Transcript Behavior and Self-Regulation Asperger Select Team, 2002-03

Using Response to
Intervention/Instruction (RTI)
with Students Who Exhibit
Behavior Difficulties
Carl J. DiMartino, Ph.D., NCSP
[email protected]
KASP
October 5, 2006
Outcomes
Participants will identify:
• Ways to analyze behaviors from a
functional behavioral perspective
• Ways to determine whether a student
“won’t do” vs. “can’t do” the work
• Data collection tools that are simple,
efficient, and user friendly for all
consumers (psychologists, teachers,
parents)
Outcomes - continued
• Methods of analyzing student data to determine efficacy of
treatment
• Data-based, positive behavioral intervention strategies
• Effective instructional strategies that impact behavior
• Individual and group antecedent strategies to prevent
behaviors from occurring
• Individual and group consequence strategies to increase the
use of replacement behaviors
• Individual and group consequence strategies to decrease the
target behaviors
Behavior Mantra:
“It is easier to prevent a behavior
from occurring than to deal with
it after it has happened.”
If you’ve told a child a thousand
times
and she/he still doesn’t
understand,
then it is not the CHILD
who is the slow learner!
Walter Barbee
5
The Behavior-Instruction Connection
Infrequent Errors
Procedures for Academic Problems
Procedures for Behavioral Problems
*Assume student is trying to make the
correct response
*Assume student is not trying to make
the correct response
*Assume error was accidental
*Assume error was deliberate
*Provide assistance (model-lead-test)
*Provide negative consequence
*Provide practice
*Practice not required
*Assume student has learned the skill
and will perform correctly in future
*Assume student will make the right
choice and behave in future (as a
result of the application of the
negative consequence)
The Behavior-Instruction Connection
Frequent Errors
Procedures for Academic Problems
Procedures for Behavioral Problems
*Assume the student has learned
the wrong way
*Assume student refuses to cooperate
*Assume student has been taught
(inadvertently) the wrong way
*Assume student knows what is right
and has been told often enough
*Diagnose the problem
*Provide more negative consequences
withdraw student from normal context
*Adjust presentation, use effective
instructional strategies, provide
feedback, practice & review
*Provide more negative consequences
maintain removal from normal context
*Assume student has learned the skill
*Assume student has learned his/her
lesson
Behavioral Framework
A B C
SLOW TRIGGERS
FAST TRIGGERS
FORM
FUNCTION
REWARD
PUNISHMENT
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Of longer duration
1-5%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
1-5%
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
PBSS Primary Prevention
Positive School and Classroom Climates
Effective Classroom Instruction
Effective Instructional Grouping
Effective Classroom Management
Student Instruction in “Zones of Success”
Social Skill Instruction and Use
Well-Designed and Implemented
Accountability Systems
Consistency
Student Modifications & Accommodations
Early Intervention
PBSS Secondary Prevention/
Strategic Intervention Programs
Peer/Adult Mentoring Programs
Peer/Adult Mediation Programs
Strategic Behavioral Interventions
(Behavioral Matrix Intensity II and III)
[Response Cost, Positive Practice/Restitutional
Overcorrection, Group Contingencies,
Cognitive-Behavioral Strategies, etc.]
Small Group Social Skills/Socialization Training
Anger-/Emotion-/Self- Control Training
Attention-Control Training
Special Situation Groups: Ex. Divorce, Loss,
PTSD, Self-Concept
PBSS Tertiary Prevention: Intensive
Needs/Crisis Management Programs
Individual Counseling/Behavior Therapy
(Behavioral Matrix Intensity III and IV)
[Relaxation Therapy, Desensitization,
Cognitive-Behavioral Strategies, etc.]
School-Based Mental Health Services
Intensive Wrap-Around/
Continuum of Care Programming
Antecedent*
Pay close attention to:
• The activity
• The adult(s)
• The peer(s)
• The location/environment
• The demand or request
Nothing is not an option!!!
Antecedent Manipulation
Will reduce inappropriate behavior by 30%
( aggression, time off task, refusal)
Keys:
•
supervision
•
appropriate command
•
follow through
Bill Jenson
Establish Classroom Rules
• Examples
–Turn in completed
assignments on time.
–Sit in your seat unless you
have permission to leave it.
