Post on 23-Feb-2016
description
Targeted and Intensive Behavioral Support
Tracy Gershwin Mueller, Ph.D.
Goals Define the logic and core features of Targeted and
Intensive level interventions
Self-assess if targeted and intensive interventions are a “good fit” for your school
Build action plan for implementation
Challenge for SchoolsProduce students who are
academically and socially competent
But, must meet these outcomes in the face of…
Students from increasingly varied backgrounds
Decreasing funding
Problems at Schools Struggling readers Can’t read at all Letter/word reversal Comprehension difficulties Memorization difficulties Retention problems English language learners Lack of number recognition Math fact deficits Homework completion Sloppy work Test anxiety Oral reading fluency Poor writing skills
Fights Property destruction Weapons violation Violence toward teachers Tobacco use Drug use Alcohol use Insubordination Noncompliance Late to class Truancy Inappropriate language Harassment Trespassing Vandalism Verbal abuse
Intensive InterventionsSpecialized
IndividualizedSystems for Students with
High-Risk Behavior
Targeted InterventionsSpecialized Group
Systems for Students with At-Risk BehaviorUniversal Interventions
School-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5% School-Wide
Positive BehaviorSupport
Systems
SupportingStaff Behavior
Practices
Supporting Student Behavior
OUTCOMES
Outcomes
SupportingDecision Making
Practices Continuum of supports
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2/Secondary
Tier 3/Tertiary
Small Group Interventions (CICO, etc)
In
terv
entio
nAssessm
en
tAdapted from T. Scott, 2004
Group Interventions with Individualized components
Function-based intervention
Attendance, RFA, ODR, GPA, etc.
CICO data, data from other targeted groups
Functional Behavior Assessment
Continuum of supports Documentation for targeted and
intensive interventions What intervention consists of Materials needed Data-based decision rules Plan for progress monitoring
Interventions for academic and social behavior linked
Practices
Our Goal: Supporting students
with significant challenges With positive outcomes With fidelity Over time
DISTRICT SUPPORT
Challenges for Districts
Universal level of PBS available for ALL students
Moving from one-student at a time, reactive approaches to capacity within schools to support the behavior of ALL students?
Developing and implementing systems needed for tertiary implementation
Referrals to Special Education seen as the “intervention”
FBA viewed as required “paperwork” vs. a needed part of designing an intervention
Interventions the system is familiar with vs. ones likely to produce an effect
Practices to be supported Targeted interventions Function-based support Data-based decision rules
Districts Support School Practices
District support Investment in 2-4 targeted interventions Initial and on-going training for relevant personnel
Build capacity in efficient FBA Technical assistance available for comprehensive FBA/BSP On-site coaching for new PBIS schools
Hiring practices promote implementation of evidence-based interventions
What Do You Need?
Diana Browning Wright, Teaching and Learning Trainings, 2005
How We Teach Makes A Difference!
Diana Browning Wright, Teaching and Learning Trainings, 2005
How We Teach Makes A Difference!
Just a Reminder. . .
Accommodations
Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made in order to provide equal access to learning and equal opportunity todemonstrate what is known.
Grading is same
ModificationsDo fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made to providestudent meaningful & productive learning experiencesbased on individual needs &abilities.
Grading is different
Nine Types of Curriculum Adaptations
Quantity * Adapt the number of items that the learner is expected to learn or number of activities student will complete prior to assessment for mastery. For example: Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or worksheets.
Time * Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.
Level of Support * Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationship; use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Specify how to interact with the student or how to structure the environment.
Input * Adapt the way instruction is delivered to the learner. For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson.
Difficulty * Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.
Output * Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials.
Participation * Adapt the extent to which a learner is actively involved in the task. For example: In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group. Have the student turn the pages while sitting on your lap (kindergarten).
Alternate Goals Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name the capital.
Substitute Curriculum
Sometimes called “functional curriculum” Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During a language lesson a student is learning toileting skills with an aide.
