Transcript Slide 1

Presented by
Juli Callahan, M.Ed.
and
Sarah Johnston, M.Ed.
February 9, 2010
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Autism 101 ~ Asperger’s Syndrome
What Every Teacher Should Know
Teacher Support Strategies
Foundations of Behavior
Applied Behavior Analysis
ABA in the Schools
Functional Behavioral Assessment
Functions of Behavior
FBA – Federal/State/LISD
Behavioral Intervention Plan (BIP)
Behavior Interventions
References
Hollywood Squares
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Taken from Supporting Students with
Asperger’s Syndrome in General Education
by Joan S. Safran
TEACHING Exceptional Children; May/June 2002
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ASPERGER’S SYNDROME
Children with Asperger’s Syndrome typically exhibit
average to superior intellectual capacity, but lack social
awareness and skills needed to connect with his or her
world.
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 All school personnel need to learn about the
characteristics of Asperger’s syndrome.
 Individual differences and degrees of severity among
students abound.
 All students will not demonstrate every characteristic-
but it is the combination of interpersonal, motor, and
language characteristics, which obscures diagnosis and
separates these students with peers with other
disabilities, that distinguishes Asperger’s.
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Although special educators and therapists continue
to directly teach social skills to students with
Asperger’s, inclusion teachers should be well informed
about social-skills strategies and supports that they
can implement and that will promote generalization
across education settings.
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…The invisible problem is the person with poor social skills, who maybe doesn’t
stand out, but doesn’t fit in or is noticed only because he annoys people.
This kid may be so afraid of rejection he doesn’t even recognize when people are
trying to be nice and drives them away.
Kid’s reputations are arrived at early and once arrived at, almost never go
away…Without teacher’s help, these kids are lost.
Don’t let kids pick their own groups for group work. Group work is supposed to
teach how we can work with diverse people, even those we might not get along
with. Allowing kids to pick their own groups defeats the purpose. It’s really
embarrassing when no one wants you and you either have to work alone or the
teacher has to find you a group.
Many kids are demeaned daily in class. Teachers give out multiple verbal
warnings to the kids who are making fun of someone and then do nothing. A
policy of zero tolerance for putdowns and verbal harassment should be adopted.
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Carefully Structure Seating
Arrangements and Group work
•
Offer an alternative to attending
events such as an assembly, pep rally or
unstructured time such as recess.
Avoid self-selection, and consider the
nature and maturity of the students in a
group or table.
•
Teach students how to function as a
team and use definite cues to promote
successful group process (e.g., “Before
deciding on a plan, ask around the group
to ensure everyone’s idea is heard).
Explore the use of ear plugs or
headphones to assist in screening out
excessive noise.
•
Consider designating a support
person and a quiet alternative place to
go (i.e., school library or a classroom)
where the student can choose to spend
lunchtime, study hall, or other free time
alone .

Be thoughtful in your classroom
seating assignments.

Proximity matters


Provide a Safe Haven

Teach groups a good process to
decide on job assignments ~ ensure
no one gets left out.

