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Other antecedent strategies include •  Modifying the task to include student interests or to

produce functional outcomes •  Changing task difficulty •  Breaking one large task into several smaller tasks •  Creating bridging activities •  Priming •  Written Rules •  Outlines •  Graphic Organizers •  Rehearsals •  Social Stories •  Video Modeling •  Lighting/ear plugs •  Advance warnings •  Meal schedule and quantity •  Remove unnecessary demands/requests

Other antecedent strategies include •  Encourage/facilitate development of

rapport and relationships •  Eliminate provacative statements and

actions –  Finger point when critisized –  Body language –  You must… Now… –  Showing signs of Fear, or of Dominance

•  Re-deploy/relocate people who negatively effect child’s behavior

•  Change location and time of activities •  Set up cue words/signals with the child •  Teach the child to have a plan/strategies to

use

Sensory Based Antecedent Interventions

(Some examples are also antecedent interventions that would support a child’s stronger processing mode)

Examples of Sensory Antecedent Strategies and Where to Get Them

Visual •  Daily schedule •  Self monitoring check off list •  Behavior Charts •  First/Then •  I am earning…(reward chart) •  Token economy •  Visual Cues/pictures •  Graphic Organizer •  Computer Software activities

Proprioceptive / Vestibular /Heavy work •  Helper Jobs •  Earning teacher time •  Carrying weights •  Laborious activities •  Running errands •  Jump rope •  Seat cushion •  Exercise ball •  Exercise bands •  Bungee cords •  Lap weights •  Water Bottle with straw •  Dried noodles •  Carrots •  Dried fruit

Tactile n Rubber bands n Tangles n Koosh ball n Golf pencils n Silly putty n Etc.

Where Can To Get them?

Target

Wal-Mart Dollar store

OT (occupational therapist) PT (physical therapist)

SPED catalogs SPED teacher

Supervisor Parents

Auditory n Reduce distractions n Books on tape n Computer Software activities n  Beeping or talking timer

Auditory Cues- •  Download some 60 beats per minute music

on your I-pod and make a mix folder for your classroom. – Gary Lamb – Steve Halpern – http://www.potionfactory.com/tangerine/- (this

program will tell you how many bpm your own music is) You can use it 10 times for free

– Record your own voice or a xylophone playing a scale (ask the music teacher)- giving a 5 minute warning and place it in the right place in your folder for the session you are doing in class that day.

Heart Rate •  Normal resting heart rate is 60 beats

per minute…. •  Research shows increase in heart

beat up to 45-90 seconds before the aggressive act

•  Gary Lamb’s music is 60 beats per minute- link in back of book

beats per minute

Antecedent Exercise: Some research studies have demonstrated the efficacy of antecedent exercise for reducing severe challenging behaviors such as stereotypical behaviors, self-injurious behaviors and aggression ((Bachman & Sluyter, 1988; Bachman & Fuqua, 1983; Baumeister & MacLean, 1984; McGimsey & Favell, 1988).

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Got a pencil????? •  PenAgain •  www.penagain.com

– Also available at Wal-mart, Walgreens & Office Depot.

Cushion the chair Garden Kneeling Cushion

Two Desks

Permission to move with parameters

Standing work Station Provide an appropriate foot rest

Make sure the custodian clamps the ends so they can

not come loose.

Sending on an Errand Glider ottoman

Corn bag- quiet fidget and a great weighted object- kids love

More Sensory

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Tool Box

•  Fiddles- Research shows that keeping the hands busy improves retention by 39%

Tactile Cues Vibrating Watches-

•  Vibration can be set for whatever interval you choose.

•  Automatically resets – Reminds students to come

back to Earth and pay attention

Many different brands- Watchminder and Vibralite are just two of them

Social Stories

Classroom Rules

First/Then Visual

Behavior Routines (i.e. Calm Down script)

Visuals for concrete counts or time duration expectations

Visuals for cues/reminders

Antecedent Interventions: Sensory (Visual) Strategies

Rule Visuals

Time Organization Desk or Locker Map Math and

Social Studies Books

Pencil Box

Notebook and Paper

Reading English Spelling Books

Gotcha notes

container

kleenex

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Packing a backpack Visual Guidance

•  Provide visuals for children that highlights boundries

•  Uses feet for line-up (each child stands on a set of foot prints), carpet squares for circle time, optional chairs for circle time, mats for art project work areas

