Christina Yuknis, Ph.D.

Presented November 6, 2012

Tinley Park, IL

Preventing and Managing

Challenging Behaviors

Agenda

Basics of behavior management

Identifying problem behaviors

Collecting Data

Making decisions

Planning for behavior

Schoolwide

Classroom

Individualized

Warm up: Define as many of these

concepts as you can

Objectives

By the end of today’s workshop,

participants will be able to:

1. Describe the legal foundations

of discipline

2. Identify problem behaviors

3. Collect data to determine the

extent of a problem

4. Design and monitor plans to

prevent problem behaviors

Basics of Behavior

Influences on behavior

Legal Foundations of Discipline

What influences behavior?

Biological

Explanations

Genetics

Allergies

Nutrition or

malnutrition

Chemical

Imbalances

Developmental

Explanations

Language

Learning

Window

Freud’s

Psychoanalytic

Theory

Piaget’s Stage

Theory

Environmental

Explanations

Constructivism

Gestalt Psychology Behaviorism

IDEA & Discipline

Disciplining students with disabilities is controversial

The first mention of discipline in IDEA was in the 1997

reauthorization

Congress attempted to balance administrators’ needs for a

safe learning environment with the FAPE mandates for

students with disabilities.

Due Process: Right to Fair Procedures

Developing schoolwide discipline policies

Reasonable

Appropriate

Clear rules and consequences

Extending due process protections to students

Ensures that official decisions are made in a fair manner

Especially important when the decisions deprive students of

educational opportunities (e.g., suspensions & expulsions)

Due Process: Right to Fair Procedures

Ensuring discipline practices are nondiscriminatory

Discipline practices are also used with students who do not have

disabilities.

Discipline practices are not more harsh.

Ensuring that suspending, expelling, or changing the placement

of a student with disabilities for misbehavior is not related to

the disability (manifestation).

Not using discipline procedures prohibited in the IEP or

behavior intervention plan (BIP)

IDEA Requirements If a student with a disability has a history of problem behaviors, or

of the behaviors can be anticipated, then the IPE must address that behavior.

This applies to all students with disabilities – regardless of category.

Purpose is to teach appropriate behaviors while reducing problem behaviors.

Failing to address problem behaviors can constitute a denial of FAPE.

Functional Behavioral Analysis

The purpose is to “develop educational programming that is

related to the cause and purpose of the problem behaviors.”

(Yell, 2012, p. 341)

IDEA encourages for many situations, but requires for

others.

FBAs are used to develop Behavior Intervention Plans (BIPs)

Need to be proactive – using positive interventions

Need to be multidimensional

Functional Behavior Analysis

Required within 10 business days from when:

A student is removed for more than 10 days in a school year.

A student is removed in a manner that constitutes a change of

placement.

A student is placed in an alternative setting (typically for a

weapons or drug offense)

Required when an IEP team convenes for a manifestation

determination and concludes that the behavior is related to

the child’s disability.

Ten Days School officials may suspend or place students in an alternative setting

for up to 10 days per year without convening an IEP meeting.

Once the 10th day (and beyond) is reached:

If consecutive – it constitutes a change in placement and an IEP team must be convened, manifestation determination must be conducted

If non-consecutive – must convene IEP team, conduct FBA, and develop a BIP

The exception: A student may be excluded for up to 45 school days for:

Weapons

Drugs

Inflicting bodily harm

Manifestation Determination Who?

The IEP team

When?

When the student with disabilities experiences a “change in placement” as noted by the 10-day rule

Why?

To ensure that the behavior is not related to the student’s disability

What?

Determine if the student’s IEP is appropriate and has been implemented as intended.

Controversial Topics Stay-put provision Student stays in placement while dispute over placement is resolve.

Time out A controlled procedure and should be used appropriately and not

interfere with the IEP.

Restraint and seclusion Very controversial. No official resolution prohibiting, but should be

used very judiciously.

Corporal punishment Illegal in most states May be a violation of Section 504 and IDEA even in states where it is

legal.

Notes

Revisit your notes to add

or change your thoughts

from the warm up.

Identifying Problem Behaviors

Identifying Problem Behaviors Is this behavior really a problem?

Why?

Who is it a problem for?

To determine whether or not this is a problem, data must be collected.

Little Shayna is always out

of her seat. Or so you

think, but how do you

know for sure?.

Identifying Problem Behaviors

Clearly Define the Behavior

Observable

Measureable

Explicit

Practice (see page 2 in your packet):

Take a few minutes to define these behaviors clearly.

Noncompliance

aggression

low social skills

Identifying Problem Behaviors

Justify why these behaviors are inappropriate.

