Prairie Lakes AEAChallenging Behavior Workshop I

January 16, 2012Allie Betsch and Jamie Rouse

FacilitatorsJulie Nadrchal, Glenda Harms, Carol Warmbier,

Aaron Patrick, Penny Nordstrom Presenters

Session One Objectives

Participants will be able to operationally define behavior,

understand the ABCs of Behavior,and gain an understanding of a variety of

setting events and the importance of relationships.

Philosophy Kids Do Well if They Can

Ross GreeneRead and discuss with table behind

A Functional Look At Behavior

Interfering Behavior

“maladaptive” “inappropriate” “dysfunctional” “disruptive” “challenging” “problematic”

By Lunch you will be able to:

Identify the functions of behavior Develop an operational definition of a

behavior Determine the antecedents &

maintaining consequences Generate a hypothesis of the function

PH

ILOS

OPH

Y All people have needs; every behavior has a function.

PH

ILOS

OPH

Y When a child engages in problem behavior we need to ask ourselves……

PH

ILOS

OPH

Y What is the child trying to tell us?

PH

ILOS

OPH

Y All behavior is a form of communication and has a function.

What does it tell us?

All behavior is telling us something Behavior is used by children to

communicate when:› Poor language/communication skills› Learned behavior/social models› Most effective

Messages Being Communicated

Request an object, activity, personEscape demandsEscape activityEscape a personRequest helpRequest social interactionCommentRequest informationRequest sensory stimulationEscape sensory stimulation

Behavior Serves 2 Main Functions

To Get or Obtain something› Social/attention› Tangible› Activity

To Escape or Avoid› Social/attention› Tangible› Demand› Activity› Person

Also:

Sensory input Pain attenuation

What about ‘control’ as a function?

Functions of Behavior

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Avoiding the Snowball Effect(or tidal wave for folks from warmer climates)

Old Way – New way

Old WayGeneral

interventions for all behavior challenges

Intervention is reactive

Focus on behavior reduction

Quick fix

New WayIntervention

matched to purpose of the behavior

Intervention is proactive

Focus on teaching new skills

Long-term interventions

Function of Behavior

3 Methods› Indirect› Direct› Functional Analysis

We are not all red people

Continuum of Assessment

Behavior Equation

Antecedent Behavior Consequence(Where & When) (What) (Why)

Operational Definition

Behavior

Observable Measurable Check it: Is it understandable to all

members of the team?

Step 1

Observable & MeasurableNon-observable/measurable

DefinitionObservable/Measurable

Definition

Disruptive behaviors Talks when teacher is lecturing, calling out in a loud voice, singing

Off-task behaviors Draws pictures during group work time

Angry, Hostile Behaviors Throwing objects, Kicking over chairs

Inappropriate language Calls peers namesAttention problems Tapping/ drumming on desk,

looking around the classroomNon-compliance Refusal to do work, failure to

follow directionsDefiance Yells “No” or “You can’t make me”

when given direction

A Few Tips….

1. Ask yourself, “What does the behavior look like?”

Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.

A Few Tips….

2. Provide Examples and Non-examples of the problem behavior

Examples of Talking Out:· Talking when the teacher is giving directions· Talking to peers during independent work time

Non-examples of Talking Out:· Yelling to another student during recess· Talking with a peer during group work

Give it a Try!

Jeff is always disruptive in class. Hailey is constantly off-task during

math. Chris is defiant. Brandon is angry and hostile. Alexis uses inappropriate language.

A stimulus that occurs just prior to the behavior

They ‘trigger’ the behavior

Antecedents BehaviorStep 2

Antecedent Examples

Assignments too difficult/easy

Teased or bullied Told “no” or “can’t

do” Fine motor challenges Change in

schedule/routine

May be consistent: When anyone asks

him to sit down

May be unique to one situation:

When Mr. Jones asks him to sit down

Increase the likelihood that the behavior will occur again (reinforce)

Can decrease the likelihood that behavior will occur (punisher)

Can neither increase or decrease the likelihood of a behavior occurring again (neutral)

ConsequenceBehavio

r

Step 3

Functions ReviewProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Develop A Hypothesis

Your best guess, based on your functional assessment information, as to what the student is gaining or avoiding and what is motivating him/her to do it.