Visual Cues- Visual Schedule

•  Use photos or line drawings •  Depict the major activities or steps in an

activity •  Child removes the visual (with

assistance if needed) once the activity is complete

First/Then Mini Schedule First Then

Antecedent Intervention Planning

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Antecedent Interventions Brainstorming List Identify each antecedent event from the PBS Planning Tool(s). Write down one antecedent (trigger) on the line below. As a team, discuss the types of antecedent interventions that are possible and write down notes describing what the strategy would look like for this particular antecedent. Antecedent (Trigger):________________________________________________ 1) What strategies could be used to eliminate this antecedent event? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2) How can the instructional content be modified to prevent problem behavior? Include Student Interests: ______________________________________________ ___________________________________________________________________ Change Task Difficulty: ______________________________________________ ___________________________________________________________________ Make the Task More Meaningful: ________________________________________ ___________________________________________________________________ 3) How could the presentation of the instructional materials be changed? Behavioral Momentum: ________________________________________________ ___________________________________________________________________ Task Length: ________________________________________________________ ___________________________________________________________________ Increasing the Probability of Desirable Behavior: ___________________________ ___________________________________________________________________ Increase Opportunities for Choice: _______________________________________

1

___________________________________________________________________ Create Bridging Activities: _____________________________________________ ___________________________________________________________________ Classroom Management Strategies: ______________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Predictability: _______________________________________________________ ___________________________________________________________________

2

Let’s meet Terry

• Terry is a 17-year-old who interrupts the teacher 63 times in a 30-minute period. Terry frequently receives responses from other students in the class.

Behavioral Intervention Plan Model for Terry

Attention is on the teacher

Terry interrupts the teacher

Accepts instruction

Terry earns tickets for

not interrupting

Positive feedback

Terry gets attention from

peers

Token Economy

Earns “teaching

time” which gives peer attention

Non-Compliant Nemo

•  For those kids who refuse to do what you ask them to do.

ABC’s of Changing Behavior Antecedent Behavior Consequen

ce

Baseline Task is assigned Student acts like doing task but doesn’t do it

Student escapes task or gets adult attention as prompts

Intervention Give choices that are equal (Not do this or go to office)

Use proximity to ensure task adherence

Student gets attention for appropriate Bx

Goal Teacher changes behavior from commands 2 student based decision making

Students are more likely to adhere to tasks if they had a hand in deciding what they were learning

Teacher actually has more control- controlled control

Based  on  the  work  of  O’Neill  ,  et  al.,  1997  

Thank you!

The End… for now… J

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we

teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we.…?

…....teach? ….…punish?” “Why can’t we finish the last sentence as

automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2)

Addendum Slides

Additional information for your review later

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Potential Antecedent and Setting Events

Medical & Physiological Factors •  Is the person hungry or thirsty? •  Does the person need to use the restroom? •  Is the person too hot or too cold? •  Is the person overly tired? •  Is the person’s clothing uncomfortable? •  Does the person dislike physical contact? •  Does the person resist or refuse specific foods? •  Does the person appear to be feeling ill? •  Does the person have allergies? •  Does the person have any chronic health conditions? •  Does the person have any sort of physical limitations? •  Is the individual on medication(s)? Are there side effects? •  Have there been changes in the type or dosages of those

medications?

PHYSICAL SETTINGS: •  Describe the aspects of the physical/

structural environment in which the student spends his/her time

•  In what ways are episodes of behavior related to the physical environment?

Environmental Factors •  Have there been recent changes in the arrangement of

the physical environment? •  How many people are in the environment at one time? •  Is the environment arranged in a way that optimizes the

likelihood of a behavior’s occurrence? •  What are the levels and types of auditory, visual, or

tactile stimulation in the environment? •  Does the person have certain preferences regarding

their surroundings? •  Is the temperature in the environment adequate? •  Are the noise and light levels adequate? •  Are materials readily accessible and available? •  Are personal belongings stored in a consistent manner

and location?

SCHEDULING:

◆  When during the day is problem behavior occurring?

◆  Does unpredictability, monotony, or excessive time in one location/block schedule correlate with problem behavior?

ACTIVITIES/NATURE OF INSTRUCTION:

◆  What does the instructional context look like?

◆  What requirements are placed on the student and how do skills deficits relate to behavior problems?

◆  What variety of activities are present in the environment?

DEGREE OF PARTICIPATION:   Is environment enriched? Does it promote student

engagement?

  Does level of student participation & motivation prevent problem behavior?

  What factors are associated with minimum & maximum participation?