Interferes with the safety of the child or others

Interferes with the child’s ability to access education

Interferes with other children’s ability to access education

Limits the child’s participation in the community and society

Practice:

Noncompliance

aggression

low social skills

Think about the behavior…

Why is the behavior occurring?

Do we want it to increase?

Do we want it to decrease?

How often is it happening?

How long does it happen for?

Is there a delay before the behavior begins?

Is the behavior always inappropriate or only at certain times?

Does the behavior occur upon enticement or is it

spontaneous?

How does it compare to the rest of the class?

Some Tips

Strive to create data keeping systems that:

Provide your team with the information needed

Are portable

Are functional and practical

Are time-efficient

Ensure everyone on your team understands the data system

and uses them on a consistent basis

Be receptive to your team’s feedback regarding data systems

and rework the systems as needed

How often should you take data?

In every class?

In specific classes?

During hall change?

Daily?

Weekly?

Types of Data Collection

Running Record

Anecdotal Record

ABC(D) Recording

Event or Frequency Recordings

Interval Recording

Latency Recording

Duration Recording

Rating Scales

Checklists

Running Record

Narrative account of everything that happens.

Written as it happens, in the moment.

Includes all behaviors.

Often written with abbreviations, shorthand, etc.

Does not include judgments about the behavior – only

describes it

Let’s practice by watching Finley.

In your packet, you will find a section

called Running Record. Use that

space for this activity.

Running Record

Advantages Disadvantages

Very detailed, includes lots

of information.

Open-ended

Written in the moment –

more accurate

Doesn’t require any special

skills.

Very difficult to catch

everything that happens at

once

Anecdotal Records Narrative accounts of an incident or event.

Written after the event happens.

Typically briefer than running records.

To ensure accurate picture: base on actual observations What happened verses what think, believe, or feel Specific verses vague Concise verses lengthy

Most often used with: daily/session logs, behavior logs, home/school communication

Let’s practice by

watching this 19-month

old.

Use the section titled

“Anecdotal Record” in

your packet.

Anecdotal Records

Advantages Disadvantages

Anyone can do this type of observation.

Open ended.

Can write down about unexpected events, because you are writing it down later.

Observer can write down the important behavior, and ignore the rest.

Does not give as complete

a picture as running

records.

Relies on memory.

Things may be

misinterpreted.

A-B-C or A-B-C-D Recording

Anecdotal recording of:

Antecedents

Behaviors

Consequences

May also record:

Duration

Often used with: challenging behaviors/ often as component

of function behavioral analysis (FBA)

Event or Frequency Recording Record the number of times a behavior occurs (frequency)

To ensure an accurate picture: consider the time frame involved

Compare data from equal time periods

Sample Keys:

Tally Marks

Pile of paperclips

Fill in circles

Stickers

Let’s practice by watching this

video of Joyce.

Use the section titled Event

Recording in your packet. Write

a tally mark every time Joyce

complains about the assignment.

Interval Recording

Divide the observation unit into equal intervals

Whole interval recording –check only when the behavior

occurs throughout the whole interval

Partial interval recording—check if behavior occurs at

anytime in the interval and regardless of how many times it

occurs

Have to know when the interval begins and ends (portable

recorder, timer, clock, watch)

The length of the interval is based on the behavior you are

observing

Latency Recording Record how long it takes the student to comply with a request.

To ensure accurate picture: Beginning timing as soon as the request is made. Do not prompt or offer any additional requests. Stop timing as soon as student begins to comply.

Sample information: Start time End time Total delay

Often used with: challenging behaviors/FBA

Duration Recording Record how long the behavior lasts

To ensure accurate picture: clearly define when to start and stop timing (what specifically must occur for each)

Sample information:

Start time

End time

Total duration

Often used with: challenging behaviors/FBA

Let’s practice using this video of Kandi.

Use the During Recording section in

your packet for this. There is a

stopwatch on the video to assist you

with timing.

Data Tools

What do you need to have on hand to collect data?

The Usual Suspects Paper and pen/pencil

Clipboards

Binders

Timers

Computers

Data Tools: Some Ideals

Video cameras

An extra person available

who’s sole responsibility is

to collect data

Portable Data Tools and Tips

Clicker

Post-Its

Note/Index cards

Piece of tape

Transfer of items (paperclips, rubber bands, etc)

From one pocket to another

From one wrist to another

From one pile to another

Portable Data Tools and Tips

Pencil marks on the table

Mini dry erase board

Natural opportunities

Receipt

Photo

Product made

Use a belt bag or waist pack to carry supplies

Making Decisions

Using graphs to show trends

Guidelines

Organize the data using a visual representation such as a

chart or graph

Collect enough data to demonstrate baseline and then any

patterns once intervention begins

No change

Increase in desired/undesired response

Decrease in desired/undesired response

Variation among these

Creating Graphs Typically bar graphs or line graphs will be most appropriate

for displaying your data.