Note: One behavior may serve one or more functions. More than one behavior may serve the same function

Step 4

Hypothesis Formula

When this occurs…The student does… in order to…

Antecedent

When _______

Behavior:

The student does __________

Consequence

… and as a result ____________

__________

When asked to work with a partner in science, Bobby tears up his assignment and stomps his feet. The teacher then has Bobby sit down at his desk to complete the same assignment, while the rest of the class works together with their partners.

What is the Function of/ Pay-off for Bobby’s Behavior?

Asked to work with a partner

Tears assignment & stomps feet

Sent to his desk to complete the assignment

Therefore, the function of the behavior is to: avoid

Hypothesis Statement: When asked to work with a peer, Bobby tears the assignment and stomps his feet, in order to avoid working with a partner.

What is the Function of/Pay-off for Jane’s Behavior?

Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O’Neil. After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities. Then, adults spend time talking with her about her behavior.

Antecedent/Trigger: When ..

Staff are present

Shouts profanities

Adults talk to her

Therefore, the function of the behavior is to:

get/avoid Hypothesis Statement: When staff are present, Jane shouts profanities, in order to obtain adult attention.

Consider Setting Events

We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)?

· Infrequent events that temporarily impact the

antecedent to increase or decrease the value of

the behavioral outcome.

· Either increase or decrease the likelihood that a

behavior will occur

Antecedents vs. Setting Events

Antecedents - occur immediately before and act as “triggers” for problem behavior

Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.

Setting Event Examples

Lack of sleep or food Having a fight on the way to school Bad grade on a test / reprimands Forgetting to take medication Substitute teacher / changes in

routine

How??

Indirect Tools› Motivational Assessment System› Interviews› Review of records

Direct Tools› ABC forms

Practice

Read the following scenario Choose one tool Define the behavior (observable &

measurable) Identify setting events & antecedents Determine consequences Generate a hypothesis

Scenario

Mary-Jo did not have a good night at home. She got into a huge argument with her sister over who’s turn it was to do the dishes. When her mother came home, Mary-Jo’s sister blamed her for the mess in the kitchen. Mary-Jo was so upset she did not sleep well that night. Her mother woke her up early in the morning so she could drop her off at school before going to work. Mary-Jo was tired and told her mother she was sick, but her mother said she must go to school. While Mary was waiting in the line at her classroom door, a classmate pushed in-front of her. Mary-Jo shoved the classmate and yelled, “watch out!” and the classmate yelled back. A teacher came out of a classroom and told them that yelling is not ok. When the teacher turned to leave, Mary-Jo and the other girl began pushing each other. The teacher sent the girls to the office upon which Mary-Jo was suspended and sent home.

Practice

What tool did you use? Operational definition? Antecedents? Consequences? Setting events? Hypothesis?

Diverse students come in to schools with abilities to be successful in diverse realities.

Schools aim to arm students with skills and knowledge to be successful in middle class reality.-Ruby Payne

Break-Out Sessions/Lunch

11-12:15› Group A-Lunch› Group B-Pick one Breakout Session

12:30-1:45› Group A-Pick one Breakout Session› Group B-Lunch

Developing a Student Profile

Broadening our FocusNarrow view of student

Looking at the bigger picture

Cumulative File Review

Family Background› Who does the child live with?› History of Relocating?

Development History› Information on birth, infancy, or toddlerhood?

Educational History› When did child begin schooling? Did they attend daycare?› How many schools has child attended?› IEP or Behavioral Concerns (bus reports) noted? Academic

Abilities? Medical Reports

› Medical history or involvement with psychological testing? Other Pertinent Information

Parent Meeting

In-person Parent-Teacher Meeting› Strengths of Child› Areas of Concern› Parent Feedback

Relationships

Ticket Out

3- things you learned today

2- things you will take back with you and use

1- Question still circling in your mind