–Do what your teacher asks
immediately.
–Raise your hand and wait for
permission to speak.
–Keep hands, feet and
objects to yourself.
–Walk, don’t run, at all times
in the classroom.
–Work when you are
supposed to.
• Non-Examples
–
–
–
–
–
–
–
–
Be responsible.
Be a good citizen.
Pay attention.
Demonstrate respect for
others.
Do your best.
Be polite.
Maintain appropriate
behavior in the
classroom
Take care of your
materials
Classroom Rules
Procedures vs. Routines
• What are routines?
• What are procedures?
– Detailed descriptions of
those events that occur
once in a while
– For example
• How to come into the
auditorium
• How to act when an
authority figure enters
the room
• Teach procedures!
– Descriptions of events
that occur daily or
frequently
– For example
•
•
•
•
Pencil sharpening
Hanging up coats
Taking attendance
Heading papers
• Teach routines!
Antecedent Interventions
Guidelines for Commands
• Be specific and direct. Get attention, describe what
student is to do. Follow command with period of wait
time (5 seconds or more) in which student allowed to
respond. Praise compliance promptly.
• Use “do” vs. “stop” commands when possible (4-5:1).
• Give only one request or command at a time.
• Do not argue or prompt following command.
• If student does not comply, repeat command once (“You
need to…”). If no compliance, use mild preplanned
consequence.
• Give commands within close proximity to student.
Antecedent Interventions
Deal with Difficult Behaviors
• Provide frequent non-contingent attention and
interaction
• “Fix” difficult tasks
• Build behavioral momentum
– Ask for 2-3 likely behaviors
unlikely behavior.
before an
• Prompt incompatible, desired behavior
Behavior is an…
observable
and
measurable
act of an
individual
Behavior: an observable and measurable act of
an individual
Behavior:
-running out into the
hallway
-hitting desk with fist
-completing schoolwork
early
-yelling expletives in class
-writing and passing notes
to classmates
Not:
-bad attitude
-lazy
-low self-esteem
-frustrated
-control, power
-angry
-lack of motivation
-disrespectful
Descriptions vs Labels
Functional Behavior (6+)
Fails to give close attention to details
Makes careless mistakes
Difficulty sustaining attention to tasks
Does not seem to listen
Fails to finish work/requests
Difficulty in organizing tasks
Often loses things necessary for tasks
Forgetful in daily activities
Talks excessively
versus DSM
Attention-Deficit
Hyperactivity Disorder
Examples of Target Behavior
Definitions
Kim does not comply
with teacher
requests.
Andy is hyperactive.
Billy is withdrawn.
Behavior
Form
Function
Consequences are what
happen when rules are
broken or followed.
Consequences for
Misbehavior
•
Implement consequences calmly and
consistently (boring levels of consistency-bore them into submission)
•
Implement consequences immediately in the
setting in which the infraction occurred
•
Use the vocabulary of the rules to reinforce
the rules
•
Make sure the “punishment fits the crime”
Analyze the Scenario
In a typical middle school classroom the teacher completes her
lesson and requests that the students copy their homework
assignments. Target student stands up, throws a piece of paper
and begins to clown around with peers in his group, laughing
loudly. When the teacher gives him additional directions, he
answers her back.
Behavior
Consequence
R or P
Measurable Goals
• Measurable goal has 4 parts
– Condition – Condition under which behavior is
performed
– Student’s name
– Clearly defined behavior – clearly defined,
observable behavior
– Performance Criteria
• Performance criterion – functional performance level
• Number – number of times behavior is performed at
criterion level
• Evaluation schedule- frequency of assessment
Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks
by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and Ronald Martella Sept/Oct 2001
Teaching Exceptional Children
Data Collection Tools
Measuring Adequately
• To pick an appropriate data system
– Choose a data system based on how you
wrote your objective
– Create efficient data systems
– Write the steps in the objective clearly for
multiple “teachers” to use
Measuring Adequately
• Descriptive
• Observational
• Interval (time
sampling)
• Frequency/event
•
•
•
•
Duration
Latency
ABC Chart
Scatter plot
Choosing a Data System
Question of Interest
Dimension to Measure
How often?
Each Event
(Frequency, Rate, or
Percentage)
How long?
Duration
How long to begin the
behavior?