Be aware of student’s strengths
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Save the Student from
Himself or Herself
•
Most students with Asperger’s do not
internalize social rules, their
behavior is often noticed as
irritating, rude, and immature.
•
Metaphorical comments, benign
teasing, or sarcasm may be taken
literally and misunderstood;
accidents may be misperceived as
deliberate intents to harm.
Observant teachers can matter-offactly label the experience or
comment and help the student avoid
distress.
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• Have private conversations
• Clearly state and display
class rules and do not
expect students to always
understand the obvious.
• Do not ignore
unacceptable remarks
made by others.
explaining issues, and
behaviors.
• Use hand signals or a quiet
touch as useful reminders
(i.e., lower voice, stop
talking).
• Assist the student with
Asperger’s to connect
during class discussions ~
help others see the value in
what the student has to say.
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Prepare for Changes in Routine
• Most students with Asperger’s thrive on clear expectations and
routine.
• Class schedules and time frames, written on the board or
displayed pictorially for younger students; clearly designated
classroom jobs; space; and time on the computer can reduce the
anxiety that can overwhelm these students. “To do” lists or
assignment books are recommended.
• Explain changes in routine well in advance. Visual reminders are
helpful.
• With older students, have frank discussions at the first of the
year, that advance notice is not always possible.
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 Students with Asperger’s often have impaired
motor skills – gross or fine. Encourage the use of
visual graphic organizers, models and technology.
 Encourage the use of word processing for written
assignments and exams; allow for extra time or
arrange a quiet, private space if needed.
 When significant amounts of note taking are
required, ask a buddy student to share their notes
or exchange your notes for his/hers
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 Consider creative ways to connect the student with the
kindest and most empathetic peers to promote social
acceptance and friendship.
 Knowing that students with Asperger’s lack
interpersonal intuition and incidental social
learning, be ready to help the student engage in
successful conversations and reflection.
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• Direct the child towards participation in well-
structured activities or clubs where their abilities
might neutralize their social deficiencies (i.e.,
competitive math groups, chess, etc.).
• Anticipate consequences and avoid unstructured
events.
• Consider creating an official peer buddy system that
emphasizes friendship, respect for difference, and
social interaction.
• Identify the student’s special gifts and teach him/her
how to share those gifts through tutoring, class
presentations, or community service.
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Capitalize on Special Interests
 Although it can be valuable to
take advantage of the student’s
special interests as a bridge to
classroom specific content,
teachers must not inadvertently
encourage self-defeating,
obsessive behavior.
 Utilize those skills constructively
(i.e., by asking the student with a
passion for the Internet to serve
as the group research specialist;
direct student to teach a
classmate particular research
skills).
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Don’t Take It Personally
 The student who interrupts, speaks loudly, misses your jokes,
and tells peculiar ones of his own, may be challenging!
IF you model warmth and acceptance, peers will too. The same
holds for irritations, impatience, or disdain. This child,
desperately in need of positive interactions with classmates
and adults, will flourish in a supportive environment.
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Help Your Classroom Become a Caring Community
Commit to embrace diversity in all of its
forms in your classroom.
Expect and ensure that students respect,
support, and take responsibility for each
other.
IF we really believe that no child should
be left behind, then we have no choice
but to persevere in our efforts to ensure
that all the student who pass through
your doors believe that they belong with
each other and with us 
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People with Asperger’s Syndrome, often creative,
highly intelligent, and technologically,
mathematically, or scientifically astute, have the
potential for momentous contributions to our society.
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 Family Guy
http://www.youtube.com/watch?v=cNkp4QF3we8
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 ALL BEHAVIOR IS LEARNED
 BEHAVIOR SERVES A FUNCTION
 SKILL DEFICITS IMPACT PROBLEM BEHAVIOR
 TEAM APPROACH IS CRITICAL
 THE STUDENT-TEACHER RELATIONSHIP
MATTERS
