IT’S ELEMENTARY

Using Data to Plan

Behavior ImprovementPresented by Betty White, MEd, LPC-S

www.kidtools.net

E-mail: kidtools@academicplanet

WHY ARE SOME STUDENTS CHALLENGING?

� We tend to look at behaviors, not at the reasons

behind the behaviors

� We tend to take behaviors personally-as though

the student is “out to get us”

� We tend to get frustrated and give up when a

student does not respond immediately to a plan

� We are very concerned about everyone being

treated equally, not fairly (equal is when

everyone gets the same, fair is when everyone

gets what they need)

� We see many interventions as “giving in” or

manipulation

WHY ARE SOME STUDENTS CHALLENGING?

� When an extinction burst occurs, we are inclined

to stop the interventions (remember-things will

get worse before they get better)

� We do not maintain adequate records of

behaviors-and may not be aware they are

improving (we want it GONE!!)

� We often ask students to do tasks which are

impossible given their developmental levels and

skill sets

� Students often have mental health needs that

interfere with traditional behavioral

management

ESSENTIAL CONCEPTS

�Behavior is communication

�Behavior has a function-fulfills a

need

�Behavior occurs in patterns

�Behavior can be changed

�The only behavior adults can control

is their own

GATHERING DATA

�Serious data collection is not required for all behavior-it is for serious behaviors or those behaviors that are difficult to change or to understand

�For most behaviors, teachers and counselors are able to use standard classroom management techniques and reinforcers to modify the behaviors

�Behavior Analysis is necessary in those cases that do not respond to standard interventions

ANALYZING BEHAVIORS

� Behavior does not exist in a vacuum-solving a

behavioral issue involves finding the goals of the

maladaptive behavior and then finding a way for

the child to meet that goal without engaging in

inappropriate behaviors

� Evaluating behaviors requires time, careful

observation, and experimentation

� Changing maladaptive behaviors requires

development of a plan based on the student’s

needs and following that plan for a long enough

time

FUNCTIONS OF BEHAVIOR

�To GET something

� Adult attention

� Peer attention

� Power

� Revenge

� A desired item

� Sensory input (very hard to change)

FUNCTIONS OF BEHAVIOR

�To AVOID something

� A person

� An environment

� A task

� A demand

� An activity

� Sensory stimulation

ANALYZING BEHAVIORS

� To analyze behaviors, use the A-B-C method-

� Antecedent-what happened before the behavior

occurred

� Behavior-what is the behavior that you desire to

change

� Consequence-what happened as a result of the

behavior

� Setting Events-environmental events that increase

the likelihood of the behavior-lack of sleep, home

events, medications

MANAGING BEHAVIOR

�Manage the environment

�Manage the antecedents

�Reinforce desired behaviors

�Teach (and reinforce) replacement behaviors

�Teach (and reinforce)incompatible behaviors

�Teach missing skills

�Build relationship

CRITICAL INFORMATION

�Intensity- how “strong” or severe is the behavior-normally ranked on a numerical scale

� Duration-how “long” is the behavior-how long does the behavior last-from start to finish

�Frequency-how often does the behavior occur

�Timing- when is the behavior more likely to occur-morning, afternoon, evening/day of the week

�Location- where is the behavior likely to occur

MORE CRITICAL INFORMATION

�With Whom-is the behavior more likely to

occur when the student is in close proximity to

certain others?

�Antecedents-what usually occurs immediately before the behavior occurs?

�Setting Events-what sorts of responses/behaviors seem to trigger the

behavior?

�Physiological Factors- fatigue, hunger, physical discomfort, blood sugar, anxiety, sensory

input

DETERMINING GOALS OF BEHAVIOR

� Sometimes, the goal of a behavior is obvious. IF

a student runs out of the room, it is usually safe

to assume that the goal is avoidance. However, it

is not always so clear. Observation can gain

insight into goals, but there is an observer error

that can impact the behaviors when an observer

is not an integral part of the classroom. There is

a good form to use to determine the goal of a

behavior-the F.A.S.T.-The Functional Analysis

Screening Tool. This simple form, filled out by

someone who is familiar with the child, provides

clues to the reasons a child is deploying the

specific behavior.

F.A.S.T. (SAMPLE OF SCORING SUMMARY)

� Scoring Summary

� Circle the number of each question that was

answered “Yes” and

� enter the number of items that were circled in

the “Total” column.

