Carol Quirk: Positive Behavior Supports
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Transcript of Carol Quirk: Positive Behavior Supports
Positive Behavior Supports
School-WideClass-Wide
Individual Student
Professional Development in Autism CenterMaryland Coalition for Inclusive
Education
Behavior = Communication
and is influenced by:Unmet emotional needs (basic/long term)
Biological issues (e.g., depression, anxiety)
Unmet needs or desires (immediate)
Difficult demands/challenges
Fears
Professional Development in Autism CenterMaryland Coalition for Inclusive
Education
Behavior is Communication
A person may have a need for:Attention
Avoidance/escape
All behavior is about:Power and control
Jamie Burke, StudentSyracuse, NY
“Bad behavior, my friends,
is just violent speech”
Professional Development in Autism CenterMaryland Coalition for Inclusive
Education
What is problem behavior?
• Results in exclusion– Classes– Social groups– Community settings
• Impedes social relationships• Results in reduced quality of life (person/family)
• Requires a plan to resolve!
When behavior interferes with personal relationships and endangers inclusion:
We need to figure out: • WHY the person uses the behavior,
• WHAT they get out of it, and
• How they can communicate the same thing in an acceptable way
Functions of Behavior
Get/Obtain(I want)
Escape/Avoid
(I don’t want)
Object/ActivitySocial/Attention
Sensory
Setting Events Triggers Behavior Consequence
Behavior Sequence
Professional Development in Autism CenterMaryland Coalition for Inclusive
Education
When behavior interferes with personal relationships and endangers inclusion:
We need to analyze the function of and influences on the behavior to:
• design support strategies to prevent the behavior,
• develop an response plan for when the behavior does occur, and
• teach the student “replacement” behavior or alternative behavior to use in the same situation
Functional Behavior Assessment
A team processFor gathering informationTo design a behavior plan
Functional Behavior Assessment
• Who is this Student
• Define the Behavior of Concern
• Gather Information About the Behavior of Concern
• Identify the Setting Events and the Triggers
• Develop a Hypothesis
• Make a Plan
• Use the Plan
• Reconsider the PlanTHE TEAM
Functional Behavior Assessment
It enables us to understand
• why the person uses the behavior,
• what influences the need to use the behavior,
• how to decrease this need and
• how to increase the person’s use of alternatives when the need does occur.
Professional Development in Autism CenterMaryland Coalition for Inclusive
Education
Start with the Student
• What is valued in the Student’s life• What about the student is valued by others?• Clarify the behavior:
– Individual behaviors– Behavior sequences– Response classes
Antecedent events
Stimuli that precede & “trigger” or occasion behavioral events
Occurs before response & signals or occasions response
• When told to be quiet, Talia yells• When a peer teases the way she walks, Nadia is
may throw her books• When sitting next to Malia, Alexander hits her
Setting Events
Unique situations that make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict).
– Work completion is less important to Anton after he has had an argument with her friend before class, or
– Raisa yells when she hasn’t had enough sleep night before, or
– Peer attention and talking is distracting when Yulia isn’t feeling well
Triggers
• Setting events may be considered “slow” triggers – things that are going on in the background of the person’s life.– Environmental (light, noise, heat, proximity)
– Physical (tiredness, medication, illness)
– Instructional (task difficulty, content, materials)
– Interpersonal (type of interaction from others)
– Control (extent of choices and predictability of routine)
• Fast triggers are those things that seem to cause the behavior to happen NOW.
Peer provocation
Triggers
Triggers
Being yelled at by adults
Triggers
Work that is too difficult
Consequence events
Stimuli that follow & maintain or increase likelihood of a behavioral event.
Presented contingent upon performance of a response– Whenever Yolanda raises her hand & smiles, her
teachers call on her.– When Irinia uses refuses to do her work, her teacher
gives her more attention.– When Alek destroys his homework, his mother asks
the teacher to help him the next day.
COLLECT DATA!
• When the behavior is likely to occur
• When the behavior is NOT likely to occur
• Continue looking at setting events and triggers as part of the assessment
Good FBA Questions
• When is the behavior likely to occur?
• What specific events or factors seem to contribute to the student’s behavior?
• What function(s) does the behavior serve for the student?
• What might the student be communicating with the behavior?
• When is the student most successful, and therefore less likely to engage in the behavior?
• What other factors might be contributing to the student’s behavior?
Behavior Analysis
• A-B-C data (anecdotal charting about what happens each time the behavior occur)
• Frequency counts (counting each time the behavior occurs during a specific period)
• Duration (how long does the behavior go on when it does occur)
• Level of independence (how many & what kind of cues does the person need before they display the behavior)
Professional Development in Autism CenterMaryland Coalition for Inclusive
Education
Sample chartSetting:
When, where, who, what activity?
What happened before the behavior?
What exactly did the student
do and say
What did staff, students do;
what changed?
Event SamplingFrequency or duration of behavior is recorded during a specific period of time. The specific interval could be a classroom period or a specific time of day. It is appropriate for measuring behaviors that are discreet; that is, they begin and end in a clearly observable way. The events could be tabulated by marking the frequency during the targeted time or a yes/no occurrence during the targeted time.