Days of the week or session dates are plotted along the horizontal, or X-axis.

Scale for behavior is along vertical, or Y-axis.

Include full range for data

Make sure intervals are equal and appropriate given data.

Label both axes.

Creating Graphs

Include a visual separator showing baseline and intervention

Typically a vertical line

If you are using classmate data as a comparison, be sure to

include that on the same graph for a quick-glance-guide on

the severity of the behavior.

Use data to make decisions

Consider all possibilities

Instructional approach needs modification

Instructional model needs changing

Prompting to much not enough

Reinforcements not reinforcing

Environment too stimulating

Replacement behavior should be taught

Peer influences

Routines and structure of class

Planning for Behavior You talked with several other teachers, and this is a

pattern throughout the school.

Positive Behavior Systems

Shayna’s behaviors are no worse than her classmates, but it is a problem.

Classroom Management System

Now, you have collected data, it is true that Shayna has some behaviors that require intervention.

Behavioral Intervention Plan

Schoolwide Systems

Positive Behavior Interventions & Supports (PBIS)

Positive Behavior Supports (PBS)

Schoolwide Positive Behavior Supports

“If schools are to meet current challenges, an expanded focus

on preventive, as well as reactive, behavior supports will be

needed.” (Horner, Sugai, Todd, Lewis-Palmer, 2005, p. 361)

We must focus our efforts on ALL children, not just those

that pose problematic behaviors.

Schoolwide Positive Behavior Supports

Positive Behavioral Interventions and Supports (PBIS)

Schools create systems that support the implementation of

evidence-based practices and procedures and fit within on-going

school reform efforts. PBIS relies on data to make important

decisions regarding needs and strengths.

These systems should be designed by a team of individuals

within the school, not just one person. They must be

implemented by EVERYONE to attain maximum effectiveness.

Schoolwide Positive Behavior Supports

Outcomes: academic and behavior targets

that are endorsed and emphasized by students,

families, and educators.

Practices: interventions and strategies that

are evidence -based.

Data: information that is used to identify

status, need for change, and effects of

interventions.

Systems: supports that are needed to enable

the accurate and durable implementation of

the practices of PBS.

From www.pbis.org

Schoolwide Positive Behavior Supports

PBIS has a three-tiered approach:

Primary: target all children to prevent

problem behaviors (80% of children, AKA

green zone)

Secondary: targets children who are at-

risk for problem behaviors (15% of

children, AKA yellow zone)

Tertiary: targets children with the most

intense behavior support needs (5% of

children, AKA red zone)

Schoolwide Positive Behavior Supports

Primary Prevention

The school environment must be positive and predictable.

Behavioral expectations are clearly defined.

Design a clear, fair, easy to administer continuum of

consequences.

Communicate and teach expectations to students early in the

year.

Collect data to make effective decisions.

Schoolwide Positive Behavior Supports Secondary Prevention

Interventions designed for students who are at-risk of more serious problem behavior but do not require in-depth personalized intervention programs.

Key features include: Consistent with school-wide expectations.

Implemented by all staff/faculty in a school.

Flexible intervention based on assessment.

Functional assessment.

Adequate resources (admin, team), weekly meeting, plus 10 hours a week.

Student chooses to participate.

Continuous monitoring of student behavior for decision-making.

Schoolwide Positive Behavior Supports

Tertiary Prevention

Interventions designed for individual students who exhibit

patterns of problem behavior.

This may be the Functional Behavior Assessment (FBA) and

Behavior Intervention Plan (BIP) if the student qualifies for

services under IDEA or Section 504.

Notes

Revisit your notes to add

or change your thoughts

from the warm up.

Classroom Management Systems

Routines

Rules

Consequences

Revisit Theories

What is a CMS?

The classroom as a comprehensive setting is carefully

designed to maximize instruction and minimize distractions.

Tips for establishing a CMS:

Invest time up front.

Focus on positive behavior. (3 to 1 ratio)

Teach well.

Provide supports.

Be educative, not vindictive. (Remember you are the adult.)

Be persistent and consistent.

Behavior Approaches Harry & Rosemary Wong Using procedures and

routines to teach responsibility

The first days of school can make or break the entire year.

