Transcript Building Behavior Support Plans from the Competing
Building Behavior Support Plans from the Competing Behavior Pathway
BSP Supports
• • • Behavior Support planning Document SDE BIP form Implementation Training & Support planner (TBD)
Intervention Planning focuses on manipulating environmental factors
• • • Antecedents/setting events = when Specific Behavior = What Function = Why
Setting event
Hungry
Intervention Planning
Antecedent
Playing with teacher, & teacher gets up to leave
Behavior
Screams “no” and hits teacher
Consequence
Teacher sits back down and continues to play
Irrelevant
Reduce the likelihood of the problem behavior Neutralize or minimize the effects of setting events and antecedents to prevent the need for using the problem behavior
Inefficient
Teach a functionally equivalent replacement behavior
Ineffective
Make replacement behavior access function rather than problem behavior
Competing Behavior Pathway
– Good behavior support plan yield challenging behaviors: • • Irrelevant changing environment Inefficient teaching easier replacement • Ineffective altering consequences
Desired Response
Setting Event Antecedent Behavior
Typical Consequence
Consequence
Replacement Behavior Inefficient Irrelevant Ineffective
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Functional Equivalence
• • • Identify an acceptable way that the child can deliver the same message.
Make sure that the new response is socially appropriate and will access the child’s desired outcome.
Teach the child a skill that honors that function of the behavior (e.g., if child wants out of activity, teach child to gesture “finished”).
Competing Behavior Equation
Child told peer gets a turn.
Child yells, kicks, throws.
Child asks for one more turn.
Adult gives child another turn.
Adult says “one more turn, then (peer’s name)’s turn” and gives turn.
Discussion Activity: Competing Behavior Equation
Child screams and resists.
Teacher lets child out of activity.
Child asked to join circle.
Child gestures “all done.” Teacher lets child out of activity.
Competing Behavior Pathway
Setting event
None
Antecedent
Preferred peer
Desired Behavior
Work quietly
Problem Behavior
Talking
Existing Consequence
Grades More work
Maintaining Consequence
Gain Peer attention
Alternative Behavior
Peer helper
Competing Behavior Pathway
Setting event
None
Antecedent
Preferred peer
Desired Behavior
Work quietly
Problem Behavior
Talking
Existing Consequence
Grades More work
Maintaining Consequence
Gain Peer attention
Building support plan from competing behavior pathway
Four Steps:
1.
Diagram pathway hypothesis statement & competing 2.
3.
Identify ways to reduce likelihood of challenging behavior (make irrelevant) Teach EASIER functionally equivalent replacement (make inefficient) 4.
1.
Allow replacement to access function with added incentive (make ineffective) Remove/minimize CB’s ability to access reinforcement 11
Step 2: Prevent Likelihood of Challenging Behavior
COMPETING PATHWAYS BEHAVIOR SUPPORT PLANNING
Setting Event Strategies Antecedent Strategies Teaching Strategies Consequence Strategies 12
Setting Event Interventions
Percentage of Time With Problem Behavior Baseline With Neutraliz ing Routine Percentage of Time With Problem Behavior Baseline With Neutral izing Routine Setting Event & Antecedent Just Setting Event Just Antecedent 39% 5% 3% 0% 6% 0% 20% 7% 3% 11% 0% 0% Neither Setting Event or Antecedent 0% 0% 0% 0%
SEs alter value of consequence We attempt to alter it back
1.
• Eliminate or minimize occurrence of a setting event good nutrition; regular meals; good nights sleep 2.
• Neutralize effect of SE - neutralizing routines Anxiety-humor; tired-rest/nap, unfamiliar person-build rapport 3.
Withhold or change triggering cues or events when setting event is present 1.
Add prompts for desired and alternative behaviors when setting events are present 14
Setting Event & Antecedent Interventions
Dan:
13 years old
Problem behaviors:
tantrum (run through house screaming obscenities); lying; stealing Intervene here to reduce presence of setting event Setting Events Triggering Antecedents Earlier “secret” behavior Question “Did you take..” Intervene here Neutralize setting event when present Problem Behavior Lying (Incorrect “yes” or “no” reply) Maintaining Consequences Avoid Punishment 15
Setting Event & Antecedent Interventions
Teddy:
7 years old, Asperger’s syndrome
Problem behaviors:
severe aggression (destroy property, assault another by knocking them to the floor and biting) Setting Events Visit from Mother during past 24 hrs Triggering Antecedents Negative Interaction Problem Behavior Physical Assault Maintaining Consequences Escape aversive situation 16
Antecedent Interventions
Antecedents trigger behaviors By changing the form of antecedent in some way we attempt to keep behavior from being triggered.