Curricular and Instructional Factors •  What is the degree of activity/task difficulty? •  Is the length of the activity/task appropriate given the person’s

attention span? •  What is the rate of presentation of tasks/activities? •  Are directions delivered in a manner that is clearly understood by

the individual? •  What is the level of assistance or supervision required to

complete the task activity? •  Does the individual appear to find meaning or value in completing

the task/activity? •  What is the degree of variation in the materials utilized in the

task/activity? •  How many people are involved in doing the task/activity? •  Does the individual experience regular success in performing a

task/activity?

COMMUNICATION: ◆  How do communication deficits relate to problem

behavior?

◆  How could communication skills be used more effectively to replace problem behavior?

◆  How does the failure of other students or teaching staff to respond to appropriate communication relate to problem behavior?

DEGREE OF INDEPENDENCE:   Is the level of independence allowed or support

provided developmentally appropriate?

  Are student’s needs different from grade level peers?

  How does the need for greater independence or more support relate to problem behavior?

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DEGREE OF CHOICE:   How much is student’s choice incorporated into ed

supports?

  Is student’s participation in IEP occurring appropriate to developmental level?

  How are choices made in scheduling student’s activities/tasks, materials used, preferred recreational activities or rewards, breaks from work, etc.?

Personal and Control Factors •  What is the range of choice-making opportunities

available to the individual? •  What level of predictability does the individual have

regarding the sequence and outcome of activities, their physical environment and social interaction?

•  How dependent is the individual on routines and consistency in the environment?

•  Are there past events or a history of interactions that may be effecting the individual’s behavior?

•  Are other people respectful of the values and needs of the individual?

•  How does the individual express his or her perceptions and feelings?

•  How are personal preferences or choices communicated by the individual?

SOCIAL SETTINGS

Social aspects of the physical contexts described above ◆  What types of social interactions occur and how do

those interactions lead to problem behavior?

◆  How does the social context promote functional alternative skills?

◆  Do interactions with certain people or certain styles of interaction lead to problem behavior?

AMOUNT/QUALITY OF SOCIAL INTERACTIONS:

  Is student interaction style active and reciprocated by others?

  Are most student interactions inappropriate, ignored, or punished by peers or adults?

Social and Interactional Factors •  Are social expectations clear and reasonable?

•  What is the nature of the individual’s relationship with his or her peers?

•  To what degree is the individual accepted or influenced by other people?

•  Are there social factors outside the immediate circumstances that may be affecting the individual’s behavior?

•  Does the individual require higher levels of attention or supervision than his or her peers?

•  What types of interactions does the individual prefer? •  How does the individual respond to the physical proximity or

contact of others? •  Are there opportunities and reasons to communicate with another

person? •  Does the individual have the communication and social skills

necessary to interact effectively with other people?

Antecedents- Skills Deficit(s) •  Academic Skills: Task requirements as presented are not at the student’s instructional level in the core areas of reading, math, or writing •  Participation Skills: The student has difficulty with participating in non-directed, semi-directed, teacher-directed, or peer-directed activities. The student has difficulty in small or large group instruction. •  Social Skills: The student has difficulty acquiring and/or maintaining peer friendships. The student often withdraws from social interaction. The student is often verbally and/or physically aggressive in social interactions. •  Communication Skills: The student has difficulties with requesting what they need, including items, activities, attention, information, changes in the environment, or help. He/she has difficulties in conversational skills and answering questions, understanding non-verbal or verbal language, or following directions.

Antecedents- Skills Deficit(s) •  Organization Skills The student has difficulty with organizing school supplies, study area, time, or projects, organizing class notes, or dividing assignments into tasks. •  Self-Regulation Skills: The student has difficulties with staying on-task, completing work assignments, handling stressful situations, calming self when agitated, following rules, or difficulty transitioning between activities/places or people. •  Sensory Deficits: The student is hypersensitive or under-stimulation to sensory input (auditory, visual, tactile). •  Study Skills: The student has difficulty with studying for tests, taking tests, taking notes from lectures, or using studying techniques.

Antecedents- Skills Deficit(s) •  Play Skills: The student has difficulty w/ actively exploring activities/toys in his/her environment (inside or outside) to play w/ during leisure time, playing w/ the items as designated, or engaging in interactive play w/ peers during activities. •  Motor Skills: The student has difficulty with gross motor skills (e.g., running, raising arms, putting feet together, squatting, bending at waist, etc.) or fine motor skills (e.g., pointing, counting w/ fingers, holding a pencil/fork, pressing a computer key, using a mouse, etc. S/he has difficulty w/ imitating others’ actions •  Functional Skills: The student has difficulty with performing activities of daily living (e.g., eating, dressing, toileting, grooming).