Transcript Document

Function-Based Behavior Problem
Solving for Students with IEPs
Day 3
Goals of the PBSIS Initiative
• To support the inclusion of students with
disabilities within general education
programs by developing the capacity of
schools to create environments that
encourage and support pro-social student
behavior at the school wide, classroom, and
individual student levels using current,
research validated practices in positive
behavior support
PBSIS State Training Team
•
•
•
•
•
•
Sharon Lohrmann, Ph.D
Scott McMahon, M.S.W
Bill Davis, M.Ed
Paula Raigoza, M.Ed
Kate Handivlle, E.dS
Blair Rosenthal, Ph.D
Please……
• Ask questions anytime
• Refrain from conversations while the
presentation is occurring
• Return from breaks timely
• Make constructive comments
• Transition back from activities when
given the cue
And….
Put your
cell phones
on silent or
turn them
off
Pls put
me on
silent
Thanks!
Intended Training Outcomes
1. Participants will incorporate the “mapping out”
behavior pattern framework into their thinking
process, discussions and framing of behavior
support needs across a range of behavior
support needs (i.e., from teacher consults to
full FBAs).
2. Participants will incorporate the use of
information collection tools and recording
methods into their function-based problem
solving process
6
Intended Training Outcomes
3. Participants will apply the process of
linking function of behavior to
intervention selection
4. Participants will develop intervention
plans that use combinations of functionbased interventions to address the
complexity of behavior patterns
7
Day 1 Topic Outline
• Foundation
PBSIS & reoccurring themes
– Buy-in strategies Part 1
• Function-Based Problem Solving (FBPS)
– Understanding the continuum & levels of planning
– Environmental, program, and severity considerations
– Understanding behavior patterns & the mapping out
framework
• Process Tools
– Reviewing records
– Point of view information
– Observations & documenting baseline
Day 2 Topic Outline
• Foundation
– Buy-in strategies Part 2
– Summarizing data to interpret function
– Principals of behavior intervention selection
and planning
• Intervention Application
– Setting event and Antecedent Interventions
– Replacement and Social skill Interventions
Day 3 Topic Outline
• Intervention Application
– Social praise and incentive systems
– Responding effectively to occurrences of
behavior
• Foundation
– Buy-in strategies Part 3
– Differentiating the FBPS tools and process
across levels of intervention need
Behavior Intervention Planning Recap
1. Plan for the underlying reasons why
behavior is occurring (e.g., academic
difficulty)
2. Have strategies targeted for each of the
features of the behavior pattern
3. Organize strategies in an easy to use
logical sequence for teachers (i.e., calmprecursor-initial occurrences-persistent
occurrences)
When will You See Positive Changes?
Intervention
Component
Skill
Instruction
Setting Event
Interventions
Antecedent
Interventions
Incentive
Systems
Defusion
Strategies
Immediate
A Couple
of Weeks
Month or
More
X
X
X
X
X
X
X
X
X
X
X
Student:
Cassie
Date of Plan: November 4
Intervention focus based the function of escaping/avoid challenging work tasks
•Strategies and accommodations that make work more accessible for Cassie and improve her motivation to participate in
academic tasks and activities
Intervention focus based on the function of wanting to have more social interaction with peers and adults
•Strategies that increase Cassie’s opportunities for typical interactions with peers and her ability to have successful interactions
Progress Monitoring Meeting Schedule and Progress Goals
November 16th Progress Goal:
Work / demand refusal average of 5-6 occurrences daily
Social Seeking average of 1-2 occurrences daily
December 15th Progress Goal:
Work / demand refusal average of 1-2 occurrences daily
Social Seeking average of 3 occurrences per week
December 1 Progress Goal:
Work / demand refusal average of 2-3 occurrences daily
Social Seeking average of 1 occurrences daily
December 23rd Progress Goal:
Work / demand refusal average of 4 or less occurrences per
week
Social Seeking average of 1 or 2 occurrences per week
Progress Monitoring
Method
Daily Behavior
Report Average
Implementation
checklist
Baseline
Refusal
8-9x daily
Social
seeking
3-4x daily
-----
Month 1
Month 2
Month 3
Month 4
Month 5
Month 6
Month 7
Month 8
When
Cassie is
calm and
following
directions/ro
utines do
these to
Prevent
Behavior
Key skills to
review and
reinforce:
Requesting a break
Using appropriate
conversation
starters
Selecting a
relaxation choice
Using a picture
schedule
Recognizing
physical boundaries
with peers and staff
Consistently implement the incentive system

Throughout the 10 minute interval, provide Cassie with verbal (e.g., great job counting”) and nonverbal
(e.g., thumbs up and smiles) praise for desired behavior.

At the end of the interval provide Cassie with social praise for the three behavior expectations
identified (i.e., doing her work, staying in her seat, and following directions), then give her a penny to
put on her board.