Basic Goals of Antecedent Strategies
Remove, modify or weaken cues/signals for problem behaviors • reduce or eliminate specific "triggers" • • • • (e.g., don't say "no," say ____ ; reduce demands) offer choices or present requests as choices use self-scheduling or choice of sequence embed difficult requests, use task interspersal, or task variation (e.g., behavioral momentum) modify curriculum and instructional procedures redesign tasks or activities/routines add aids or supports (e.g., tool, visuals, assistive technology) 18
Basic Goals of Antecedent Strategies
(continued)
Strengthen cues for, and add prompts for, alternative and desired behaviors • find instructional prompts that work and use antecedent • • • (proactive) prompting strategies (e.g., most to least; errorless learning) use precorrection and reminders change discriminative characteristics to promote desired appropriate behavior teach in activity context; make it relevant; make it a game; utilize preferences use priming - make materials or activities familiar add redundant cues (e.g., picture schedules) to promote desired behavior or to ensure predictability 19
Setting Event & Antecedent Interventions
Dan:
13 years old
Problem behaviors:
tantrum (run through house screaming obscenities); lying; stealing Setting Events Triggering Antecedents Earlier “secret” behavior Question “Did you take..” Intervene here Reduce anxiety Problem Behavior Lying (Incorrect “yes” or “no” reply) Intervene here Weaken Trigger No questions Maintaining Consequences Avoid Punishment 20
Step 2: Prevent Likelihood of Challenging Behavior
COMPETING PATHWAYS
tired Spelling task
BEHAVIOR SUPPORT PLANNING
Minimize: Change bedtime routine Neutralize: Provide nap before work Setting Event Strategies Change: Specific splng activity/words Strengthen: add extra verbal prompt for replacement Antecedent Strategies Teaching Strategies Consequence Strategies 21
Competing Behavior Pathway
• CBP/BSP tired Spelling task
BEHAVIOR SUPPORT PLANNING
Minimize: Change bedtime routine Neutralize: Provide nap before work Setting Event Strategies Change: Specific splng activity/words Strengthen: add extra verbal prompt replacement Antecedent Strategies Teaching Strategies Consequence Strategies
Big Ideas
• • • Prevention includes both manipulating and/or removing triggers (antecedents) as well as counter acting setting events.
Prevention greatly decreases the likelihood the student will need to use the CB (but not completely).
Prevention DOES NOT teach the student any new ways to get his/her needs met so should never be used alone!
Writing Prevention Section of BSP
• • Developed from Competing Behavior Pathway Should outline specific adult behaviors that will address outlined steps from Competing Behavior Pathway.
• • • Neutralizing Routine Weakening the Trigger Prompting for desired alternate
Neutralizing Routines
• • If “tired” is identified as a setting event then you need to be able to identify when it is in place and how it will be administered/monitored In Prevention Section 1. Adults will ask Joey if he is tired.
2. If Joey indicates he is, adults will offer him a choice between a 10 and 20 minute nap in the quiet area.
3. When the nap is over Joey will be asked if he is ready to start work or if he needs one more minute, and be reminded that if he needs the work to stop, to “ask for a break.”
Weakening the Trigger
• • If “Independent seat work” has been identified as the antecedent then an alternate needs to be planned for when the setting is in place.
In Prevention Section 1. When Joey has had a nap, adults will inform Joey at the beginning of math class that he will be working on “math magician” when the class transitions to independent seat work by saying “Today is a ‘math magician’ day, so when the other kids start working by themselves, we will get you started on the computer.”
Competing Behaviors Pathway
Teaching desired alternates:
COMPETING PATHWAYS
Setting Events Triggering Antecedents Desired response Problem Behavior Acceptable Alternative Maintaining Consequences Maintaining Consequences
BEHAVIOR SUPPORT PLANNING
Setting Event Strategies Predictor Strategies
Teaching Strategies Consequence Strategies
Characteristics of Desired Alternate
• • • • • Functionally Equivalent Contextually Fit A fluent skill More efficient More effective
•
Functional Equivalence is…
When two or more behaviors serve the same “function” or purpose Both behaviors produce the same outcome maintaining consequence or Ideally the new behaviors should lead to a better outcome.
The new behavior needs to communicate the same thing for the student 29
Components of FCT
Step 2: Teaching a “functionally equivalent” acceptable alternative behavior Setting Event
Tired
Antecedent
Desired Alternative
Says, “Hello.” Interacts with peers Behavior
Approached by Marge/Allison Scream / Hit head Acceptable Alternative
Signs, “Leave.”
Maintaining Consequence
Attention from peers Consequence
Escape Marge and Allison
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Contextual Fit
• A skill the student is fluent in – If a student has challenges with language then language should not be the modality. • Appropriate for setting – If the setting is large group then the replacement behavior should have a component that solicits adult attention.