* This adaptation is an accommodation if the student can demonstrate mastery of the standard on an assessment. The key concept is: Will the student ultimately master the same material but demonstrate that mastery in alternate ways or with alternate supports? If standards are not fundamentally or substantially altered, then this adaptation is an accommodation to a learning or performance difference. This adaptation is a modification if the student will not demonstrate mastery of the standard on an assessment. If routinely utilized, these adaptations are modifications and require individualized goals and assessment.
Small Group / Targeted Interventions
Social Skill Training Self-Management Mentors Check-in Check-out (CICO) Peer tutoring / Peer Network Academic support
Major Features of Targeted Interventions Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Home/school linkage Flexible intervention based on assessment
Functional Assessment Adequate resources (admin, team)
weekly meeting, plus 10 hours a week for coordination Student chooses to participate Continuous monitoring for decision-making
Universal Strategies: School-WideEssential Features Statement of purpose Clearly define expected behaviors (Rules) Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for record-keeping and decision making
(swis.org) Family Awareness and Involvement
I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies
Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting
Maintain personal space
WalkStay to the right on stairsBanisters are for hands
•Walk•Push in chairs•Place trash in trash can
Wash hands with soap and waterKeep water in the sinkOne person per stall
Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self
•Walk•Enter and exit gym in an orderly manner
Respectful
•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly
Be honestTake care of yourself
Walk quietly so others can continue learning
Eat only your foodUse a peaceful voice
Allow for privacy of othersClean up after self
•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language
Be an active listenerApplaud appropriately to show appreciation
A Learner
•Be an active participant•Give full effort•Be a team player•Do your job
•Be a risk taker•Be prepared•Make good choices
Return to class promptly
•Use proper manners•Leave when adult excuses
•Follow bathroom procedures•Return to class promptly
•Be a problem solver•Learn new games and activities
•Raise your hand to share•Keep comments and questions on topic
Best Elementary
The key
BEHAVIOR is functionally related to the TEACHING ENVIRONMENT
Small Group / Targeted Interventions
When universals not sufficient to impact behavior
When students display chronic patterns When concerns arise regarding students’
behavior
Small Group Starting Points1. Universals firmly in place2. Data used consistently in team meetings3. Data decision rules to identify students
who need secondary supports
Equal attention to practices (student support) and systems (adult support)
Pre-Requisites Universals must be well established and in-
place Target practices that are preferred or promising
(empirically validated) Teach basic features of strategies first (general
case) Keys
Match intervention to student need Staff implementing interventions have skills and
support ALL staff aware of interventions and their part in
promoting generalization Focus on the systems to support throughout
Important Themes Part of a continuum – must link to school-
wide PBIS system Efficient and effective way to identify
students Assessment = simple sort Intervention matched to presenting
problem but not highly individualized
Small Group / Targeted Interventions
Consider Not fixed group Student’s needs vary across continuum
over time and within academic/social area
Least intrusive but matched to student need
Targeted Interventions: Building Blocks Teach/build pro-social replacement
behaviors Build maintenance and generalization
strategies to promote use Attend to possible function of the problem
behavior
Important Themes Small group = all students get the same intervention
(e.g., pull out social skills) Targeted = altering classroom or other environment to
support a small number of students but will likely benefit all students (e.g., classroom environment changes)
Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building
Essential FeaturesEmphasis is on continuum and interrelated components of data, practices, systems
Small Group / Targeted Interventions Data
Systematic way to identify at-risk students (e.g., office referrals, teacher nomination, rating scales)
Measure progress and fade support slowly Practices
Within class first option Pull out programs must have generalization strategies Link small group with school-wide rules and social skills Academic & social strategies
Systems Training for ALL staff on procedures Options for students who transfer in during school year
Screening & Assessment Office discipline referral data-decision
rules 3 ODR for same offense = child study team
Review of attendance, grades, achievement, other archival data
Teacher referral Simple form Quick response
Screening & Assessment Routine review of individual student data Efficient teacher referral system Parent referral Screening tools Look for those students who are often “under
the radar”... Students who change addresses frequently Temporary or seasonal farmers or workers in the
community Homeless students Students in foster care or juvenile service homes
Assessment Focus is on sorting student for service, not
“diagnosis and placement.”