Mark each time behavior occurs in class
Date: Date: Date:
Math
Science
Time Sampling
For frequent/multiple behaviors. For example, if a student made disruptive noises with his/her voice and hands during classes, a particular time period could be divided into short intervals (10 or 20 seconds for example). The recorder indicates whether or not the behavior occurred during that time interval at all (yes or no).
Behavior:Yes or NO?
Date: Date: Date:
Math
Recess
Professional Development in Autism CenterMaryland Coalition for Inclusive
Education
Develop a Hypothesis
When (trigger) happens, this student is does (behavior) in order express (function). This is more likely to occur when (setting event)…
… and test it
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Following events that
maintain behaviors of
concern
Preceding events that trigger or occasion
Set of related
behaviors of concern
Infrequent events that affect value
of maint. conseq.
“Best guess” about behavior & conditions under which it is observed
Directly guides development of BIP
Testable Hypothesis
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Why is function important?
Because consequences compete!!
Function
Professional Development in Autism CenterMaryland Coalition for Inclusive
Education
Setting Events
Unstructured social time
TriggeringAntecedents
Peers try to engage Billy
in conversations.
MaintainingConsequences
AVOID peer
interactions
ProblemBehavior
Turns eyes away, does not respond
verbally, pulls sweater over his head.
DesiredAlternative
AppropriateVerbal response
And waveWalk away
AcceptableAlternative
Walk away
TypicalConsequence
AVOID peer
interactions
Summary Statement
Making a Behavior PlanIt is necessary to develop prevention support strategies to decrease the likelihood that the behavior will occur.
ANDIt is often helpful to teach students alternative ways to express these needs in more typical ways (replacement behaviors).
ANDIf the behavior does occur, you’ll need a response plan to minimize its negative impact on the student and others.
SUPPORTS
Things that will be done to decrease the likelihood of the behavior occurring. Changing the environment to prevent the
behaviors from occurring and reinforcing other ways to communicate the same function.
Rearranging the environment so that the challenging behavior is no longer effective, efficient, or relevant
Professional Development in Autism CenterMaryland Coalition for Inclusive
Education
Planning Supports:
• Changes to the physical environment – e.g., changing lighting, noise levels
• Curriculum modifications to support the student’s learning style – e.g., use of manipulatives, visual materials, written directions
• Accommodations – e.g., AlphaSmart for writing tasks, visual schedules, graphic organizers, repetition of directions, warnings for changes in routine
• Communication supports – e.g., use of augmentative communication, print supports
The supports will be specific to the situation in which the behavior occurs. Strategies used at school will be different from those used at home.
Professional Development in Autism CenterMaryland Coalition for Inclusive
Education
Increase opportunities for choice-making.
• Within tasks/activities/lessons• With materials to be used• With people to work with• With places• When to do work/activity• When student can stop work/activity
RESPONSE PLAN
• This behavior has been a very effective way for the student to communicate his or her needs, or it wouldn’t be used.
• There are times when the student will exhibit the challenging behavior.
• How will staff respond when the behavior does occur? …to minimizes the behavior and redirects the student to the current task at hand.
Parts of the Response Plan:
Who: General educators, special educator, assistant/para educator, cafeteria staff, etc.
Will do what: (Least intrusive first)
Who will help:
And if that doesn’t work… (what do we do next?)
Fundamental Rule
“You should not propose to reduce a problem behavior
without also identifying alternative, desired behaviors
that the person should perform instead of problem behavior”
TEACHING PLAN
• Replacement behaviors should accomplish the same goal for the student, (but in a more conventional and acceptable way.
• The new behavior MUST serve the same FUNCTION!
Guidelines for Teaching Plans: Provide planned opportunities to practice the new behavior
Reinforce the new behavior immediately when it occurs
Use repetition (repeated practice) in functional, realistic situations
Use cues (visual cues, gestural cues, or verbal cues) to prompt the new response as necessary
Be able to be consistently implemented
Be revisited and adjusted, particularly in the first few weeks of implementation
Team Planning = Success
When a team works together, they are more likely to come up with an accurate plan in a quicker time frame!
Behavior Supports
School-Wide and Class-Wide
1Universal Design for Learning
DifferentiatedInstruction
1
Positive
School-
Wide
Behavior
Supports
Tier 2
Tier
2
33
Individually Designed Behavior Interventions
Individually Designed Academic Interventions
Targeted Group Behavior Interventions
Targeted Group Academic Interventions
Regular Curriculum for ALL StudentsRules, Rewards, and
Consequences
for ALL Students
School-Wide Expectations and Rules
Clear & explicit
Reasonable
Positively worded
Few in number
Posted and Visible
Encourage & Reinforce Expected Behaviors
• Use Positive Reinforcement
• Be Specific • Be consistent • 4:1 Positive to Negative
Interactions
Build a Classroom Community
• Explicit conversations• Celebrations • Games• Ask all students to give and get support
To Conclude
• Work from a person-centered, function-based approach
• Focus on adult behavior
• Utilize data to make decisions
• Give priority to academic success
• Teach & acknowledge behavioral expectations