 ENVIRONMENT IMPACTS BEHAVIOR
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Dangerous Minds:
The Absence of Good Behavior
(Teacher and Student)
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ABA
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ABA
Is the science in which procedures
derived from the principles of behavior
are systematically applied to improve
socially significant behavior to a
meaningful degree and to demonstrate
experimentally that the procedures
employed were responsible for the
improvement in behavior (Baer, Wolf, &
Risley 1968).
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 Behavior Management – Included in Functional
Behavior Assessment (FBA) and Behavior
Improvement Plan (BIP) development.
 Example Strategies: Point Sheets, Token Economy,
Praise, Time-out, Physical Prompting.
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 Instructional Methods – Basic principles of
learning can be included in all educational
environments (1:1, small group, and large group).
 Effective Instructional Strategies Include:
mix and vary activities (i.e. hands on activities vs.
worksheets), errorless teaching, and fastpaced/appropriate paced instruction (engaging
students even when you are reviewing previously
learned information).
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 Scientifically based practice.
 Highly utilitarian tool and flexible method that can
be applied in a variety of ways and settings. (Sasso,
Garrison-Harrell, McMahon, & Peck, 1998; Strain &
Odom, 1986; Simpson, 2001).
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Behavior is learned and its probability of
occurrence is determined by its history of
antecedents and consequences.
Three-Term Contingency – (refer to ABC card)
Antecedent –Behavior -Consequences
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 http://www.maniacworld.com/Pavlov-Altoid-
Theory.html
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 From Birth
 All the time
 Behaviors are developed and learned based on the
environment and genetic make-up of the individual
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Topographies of Behavior – Kicking, throwing items,
flopping to floor, bolting, arguing, cussing, etc.
Topographies are the form of the behavior.
One behavior (i.e., excessive questioning) can serve any
function (i.e., attention seeking/escape-avoidance).
_____________________________________________
Function is determined based on the 3-term
contingency Antecedent, Behavior, Consequence
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 A set of procedures used to identify the cause of a
maladaptive behavior and reduce it through
teaching replacement behaviors instead of
suppressing it through punishment.
 The term functional refers to the causes of
behavior.
 The body of empirical and scientific literature
which supports these methods is found in the field
of Applied Behavior Analysis.
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 Skinner’s research and
the research of his
followers stressed the
importance of
identifying the
environmental events
which were
functionally related to
behavior.
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http://www.youtube.com/watch?v=JA96Fba-WHk
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 The outcome of the assessment is an analysis of the way
the person learned the behavior and how it is presently
supported or maintained in the present learning
environment.
Instead, the purpose of the assessment is to classify the
maladaptive behavior by its function (cause) and then
select treatments or interventions which are effective
in reducing behavior in that functional category.
 Consequently, treatments or interventions are classified
by functional categories and not by form of the
maladaptive behavior.
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 In the field of education many practitioners choose
interventions or treatments based upon the behavior
(form) instead of function.
 As a result, some recommended interventions actually
strengthen the maladaptive behavior instead of
reducing it.
 This situation can make school districts and their
personnel vulnerable to successful legal,
administrative and ethical challenges.
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Trying to Get It!!!!
Trying to Get Away
from IT!!!!
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People Around/Social
Alone/Automatic
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1.
Socially Mediated Positive Reinforcement =Trying to
get it/people must be involved
2.
Socially Mediated Negative Reinforcement = Trying
to get away or avoid/people must be involved
3.
Automatic Positive Reinforcement =Trying to get
it/no other people involved (alone)
4.
Automatic Negative Reinforcement = Trying to get
away/no other people involved (alone)
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To GAIN access to something desired,
such as:
 Attention
 Access to Preferred Activities
 Access to Preferred Tangible Items