Social-Behavioral Concerns Social skills Self-management
Academic Concerns Peer Tutors Check in Homework club
Emotional Concerns Adult mentors
Small Group / Targeted Interventions
Social Skill Training Self-Management Mentors/Check-in Peer tutoring / Peer Network Academic support Individual plans (FBA)
Work Time
What is one targeted strategy you currently use in your School?
Social Skills Identify critical skills (deficit or performance problem) Develop social skill lessons
“Tell, show, practice” Match language to school-wide expectations
Generalization strategies
Must provide clear & specific activities all staff follow to promote generalization & make sure staff using strategies
Assessment: Skill Selection(Data)
Teacher Ratings Ratings by others Direct Observation
Importance of discussing cultural, language, and other factors that impact perceptions of “appropriate” social skills
Planning Requirements(practices, systems)
Curriculum / Lesson Plans Adapt/adopt
Group procedures Generalization strategies
Lesson Components(practices)
rule for when to use the skill set of useful skill variations
teach the rule (TELL) demonstrate the skill (SHOW) students practice the skill (PRACTICE) review and test the skill (PRACTICE) assign homework (PRACTICE)
Teaching social skills follows the same format as teaching academic skills
Group Procedures(practices, system) Who & how many in the group?
5-8 When & how long meet?
At least weekly over the school year Who teaches?
Combination Basic behavior management
Routines Expectations Attention signal Incentives
Social skill outcomes, expectations, etc. must be connected to the school-wide PBIS system
Social Skills Club Student Selection
Designed to meet the needs of repeat offenders
Criteria for selection: 8 or more referrals across previous school year
Focus =
Social Skills Club
Parent letters to extend “invitation” Voluntary participation Presented as prevention/support Encouraged parent participation
Focus =
Social Skills ClubInstructors Special Education teacher with fluency in
social skills instruction General education class teacher Access to technical assistance and resources
Focus =
Social Skills ClubGroup Management
Two adults Club expectations linked to school-wide expectations Rules and expectations for group participation in role
play Planned fun Reinforcement system linked to school-wide system
Focus =
Social Skills ClubCurriculum & Delivery of Instruction
Collected and prepared materials from a variety of sources.
One hour per week after school for the academic school year
Attention to pre-requisite skills for participating in lessons.
Structured format: Advanced Organizer, Teach, Model, Role play, Review, Test & Homework
Focus =
Social Skills Clubgeneralization Posters of each lesson given to classroom teachers
to display in class and use as visual prompt. “Club” participants present weekly social skill
lesson to from club to their class. Staff instructed on how to prompt and reinforce
Focus =
Self-Management Teach self-monitoring & targeted social skills
simultaneously Practice self-monitoring until students
accurately self-monitor at 80% or better Periodic checks on accuracy
It is not simply giving students a self-evaluation check-list, must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior
Check-in Focus is on academic & social compliance
AM / PM Teach strategies to enter work /objectives to
accomplish Agendas
All staff must prompt/reinforce student use
Emphasize the goal is to fade out the check-in so the focus should be on reinforcing students for accurately self-monitoring and work completion across the school day
Check-in Check-out Cycle
Weekly Meeting
9 Week Graph Sent
Program Update
EXIT
Behavior Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
CICO RecordName: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
BeforeRecess
0 1 2 0 1 2 0 1 2
BeforeLunch
0 1 2 0 1 2 0 1 2
After Recess 0 1 2 0 1 2 0 1 2
Check Out 0 1 2 0 1 2 0 1 2
Today’s goal Today’s total pointsComments:
HAWK ReportDate ________ Student _______________Teacher___________________
0 = Not Yet1= Good2= Excellent
Be Safe Be Respectful
Be Your Personal Best
Teacher initials
Keep hands, feet, and objects
to self
Use kind words
and actions
Follow directions
Working in class
Class 0 1 2
0 1 2
0 1 2
0 1 2
Recess 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Lunch 0 1 2 0 1 2
0 1 2
Class 0 1 2 0 1 2
0 1 2
0 1 2
Recess 0 1 2 0 1 2
0 1 2
Class 0 1 2 0 1 2
0 1 2
0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
Daily Progress Report Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be responsible
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Keep Hand & Feet to Self
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Follow Directions
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be There – Be Ready
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL POINTS
CICO Home Report
Name: _____________________________Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was:_______________________
Something I will work on tomorrow is: _______________________
Comments:
Parent/Guardian Signature: ________________________________________________________Comments:
Why does CICO work? Improved structure
Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.
Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive, and
sets up successful behavioral momentum.
Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO Work? Program can be applied in all school locations
Classroom, playground, cafeteria (anywhere there is a supervisor) Elevated reward for appropriate behavior
Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day
Linking behavior support and academic support For academic-based, escape-maintained problem behavior incorporate
academic support Linking school and home support
Provide format for positive student/parent contact Program is organized to morph into a self-management
system Increased options for making choices Increased ability to self-monitor performance/progress
Logistics for Setting up a CICO program Faculty and staff commitment
Is problem behavior a major concern? Are staff willing to commit 5 min per day? Is CICO a reasonable option for us?
More than 5 students need extra support CICO is designed to work with 10-12% of kids in a school CICO typically “works” with 67% of students. CICO does NOT replace need for individualized supports.
Team available Team leader CICO coordinator (morning, afternoon) Team (meets at least once every two weeks)
Logistics for Setting up a CICO program School-wide PBS in place
School-wide expectations defined and taught Reward system operating Clear and consistent consequences for problem behavior
Process for identifying a student who may be appropriate for CICO
Student is not responding to SWPBS expectations Request for Assistance
Student finds adult attention rewarding Student is NOT in crisis.
Logistics for Setting up a CICO program Daily CICO progress report card
Same expectations for all Common schedule All staff taught rules for accepting, completing and
returning the card. Home report process
Can be same as progress card Can be a unique reporting form
Logistics for Setting up a CICO program Trading menu
Reward for collecting and turning in daily progress card
Reward for meeting daily goal Exchange system for points earned
Collecting, summarizing and using data Daily updates Weekly review by team Referral to BISCC structure for individualized
interventions.28
Mentoring Focus on “connections” at school
Not monitoring work Not to “nag” regarding behavior
Staff volunteer Not in classroom No administrators
Match student to volunteer 10 minutes min per week
Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student
Mentor’s Role To provide guidance, support, and
encouragement for the student while modeling such skills as effective communication, empathy and concern for others, and openness and honesty
Commitment for entire academic year
Involve Personnel who have Contact with Students Teachers
suggest program type “best fit” Administrators
actively involved in scheduling, recruiting, and mentor selection
Counselors Train mentors, troubleshoot problems, etc.
Secretaries Cooks Community Volunteers Custodians
Determine Program Goals and Objectives Based on needs of students Determined by Team
Focus on basic needs Academic Achievement Behavior Communication Attendance Social skills
Determine Who Should be in Program Clearly define population and selection
criteria Academic failure, absentees, etc. Age/grade level
Develop Activities and Procedures
Determine length and frequency of mentor-student contact Weekly
Orient Mentors and Students Before formal process begins Both mentor and student should
understand roles and hold positive expectations
Mentors must be aware of student needs and characteristics
Determine individual student goals and outcomes
Monitor Mentoring Process Continuous monitoring to determine
success Provide ongoing support for the
Mentor Formal/informal
Where When How often
Evaluate Program Effectiveness Pretest/posttest comparison of criterion for
entrance into program (attendance, grades, suspensions, etc.)
