Pyramid Model Training Series Session 8 How will my needs be met? Creating effective Behavior Intervention Plans 1/2012

Pyramid Model Training Series Session 8

How will my needs be met?

Creating effectiveBehavior Intervention Plans

1/2012

The Pyramid Model to Support Social Emotional Competence

Few children

Children at-risk

All Children

You Are Here

8.0 – IOP1.1 – Pyramid Model

8.0 – IOP1.1 – Pyramid Model

Session 8 Objectives:

Understand the vital role of the function of problem behavior in addressing challenging behavior

Understand the process of designing interventions to address the function of challenging behavior

Inventory of Practices: Activity

At your tables:

*Complete page 1 of your packet: Inventory of Practices. Note your current level of performance in regards to the 3 skills.

*Discuss with your tablemates: what is your current process (at school, HS, 0-3, etc.) when dealing with a child who has a persistent challenging behavior? What is working well? What needs improvement?

• For children who have very persistent and severe challenging behavior.

• These children do not respond to the typical preventive practices, child guidance procedures, or social emotional teaching strategies that would normally work with most children.

Who needs Intensive Interventions?

Defining Challenging Behavior

• What it is…• Any repeated pattern

of behavior that interferes with learning or activities

• Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.

• What it looks like…• Prolonged tantrums, • Physical and verbal

aggression• Disruptive vocal and

motor behavior• Property destruction• Self-injury• Noncompliance• Withdrawal.

Positive Behavior Support

Determining the function of challenging behavior so that we can:

• Prevent the behavior

• Teach new skills

• Respond effectively

Video: Meet Brendan Before intervention

Video: Meet BrendanAfter intervention

Why Children Engage In Challenging Behavior

Challenging behavior communicates• Used instead of language by a child who

has limited social or communication skills

Challenging behavior works• Challenging behavior results in the child

• gaining access to something or someone or • avoiding something or someone

Dimensions of Communication

Every communicative behavior can be described by the form and function.

Form: the behavior used to communicate.

Function: the reason or purpose of the communicative behavior.

Functions of Communication

Obtain/Gain/Request:• An object, activity or

person• Help or information• Social interaction• Sensory stimulation

Avoid/Escape:• A demand, activity or

person• Sensory stimulation• Social interaction

Functions of Behavior

Identifying Form & Function of Behavior

Before we can change the behavior, we need to determine what the child is attempting to communicate.

This is the function of the behavior.

The function for the behavior is not always obvious so we need to look at the big picture.

Problem solving takes a team

Remember your Hot Buttons?

Challenging behavior often happens in multiple environments

Successful environments can inform solutions

How do you include parents in the team?

8.1 – Talking to Parents8.1 – Talking to Parents

How to develop a plan

1. Detect the behavior equation

2. Determine the function of behavior

3. Develop prevention strategies

4. Decide on replacement skills

5. Commit to new responses

6. Implement the plan and review.

8.2 – Behavior Support Plan8.2 – Behavior Support Plan

Behavior Equation

Trigger BehaviorMaintaining

Consequence

Joey is asked to come to circle. Teacher provides physical prompt to move him to group.

Joey resists, cries, and hits teacher.

Teacher leaves and allows him to select a different activity.

Trigger – what happens just prior to behavior

Behavior – what the child does

Maintaining Consequence – what happens after the behavior

Setting Event

Sometimes, behaviors are influenced by an event that occurs before the trigger.

“Setting Events” increase the likelihood the child will engage in challenging behavior.

Quan wants a turn on the computer

Function:Obtain a Turn


Consequence

Quan goes to the computer; another child is using the computer.

Quan moves his picture to indicate that he is next. Quan waits for his turn.

Child leaves computer and Quan sits down and begins working.

Quan wants a turn on the computer

Setting Event


Consequence

Quan goes to the computer; another child is using the computer.

Quan hits the child and pushes him out of the chair.

Child leaves computer and Quan sits down and begins working.

Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.

Function:Obtain a Turn

Activity: Case Studies

Let’s figure out some equations together!!

Evan

The adult is reading a story about butterflies to the group after transitioning from outside play. Evan is sitting in the back of the group. He begins tickling the children in front and on the side of him. The children begin giggling and tickling him back. The teacher stops reading the story to tell Evan to stop tickling others.

Setting Event


Consequence

Evan’s Behavior Equation

Function:

Obtain Peer Attention

Teacher is reading a story to the group

Evan is sitting at the back of the group

Tickling (distracting) the children next to him.

Peers laugh and engage in tickling

Teacher stops reading story

Quiet activity immediately after active activity

Not interested in the story??