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More Efficient and Effective
• • • • Less physical effort Shorter duration Better schedule, amount, & quality of reinforcement Less delay in obtaining the reinforcer 32
Example
• • • Antecedent: circle time Problem behavior: Joe screams at circle Function: moved from circle to library (escape circle) 33
Example: Planning Intervention
• • 2: Identify Acceptable alternative: acceptable request for leaving (sign, PECS, etc.) 3: Teach/Plan: based on his skill Joe will be taught to point to library corner picture to ask to go there – Less effort – More immediate (shorter duration) – Greater amount of reinforcement 34
Example
• Teach: – Away from circle, show Joe picture, model/prompt to point, go immediately to library (repeat several times) – Have criterion before moving back to circle • Ask Joe to come to circle, keep picture visible • Ignore any screams, prompt pointing to picture • Fade prompts and cues over time 35
Competing Behavior Pathway
Replace Challenging Behavior with a “functionally equivalent” acceptable alternative behavior
Desired Alternative
Stay at circle Setting Event
?????
Antecedent
Circle time
Behavior
Scream / Hit head Acceptable Alternative
Point at library pic.
Maintaining Consequence
???????
Consequence
Escape circle
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Shaping Behavior
Shaping behavior is the process of changing the form of a behavior approximations”.
to the replacement behavior through a series of “successive • Why shape?
When the difference between the challenging behavior and replacement behavior are too great, intervention will be ineffective
Shaping Behavior
When is shaping needed?
– The replacement behavior is not “in repertoire” • A new skill or process needs to be learned • EG: Using cards/symbols for communication – Features of challenging behavior out weigh others • Remove a feature , while other challenging aspects are still present • EG: Building a verbal “break” request in a student with violent tantrums
Shaping Behavior
Identifying successive approximations : 1. Identify an appropriate acceptable alternate behavior.
• PECS verses a verbal response 2. Identify that behaviors component skills .
• • • Attend to card Touch/grab card Move card to specific location 3. Identify which of the component skills the student can fluently perform • • Joey can easily attend to the card and grab it Joey has difficulty velcroing card to board
Shaping behavior
Allow all approximations to access reinforcement until a criterion is reached.
Use break card in PECS 5 minute break from activity Hand Break card to staff Touch Break card
Shaping behavior
Allow all approximations to access reinforcement until a criterion is reached.
Respectfullys ay “may I have a break” Say “May I have a break” 5 minute break from activity Say “break”
Promoting Generalization
• Support variations of the situation – variation in the response that fit with Sign “more food” when hungry – Sign “more drink” when thirsty • Reinforce other communicative – behaviors A basic of FCT is getting your child hooked into communication – High efficiency communicative behavior will likely beget more communicative behavior 42
•
When writing the Teaching Section of the BSP think Annual Goal and Objectives
Requirements: In a Nutshell – Description of anticipated change • Who will do • What behavior • • • In By which (when) what date Measured to a context (be specific) criterion • Goal/Objective verbage Example: –
Given a 15 minute free time activity, Polly will keep her hands engaged in appropriate activities (drawing, playing with toys) or to her sides during 90% of that period for 8 of 10 days by the end of the month.
• • Annual goal should reflect what Bobby will be doing a year from now (remember this should reflect the stage of learning the behavior will be at) Objectives should reflect the process of shaping Bobby’s acceptable alternate behaviors to the annual goal.
Example
Objective 1: When Jamie is in class and would like to skip a specific activity, he will request to skip the activity by saying “skip”, “skip please”, “May I skip this activity?”, or “Can I skip this one please?” across 4 or 5 consecutive trials in multiple settings, as measured by data collection, by 04/24/09.
Objective 2: When Jamie is in class and would like to skip a specific activity, he will request to skip the activity by saying “skip”, “skip please”, “May I skip this activity?”, or “Can I skip this one please?” in a normal classroom voice across 4 or 5 consecutive trials in multiple settings, as measured by data collection, by 04/24/09.
Goal: When Jamie is in class and would like to skip a specific activity, he will request to skip the activity by saying “May I skip this activity?” or “Can I skip this one please?” in a normal classroom voice across 4 or 5 consecutive trials in multiple settings, as measured by data collection, by 04/24/09.
Remember
• Replacement behavior should be… – Functionally Equivalent – Contextually Fit – A fluent skill – More efficient – More effective
Big Ideas
• • • • We need to teach the student a way of communicating what they need that is appropriate for our school.
Replacement behaviors need to be more easier and more efficient than the challenging behavior We may need to help shape the desired behavior through helping the student use a series of approximations first.
Using replacement behaviors should be IEP goal rather than a reduction of challenging behaivor.