When she has earned five pennies, provide Cassie with a choice of a reward using the picture board.
Provide access to the reward for 2 minutes; at 1 minute 30 seconds provide a transition warning; at 10
seconds have Cassie count down with you and have her put it away

Re-start the interval and penny board.
Adaptations to materials and instructional conditions:

Provide written and visual materials in a 16 point font

At the start of routines/activities review with Cassie the classroom “successful student rules”

Keep works tasks to 20 minutes or less, then provide Cassie with a break

Embed academic tasks into typical and functional routines

Break complex tasks into discrete steps and use picture strips to make the series of steps concrete

Provide at least 10-15 seconds of wait time in between prompts

Maintain a positive upbeat tone of voice

Follow OT recommendations for embedding sensory supports throughout the day

Provide Cassie with a pliable object to hold during listening activities

Provide a break when Cassie makes a request
Promoting appropriate social interactions

Pair Cassie with a preferred peer during non preferred tasks and transitions

Review her social story depicting how to act with friends

Support conversations with peers (e.g., review the student picture dictionary; provide prep or reminder
to use conversation starters)
Increasing choice, self determination and control

Provide frequent positive social comments

Develop a flexible picture schedule

Provide “prep” prior to transitions and changes in preferred activities

When walking down the hall stay at least 5 feet behind Cassie unless she initiates otherwise

Offer a variety of choices throughout the day (e.g., materials, activities, termination, partners, etc.)

When Cassie makes a request for an item activity she can not have, identify an appropriate time and
put it on her schedule so she can see when it is coming

During task start up, provide Cassie with a prompt to begin and then back away to allow for self
initiation
When Cassie begins
to look around,
appear distracted,
looks tired, or not
respond quickly to
request, this signals
she is loosing focus;
staff should:




At the first signs of 
refusal behavior

(e.g., asking questions

irrelevant to the
situation; saying no,
pushing work away) or
social seeking
behaviors (e.g.,
laughing loudly at
serious situations or
when the room is
quiet; trying to hug
staff and peers; taking
during instruction,
calling out to peers)
staff should:
Prompt Cassie request a break using a picture card and vocal
request
Provide a relaxation choice
Bring the task to a close quickly so it can end under positive
conditions
Provide praise to peers in the area.
Use as few verbal prompts as possible.
Rely on picture prompts and only when necessary provide short one
or two word verbal prompts.
A redirection sequence could look like the following:
o Show Cassie a picture of the expectation and point to the
picture. Make sure to hold the picture in her midline and that
she makes eye contact with the picture
o Wait 15 seconds for Cassie to respond
o Praise cooperation
If refusal
behaviors
(e.g., sliding out
of her chair onto
floor; kicking staff
from a sitting
position; saying
“no” or “don’t
want to”; pushing
work onto the
floor; walking
away from staff;
and yelling loudly)
or social
seeking
behaviors (e.g.,
dropping on the
floor and rolling
around while
laughing)
persist following
the initial picture
prompting staff
should:




If Cassie does not respond to the initial picture prompting, show
and point to the picture again and wait 15 seconds for her to
respond
If no response, show the picture and provide Cassie with a
slight physical nudge on the back of her shoulder or under her
elbow to orient her in the direction you want her to go. If she is
lying on the floor, first assess that she is in a safe location. If
the location is safe, wait her out. Hold the picture where she
can see and wait. Avoid eye contact, verbal prompts, and
physical assistance.
If the location is not safe (e.g., laying outside while students are
being dismissed to the busses) and Cassie needs to be moved,
call for assistance and work together to assist her to a standing
position using proper lifting as instructed by the OT. Do not
talk, verbally prompt, or make eye contact. Pull physical
assistance away as soon as she is standing and safe.
In general, remain calm in appearance and provide Cassie with
as little interaction (i.e., verbal and nonverbal) as possible.
When interaction is necessary always try non verbal methods
first (e.g., picture prompt, pointing).
Group Discussion
• Since the last training:
– What tools have you tried?
– What discussions have you facilitated using the
mapping out process (teacher consult or team
meeting)?
– What buy-in strategies have you tried?
– What questions do you have?
Response Strategies
The impact of the consequences we
administer, both positive and punitive,
are only as effective as the way they
are perceived by the person receiving
them.
Interventions Should Compliment the Function of
Behavior & Features of the Behavior Pattern
Setting Events
Antecedent
Triggers
How will
address the
underlying
reasons why
behavior is
occurring?
How will you
modify or
eliminate
antecedent
triggers to
prevent a
problem from
occurring?
Target
Behavior
Consequences
How will you
What skills
increase
will you teach
motivation?
to replace
How will you
behavior and
defuse precursor
enable the
or initial
student to be
occurrences of
successful?
behavior to
19
prevent the
situation from
Types of Responses
to Include in the BIP
• Responses to strengthen desired
behaviors or increase motivation
• Responses to defuse behavior and reengage in the routine
• Logically linked or naturally occurring
consequences to unwanted behaviors
Response
Strategies to
Strengthen
Appropriate
Behavior
Response Strategies
to Strengthen Behavior
•
•
•
•
Social praise
Incentive systems
Self monitoring and self-reinforcement
Natural consequences
Why Do We Need to Use Praise?
• High rates of positive praise is one of the
“most powerful tools” to prevent problem
behaviors and increase learning (Conroy
et al., 2009).
• Staff tend to use lower ratios of positive to
negative responses with students who
have behavior issues.
Social Praise
1. Use social praise to reinforce specific
target behaviors
2. Use social praise to improve relationships
and association with a setting
Delivery of Social Praise
• Accepted praise – ratio standard: 3:1
• Praise is contingent upon desired behavior
– corrective statements compete with
reinforcement of praise
• New behavior? Praise approximations
frequently.
• Maintenance behavior? Use praise
intermittently.
Social Praise is Enhanced By:
• Linking to the desired behavior
• Linking to broader positive outcomes
• Using attentive body language (e.g., eye
contact)
• Pairing praise with highly preferred
reinforcers
• Using an encouraging demeanor
• Being persistent
Social Praise May Be
Inadvertently Undermined By:
• Neutral/Negative comments (e.g., “You
always do this”)
• Negative body language (e.g., rolling eyes,
huffing)
• Inattentiveness (e.g., doing other work
while giving praise)
• Concurrent delivery of reprimands
(attention is attention)
Providing Social Praise
Words you
choose to say
The tone and
intonation of
+ your voice +
Your body
language
Descriptive
Objective
Validating
Enthusiastic
Genuine
Eye contact
Orientation
Physical
contact
Incentive Systems
• Why Use:
– Provides initial motivation / momentum
– Helps to shape responses quickly
– Gets us over the initial hump
• Incentives are NOT bribes
– Incentives are used to reinforce a desired response
• Ex: “Excellent job finishing your work on time”
– Bribes are used to leverage a response
• Ex: “If you do one more you can have…..”
Research Says…..
• Reviews conducted on the use of rewards have
concluded that there is no inherent negative
outcomes associated with the use of rewards
• Arguments against the use of rewards is an
overgeneralization of a minority of narrowly
conducted research studies (Cameron, 2002; Cameron
& Pierce, 1994, 2002; Cameron, Banko & Pierce, 2001)
• There is no proof that using extrinsic rewards
undermines the development of intrinsic motivation
(Reiss, 2005)
Group Discussion
• Why do we get so much push back over
social praise and incentive systems?
• What can we do to change those
attitudes?
Design an Incentive System
• Determine the criteria and schedule of the
system.
– Establish criteria that ensures success
• Commensurate with baseline levels of behavior
• Attainable immediately
– The initial schedule should be:
• predictable and dense initially
• delivered consistently and immediately
Examples of Different Types of
Schedules You Can Use
Brief Interval Schedule
A reward item (or a token) are provided to the student
at the end of a defined interval provided a specified
behavior criteria is met.
Example: Every 30 seconds praise Marty for working
and add a penny on the board. When 6 pennies are
earned provide an incentive choice
Examples of Different Types of
Schedules You Can Use
Task/Routine Completion Schedule
A reward (or token) is given at the end of a particular
task or routine given a specified behavior criteria is met.
The time difference from task to task may vary slightly
but should be relatively consistent.
Example: Each time Cassie completes a task put the
finished card in a pocket. After 5 pockets are filled
provide an incentive choice.
Sample Reinforcement Schedule
Task Routine Schedule
• Todd has an opportunity for reinforcement at the end of
each class period.
• A reinforcer survey was administered to Todd to assess
his highly preferred rewards.