Establish clear rules, routines, procedures, and consequences the first two weeks of school. Practice, practice, practice

Image courtesy of www.amazon.com

Behavior Approaches Fred Jones

Teaching responsibility

Effective teachers:

Don’t allow students to waste time

Set clear limits on behavior

Do not nag – use body language to indicate they mean business

Keep students actively engaged in learning

Provide incentives judiciously

Provide help efficiently during independent work

Courtesy of www.fredjones.com

Behavior Approaches William Glasser Choice Theory

Three areas of focus: Provide a curriculum that is genuinely attractive to students.

use noncoercive discipline to help students make responsible choices

that lead to personal success

strongly emphasize quality in all aspects of teaching and learning (Charles, 2011)

Elements of a CMS

Physical Environment

Classroom should be a friendly, welcoming place that students want to

enter.

Guidelines:

Ensure that you are able to monitor students at all times

Consider the flow of traffic

Minimize distractions (such as the door, windows, AC/heat vents, pencil

sharpeners, etc…)

Ensure student access to the teaching area (desk positioning)

Identify where you will post your daily agenda and objectives (indicate this for

your project)

Elements

Routines

Establish classroom procedures from day one

Proactive vs. reactive

Should be taught and practiced to mastery

This may backfire.

Important for secondary students, too!

Pause and reflect: What are some routines that require

teaching early in the school year?

Elements

Establish consequences: Positive and Negative

Response to appropriate or inappropriate behavior

“Natural consequences” are consequences that occur naturally within an

environment and are not artificially created to alter behavior.

For example, a natural consequence of getting too close to a fire is getting

burned. An artificial consequence would be getting time out.

As with rules, are best if developed with students for optimal

buy-in.

Types of Consequences Positive Reinforcement: the consequence causes an increase in

the behavior’s occurrence Primary reinforcers: have biological importance to an individual

Secondary reinforcers: do no have biological importance

Negative Reinforcement: the behavior increases in occurrence to avoid receiving a particular consequence

Punishment: a consequence designed to decrease a behavior’s occurrence

Satiation – the student is satisfied with the reinforcement, therefore future reinforcement will no longer work

More on Consequences Guidelines for creating consequences:

Clear and specific

Relate directly to statement of purpose, rules, routines

Natural and logical

Guidelines for delivering consequences:

Apply consistently

For negative consequences – be firm, not angry

Link consequence and behavior

Do not accept excuses, bargaining, whining

Undermine consistency and firmness

Be educative, not vindictive

Consequences to Increase behavior

Application:

Engage in reinforcer sampling. Ask the students what they

would like to earn.

Beware of being too open-ended.

Use food cautiously.

Make them age-appropriate.

Provide a choice of reinforcers or rotate to prevent satiation.

Make reinforcers contingent. Work with parents to promote

consistency.

Consequences to Increase behavior

Application:

Pair tangible reinforcers with social reinforcers.

Token Reinforcers:

Symbolic representations exchangeable for a reinforcer

Introduction to students must include: required behavior, types of

reinforcers, cost of reinforcers, and when to access reinforcers

Establish a system of reinforcers and access

Prevent counterfeiting or theft of tokens

Consequences to Increase behavior

Application:

Social reinforcers are demonstrations of approval or attention.

Body language

Proximity

Contact

Privileges

Words and phrases

Praise should be contingent.

Praise should be specific to behavior.

Praise should sound sincere.

Consequences to Increase behavior

Application:

Contracts

Using a written document to track behavior (the contingency for

reinforcement)

Should be negotiated – teacher, student, parent, etc…

Should include the behavior, the conditions, the criterion for

reinforcement, and the reinforcer

Use the K.I.S.S. principle for designing reinforcement systems.

Consequences to decrease behavior

Four ways to do this:

Use a specific schedule of reinforcement to decrease the rate of

behaviors that are inappropriate when they occur too often or too

rapidly.

Deliver the reinforcer when the target behavior is not performed.

Replace an inappropriate behavior with a more appropriate or

standard behavior.

Reinforce a behavior that cannot be performed simultaneously with

the inappropriate behavior.

Activity - Jigsaw

Discuss possible solutions to your assigned scenario with

your group.

Identify the best solutions.

Change groups. At least one member who discussed each

scenario should be in the new group.

In your new group, discuss the problem and the potential

solutions.

Does the group have any advice or suggestions?

Discussion scenarios You have a classroom management system whereby free time is

earned for completing assigned class work. John never gets his

work done and therefore never gets free time. You feel badly, but a

rule is a rule. John and you are both frustrated. What do you do?