Consequence Strategies
Consequence Strategies lead to the challenging behavior becoming ineffective Through a process called “ Differential Reinforcement ” • • Differential Reinforcement: Extinguishing (discontinuing access reinforcement) the challenging behavior Reinforcing another behavior
Components of Responding
•
Desired Behaviors
Added reinforcement for basic • Controlled access to function for replacement •
Challening Behavior
Minimize access to function & Prompting Replacement • Punishment • Safety Planning
Competing Behaviors Pathway
Consequence Strategies:
COMPETING PATHWAYS
Setting Events Triggering Antecedents Desired response Problem Behavior Acceptable Alternative Maintaining Consequences Maintaining Consequences
BEHAVIOR SUPPORT PLANNING
Setting Event Strategies Predictor Strategies
Teaching Strategies Consequence Strategies
Consequence Strategy
• Functional Equivalence: – Acceptable Alternate needs to access the function – To start the replacement behavior needs to access the function every time it is performed (continuous reinforcement) Though the replacement needs to access the function, the access needs to be controlled.
Example
It appears that little Jimmy’s “tantrum” behaviors are maintained from an escape from difficult tasks such as independent math work and independent reading. Mr. D decided that he needed to teach Jimmy to ask to skip a task.
• • Tantrum = timeout or trip to office Skip request = get out of assignment/assignment w/help
Example
• Jeannie “under the table kicked” her table group during Independent reading in social studies until they yelled at her, resulting in a talking to from Mrs. Walters and detention. Mrs. Walters decided to teach her ask for “1:1 time”.
• • Under the table kick = Adult attention and detention 1:1 request = assigned work at teachers desk
Example
• Joseba’s “wrist biting” seemed to happen when there was a schedule change. It seemed to lead to Joseba being removed from classroom. It also seemed to always lead to a 5-10min. Of discussion about the schedule change. Mr. Washington decided to teach Joseba to ask for “talk-time”.
• • wrist biting = leaving class room/discussion Talk-time request = 5-10min. In discussion spot w/adult
Controlled Access
• • • Escape from Independent work : Escape from work Help request/skip activity Break Escape from multiplication : Escape from table group skip activity Move request Escape from Independent Reading : Escape from reading Help request/skip activity skip activity • Access to computer : Access to cartoon network Request computer based activity Request cartoon network • Connect four : Activities with Robby Request Connect four Request work/play with Robby
Controlled Access
Considerations 1. Where - Can it be given in regular setting 2. Form- What are the specific behaviors when the student is accessing function 3. How much - How much time or what amount of the function the student will get.
Thinning reinforcement
Once the acceptable alternate has been established and is being used consistently it is time to considering “thinning” ( intermittent reinforcement ) the schedule of reinforcement.
Why thin?
– Thinning actually strengthens behaviors established – Thinning builds a “ tolerance ” for delayed reinforcement (how we are generally reinforced)
Thinning Reinforcement
Thinning: Slowly changing from reinforcing the behavior every time it is performed to a level or reinforcement that works for the student and the context.
Considerations: 1. Thinning to quickly results in a reoccurrence of challenging behavior 2. The reduction should match the context
Examples
Break from a math activity: Thin by gradually requiring more and more work before the break.
Break from a person or a setting: Thin by gradually increasing the amount of time he/she must stay before the break is received.
Requesting access to a preferred activity or toy: Thin by gradually increasing the amount of time he/she must wait before getting to do the activity
Thinning Reinforcement
When necessary, use visual cues to make the requirement clear • Increased time: Have a visual timer available » » » Watch with alarm set Big red clock Stopwatch • Increased work: Have a tally or check off system » » Sticker chart An adapted token boards
Reinforcer Overlay
It is sometimes difficult to give enough access to the function. Then what?
• Up the amount of reinforcement available for the replacement behavior.
– Tokens: – Treats: – Attention (adult and/or peer)
Overlay should be used to reinforce both the replacement behavior and the ultimate goal .
Jerome’s tantrums lead to escape from work ALL DAY.
– Break request = 10 minute break » Functionally Equivalent, but in far less quantity – Overlay = 5 min. of work gets Jerome 5 min of preferred activity » Good because it reinforces work (the end goal) – Overlay = While on break Jerome can play a game with a peer » Less good because it because it doesn’t tie back to work
Safety Routine
• When does teaching stop and crisis intervention begin?
The MODEL
High Low AGITATION
Time
The MODEL
High Low ACCELERATION
Time
Safety Routine Components
• Specific behavior that signals to adult to shift the focus from teaching to crisis intervention • Specific steps adults will follow • Specific ways adults will interact w/ student until they are fully deescalated
When writing the responding section be sure to include
• • • Responding to desired behavior – Acknowledgement Responding to challenging behavior – Prompting Strategy Safety Routine – Crisis intervention plan
Coming soon . . .