Possible outcomes Increase in
Student attendance Work completion/grades Academic performance Completion of homework Parental/teacher involvement Positive student-teacher interactions
Evaluate Program Effectiveness Decrease in
Meetings with counselor Office referrals Time outs Suspension Detention
Practical Suggestions Keep in mind the importance of
communication, especially “Listening” Remember your purpose for mentoring Continue ongoing assessment of program
effectiveness
Peer Tutoring Tutors must be taught how to teach Tutors must be taught what to do if tutee
does not comply Tutors must be given the option to drop
out at any time without penalty
Initially, peer tutoring should be undertaken only with close and on-going teacher supervision to ensure success
Academic Support Homework
If data indicate it doesn’t come back, give up the battle and build support within the school day
Remediation Direct instruction in addition to the current curriculum
Accommodation Within instruction
Emphasize the need to identify and intervene early before students fall behind – Ideal is routine screening using Curriculum Based Measures (CBM) to identify students early
Small Group Planning Sheet1. Purpose / Outcome (Operationally define targets and goals of
intervention)2. Student Identification (Data Decision Rule)
Existing data (ODR) Staff referral Parent referral
3. Parent notification Written notice Phone call Dist policy
4. Who implements Training for Implementers Technical Assistance for Implementers Implementation Checks (include timeline)
5. When / where implement (include start/end dates)
Small Group Planning Sheet6. Connect points to classroom and other settings / follow-along activities
Training for staff on implementation of follow-along activities Tip Sheets for follow-along activities Technical assistance / follow-up for staff Follow-along implementation checks
7. Strategies to share plan and progress with home and community agencies
8. Follow-up support for student (s) after support ends Information sharing with new staff Student participation in support activities
9. Evaluation (include timeline) Student Outcomes & data source Staff perception & data source Parent perception & data source Assess generalization across settings Assess maintenance of treatment outcomes
10. Cost/benefit analysis
Moving into Intensive Levels of Support
Every behavior serves a purpose Your job is to find that purpose and replace the
problem behavior with a more appropriate one.
Your Initial Perception may not be as accurate as you think….
What is Beyond the Layers?
Think of every time you say that someone “always” or “never” does anything. If you took data for two days, would you be correct?
(e.g., He never turns off the lights, does the dishes, etc.)
Data Talks. . .
After ALL universal strategies have been applied…
Child with a disability exhibits behavior that impedes his/her learning
Child exhibits behavior that impedes learning of his/her peers
In response to school disciplinary actions
When to use an FBA?
Must be based on FBA results~ clearly link assessment to intervention plan
A BIP must be proactive in nature Intervene at the lowest level
possible
Some Key Legal Considerations
FBA – A Step by Step ProcessStep 1. Identify Behavior: Describe in terms that are observable and measurable (stranger test, dead
man’s test)Step 2. Collect Data: At least 3 sources (for triangulation)Step 3. Formulate your hypothesis: Determine the function of the behavior
FBA – A Step by Step Process
Step 4. Develop a behavior plan: Make the behavior
irrelevant (no longer meaningful), inefficient (i.e., teach a socially appropriate
replacement behavior that can achieve the same function), and
ineffective (i.e., minimize the likelihood of any reinforcement when the problem behaviors occur)
(Horner, 2006).
FBA – A Step by Step Process
Step 5. Evaluate: Follow-up to see if the intervention is working.
Step 6: Always plan with the future picture in mind- Transition into adulthood.
Self-management Self- advocacy Self-regulation
Identify and define problem behavior Collect functional assessment
information Clear description of the problem behavior Identify events, times, and situations that
predict when the problem behavior will and will not occur
Identify maintaining consequences Develop one or more summary statements or
testable hypothesis Direct observation to confirm the summary
statement
Behavior Support Plan
5623 4
Strengths of the Student:
Slow Triggers (Setting Events)
Fast Triggers(Antecedents)
Problem Behavior
Perceived Function
Actual Consequence
Screening for an Understanding of Student Problem Behavior…An Initial Line of Inquiry
1
Developed by Tim Knoster
Behavior is shaped by experiences Learned
Functional relationship between behavior & environmental events Antecedent events Behavior Consequence events
Applied Behavior Analysis Principles
Human behavior is lawful Human behavior is important,
understandable, & predictable Human behavior is learned Human behavior is malleable &
teachable Behavior does NOT occur in a
vacuum….it is affected directly by environmental events
Guiding Behavioral Principles
Interviews A-B-C Analysis Record Review Projective Techniques Behavior Assessment
Questionnaires, checklists, behavior rating scales
Direct Observation Functional Analysis
Sources of Data
SETTING EVENT: Situations or characteristics that “set up” the problem?
ANTECEDENT: what happens before the behavior to “trigger it”?
BEHAVIOR: what is the specific problem behavior?