• Todd’s choice of reward is provided to him following the
end of each class period for which he demonstrates
appropriate behaviors and meets his behavioral
expectations.
• The behavioral expectations are:
–
–
–
–
Asking for help when needed
Works quietly
Acts cooperatively
Maintains appropriate peer interactions
Sample Reinforcement Schedule
Task Routine Schedule
Behavioral Expectation
Period 1
Period 2
Period 3
Period 4
Period 5
(Lunch)
Period 6
Period 7
Period 8
Todd appropriately
requested help.
Todd remained quiet in
his seat during class.
Todd maintained a
cooperative attitude
during class.
Todd maintained
appropriate
interactions with his
peers.
Total
Earned Reward (Circle
Y or N)
/4
Y
N
/4
Y
N
/4
Y
N
/4
Y
/4
N
Y
N
/4
Y
N
/4
Y
N
Todd puts a “1” in the boxes corresponding to the expectation being achieved during each period.
Teacher puts a “check mark” next to Todd’s number, which indicates agreement between Todd’s self-monitoring and teacher’s
observations.
36
Examples of Different Types of
Schedules You Can Use
Multi-Level Schedule
Multiple levels of earn opportunities are built in across
the day and week or longer. The value of incentives
typically corresponds to the longer the delay. Quick
earned rewards = low value; slow earned rewards =
more valuable
Example: At the end of each period, Tyler earns social
praise and points. At the end of the day, if Tyler earns
90% of his points he can choose something off the daily
incentive list. At the end of the week if he earns 90% of
his points he can have 20 minutes of free choice time at
Sample Reinforcement Schedule
Multi-Level Schedule
• Self Monitoring and Rating: At the end of each
period, Aiden and each teacher rate Aiden’s
behavior on a scale of 1 (Try Again), 2 (Did OK),
3 (Did my Best).
• Aiden receives a bonus point for each accurate
rating.
• The following behaviors are rated:
–
–
–
–
Followed Directions
Used Appropriate language and Volume
Respected personal Space
Used “Power Strategies”
Sample Reinforcement Schedule
Multi-Level Schedule
Maximum of 28 points per period,
for a total of 112 points per day
• Classroom Reward- Any time he earns over 17 points, Aiden
receives a classroom reward for the last three minutes of class.
• Daily Reward- Any time he earns over 68 points, Aiden also earns a
reward that he can choose from a menu of Daily Reinforcers. Daily
Reinforcers include a homework pass (pass cannot be used more
than once for a class within a week), 10 minutes of free time, 10 min
of time to listen to his ipod, 10 minutes on the computer, 10 extra
minutes in auto mechanics, 10 minutes to go to the gym.
• Weekly Reward- Any time he earns over 340 points, Aiden also
earns a reward that he can choose from a menu of Weekly
Reinforcers. Weekly Reinforcers include 15 minutes in the “Wii
Lounge” or 20 minutes to organize tools in Auto mechanics.
Sample Reinforcement Schedule
Multi-Level Schedule
EXPECTATIONS
STUDENT
TEACHER
STUDENT
TEACHER
STUDENT
TEACHER STUDENT
TEACHER
FOLLOW DIRECTIONS
USE APPROPRIATE
LANGUAGE AND
VOLUME
RESPECT PERSONAL
SPACE
USE "POWER
STRATEGIES"
Rating Guide:
3 = Did my best : followed all four the expectations without teacher prompts or reminders
2 = Did ok : followed at least three of the expectations or needed teacher prompts and reminders
1 = Try again: followed two or less of the expectations and needed teacher prompts and reminders
Make the Incentive
System Concrete
• Have written operationalized criteria and
procedures
• Use a tangible exchange
– Points, tickets, tokens…..
• Use Visual Tracking
• Penny board, self monitoring chart, point sheet
Motivators Need to Be Motivating
• Use highly motivating incentives
– Ask the student/observe their preferences
– Offer a pool of choices with varying types of
options:
• Social incentives (e.g., phone call to parents)
• Privileges (e.g., computer time)
• Tangibles (e.g., Tickets to the school
basketball game)
– Change up incentives regularly
Give the Student an Active Role
• The student should have an active role in
the system
– Self monitoring
– Debriefing
– Have the student add the token, mark off the
points, etc.
– Suggesting reward choices
– Choosing the reward when earned
– Incorporate student’s feedback on how it’s
working
TOMMY SCORES!
Reading
Kept my eyes on
my work
Faced forward
with feet still
Total
Spelling
Science
3 - Did my best
3 - Did my best
3 - Did my best
3 - Did my best
2 - Did ok
2 - Did ok
2 - Did ok
2 - Did ok
1 - Try again
1 - Try again
1 - Try again
1 - Try again
3 - Did my best
3 - Did my best
3 - Did my best
3 - Did my best
2 - Did ok
2 - Did ok
2 - Did ok
2 - Did ok
1 - Try again
1 - Try again
1 - Try again
3 - Did my best
1 - Try again
Kept my hands in 3 - Did my best
my desk zone
Asked for help
when I got
stuck?
Math
3 - Did my best
2 - Did ok
3 - Did my best
2 - Did ok
2 - Did ok
1 - Try again
1 - Try again
3 - Did my best
3 - Did my best
3 - Did my best
3 - Did my best
2 - Did ok
2 - Did ok
2 - Did ok
2 - Did ok
1 - Try again
1 - Try again
1 - Try again
1 - Try again
10/12
9/12
1 - Try again
2 - Did ok
1 - Try again
12/12
10/12
BONUS
BOX
40 or more!
41/48
Incentive Systems are
Enhanced By Using:
• Achievable outcomes
• A proactive schedule (i.e., given at a rate
more frequent than the behavior)
• Action words to describe the behavior
• Attentive body language (e.g., eye
contact)
• An encouraging demeanor
• Persistence
• Motivating motivators
Incentive Systems May Be
Inadvertently Undermined By Using:
• Neutral/negative comments (e.g., “You
always do this” or concurrent reprimands)
• Negative body language (e.g., rolling eyes,
huffing)
• Inattentiveness (e.g., doing other work
while giving praise)
• Taking away previously earned incentives
• The same old thing all the time (e.g., the
student looses interest)
Responding to
Occurrences of Behavior
Group Discussion
• Think about a recent situation you
observed where a teacher/staff handled a
situation really well
• Think about a recent situation you
observed where a teacher/staff handled a
situation poorly
Group Discussion
• For each situation:
– What did the person do that was
effective/ineffective?
– Was there a difference in the student's
response?
Strategies to Respond to Behavior
• The behavior intervention plan should