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Antecedent
Student took toy
away from
another student
Behavior
Consequence
Crying
*Teacher gives
attention and
the item back to
the student
(access)
*Note: This consequence will most likely reinforce the behavior and assure it’s
reoccurrence! Student doesn’t get what she wants, she cries then gets it.
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 http://www.mypottery.com/why-waste-temper-
tantrum/KpSfThUv_pc/
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Escape/avoidance/postponement of un-preferred demand(s)
(i.e. A student has difficulty with math. Teacher
announces that it’s time for Math and student asks to
go to restroom in order to avoid or postpone the
undesired task).
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Consequence
Antecedent
Behavior
Teacher gives
student his/her
math
assignment
Student throws *Teacher sends
pencil
student to the
office for
disrupting the
class.
*Note: This consequence will likely strengthen the student’s behavior of
throwing the pencil. If he is in the office, he is not doing math!
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 (Warning: Profanity)
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Rainman
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Movements or activities of your body that
produce a feeling which makes the
behavior that produced it more likely to
occur.
 Self-stimulatory sensations produced by behavior
(hand-flapping, gazing, hair twirling, rocking, chewing
gum.)
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Consequence
Antecedent
Behavior
Sitting alone at
computer
Playing
Has access to
computer game computer time
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 Pain Attenuation (attempt to relieve pain)
 Example: When you get a bug bite, you move to scratch
it, relieving the pain/ discomfort.
 Example: Student bangs his head; parent explores with
physician; toothache is diagnosed.
Report behaviors to parent – may need to follow up with
physician…headache, toothache, etc…
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Antecedent
Behavior
Consequence
Headache
Carin takes 2
Advil
Headache goes
away (Escape)
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 The IEP team shall in the case of a child whose
behavior impedes his or her learning or that of
others, consider strategies, including positive
behavioral interventions and supports to address
that behavior.
20 U.S.C. 1414 (d) (3)
 …the relationship between behavior and learning
must not only be considered but acted upon
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Senate Bill 1196
 Positive behavior supports for students with disabilities.
 School wide, classroom and individual systems of
support.
 Data collection tools to inform decision-making for
program improvement
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 A BIP may not be written without completing a FBA
REMEMBER: When developing the FBA - ABC Incident
Cards must be used when recording data on target
behaviors
 Identify positive interventions to reduce the
undesirable behavior
 Develop appropriate behaviors to be substituted in
place of the inappropriate ones
 Identify positive interventions to reduce the
undesirable behavior
 Assist in determining the appropriateness of
placement and services
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• Allows staff to document behaviors based on the 3
•
•
•
•
term contingency
Allows for documentation of frequency of events/not
individual occurrences of each behavior.
Allows for documentation duration of behavioral
events
Allows for documentation of topography of
behavioral events
Allows for documentation of intensity of behavioral
events if necessary
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the process of gathering and analyzing information
about the student’s behavior
and
accompanying circumstances
in order to determine the purpose or intent of the
actions.
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 Student exhibits harmful behavior towards self or others, disruptive
behavior or non-compliant behavior that interferes with their
learning or the learning of others. There should be documented
evidence of this (e.g., failing/lower grades, office referrals, etc.)
 Parent(s) and staff should be fully aware of incidences and concerns
and the attempts to support the student
 Data collection on specific behavior(s) at this point (ABC sheets)
will focus on the antecedents, behavior, and consequences
…and for the purpose of determining the function of
behaviors
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 Challenging behaviors affect EVERYBODY
 Behaviors are triggered by something (identifiable stimuli , e.g., a
need and/or want )
 Behaviors are governed by the consequences that follow them (if it’s
not reinforced, it won’t continue)
 Behavior is a form of communication - we must figure out what is
says (e. g., ”I’m tired.”, “I’m bored.” “I’m frustrated.”)
 Behaviors serve a function and have a purpose:


TO GET something (e.g., attention, a toy, computer time)
TO GET AWAY - avoid or escape (e.g., a demand, work)
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Why do we do
Functional
Behavioral
Assessments?
IT’S THE
LAW!!!
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Mr. Peterson is sitting at the work table with
Timmy while Timmy eats his snack. When he is
done Mr. Peterson clears the table and sets out 3
picture cards with matching objects. He asks
Timmy to “match” and Timmy slaps Mr.
Peterson’s arm. He tells Timmy “no hitting” and
hands him the object to match. Timmy slaps Mr.
Peterson and flops to the floor. Mr. Peterson
tells Timmy, “no hitting, stand up.” Timmy refuses
to stand up. Mr. Peterson walks away (ignores) and
works with another student.
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ARD SUPPLEMENT: FUNCTIONAL
BEHAVIORAL ASSESSMENT
Student: TIMMY BROWN
Date:
01/20/10
The functional behavioral assessment (FBA) is for the
purpose of helping to understand the function of a
student’s behavior and the behavioral intervention plan
(BIP) is to provide strategies and interventions when (1)
behavior problems interfere with the student’s ability to
learn, (2) behavior problems interfere with the learning of
others, (3) when the student is removed to a disciplinary
setting for more than ten cumulative days in a school year,
or before making a disciplinary change of placement.
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X Information provided by the parent: (MUST COMPLETE)
Phone interview 01/09/10, 4:15 with mother – reported Timmy is showing aggressive behavior
(slapping) at home
X Circumstances in the student’s life: Recently moved 3 months ago
 Evaluation(s) performed by the School District:
 Evaluation(s) performed by outside agencies:
X Current classroom-based assessments and observations: ABC data collection from 12/14/0912/18/09 and 01/04/10—1/15/10
X Teacher and/or related service provider information: Anecdotal records and observations by
teacher and O.T.
 Discipline records
 Attendance records
X Behavior Intervention Plan developed on: (only if previous BIP exists)
 Other: ____________________________________________
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Operationalize
targets/behaviors
(number each
separately) that
interfere with learning
Frequency
1. Aggressive
behavior (slapping)
Average of 3 x daily
N/A
N/A
2. Non-compliance
(flopping to floor)
Average of 4 x daily
N/A
Average 6 minutes
episode
Intensity (match
Duration
ABC card)
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Describe the events that typically precede problem behaviors in the school
setting. (correlate to targeted numbered behavior)
X Asked to do something (academic): See Behavior # 1,2
 Asked to do something (non-academic):_____________________________________________
 Attention given to others: ________________________________________________________
 Asked to stop a behavior: ________________________________________________________
 Transition:
 Could not get something: ________________________________________________________
 Preferred activity: ______________________________________________________________
 Other ________________________________________________________________________
 Other ________________________________________________________________________
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Describe the event that typically follow problem behaviors in the school setting.
 Positive social reinforcement from others._______________________________________
X Corrective feedback. See Behaviors # 1, 2
 Discounting or removing something undesired by student (e.g. teacher directs student to complete a
task and the student begins to protest. The teacher stops trying to require the student to complete the
task.).
 Kept verbal demand._________________________________________________________
 Interruption/blocking. ________________________________________________________
 Redirection to activity. ________________________________________________________
X Removal from the classroom/activity: Behavior #1
X Sent to Principal’s office. Behavior # 1
 After school detention or lunch detention. ________________________________________
 ISS/Suspension: _____________________________________________________________
X Ignored: Told to stand up – Behavior #2
X Time-out: (must follow TBSI guidelines w/proper documentation): _____________________
 Other: _____________________________________________________________________
 Other: _____________________________________________________________________
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Describe reinforcers (activities, people, tangible items,
privileges, token economies, etc.) that have been attempted
and their effectiveness.
Stickers – not effective
Computer time – moderately effective
Describe interventions that have been attempted and their
effectiveness.
Time-out – not effective
Provide choices – moderately effective
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
Yes
X
No
Based on consideration of existing data the
ARD committee determines that additional
emotional/behavioral data are needed. If YES,
report the type(s) of data requested:
_________________________________
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(Avoid or escape, to gain attention or tangible, self-stimulatory)
Targeted Behavior
Function
(What it looks like)
(choose from the choices above)
1. Aggression (slapping)
Escape
2. Non-compliance (flopping to floor)
Escape
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Behavioral strategies are appropriately
addressed on the instructional modifications
page of the ARD/IEP.
X Behavior Intervention Plan (BIP) is needed.
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Carin Thompson
Sarah Johnston
Shannon Goheen
Juli Callahan
Sylvia Garcia
Jennifer Cox
Lead Interventionist
Specialist
Interventionist
Specialist
Interventionist
Specialist
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Why do we do
Functional
Behavioral
Assessments?
IT’S
THE
LAW!!!
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 The outcome of the assessment is an analysis of the way
the person learned the behavior and how it is presently
supported or maintained in the present learning
environment.
Instead, the purpose of the assessment is to classify the
maladaptive behavior by its function (cause) and then
select treatments or interventions which are effective
in reducing behavior in that functional category.
 Consequently, treatments or interventions are classified
by functional categories and not by form of the
maladaptive behavior.
77
 Antecendent
 Behavior
 Consequence
Behavior doesn’t continue if it is not reinforced.
(If we eat chocolate and think it tasted horrible, we
stop eating it).
 We document the behavior that we see
 The antecedent (what happened right before it) and the
condition in which it happened (alone? Or with people
around?)
 The consequence (what happened immediately after)
 Look for patterns to hypothesis the function…then…
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 Eliminate the MO or the motivation for that inappropriate
behavior:
(student excessively calls out of turn because he wants to be
heard, he wants a turn, or wants attention …
make sure he is called on when his hand is raised and that
he gets attention for appropriate behavior)
 Terminate the reinforcement of the inappropriate behavior:
(do not call on the student or give attention to his
answer when it is not his turn)
 Teach an acceptable replacement behavior:
(teach the student to raise hand and wait quietly until
called on)
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Gilbert Grape:
Notice the consequence of Arnie’s behavior…is his behavior
likely to reoccur? Did Gilbert terminate the reinforcer?
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 Give lots of attention and enriched
environment to prevent the behavior
 NEVER give attention for the problem
behavior again (timeout, sending to the
office, or ignoring).
(Do not use for self-injurious behavior)
 TEACH a child a replacement behavior
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Antecedents