Shana

Shana is seated in her high chair. The adult puts a cutout of a snowman and a dollop of white paint mixed with oatmeal on her tray. The adult takes Shanna’s hand and places it in the paint. Shana begins screaming, pulling away and banging her head on the back of the seat. The adult says “Fine, I guess you won’t get to make a snowman” and takes Shanna to the sink to clean up.

Setting Event


Consequence

Function:

Avoid sensory

Shana’s Behavior Equation

Adult puts her hand into the paint/oatmeal mix

Screams, pulls away and bangs head.

Adult ends activity and cleans her up

Used to eating when in the high chair

Gabriella

Gabriella is playing with toys. The adult says, “It’s time to clean up Gabriella. Time to go use the bathroom.” The adult pulls on her arm to try to get Gabriella to stand and line up. Gabriella yells, screams, and begins kicking at her toys. The adult says, “OK, you can use the bathroom with the next group. In 5 more minutes, I’ll come and get you. The adult walks away, and Gabriella continues playing with her toys.

Setting Event


Consequence

Function:

Escapes Transition

Gabriella’s Behavior Equation

Playing in room, time to leave play and go use the bathroom.

Adults pulls on arm to get to stand.

Yells, screams, kicks at toys.

Adult gives her 5 more minutes of play time.

Terrance

Terrance is riding a trike on the playground bike path. A child moves to the sandbox where Terrance had just finished building a road-way. He leaps off his trike and tackles the child, hitting and kicking. A teacher comes; she comforts the child and scolds Terrance. Terrance goes to the sandbox and continues construction on his road-way.

Setting Event


Consequence

Terrance’s Behavior Equation

Function:

Obtain Activity

A child moves to the sandbox where Terrance has just built something.

Tackles and hits child.

Adult scolds Terrance; comforts other child.

Terrance continues road-way.

Madison

The adult announces it’s time to go inside. Many children run to line up at the gate. Madison runs and hides behind a piece of playground equipment. When an adult goes over to tell her to line up, she runs around the equipment, laughing at the adult. The adult moves around the equipment, “catches” her (saying “I gotcha!) and carries her to the line. Madison laughs gleefully while the adult firmly tells Madison that she has to line up on her own next time.

Setting Event


Consequence

Madison’s Behavior Equation

Function: Get adult

attention? Avoid going inside

Adult announces that it’s time to clean up.

Adult goes over to tell her individually to line up.

Madison hides behind equipment, and runs to avoid the adult. She laughs when the adult picks her up.

Adult says “I gotcha”, carries her to the line, while telling her that she has to line up on her own next time.

Let’s explore some data collection tools

General

• Behavior Incident Report (BIR)

• Observation Card

• Home Observation Form

8.3 – BIR Instructions8.4 – BIR8.5 – Observation Cards8.6 – Home Observation Cards

8.3 – BIR Instructions8.4 – BIR8.5 – Observation Cards8.6 – Home Observation Cards

Activity: Trying out the General Data Collection Tools

Pick the form you think would work best for you and try it out.

We will watch video clips of Tim and Ryan engaging in challenging behaviors.

While you observe their behaviors complete the Observation Form.

Share your observations with the group to form a behavior equation.

Video: Observation #1

Setting Event


Consequence

Observation #1

Function:

Obtain Social Interaction

Playing alone in block play. Goes over to a group of children playing.

Sticks out tongue and makes raspberry sound, hits boy, scratches his shoulder.

Boy yells at him, friend brings him a lizard, boy yells to teacher.

Video: Observation #2

Setting Event


Consequence

Observation #2

Function:

Obtain Toy

Playground play with 2 friends. Girl goes to basket and gets truck just like the other friend’s truck.

He tries to take her truck, shoves, pushes, and continues tugging for toy.

Gets toy for a second, continues to fight girl for toy, teacher reprimands and carries him away.

Review Data

Once observational and interview data has been collected, it is time to review what you’ve learned together

At this step, a behavior hypothesis starts to develop.

Developing a plan







Step Two

Make your *Behavior Hypothesis as a team about the function of the challenging behavior.

*Behavior Hypothesis = Your best educated guess

Not Sure About the Function?

Ask yourself:• What would make the challenging behavior stop? • Is it something you would provide or allow the child to

access? (function is to obtain)• Or is there something to remove? (function is to avoid)• Or can you allow the child to leave? (function is to avoid)

If still unsure, collect more data in the same context.Some challenging behavior may have the same form but

serve multiple functions.• Some challenging behaviors may begin around one function

(e.g., escape) and continue to serve another function (e.g., gain attention).

Brendan’s Behavior Equation

TRIGGER BEHAVIORMAINTAINING

CONSEQUENCES

Function:

.