Latency
Rate of Response
Rate of response is a frequency measure
because it records the number of behaviors
occurring in a unit of time. It is usually
expressed in responses per minute or
responses per hour
Percentage of Response
Percentage describes the proportion of
certain events occurring out of a total of
possible opportunities.
Duration
The length of time an event occurs. It is
determined by timing from the beginning of
a behavior to the end.
Duration
• Focus is on amount of time individual engaged in
specific behavior
• Total amount of time in which targeted behavior occurs
• Record
– Total duration
• Total time engaged in observation period
– Percentage of time
• Total time divided by observation time
– Each occurrence
• Frequency/duration of each occurrence
• More time consuming; more complex to record
• Yields total duration, percentage, and average/range of duration per
occurrence
Latency
The length of time between the presentation
of a cue, command or prompt and the
student’s response to that cue. It is
determined by the timing from the end of the
cue to the beginning of the response.
Wolery, M., Bailey, D.B, & Sugai, G. (1988).Effective Teaching: Principles and Procedures of Applied Behavior
Analysis with Exceptional Children.
Sample Data Collection Sheet
Student: Charles
Behavior: Begins center clean-up when requested
Dates: 4/1-4/5, 2002
Observer: Fields
Setting: Morning and afternoon free play
Date
Morning Latency
Afternoon Latency
4/1
80 seconds
120 seconds
4/2
4/3
53 seconds
100 seconds
97 seconds
135 seconds
4/4
4/5
63 seconds
40 seconds
99 seconds
105 seconds
Average Latency
67.2 seconds
111.2 seconds
Wolery, M., Bailey, D.B, & Sugai, G. (1988).Effective Teaching: Principles and Procedures of Applied Behavior Analysis
with Exceptional Children.
www.interventioncentral.org
http://www.usu.edu/teachall/text/behavior/LRBI.
htm
http://iris.peabody.vanderbilt.edu/onlinemodule
s.html
http://www.aimsweb.com/products/rti.htm
http://challengingbehavior.fmhi.usf.edu/index.
html
http://www.behavioradvisor.com/
Weekly Time On Task During Math
Weekly Time On Task During Math
Another Way of Looking at the Cycle of
Instruction
ASSESSMENT
MONITORING/ONGOING
ASSESSMENT
(Steps 5-7)
IMPLEMENTATION
(Step 4)
DESIGN OF
INSTRUCTION, SERVICES
& SUPPORTS (IEP)
(Steps 1-3)
Remediating Skill Deficits
Link behavior assessment and intervention with
instruction in the area of the identified skill
deficit.
•Communication
•Social
•Academic
•Sensory
*Challenging behavior should not be viewed as a
barrier to teaching communication, social skills,
academic skills, or sensory regulation.
Interventions
Interventions should:
Be linked to the results of a data-based functional
assessment that answers the question
“WHY is the referred problem occurring?”
Intervention Plans should identify:
Short-term outcomes
Long-term outcomes
Implementation steps and needed resources
Time-frame needed before outcomes will be seen
How implementation integrity and outcomes
will be evaluated
Changing Behavior Successfully
• Prioritize and only work with one or two
behaviors at a time
• TEACH the behaviors you want the
student to exhibit
• Require only gradual improvement in
behavior
• Use procedures that are easily
implemented and inexpensive
Remember long term solutions: skill deficits
Teaching Desired Behavior
• Use and then fade prompts to increase the
likelihood of appropriate behavior
• Pair social reinforcers with tangible or
activity reinforcers
• Use immediate consequences whenever
possible
• Thoroughly organize and precisely
introduce the program to the student
Summary Statement
Trigger/Antecedent
Antecedent Strategies
Problem
Behavior
New Skills
Maintaining
Consequence
Consequence
Strategies
Summary Statement
Trigger/Antecedent
1. Participating in group
discussions
2. Writing assignments
Antecedent Strategies
Problem Behavior
unrelated
comments without
permission
New Skills
1.Teacher cues and discreet
pre-correction during group
discussions
1.Seek attention in
appropriate
ways
1. Active student response
opportunities in classes
1. Participate in
1-2. Frequent teacher feedback
2. Scaffolding of writing
assignments with peer and
teacher feedback
group
discussions
2. Ask for feedback
or assistance on
writing tasks
Maintaining
Consequence
1.obtain peer
/adult attention
2. Obtain
feedback/help
Consequence
Strategies
Social and
tangible
reinforcement
for displaying
new skills in
classes and
for reducing
talkouts
Reminder card
for talkouts
Using self monitoring strategies, Josh will increase time on
task to 20 minutes, while working independently in math class.