Give lots of attention for appropriate
behavior
Allow access to preferred items at
appropriate times (computer)
Call by name often (to increase sense of
worth and develop teacher-student
relationship)
Teach peers to ignore
Practice/role-play replacement behavior
(raise hand , etc.)
Give 3-5 “talk request cards”
Give earned opportunities to talk
Individualized reinforcement menu of
preferred items, privileges, rewards, etc.
Replacement Behavior

Teach to ask for attention (raise hand,
may I have a hug, I need your
assistance/attention, I want that tangible
(toy, music, etc.)
Consequences







Ignore minor behavior
Do not display emotional reaction
and/or disdain with inappropriate
behavior (profanity, etc.)
Deliver redirects with as little attention
as possible
Time out
Removal of items, activities
On-verbal cues
Absence of points, items, privileges
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Inappropriate use of
Time-out
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 Reduce the motivation to escape by reducing the
demands, decrease the effort, quicken the pace of
instruction, use errorless teaching, mix easy and
difficult tasks, provide choices
 NEVER allow the child to escape or avoid a
demand again (physical guidance)/keep the
demand
 Teach a replacement behavior to escape. If it is not
appropriate to escape increase the reinforcement
85
Function and Strategies
Function:
Escape or avoid unpleasant activities, tasks or
persons
Strategy:





Reinforce the student for compliance to your instructions
(antecedent and consequence)
Teach the student how to seek help – rather than escape
(replacement)
Teach acceptable alternatives to escape (replacement)
Reinforce the student for the absence of the problem
(reward appropriate behavior) (antecedent and
consequence)
Initially remove or reduce demands and then gradually
increase them (antecedent)
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Modify the Antecedent
Antecedent
Behavior
Consequence
Function
Difficult
assignment
Throws
paper
Teacher
corrects,
peers laugh
Gain
attention
(peers &
teacher)
Modify
Student
Teacher gives
Gain
assignment, completes
good grade
attention
Group
the
and attention, (peers &
assignment assignment
group gets
teacher)
good grade
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Modify Consequence
Antecedent Behavior
Consequence
Function
Difficult
assignment
Throws
paper
Teacher
corrects,
peers laugh
Gain
attention
(peers &
teacher)
Difficult
assignment
Throws
paper
Teacher and
peers ignore,
(Give
attention to
on-task
behavior)
Does not get
attention for
throwing
(Extinction)
Attention
only for ontask
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Teach Replacement Behavior
Antecedent
Behavior
Consequence
Function
Difficult
assignment
Throws
paper
Teacher
corrects,
peers laugh
Gain
attention
(peers &
teacher)
Difficult
assignment
Teach
Teacher helps
student to student when
raise hand
hand raised
for help
Gain
attention
(peers &
teacher)
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Antecedents














Vary skill demand
Check for skill deficits
Active engagement
Highly motivating activities
Connect with individual interests
Multi-sensory
Give choices – calm voice
Frequent breaks
Assign preferred classroom job (increase
student sense of value
Adapt instruction; curriculum; pace
Classroom organization
Errorless teaching
Adapt delivery of instruction (s)
Individualized reinforcement menu
Replacement Behavior
Teach to request a break appropriately
and at reasonable times
 Teach to identify/express feelings in a
more appropriate way (i.e. “I’m bored,”
“I’m frustrated – may I…for a few
minutes, then return to work?”