CONSEQUENCE: our response/”the payoff”?The Crying Game
The ABC’s of Behavior
Acting Out Cycle
Phase 1—Calm Phase 5—PeakPhase 2—Triggers Phase 6—De-escalationPhase 3—Agitation Phase 7—RecoveryPhase 4—Acceleration
Broader issues that may be influencing behavior: Daily activity schedule Predictability of routines Variety of activities or materials Social relationships Preferences of the student Medical and physical issues (nutrition,
illness, medications, sleep patterns) Challenging family situations
Setting Events
Under what circumstances is the behavior most/least likely
Changes in the environment Time of day/activities Clarity of expectations of activity/task Reinforcement of expected behavior Nature of interactions (tone, proximity, contact) Amount & type of attention (peer, group, adult) Child’s ability matched to the activity
Antecedents or Triggers
WHAT DO THEY GET or AVOID?
Social reaction/attention Change in activity/routine Increases assistance from adults or peers Access to materials, activities, food/drink Sensory stimulation or reduction Change in the physical environment Allowed space or movement Delays activity/event Avoids negative attention
Maintaining ConsequencesLook and Listen For…
Build a Behavior Support Plan Diagram the FBA summary statement Define alternative or competing
behaviors and the contingencies associated with them
Select intervention procedures that will make the problem behavior irrelevant, inefficient, and ineffective
What’s next?
Testable Hypothesis Diagram
.
Consequence
Avoid requests or tasks
Antecedent
Teacher/peer request
Setting EventImmediate past
Peer conflict
Problem Behavior
Swearing & hitting
When the teacher or peers ask Sam to do something he doesn’t like, he begins to swear and hits to avoid the task. This behavior is more likely if he has had a conflict with a peer.
You should not propose to reduce a problem behavior without identifying the alternative, desired behaviors the person should perform instead of the problem behavior (O’Neill, 1997)
Fundamental Rule
Increase
Desired
Behavior
Prevent
and
Decrease
Problem
Behavior
Goal of the Behavior Intervention Plan
Define Alternative Behaviors
Must meet same function as problem behavior,
Be in the individual’s repertoire or easily taught, and represent the beginning point for teaching desired behavior.
Have good contextual fit with the setting and situation
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
TypicalConsequenceSummary Statement
AcceptableAlternative
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Neutralize/eliminate
settingevents
Add relevant & remove irrelevanttriggers
Teach alternativethat is more
efficient
Add effective & & removeineffectivereinforcers
When Aaron is seated near peers he likes,
he begins talking to get their attention.
Aaron
Problem Behavior
Talking off-task
Antecedent
Preferred Peers
Setting Event
Lack of peer contact for 30
minutes
MaintainingConsequence
Get peerattention
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Sitting next to preferred
peers.
Talking Off Task
Get PeerAttention.
DesiredAlternative
TypicalConsequenceSummary Statement
Acceptable
Alternative
Aaron
Behavior support is the redesign of environments, not the redesign of individuals (e.g., disability is not cured).
Positive Behavior Support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.
A Context for Behavior Support Plans/PBIP Plans
Design antecedent strategies to make triggering antecedents ineffective. So they no longer serve as triggers.
Design behavior teaching strategies to make problem behaviors inefficient. So more acceptable behaviors are easier to
do.
Guidelines
Design consequence strategies to make maintaining consequences irrelevant. So they no longer are present or Are less reinforcing.
Design setting event strategies to eliminate or neutralize effects of setting events. So they have less impact on
routines & reinforcers.
Guidelines
Prevention Emphasis on teaching Environmental redesign Antecedent Manipulations
Function-based support Comprehensive Interventions Systems change
Intervention emphases
Coordinate a meeting with people who will implement the Behavior Intervention Plan
Diagram the competing behavior model
Plan intervention strategies Begin with setting events Emphasize changes in immediate antecedent events
Select Intervention Procedures
Select Intervention Procedures List strategies for teaching and
promoting desired and alternative behaviors
Examine how consequences should be changed to make the competing behavior path more likely
Setting Events TriggeringAntecedents
MaintainingConsequences
Problem Behavior
Peer conflict Asked to do difficult
assignment.
Refuses to follow
directions,swears, hits,
Avoid task,remove from
class
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask for break or
help.