You instruct the whole class and then give a follow-up activity to

be completed by the students while you conduct individual

student conferences. You are frequently interrupted with

questions, and are unable to give your undivided attention to

specific students during the individual discussion sessions. You find

yourself increasingly angry at the class. What do you do?

Discussion scenarios Jane angrily enters your classroom. She has just been scolded by

another teacher for "fooling around" and has had the privilege of eating lunch outside at the picnic tables revoked for the rest of the week. In your class she is refusing to do work, calls out and continues the behavior from the other class, adding to it her complaints of unfairness. The class is in danger of not earning the class reward of an extra recess period for having completed all of the assignments. What do you do?

You have carefully implemented a respectful way of talking to the students in your class. One of your peers, who spends a lot of time in your classroom, frequently becomes angry with the students and takes it upon herself to harshly correct behaviors. She thinks you're "too soft" and don't fully understand that the kids need "discipline.“ What do you do?

Notes

Revisit your notes to add

or change your thoughts

from the warm up.

Individualized Behavior

Management

Tough Kids

Behavior Intervention Plans

Identifying “Tough Kids”

What is a tough kid?

“A student who has behavioral excesses and deficits.” (Rhode,

Jenson, and Reavis, p. 8)

Behavioral excesses include: noncompliance, arguing, excuse-making,

throwing tantrums, and aggression.

Behavioral deficiencies include: low academic skills, low social skills, lack of

rule following, and lack of self-management skills.

Identifying “Tough Kids”

How can we show that a child truly is a tough kid?

Clearly define the behavior that is excessive or deficient.

Explain why this behavior inappropriate.

Collect data to determine the extent of the behavior - known

as Baseline data.

Behavior Intervention Plans A BIP must be:

Proactive

What environmental adjustments will be used to make the student’s

problem behavior unnecessary?

Educative

What behaviors (skills) will be taught to replace or meet the same

function as the student’s problem behavior and improve his or her

ability to function more effectively?

Effective

How will consequences be managed to insure the student receives

reinforcers for positive behavior, not problem behavior?

Behavior Intervention Plans Proactive plans

Adjust the environment to reduce the likelihood of problem behavior

occurring

Allow the student to be independent and successful

Educative plans

Teach replacement skills

Build generalizable competencies

Allow students to meet objectives in more effective, efficient, and

appropriate ways (e.g., communication alternatives)

Enhance the student’s overall independence, integration, and quality

of life

This entire section is derived from Riffel’s (2007) work.

Behavior Intervention Plans Effective plans

Manage consequences to reinforce desired behaviors and replacement

skills

Withhold reinforcement following problem behavior

Use natural, less intrusive consequences

BIP Model:

Antecedent

Setting Event

Target Behavior

Desired

Behavior

Acceptable Alternative

Reinforcement

Reinforcement (< R+)

Antecedent Modifications

Reinforcement

(Function)

Sample BIP - Let’s Meet Zoë Zoë is a fifth grade student who constantly interrupts the teacher.

When the students are working independently and the teacher is going around the room working with individuals, Zoë makes animal noises to get the teacher’s attention. Zoë does not get work done independently.

antecedent Target

behavior

Function of

behavior

Sample BIP - Let’s Meet Zoë Possible interventions: Tell Zoë when you will be unavailable for extended periods, “I’m

helping ___ now.” Teach Zoë to display a “help” card when help is needed. Remind Zoë

to do this. Provide attention whenever Zoë displays the “help” card, even if just

to say “I’ll be there in a minute.” Ignore all noises.

No Teacher attention

Zoë makes

noises

Uses social skills

Use “help” card

Attention

Ignore because Bx was getting attention

Precorrects

Teacher attention & praise

Notes

Revisit your notes to add

or change your thoughts

from the warm up.

Planning Time

Your opportunity to think about your class

Planning Time

If you are a teacher, spend some time developing a classroom

plan

If you are an administrator, spend some time developing a

schoolwide plan

If you are a paraeducator or related service provider,

collaborate on a classroom plan with a teacher you frequently

support.

Gallery Walk

Share the outline of your plan on a piece of chart paper.

Visit the plans around the room

Take sticky notes and write questions, comments, or

suggestions to stick on the plans.

This is a great way to get constructive feedback in order to

strengthen your plans.

Sharing Out

What observations did you make about the plans?

Last Chance

Burning questions or comments

Thank you

If you are interested in learning more…

I will be teaching a 3-credit online course (dates)

EDU 772 – Classroom Management

PST 712 – Classroom Management

I will also be teaching a 1-credit distance course (online, but

not sure if webinar-style or asynchronous)