Consequences





Keep demand
Verbal/non-verbal redirects
Absence of points, privileges, preferred
items, rewards
Allow to process behavior when calm
Reinforce appropriate behavior with
praise, attention, preferred items, etc.
90
 Provide an enriched environment that may
incorporate the reinforcing stimulation for
appropriate behaviors
 Prevent the problem behavior from occurring to
stop the good feeling
 Teach the child to enjoy social interactions and
doing other activities that get lots of social
reinforcement or to engage in more socially
appropriate and less harmful methods of selfstimulatory behavior
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 Provide Enriched Environment: By pairing teacher
attention with very strong activity reinforcers and the
opportunity to move around as a form of stimulation
the value of social reinforcers in the future will be
increased and could help to decrease the value of
nonsocial reinforcement
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 Sensory reinforcement contingency upon alternative
behavior (DRA): this procedure requires that a student
whose behavior is maintained by self stim to be allow
access to the self stim (ex: fidget) only after brief periods of
no fidgeting and working. (Sensory Diet)
 Replacement of Alternative Self-Stim Responses
(DRA): this procedure includes providing the student with
an alternative method of receiving self-stim sensations
which are more socially appropriate. (Sensory Diet)
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 Mistakes in Teaching – releasing the demand with
maladaptive behavior; non use of competing
reinforcers
 Misunderstanding Antecedent Conditions -Any
thing looks like a demand – adult approaching,
looking, or speaking to student; presenting a task,
approaching the table; etc.
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 “Catch them being
good.”
 This is something
relatively easy to do,
 will avert many behavior
problems.
 Effective teachers are
constantly looking for
things to praise and
reinforce.
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 IMPORTANT—
The research on effective teaching reveals that the most
effective teachers deliver at least five praise statements
for every reprimand. 5:1!
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 Classroom Rules:
Don’t leave home without them.
 Your Classroom Schedule:
Down time causes problems.
 Structuring Your Classroom Space:
Put tough kids near you.
 Get Up and Move:
Be a wondering reinforcer
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Limit classroom rules to four or five, and
state them in

concrete, not abstract, terms.
Do not, for example, write “respect
one another,” because many children
with disabilities do not understand
the concept of “respect.”

state what you want students to do,
not what you don’t want them to do
Examples of concrete rules are:
1.
Stay in your seat.
2.
Keep hands and feet to yourself.
3.
Follow the teacher’s directions.
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 Proximity control—Many student
behaviors can be eliminated or minimized
with proximity control. The teacher
positions him/ herself within a few feet
from the offending student, and monitors
the student’s behavior.
 Preemptive seating/ classroom
arrangement—An extension of the concept
of proximity control is seating designed to
prevent behavioral difficulties.
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 Immediately: reinforce desired behavior
 Frequently: reinforce, be specific and





sincere often
Enthusiasm: Inflection and tone should
convey that something of importance has
just taken place
Eye Contact: Suggests the student is valued
and has your undivided attention
Describe the Behavior: Highlights and
emphasizes the behavior you are wanting
to reinforce
Anticipation: Build excitement and
anticipation for the earning of a reinforcer
(Mystery Motivator)
Variety: To increase effectiveness, use a
variety of reinforcers. Change them out or
give choices. Reassess.
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Variables that Make
Reinforcers More Effective