include strategies that guide staff to:
– Attend to emerging situations
– Defuse behavior quickly
– Re-engage the student in the routine
Intervention Goals
• Catch emerging situations early and
quickly
• Circumvent an escalation in behavior
– Prioritize the most important behavior to
address
• Preserve the dignity of the student
• Maintain the instructional program
Start with Your Definition of Behavior
• Refer back to where you defined the
student’s behavior according the
escalation cycle.
• What does the student say and do when
they are:
– Calm
– Show precursor/warning signals
– Peak state
– Calming down
Start with Your Definition of Behavior
• Going forward, you will apply the deescalation techniques within the context of
the specific student’s escalation cycle
• The plan should provide guidance for how
to apply these best practices for a given
student
Attend to an
Emerging Situation
Scan for signals that the
student is having difficulty
• As a proactive practice staff should always be
attending to facial, body language, tone of voice,
compliance signals that indicate a potential
problem is emerging
• The behavior intervention plan should include a
description of key behaviors for the student that
indicate a situation is emerging, such as:
–
–
–
–
–
Head down
Mumbling
Over excited
Not following directions
Depressed or agitated affect
Video Activity
Same Situation-Two Approaches
• Watch the video clip of Michael – first
approach
– What are your suggestions for how the
teacher could improve her response to
Michael?
• Watch video clip of Michael – different
approach
– What did she do this time that you thought
was effective
Attend to the class and keep the
instructional program going
• Focus on the majority of the class first
(and the individual student second)
• Assign an independent, pairs, or small
group activity
• State an expectation for the class (e.g.,
“everyone start the math assignment”)
• Praise students for being engaged
• Walk around the classroom
Attend to Your
Own Emotional State
• The staff response should not be more
disruptive than the behavior
• Use a neutral response (verbal and
nonverbal) – remember it’s not personal
• Know your own tolerance limits and have
a strategy to stay calm or to get assistance
Video Activity
Same Situation-Two Approaches
• Watch the video clip of Jason – first
approach
– What are your suggestions for how the
teacher could improve her response to
Jason?
• Watch video clip of Jason – different
approach
– What did she do this time that you thought
was effective
Defuse Behavior Quickly
The Number One Strategy to
Defusing Behavior
• Use neutral tone of voice, body language,
and affect when interacting with the
student
• Avoid trying to have the last word
The greater the intensity of your response
the greater likelihood behavior will escalate
The more neutral your response
the greater the likelihood behavior will de-escalate
Additional Redirection Strategies
• Speak privately
• Use language that focuses on the
behavior not the student
• Provide the student with options to choose
from
• Engage the student to generate options
• Acknowledge for positive behavior or
choices
• Give the student some space
Additional Redirection Strategies
•
•
•
•
•
•
•
•
•
Change the topic
Use humor to defuse and redirect
Label the student’s emotion
Put a positive spin on your directive
Offer a way for the student to save face
Appear relaxed
Offer a moment to compose or cool down
Provide acknowledgement / empathy statements
Precorrect so the student knows what to do
Video Activity
Same Situation-Two Approaches
• Watch the video clip of Sara – first
approach
– What are your suggestions for how the
teacher could improve her response to Sara?
• Watch video clip of Sara – different
approach
– What did she do this time that you thought
was effective?
Know What Constitutes an
Unsafe/Unmanageable Situation
• Operationally define the behaviors that
constitute an unsafe situation
• Plans for getting assistance should include
•
•
•
•
Who will you get help from?
What will you do with the other students?
How will you prevent injury?
What de-escalation strategies will you use?
When the Behavior is a Safety Issue….
• Ensure that all other prevention and deescalation strategies discussed have been tried
BEFORE making a decision about removing a
student from the area
• Removing a student from class/setting is a “last
resort” measure NOT an intervention strategy
• Ultimately, the goal is always for the student
to remain in class and benefit from
instruction
When the Behavior is a Safety Issue….
• Determine an appropriate location (e.g., office,
guidance, class next door) for the student to go to
– Make arrangements with the receiving location prior to
implementing the plan
– Make arrangements for a possible escort prior to
implementing the plan
• Determine a safe transition process
– Notify key personnel at early sign that the student is
having difficult
– Determine if the student needs an escort
• If yes, contact appropriate personnel for assistance
– Contact the receiving office/teacher to notify of student
arrival
When the Behavior is a Safety Issue….
• Determine strategies to assist the student to calm
down and return to routine
– Ask the student what they need to regroup
– Provide the student with some private space
– Engage the student in making a good decision about their
behavior
– Utilize building supports (e.g., counselor or crisis
interventionist) to facilitate helping the student to calm down
Important Reminder
• If a student is removed from class more
than 2 times following implementation of
the BIP, the team should immediately
reconvene to modify and adjust the plan
Re-Engage the Student in
the Routine
Consider the function
when determining re-engagement strategies
• When the function is to control the
situation motivated try:
– Provide choices
– Use flexible options
– Avoid using ultimatums
• When the function is to get access to a
desired item/event:
– Make a concrete schedule for when it will be
available
Consider the function
when determining re-engagement strategies
• When the function is escape try:
– Changing/modifying the activity
– Reduce the difficulty of a task
– Provide assistance to work through the task