� Items Circled “Yes” Total Potential Source of

Reinforcement

� 1 2 3 4 ____ Social (attention/preferred items)

� 5 6 7 8 ____ Social (escape from tasks/activities)

� 9 10 11 12 ____ Automatic (sensory stimulation)

� 13 14 15 16 ____ Automatic (pain attenuation)

REINFORCEMENT

� Reinforcement makes a behavior more likely to

occur. Student misbehaves-teacher calls student

down and moves her to another spot� Student throws fit upon academic demand-teacher backs

away to allow student to calm down

� Student makes provocative statement or challenges teacher

at beginning of difficult lesson-teacher send student out of

room

� Student screams when another student tries to take a toy

away-other student withdraws

� Student makes smart remark to teacher-other students go

“OOOOHHHHH…” or laugh

TYPES OF REINFORCEMENT

� Positive Reinforcement:

� Positive reinforcement works by presenting a

motivating/reinforcing stimulus to the person

after the desired behavior is exhibited, making

the behavior more likely to happen in the future.

� The following are some examples of positive

reinforcement:

� A mother gives her child praise (positive

stimulus) for doing homework (behavior).

� The child receives $2.00 (positive stimulus)

for every A he earns on his report card

(behavior).

TYPES OF REINFORCEMENT

� Negative reinforcement occurs when a certain stimulus (usually an aversive stimulus) is removed after a particular behavior is exhibited. The likelihood of the particular behavior occurring again in the future is increased because of removing/avoiding the negative consequence.

� Negative reinforcement should not be thought of as a punishment procedure. With negative reinforcement, you are increasing a behavior, whereas with punishment, you are decreasing a behavior.

� The following are some examples of negative reinforcement:

� Sally does the dishes (behavior) in order to avoid his mother nagging (negative stimulus).

� Suzie can get up from the lunch table (negative stimulus) when she finishes her assignment (behavior).

PROVIDING POSITIVE REINFORCEMENT AT SCHOOL

� Positive reinforcers are not one-size-fits-all.

Children (and adults) are motivated by different

things. Some students will change behaviors in

response to praise, others will respond to praise

by increasing negative behaviors. It is critical

that we know what motivates a student in order

to tailor reinforcement to that particular child’s

“sweet spot”. A “Forced Choice” reinforcement

survey can help with discovering exactly what

will motivate a particular child.

FORCED CHOICE REINFORCEMENT SURVEY

� Reinforcement Inventory-final key example

� SCORING KEY

� __________ Adult Approval (A)

� __________ Competitive Approval (CM)

� __________ Peer Approval (P)

� __________ Independent Rewards (I)

� __________ Consumable Rewards (CN)

� This worksheet, done individually with the child

who is difficult to reinforce, provides categories of

desired reinforcers and allows

teachers/counselors to make wise choices.

ANALYZING BEHAVIORS

� In beginning to analyze behaviors, it is

useful to have a form that provides some

basic information about the behavior

BEFORE beginning more detailed

analysis and writing the behavior plan.

The Behavioral Analysis Form is a simple

way to begin the process of analyzing a

student’s behavior.

TARGET BEHAVIORS

�One of the functions of behavioral

analysis is to determine Target Behaviors.

Target Behaviors are the two or three

behaviors that are most impacting a

student’s ability to be successful in school.

These behaviors should be agreed upon by

teachers, administrators, and parents.

The behavior plan should specifically

address these behaviors.

BEHAVIOR ANALYSIS FORM (SAMPLE PORTION)

Behavior(Objective Description)

Frequency(how often)

Duration(how long is it)

Intensity(mild/mode

rate/sever

e)

What situations seem to set off the problem behavior?(ex: difficult tasks, transitions, structured activities, small groups

settings, teacher’s request, peers, etc.)

When is the problem behavior most likely to occur?(time of day, day of week)

Where is the problem behavior most likely to occur?(location, classroom setting)

Setting Events: Are there specific conditions, events, or activities that make the problem behavior worse?(missed medications, failure history, conflict at home, missed

meals, lack of sleep, etc.)

Antecedent/Setting Events:

BEHAVIORAL FREQUENCY

� One of the most important parts of analysis is to

determine how often the behavior is occurring-

this is a chief indicator of how much the behavior

improves� Observer counting on a form-each behavior is checked each

time it occurs (observer bias!)

� Time sample counting-the number of occurrences of the

behavior are sampled for a discrete period of time-this

should be repeated several times at different times of day

and on different days

� Observer counting with a clicker-teacher uses a golf counter

or clicker to count how many times a behavior occurs

� Observer counting by moving paper clips, bands, stickers,

etc.