Immediately
Frequently
Enthusiasm
Eye contact
Description of the
behavior
Anticipation
Variety
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 Remember to teach replacement Behaviors
 Student Involvement: Involve choices and Assess
motivators (refer to handouts on different
reinforcement menus)
 Always assess for Skill Deficits
102
 Self-monitoring—Students
measure their behaviors by
using a data collection
system.
 Self-evaluation– Students
rate their own behavior using
a 0 to 5 point scale.
 Self-reinforcement—Students
are taught to evaluate their
behavior and deliver selfselected rewards.
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Despite the media attention, the
number of violent incidents in
schools has decreased in the past
ten years. However, younger
students are engaging in these
incidents, and some situations are
very serious. Both private and
public school teachers in the 21st
century need to be equipped to
deal with violence. The following
tips may help:
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 Remain calm and controlled.
 Allow the student to vent anger and feelings









verbally.
Ignore irrelevant comments and direct the
student to focus on the relevant concerns.
Listen without interrupting or denying the
student’s feelings.
Use the student’s name, and speak in a clear,
calm, moderate voice and in a slow and
empathic manner.
Establish limits: Clearly and concisely inform
the student of choices and consequences.
Maintain a positive body posture, with hands
open and make eye contact without staring.
Consider the student’s culture and experiential
background.
Remain close, but RESPECT PERSONAL
SPACE.
Persuade the student to leave the room, OR
have someone escort the other students out.
Ask the student to carefully lay down any
weapons.
105
Crucial to Staff and
Student Safety:
•Have enough staff
trained in the NonViolent Crisis
Intervention philosophy
as well as techniques
and,
• Establish a crisis plan
106
 All of us need the sense of
security that comes with
predictability and students
with disabilities are
particularly sensitive to
surprises. For that reason, it is
essential that teachers
maintain
 predictable daily schedule
 Teachers should post the daily
class schedule in a conspicuous
location,
 and then adhere to it strictly.
 Students need to be familiar
with classroom procedures.
107
 Behavior will get worse before
it gets better!!!!!
108
BIP REMINDERS:
•You must complete a FBA prior to BIP development.
•Any BIP objective regarding the reduction of inappropriate
behavior(s) should be tracked daily (i.e., aggressive, selfinjurious, non-compliance, inappropriate attention seeking)–
not just 1-2 times per week.
109
Mr. Peterson is sitting at the work table with Timmy
while Timmy eats his snack. When he is done Mr.
Peterson clears the table and sets out 3 picture cards
with matching objects. He asks Timmy to “match” and
Timmy slaps Mr. Peterson’s arm. He tells Timmy “no
hitting” and hands him the object to match. Timmy
slaps Mr. Peterson and flops to the floor. Mr.
Peterson tells Timmy, “no hitting, stand up.” Timmy
refuses to stand up. Mr. Peterson walks away (ignores)
and works with another student.
Analysis of data collected 12/14/09-12/18/09 and 01/04/10-01/15/10: Average
occurrences of slapping = 3x/daily; avg. occurrences of flopping = 4x/daily,
avg of 6 min. per episode. Function appears to be escape from demands.
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111
112
113
114
Gable, R. A., Quinn, M. M., Rutherford, R. B., &
Howell, K. (1998). Addressing problem
behaviors in schools: Use of functional
assessments and behavior intervention plans.
Preventing School Failure, 42(3).
Salend, S. J. (2001). Creating inclusive classrooms:
Effective and reflective practices (4th ed.).
Upper Saddle River, NJ: Merrill Prentice
Hall.
Turnbull, R., Turnbull, A., Shank, M., Smith, S., &
Leal, D. (2002). Exceptional lives: Special
education in today’s schools (3rd ed.). Upper
Saddle River, NJ: Merrill Prentice Hall.
http://maxweber.hunter.cuny.edu/pub/e
res/EDSPC715_MCINTYRE/715HomeP
age.html
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 ABC Questions
 Antecedent Strategies
 Behavior Strategies
 Consequence Strategies
 Writing Measurable Objectives for BIP reference chart
 The TOUGH KID Book – Practical Classroom
Management Strategies
 Texas Behavior Support Initiative (TBSI)– Module 5
 Reinforcement Survey
116
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