– Provide the student with choices
• When the function is attention try:
– Ask a peer to help the student
– Providing assistance to get started
Across All Situations
• Praise cooperation as soon as possible –
you don’t need to wait until the end of the
next incentive system interval
Video Activity
• Watch the video clip
• Map out the:
– Setting events
– Antecedents
– Behaviors
– Consequences
• What recommendations would make to
this teacher to change how she responded
to problem behavior
Using the hypothesis statement for Kevin make
recommendations about how staff should respond when:
When Kevin… Staff Should….
Fails to follow a
direction after
repeated
instruction
Yells out or talks
very loudly, or
debates with the
teacher
Monitor Progress
and Modify as
Needed
FBPS at the Individualized Tier:
Progress Monitoring
Teacher Consult
Screening (I & RS)
IEP-CST (FBA)
General & Special
Education Intervention
General & Special
Education Intervention
For students with IEPs or
being evaluated for
Special Education
 Informal check-in
with teacher
 Documented
 Documented
progress
progress
monitoring &
monitoring &
implementation
implementation
fidelity with prefidelity with predetermined checkdetermined checkin points
in points
Progress Monitoring
• Monitoring or check in on progress should
occur every 2 weeks until a pattern of
stable improvement is made
• Progress monitoring should ask # key
questions using a variety of information
sources (e.g., data and discussion)
Progress Monitoring Questions
• Are interventions effective?
– Do you see a decrease in unwanted behavior?
– Do you see an increase in desired behavior?
• If interventions are not resulting in
improvements, consider the following
questions…..
Sample:
DBR using a likert score for performance of problem behavior or skill
Daily Behavior Report
Student:
Teacher:
Class:
Directions: For each target behavior or skill; indicate the score that best reflects how the student performed for that day.
Scoring Guide:
0 = Student occasionally engages in this behavior
1 = Student engages in this behavior some of the time
2 = Student engages in this behavior most of the time
3 = student engages in this behavior all of the time
Target Behavior or Skill
Date:
Score for
Day/Period
0-1-2-3
Date:
Score for
Day/Period
0-1-2-3
Date:
Score for
Day/Period
0-1-2-3
Date:
Score for
Day/Period
0-1-2-3
Date:
Score for
Day/Period
0-1-2-3
5 Day Total
/15
/15
/15
/15
/15
Class Wide Sample:
DBR using a likert score for performance of problem behavior or skill
Daily Behavior Report for [Class/Period]
Teacher:
Directions: For each target behavior or skill; indicate the score that best reflects how the student performed for that day.
Scoring Guide:
0 = Student occasionally engages in this behavior
1 = Student engages in this behavior some of the time
2 = Student engages in this behavior most of the time
3 = student engages in this behavior all of the time
Student and
Target Behavior or Skill
Date:
Score for
Day/Period
0-1-2-3
Date:
Score for
Day/Period
0-1-2-3
Date:
Score for
Day/Period
0-1-2-3
Date:
Score for
Day/Period
0-1-2-3
Date:
Score for
Day/Period
0-1-2-3
5 Day Total
Student:
Behavior/skill:
/15
Student:
Behavior/skill:
/15
Student:
Behavior/skill:
/15
Student:
Behavior/skill:
/15
Student:
Behavior/skill:
/15
Progress Monitoring Questions
• Has the intervention(s) had enough
time to work?
– Behavior shaping is a process
Progress Monitoring Questions
• Does the Support Plan address all the issues
pertinent to the function of behavior?
– Do the interventions pass the function test?
– Does the support plan address each part of the
behavior pattern:
•
•
•
•
•
Neutralize or deal with the setting event/underlying issues
Modify antecedent triggers
Teach replacement skills
Build in positive reinforcement
Reduce responses to unwanted behavior
Progress Monitoring
• Are the interventions a good fit?
– Are teachers/staff comfortable with
implementing?
– Are the interventions reasonable to maintain?
– Does the student like the intervention?
– Are parents comfortable with the
interventions?
Progress Monitoring
• Are interventions being implemented
with fidelity?
– Are interventions being implemented
consistently across staff?
– Are interventions being implemented as
designed?
5
4
3
2
1
Scoring
5= I always do this; 4= I mostly do this; 3= I frequently do
this;
2 = I’m inconsistent doing this; 1 = I never do this.
I build in opportunities for Kevin to work with a positive peer
Strategies to Redirect or Defuse Behavior
I continually scan for signals that suggest Kevin is having
difficulty
To redirect behavior without drawing attention to Kevin I:
a.Praise other students
b.Provide the class with a reminder of what the expectations
are
c.Prompt for students to ask questions if they are not sure
what to do
If Kevin continues to have difficulty – I speak with him
privately and:
a.State expectation for the situation and have Kevin
assess whether he needs help following/meeting the
expectation
b.Provide assistance to get him back engaged in the
task
c.Offer choices of handling the work assignment or
social situation to help re-engage him such as:
i.Continue to try the work or take a break and
come back to the work)
ii.Work with a peer or work alone
iii.Work with me or work alone
d.Remind him of how he can get my attention or help
if he needs you.
e.Ask Kevin to offer a solution to the situation, give
him a moment to think about it and then come back
Sample for
Kevin’s
Implementation
Checklist
Before I start an Activity:
Not In
Place
In Place
1.Have an activity planned for Cassie to complete
1
2
3
4
5
1.Give Cassie clear directions.
1
2
3
4
5
1.Check that Cassie understands the direction
1
2
3
4
5
Throughout the Activity:
Not In
Place
In Place
1.Provide Cassie with verbal praise for desired behavior
1
2
3
4
5
1.Provide Cassie with nonverbal praise (e.g., thumbs up and
smiles)
1
2
3
4
5
1.At the end of the activity provide Cassie with social praise
1
2
3
4
5
1.Give Cassie a sticker to put on her chart
1
2
3
4
5
Reward Choices:
Not In
Place
In Place
1.When Cassie has earned 5 stickers provide a choice of
rewards
1
2
3
4
5
1.Provide access to the reward for 2 minutes
1
2
3
4
5
1.At 1 minute 30 seconds provide a transition warning
1
2
3