Sam
SamAlternative - Ask for Break
Give Sam a break when he has a peer conflict
Neutralize
Modified work
Choice of Worksheet
Teacher precorrection
Irrelevant
Teach Sam- to ask for help- and/or break
Inefficient
Praise and tokens for appropriate work Get reduced Assignment
Ineffective
Setting Events Triggering Antecedents
Teaching Behaviors
Maintaining Consequences
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Sitting next to
preferred peers.
Talking Off Task
Get PeerAttention.
DesiredAlternative
TypicalConsequence
Points,grades
Work and finish
assignment.
Summary Statement
Work quietly on task
AcceptableAlternative
Aaron
AaronAlternative Behavior – Peer Tutor
Schedule learning activities withPeers every 30 minutes
Neutralize
Choice of seating
Choice of work
Self-managementsheet
Teacher precorrection
Irrelevant
Teach Aaron to:- self-assess
-self-monitor
-self-recruitadult and peer attention
Inefficient
Earn to work with peer after completion of _____ work
Praise for appropriate work
Ineffective
Setting Events
Triggering Antecedent
s
Teaching Behaviors
Maintaining Consequences
When the teacher asks Lisa to do a difficult
task, she puts her head down on her desk to
avoid the task.
Lisa
ConsequenceTeacher directs
requests to another
Setting Event
None
Antecedent
Teacher Request
Problem Behavior
Eyes/head Down on arms
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
None Teacher Question
Head down on desk,
Avoid talking
DesiredAlternative
TypicalConsequence
Verbal Praise
Answer question
Summary Statement
Write response
AcceptableAlternative
Lisa
LisaAlternative - Ask for Break
Neutralize
Teacher precorrection
Written sheet to record answers
Irrelevant
Teach Lisa- - self-assess- - self- monitor- - self-recruit
* Teach Lisa - on-task behavior
Inefficient
Praise for head up
Special reward for verbal answers
Planned correction
Ineffective
Setting Events
Triggering Antecedents
Teaching Behaviors
Maintaining Consequences
Alter patterns of behavior Use Functional Behavioral Assessment results Be consistent with behavioral principals
Antecedent events irrelevantProblem behaviors inefficientMaintaining consequences ineffective
Good contextual fit
Four Considerations for BIPs
Identify and define problem behavior Collect functional assessment information Develop testable hypothesis statement Confirm hypothesis statement with direct
observations Build a competing behavior pathway Develop & implement behavior
intervention plan On-going monitoring and evaluation
Behavior Intervention Plan
GET CREATIVE: SOMETIMES THE ANSWER IS RIGHT IN FRONT OF YOU!!
INTERVENTIONS
Check-in/Check out system Home-school communication log Use of calendar for transitions Priming Counseling Forced choices prior to the behavior Behavior Contract
Example Interventions:Antecedent-Based
Restructured Schedule Proximity control Quiet seating area Quiet place in the classroom Student work groups
Example Interventions:Environmental Redesign
Engaging lessons Accommodations/modifications Link lessons to reinforcement Use hands-on manipulatives Intersperse new and maintenance
tasks Peer buddy Mainstream to general education
Example Interventions:Instructional Strategies
Differential reinforcement Extinction Self-monitoring Time-out (if needed)
Example Interventions:Consequent-based
Incompatible Behavior Alternative Behavior Other Behavior
Differential Reinforcement
Create a Fidelity of Treatment Plan Who? What? When? Where? Why? Behavioral goal… state it
clearly
Fidelity Plan
Plan for a potential crisis Define what a crisis would be Create a detailed step-by step plan Name all responsible parties for
crisis plan Hierarchy of least to most level of
support Follow CDE time-out ad restraint
guidelines
Crisis Plan
Create criteria for success Continue to collect data Evaluate data as a team Modify as needed Remember: It takes time- there is no
quick fix.
Review and Monitor
Modify as needed!!
Remember: Shi(f)t happens….
Real change can only come as a result of the commitments of both the minds and hearts
of the total school community - teachers, parents, students,
administrators and school boards.
Sergiovanni, 1994
Tracy Gershwin Mueller tracy.mueller@unco.edu
Thank you for being so well behaved!