Escape the transition or delaying “going somewhere

When someone places a demand to go somewhere

Brendan is likely to tantrum (prolonged whining, crying, screaming, and dropping to the ground) and then sometimes throwing an object

He is sometimes allowed to continue playing or the transition of going somewhere is prolonged

8.7– Brendan’s Support Planning Chart


Once we know the function and agree on the hypothesis, we can come up with a plan!

Activity: Determining the function

Which one of our earlier examples sounds like a behavior that you are managing currently?

Read your case study behavior equation and write in the function of the behavior.

Developing a plan







Step Three

The team brainstorms Prevention Strategies• Strategies to make routines or activities easier for

the child• Strategies to soften the triggers

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• How can the environment be changed to reduce the likelihood that challenging behavior will occur?

• What preventions can I select that fit in the natural routines and structure of the group situation or family?

• What can be done to help the child not respond to the trigger or change the trigger so it does not cause challenging behavior?

What preventions should we select?


Consequence


tantrum (prolonged whining, crying, screaming, and dropping to the ground); sometimes throwing an object


Preventions New Skills New Responses

• Predictable visual schedules to inform him of changes in routine and choices he may make

• On-the-Go Book (scripted story) that explains the events and expectations for the trip to the library

• Caregivers will give warnings of transitions by using their fingers to count down.

• Use simple language to tell Brendan what is happening.

To Challenging Behavior:

Use of New Skill:

Function:Escape the transition or delaying “going somewhere



Developing a plan







Step Four

Brainstorm ideas about what Replacement Skills should be taught to replace challenging behavior.

The replacement skills help the child to meet the function in a “better” way.• Think about what skills the child already has• Think about what skills can use scaffolding

Child told peer

gets a turn.

Child yells, kicks,

throws.

Adult gives child another

turn.

Child asks for one

more turn.

Adult says “one more turn, then (peer’s name)’s turn” and gives

turn.

Replacement behaviors meet the function

Child asked

to join

circle.

Child screams

and resists.

Teacher lets child out of

activity.

Child gestures

“all done.”

Teacher lets child out of

activity.

Activity: Competing Behavior Equation


Consequence




Preventions • New Skills New Responses• Predictable visual

schedules to inform him of changes in routine and choices he may make




• say “I don’t want to” or “I’m all done” or “I want to go” to express protest, terminate an activity, or escape.

• “wait” by following a visual cue of a timer or time cueing him verbally and gesturally (“3 more minutes, 2 more minutes, 1 more minute.”)

• occupy himself with items in a hobby box or “to-go bag”.

To Challenging Behavior:

Use of New Skill:




Developing a plan







Step Five

Brainstorm ideas about how to Respond to challenging behavior when it occurs.• Consider current demands on teachers• Keep responses easy to use/remember

To respond to new skills?

In response to challenging behavior?

• Planning for time and attention

• Descriptive feedback• Quiet areas• Giving choices

• Giving choices• Redirecting children• Using visuals• Designing engaging

activities

Do you remember?

Trigger Behavior Maintaining Consequence




Preventions • New Skills New Responses• Predictable visual

schedules to inform him of changes in routine and choices he may make




• say “I don’t want to” or “I’m all done” or “I want to go” to express protest, terminate an activity, or escape.

• “wait” by following a visual cue of a timer or time cueing him verbally and gesturally (“3 more minutes, 2 more minutes, 1 more minute.”)

• occupy himself with items in a hobby box or “to-go bag”.

To Challenging Behavior:•give clear directions in a“first/then” and visual format. •give him a choice to do the activity on his own or with help. •say, “I’ll help you”, and then help him. Use of New Skill:•Access to preferred activities (the bead game) after engaging in non-preferred activities.•Adult attention when engaged in the non-preferred activity.•Descriptive feedback for staying with the adult, waiting and looking at visual cues.


8.7– Brendan’s Support Planning Chart8.7– Brendan’s Support Planning Chart

Developing a plan







Step Six

• Review plan ideas; eliminate pieces that don’t fit or are too difficult for team to do.

• Review entire plan; emphasize that each column is necessary.

• Repeat process for other routines, settings, or behavior functions.

Activity: Design a Behavior Support Plan

1. Develop preventions

2. Identify new skills to teach

3. Plan for new responses

4. Use the hints at the bottom!

• Evan • Shana • Gabriella

• Terrance • Madison

Use the Routine Based Support Guide and the Family Routine Guide to:

In your case study groups:

8.8– Family Routine Guide or Routine Based Support Guide

8.8– Family Routine Guide or Routine Based Support Guide

Who are the partners that can help you create behavior

support plans?

Questions?

Credit Participants

Documents

Pyramid Model Training Series Session 8 How will my needs be met? Creating effective Behavior Intervention Plans 1/2012