4
5
1.At 10 seconds have Cassie count down with you and put it
away
1
2
3
4
5
Sample for
Cassie’s
Implementation
Checklist
It is EXPECTED that the BIP
will need “tweaking”
following initial
implementation
More
‘Super’ Strategies
for Promoting
Consistent
Participant &
Implementation
Strategies Shared
Thus Far Include:
• Meeting with your principal
• Model the language and process
• Implement a consistent problem solving
protocol
• Involve everyone in the process
• Support staff in the process
Celebrate Successes
• Why: Focusing attention on what is going well
will create positive forward momentum
• Strategies:
–
–
–
–
–
–
Graph and share data
Celebrate participation
Celebrate successes
Provide lots of positive feedback
Validate what people are doing
Provide public acknowledgement
Sample Thank You Ticket
Educate the School Staff
• Why: to establish a common language
and framework to talk about behavior
issues.
• Strategies:
– Present a basic overview at a faculty meeting
– Work with small groups that allow for
discussion and application
– Use the model presentation that comes with
curriculum
Educate the School Staff
• Between now & the end of the school year
schedule opportunities to present to staff
the “Basics of Behavior” modules
• We’ll review the “Basics of Behavior”
modules with you today
Group Activity
Facilitating
Discussion with
Staff
Group Activity
• Referring to the module your group
was assigned
– Review the content of the module
– Be prepared to describe to the group key
topics covered in the module
– Generate any questions you might have about
how to deliver or share the info with staff
– Generate an activity you might have staff do
during that module’s training
Modules for Staff
Introduction to Understanding
Patterns of Repeated
Behavior Problems
Purpose
• The purpose of this presentation is to
provide you with an introduction to:
– The variables that contribute to patterns of
behavior problems
– What is meant by function of behavior and
why function is ultimately is the key to
implementing effective interventions
– Methods used to gather information
Our School’s Participation in the
PBSIS Initiative
• As you know, we are receiving 2-years of
training and technical assistance support
through the PBSIS initiative
• The training we have, and continue to
receive is helping us to create positive
learning and social environments in our
school
• As we learn new things – we begin to
change our practices
Research Suggests that Schools with
Positive Student Outcomes:
• Prevent behavior by defining, teaching, and
recognizing positive student behaviors
• Intervene quickly when problem behavior
pattern begins to emerge
• Match interventions selected to the underlying
reasons why a pattern of behavior is occurring
To Promote Use of These Three
Key Practices
We are Learning to Implement
the School-Wide Positive
Behavior Support Intervention
Model
School-Wide
Positive Behavior Support
• Is an evidence-based practice
• Addresses a continuum of behavior intervention
needs through multiple intervention tiers
• Is being implemented in more than 14,000 schools
around the United States, including schools in New
Jersey
• Is emphasized by the Federal Department of
Education as a best practice for schools to
implement
Intervention Tiers of School-Wide
Positive Behavior Support
• Tier 1: Universal interventions for all students,
staff, and settings
• Tier 2: Secondary interventions for a small
subset of students with repeated behavior
problems
• Tier 3: Individualized interventions for a few
students with disabilities with the most intensive
behavior support planning needs
Consistent School Wide Expectations,
Recognition, and Procedures
Individualized
Secondary
Universal
Individualized assessment
and intervention for
students with disabilities
Secondary interventions
for students behaviorally
at-risk
Source: Walker, Horner,
Sugai, Bullis, Sprague, &
Bricker (1996)
Part 1:
The Variables that Contribute to
Behavior Patterns
106
A Simple But Common Example
• Context: The student has academic difficulty
(e.g., problems with reading)
• Trigger: The student is given a challenging
assignment (e.g., completing math word
problems independently)
• What Happens: Student engages in off task,
refusal, or disruptive behavior
• The Result Is: Teacher addresses student in
some way (e.g., redirects, gives help, sends to
office)
What Does the Student Learn?
When I am frustrated,
I act out.
When I act out,
Someone comes and helps me
OR
When I act out,
I’m sent out of the room and avoid the work
Understanding Behavior Patterns
• Why do students act out?
– What does it get them?
– What does it get them out of?
• Why is that some students act out and
others don’t?
– What makes a student resilient?
– What places a student at risk of failure?
Understanding Behavior Patterns
• “Problem behavior” (e.g., being disruptive)
is only ONE part of a larger pattern that is
happening
• To really help students, we have to
understand the whole pattern
Understanding Behavior Patterns
Setting
Events
Antecedent
Triggers
The context
And quality of
The student’s
life, for example:
Immediate
events in the
environment
that happen
right before
the student
engages in a
behavior
• Characteristics
of a disability or
medical issue
• Relationships
with adults and
Peers
• Success at
school or other
activities
Sometimes
referred to
as the straw
that breaks
the camel’s back
Behavioral
Response
Consequence
What the
student does
or says
What people
say or do in
response to
the student’s
Actions
Described using
verbs not
adjectives
Maintaining
Also referred
to as the
reinforcement
or payoff for
the behavior
111
Part 2:
Function of Behavior
Understanding Behavior Patterns
• Key Lessons About Behavior
– Behavior – whether positive or negative nets
us a payoff…
• The more a behavior provides us with a desired
outcome, the more likely we are to emit that
behavior again in the future
– Behavior is logically connected to the
environment in which the student is
functioning
Understanding Behavior Patterns
Most behaviors serve one of two functions:
– To get something (obtain)
• Such as: attention, objects, sensory regulation
– To get out/ away from something (escape)
• Such as: tasks, embarrassment, people