Choose a data system:
Create a tool to collect the data:
Create a visual display:
In other words,
Think of the decision making
process as a “formative and
continuous feedback loop”. . .
Effect Size
• Reinforcement
• Punishment
• Combined
-.86
-.78
-.97
REMEMBER!
Students with serious and challenging
behaviors are governed by
contingencies NOT rules!
Group Contingencies
Dependent—the reinforcer for the group
is dependent upon the performance of an
individual student or a small group
Independent—contingency is presented
to all members of a group but reinforcement
is delivered only to those who meet the
criterion outlined
Interdependent—all of the individuals of
the group must meet the criterion of the
contingency before any member receives
reinforcement
Classroom (Group)
Contingencies
-Programs set up to change the behavior of groups
of students
Use when:
•General level of disruptiveness: a number of students
performing disruptive behaviors
•One student acting out- do not want to reward that
one student and not others
•When it is difficult to determine who is responsible
for the inappropriate behavior
Classroom (Group)
Contingencies
DIFFERENTIAL REINFORCEMENT OF LOW
RATE OF RESPONSE (DRL)
Shapes behavior nicely--changes behavior in gradual steps
Used to decrease rates of behaviors occurring too often
ex. Excessive audible burping during the Pledge of Allegiance
 baseline 35 of per each performance
 if there are 20 or fewer, the class gets donut holes after
 students get the entire reinforcement or nothing (all or none)
 as soon as class receives award, then # is reduced until get to
zero
Classroom
(Group)Contingencies
USING UNPREDICTABLE TIMINGS TO CATCH
APPROPRIATE BEHAVIOR
PROGRAM:
*Check the behavior when the timer goes off
*Set the timer to go off at unpredictable times
7 min, 32 min, 3 min, 4 min, 27 min
*Reward = minutes of free time for each successful
check
Variation: use different sounds or sayings instead of just a timer
ex. “Go on make my day”, “Yo”…
These can be found on-line
Classroom (Group)
Contingencies
BEAT YOUR OWN BEST SCORE
To increase fluency for academics or behavior
ex.
*Math worksheet- # problems correct in one minute
*grade immediately, record score
*can use it as a reinforcer because kids love this game
Chuck: 17, 19, 18, 23, 23, 21, 25
Classroom (Group)
Contingencies
RESPONSE COST
Amazingly powerful technique--usually works well
and works quickly
Use in conjunction with reinforcement system
ex. Swearing
 Class starts the day with an EXTRA 10 minutes of activity time
at the end of the day
 Minutes are posted on the board
 Each time someone swears a minute is taken away
REPLACEMENT BEHAVIOR
Behavior
Function
SWEARING
ESCAPE TASK
DEMANDS
(WRITING)
REPLACEMENT BEHAVIOR
Behavior
SWEARING
Function
ESCAPE TASK
DEMANDS
(WRITING)
REQUEST
A BREAK
REPLACEMENT BEHAVIOR
SWEARING
1
REQUEST
A BREAK
SWEARING
2
!?!?
ESCAPE TASK
DEMANDS
(SPECIFICALLY
WRITING)
ESCAPE TASK
DEMANDS
(SPECIFICALLY
WRITING)
EXTINCTION
Replacement Behavior
Components:
*Identify functionally equivalent replacement
behavior.
*Replacement Behavior
(teaching and maintaining)
Consider…
•Is the replacement behavior effective and
efficient for the student to use?
•The Response Effort: how difficult is it for
the person to perform the behavior? (physically
and/or cognitively)
Replacement Behavior
Replacement Behavior
Identify a plan for instruction in the
replacement behavior
Identify plan for systematically adjusting the
use of the replacement behavior requirements
over time (based on data and reliant upon
instruction)
Presentation adapted from the
Pennsylvania Training and
Technical Assistance Network
Training Materials
Dr. Howard Knoff
Project ACHIEVE
[email protected]