A Workshop for Families and Professionals

A Workshop for Families and Professionals

2018 PEATC www.peatc.org©PEATC wwww.peatc.org 1

WHAT IS PEATC?

PEATC is a statewide nonprofit whose passion is to empower

families in Virginia. While our central focus is on families with

children who have disabilities, our other outreach areas include;

Hispanic, Latino, Military, Family Engagement, and Early

Childhood. We are considered the "Go To" place in Virginia for

resources on many topics including anti-bullying, court-involved

youth, transition planning, and many more! Check us out

www.peatc.org.

©PEATC wwww.peatc.org 2

http://www.peatc.org/

PEATC PROVIDES….

➢ Individual phone consultations

➢ Workshops throughout Virginia

➢ Webinars

➢ Factsheets

➢ Resources

To assist parents in securing educational plans for their children leading toward adult lives that include

➢ meaningful employment

➢ friendships

➢ community participation


Education of ALL Handicapped Children Act became Federal Law

Five Parent Training and Information Centers (PTI) were funded and PEATC was one of the first!

Community Parent Resource Centers (CPRC)

1975

1978

1991


Parent Centers are also supported by a Technical Assistance Project

Funded by the USDOE, OSEP


OBJECTIVES

As a result of this Workshop participants will:

Become familiar with the A, B, & C of all behaviors.

Understand the difference between positive behavior supports and behavior

management.

Become familiar with communication tools that provide positive child guidance.

Brainstorm ideas on behavior modification


BEHAVIOR

“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 do math, 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 (former NASDSE President: National Association of State Directors of Special Education


THE ABC’S OF BEHAVIOR

ntecedent:

What happened before the event or behavior?

ehavior:

What was the behavior or event that occurred?

onsequences:

What happened as a result of the behavior?

B

C

A


THERE ARE TWO TYPES OF ANTECEDENTS

Setting (slow trigger)Usually happened in recent or long

past

May happen in or out of the classroom

Are conditions that increase the

likelihood behavior will occur:

• Oversleeping

• no breakfast

• forgotten medications

• conflict

Stimulus (fast trigger)Are usually obvious

May be consistent

May be unique to one

situation:

• noise level

• temperature

• lighting

• anxiety

• hunger

• pain

• fatigueAntecedents that trigger behavior are not

necessarily bad, they just result in bad behavior.


BEHAVIOR

General Problem

•Aggressive

•Uncooperative

•Stubborn

•Goes into a rage

•Lazy

•Noncompliance

•Off task behaviors

Observable Behaviors

•Hits and Pinches

•Walks away from teacher

•Lays on the floor

•Yells and flaps hands

•Puts head on desk during work periods

•Draws pictures during math period

A behavior is an action that is

observable and measurable


CONSEQUENCES

What is the pay-off?

What does the student get?

What does the student avoid?

ESCAPE

SENSORY

ATTENTION

TANGIBLE

Anything that happens after the behavior,

not necessarily what caused it. It can be

positive or negative.


CONSEQUENCES OF BEHAVIOR

Get

Tangible Objects

& Activities

Get Out Of

SensoryAttention

SensoryAttention


THE ABC’S IN ACTION

B. Johnnie pushes

another child out of line.

C. Johnnie ends up

in time out and misses

the ball game anyway.


LET’S TAKE A CLOSER LOOK….

A. Before school

Johnny witnesses his parents arguing at each other.

B. Johnnie pushes a

child out of line.

C. Johnnie ends up

in time out and misses

recess.


FUNCTIONAL BEHAVIORAL ASSESSMENTS

➢ Problem behavior usually serves a purpose for the person displaying it.

➢ Functional assessment is used to identify the purpose of the problem behavior.

➢ The goal of intervention is education, not simply to stop or reduce the behavior.

➢ Problem behavior usually serves many purposes and therefore requires many

interventions.

➢ Intervention requires changing the environment and social systems not

individuals.

➢ Lifestyle change is the ultimate goal for intervention.


BEHAVIOR MANAGEMENT VS POSITIVE BEHAVIOR SUPPORTS

Behavior Management

Focus is on Changing the Individual

Focus is on Coercion

Focus is on Control

Focus is on Services

Reacts to the Behavior

Identifies the Person as the Problem

Identifies the Person as their Behavior

Focus on Cost & Consequence(If you do this, then this

will happen)

Positive Behavior Support

Focus is on Changing the Environment

Focus is on Adaptation

Focus is on Choice

Focus is on Community & Natural Supports

Responds to the Person

Sees Quality of Life & Environment as Problem.

Identifies the Person as Thinking & Feeling

Emphasizes Additional Support & Skills to

Communicate Needs


FUNCTIONAL BEHAVIORAL ASSESSMENT

A functional assessment looks at

why a child behaves as he or she

does, given the nature of the child

and what is happening in the

environment.


FUNCTIONAL BEHAVIORAL ASSESSMENT (CON’T)

A Functional behavioral assessment:

➢ guides decision-making about needs

➢ leads to strategies to help meet the need

➢ should be considered in any evaluation

when behavioral concerns have not

responded to standard interventions


ABC’S OF BEHAVIOR

It’s as easy

as…..


THANK YOU!

PEATC

8003 Forbes Place, Suite 310

Springfield, VA 22151

703-923-0010 / 800-869-6782

www.peatc.org

Hablamos Español


http://www.peatc.org/

A Workshop for Families and Professionals

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Transcript of A Workshop for Families and Professionals