BEHAVIOR COUNTING FORM SAMPLES

Interval Monday Tuesday Wednesday Thursday Friday8:00-8:30

8:30-9:00

9:00-9:30

9:30-10:00

Monday

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Tuesday1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

INTENSITY RECORDING

� Behavioral intensity is subjective and, as such, is difficult to quantify. It is easiest to sit down with the teacher and/or the parent and try to describe the behavior in operational terms, then assign a simple scale. For example- Tantrums

� 1-child hunches shoulders, tenses up when demand is given, briefly refuses, then complies

� 2-child refuses verbally and physically without becoming disruptive, but complies in a reasonable time

� 3-child is more adamant-raises voice, disrupts, but complies within a reasonable time

� 4-child refuses verbally and physically- is disruptive-sweeps papers or books off desk-lasts longer

� 5-full on tantrum- disruptive, physical, may require removal of student or class

DURATION RECORDING

� Duration recording is not necessary for all

behaviors-just for those that are lengthier. There

are several ways to record duration

� Use a stopwatch

� Use a timer

� Record start and stop times

� Use a cell phone

Duration recording is important because is a significant

measure of behavioral improvement. For example, a

behavior may not reduce in frequency (Johnny still

have 3 tantrums per week) but the duration of these

sessions may drop from 10 minutes to 4 minutes per

tantrum This is significant improvement.

ADDITIONAL INFORMATION

� Information from RtI folder regarding

academics and previous behaviors

� Information from parent regarding

behaviors

�General information from teacher

�Disciplinary records from principal

� Information from previous school districts

� Information from medical professionals as

appropriate

BEHAVIOR PLANS

� Once behavior has been analyzed, it is time to

develop a preliminary behavior improvement

plan

� There are many formats for BIP’s-the easiest to

use forms have some interventions that can be

simply checked off and some places to fill in more

detailed information

� Once a BIP is developed, it is REQUIRED that it

be followed. Some districts take the position that

ALL students with BIPS should be in section

504-some allow students with BIP’s to be served

through RtI

SAMPLE BIP’S (PARTIAL)

Behavior(Objective Description)

Frequency(how often)

Duration(how long is it)

Intensity(mild/mode

rate/sever

e)

xxxx has difficulty controlling his body-he often has problems remaining in one spot, keeping his hands feet, and body to himself, keeping his materials contained, and maintaining personal space. He frequently hurts other students inadvertently.

More than 10 times per hour, all day

2-3 minutes per incident, or until teacher intervenes

Severe

xxxx has difficulty controlling his body well enough to produce written work and staying focused on class.

More than 10 times per hour, all day

1-2 minutes per incident-until teacher refocus or intervention

Severe

What situations seem to set off the problem behavior?(ex: difficult tasks, transitions, structured activities, small groups

settings, teacher’s request, peers, etc.)

The behavior seems constant-no particular event seems to trigger the behavior. Xxxx tries to comply but does not seem to be able to control his body or attention. He is genuinely sorry when he receives a negative consequence.

When is the problem behavior most likely to occur?(time of day, day of week)

Behavior is consistent throughout the day-starting with breakfast and continuing all day.

When is the problem behavior least likely to occur?(time of day, day of week)

No consistent pattern observed in behavior. Some days he does well, but most are difficult.

Setting Events: Are there specific conditions, events, or activities that make the problem behavior worse?(missed medications, failure history, conflict at home, missed

meals, lack of sleep, etc.)

Large group activities are more difficult than others, but behavior is consistent across settings, times, and conditions.

II. Behavior(s) of Concern:III. Antecedent/Setting Events:

SAMPLE BIP’S (PARTIAL)

Behaviors Targeted for Intervention:1. Participating in paired and group activities in an appropriate manner, without avoiding or ignoring others.2. Respecting the personal space of other students by staying out of their “bubble” or moving away when

requested to do so.3. Complying with verbal teacher demands without requiring multiple prompts or one-on-one intervention.

Select or add the appropriate behavioral interventions for this student. Use the notes and information page to provide additional documentation and to elaborate on the plan as needed.

X Clearly defined limits Limit unstructured time Behavior contract

X Frequent reminders of rules X Supervised unstructured time X Physical guidance/ assistance in moving from place to place and controlling his body

Reduce distracting stimuli X Preferential seating

X Consistent routine X Proximity control X Tangible reinforcers (list)Baccus Bucks, classroom reinforcers, social praise

X Pre-warn of changes in routine Cooling-off periodIn:

Mind the gap strategy

X Rehearsal of expected behaviors

Behavior Check Card Provide appropriate choices

X Other: Orienting touch before beginning demand.

X Other: Use of visual cueing to facilitate understanding

x Other: Sticker chart to reward appropriate behaviors

HOW DO YOU TELL IF IS WORKING???

�The behavior ceases (rare!)

�The frequency of the behavior

decreases

�The duration of the behavior

decreases

�The intensity of the behavior

decreases

�The behavior occurs in fewer

locations or is limited to specific

times

ACCESS TO FORMS

� All forms mentioned during the presentation

(and others) can be accessed at:

� www.kidtools.net

� Go to the downloads page-in addition to forms,

you can also access documents containing specific

behavioral management suggestions for students

that were not covered in the presentation today

WEB RESOURCES

� http://www.escambia.k12.fl.us/pbis/data/

� https://www.pbis.org

� www.apbs.org

� www.txbehaviorsupport.org

� www.kipbs.org