• Once we understand the function….we can
come up with interventions
114
Think of it this way:
Problem Behavior is a Symptom
• Negative Life
Experiences
–
–
–
–
–
–
Social failure
Academic failure
Poor self esteem
Loss of control
Limited opportunities
Extensive critique and
very little social praise
• Function Behavior
Serves:
–
–
–
–
Protection
Compensation
Defense
Power and control
The “behavior”
meets a need
Understanding Behavior Patterns
Abigail Example
Setting
Events
•Adults who use
an authoritative
interaction style
•Lacks
confidence
self-doubting
•Scattered,
disorganized
Antecedent
Triggers
•Time to
do work
•Unprepared
•Confronted by
a teacher
•Transitions
•Difficult work
•Given an
ultimatum
Behavioral
Response
•Talks or calls
out
•Asks to leave
•Argues
•Walks away
from teacher
•Says she
won’t do the
work
•Calls peers
names
Maintaining
Consequence
•Verbal
redirection, or
correction
•Calls home
•Loss of points
•Sent to office
•Social
•Attention from
peers
assistance
from staff
116
Understanding Behavior Patterns
• Basically, Abigail engages in problem
behavior because it results in
– Escaping out of work (even if this means
getting a reduced grade on the assignment)
and
– Adult / peer attention (even if this is not always
positive attention)
Understanding Behavior Patterns
• To what extend does looking at the
behavior this way:
– Give you a clear picture of what is happening
with this student?
– Help you relate to the student’s issues?
– Suggest a direction for possible interventions?
118
Understanding Behavior Patterns
• When we have a student engaging in problem behavior
we have to ask ourselves – “Why is the behavior
necessary? What is it that the student needs to resolve
the issue?”
– Stronger social network?
– Skills to handle situations that triggers behavior?
– Improve concept of self and future?
– Improve academic achievement and sense of
competence?
Understanding Behavior Patterns
• So really, intervention planning is
addressing the students needs on two
levels:
– The underlying issues that seem to be causing
the behavior in the first place AND
– The specific variables that are in play when a
behavior incident occurs
• Let’s take a look at what Abigail needs and
how that translates into strategies….
Understanding Behavior Patterns
• Abigail needs supports that…
– builds relationships with adults and provides adults
with strategies to respond to positive and unwanted
behaviors;
– teaches her skills to recognize and handle difficult
situations in socially appropriate ways;
– helps her develop a positive self- concept and
confidence; and
– helps her develop a sense of academic competence
and provides supports for productive participation in
academic activities.
Let’s Look at Interventions that
Match Abigail’s Needs
Neutralize
Setting
Events
•Connect her
with a mentor
who will
provide
encouragement
•Work on
relationships
with teachers
Modify
Antecedent
Triggers
•Modify work
demands
•Modify the
way we
interact with
her
•Add some
structure to
transitions
Teach a
Change How
Replacement we Respond
Behavior
•Organization
skills
•Incentives for
doing well and
•Self monitoring meeting goals
to improve
awareness of •Being less
her actions
obvious in our
responses
•Social skill
when she acts
instruction to
out
target key
122
skills
Intervention Selection: Bottom Line
• Select interventions that:
– Pass the function test
– Use what you already know works
– Address each facet of the behavior pattern
– Match everyone’s (student and staff) comfort
level
– Are easy and efficient to use
– Address the underlying reasons why behavior
is occurring………
123
Part 3:
Methods for Gathering
Information
Problem Behavior = Unmet Need
Our job, collectively, is to figure
out what the unmet need is and
come up with strategies that
resolve the issue for the student
We Have to Collect Some Information
• We use a process called a Functional Behavior
Assessment at which point we learn about:
– Student strengths and conditions that work for the
student
– The frequency and intensity of behavior
– Context information to understand the student’s
perspective (settings events)
– Antecedents that trigger behavior
– How staff and students respond when behavior
occurs (positive and negative consequences)
We Get This Information
Using Multiple Methods
• Observations of the setting and student
• Talking with people who know the student
and are familiar with situations when
behavior occurs
• Talking with the student
• Reviewing the student’s records (e.g., IEP,
conduct referrals, etc.)
• Having team discussions
You May Be Asked to:
•
•
•
•
Complete a checklist or feedback survey
Talk with someone from the team
Participate in a planning meeting
Try out and report back on intervention
strategies
How You Can Help Make
the Process Effective
• Get in contact with us early – before the
behavior becomes a big deal
• Assist us by documenting information
• Ask for help and support
• Suspend judgment and be open minded
• Participate in team meetings/discussions
to come up with strategies
• Be willing to try strategies and stick with it
For More Information
• We encourage you to ask questions and
seek out assistance with a student
• Call, email, or stop by:
[insert personnel info]
Self
Assessment of
Current
Practices
Self Assessment
• Please complete the self assessment tool
provided
• Please provide complete information
• Next spring you will receive an email
prompt to complete a follow up survey
using a survey monkey link
Planning for
Implementation
Group Activity:
Planning for Implementation
• Prepare an agenda and plan for having a
meeting with your administrative team
(including the DSE)
– Provide them with a copy of the materials
(available for you today)
– Review the FBPS/FBA –BIP process
– What is needed to move forward
– How can the administrative team be
supportive
Group Activity:
Planning for Implementation
• Plan for using the “Basics of Behavior”
modules to facilitate discussion with staff
– What forum will be used to facilitate the
discussion?
– What is the timeline for implementing?
Question, Questions,
Questions???
Email us @
[email protected]
For tools visit our website
www.njpbs.org
Click on Resources
Click on Individual Student Planning
(at the top)