Transcript Slide 1

Promoting Social Emotional
Competence
Individualized Intensive
Interventions: Developing a
Behavior Support Plan
3b
CSEFEL
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Agenda
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Introduction to the Topic
Group Discussion: Changing How You View a
Problem
Importance of PBS
Process of PBS Overview
Components of a Behavior Support Plan
Building the Plan: Prevention Strategies
Building the Plan: Teaching New Skills
Skill Instruction Throughout the Day
Responding to Problem Behavior
Effective Teaming & Teaming Logistics
Developing a Behavior Support Plan as a Team
Monitoring Outcomes
When Problem Behavior Returns
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Learner Objectives
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3b
CSEFEL
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Identify the steps of the process of PBS.
In this workshop, you will learn to:
Understand the difference between PBS
and traditional discipline approaches.
Describe strategies that may be used to
prevent problem behavior .
Identify replacement skills that may be
taught to replace problem behavior.
Develop a behavior support plan for a
case study child.
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Promoting Social Emotional Competence
Individualized
Intensive
Interventions
Social Emotional
Teaching Strategies
Creating Supportive Environments
Building Positive Relationships
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“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…….....
……….teach? ………punish?”
“Why can’t we finish the last sentence as automatically
as we do the others?”
Tom Herner (NASDE President, Counterpoint 1998, p.2)
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Importance of Positive Behavior Support
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Process of Positive
Behavior Support
Step 1: Establishing a team and
identifying goals of
intervention
Step 2: Gathering information
(functional assessment)
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Process of Positive
Behavior Support
Step 3: Developing hypotheses
Step 4: Designing behavior support
plans
Step 5: Implementing, monitoring,
evaluating outcomes, and
refining plans
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Hypothesis Statement
•Description of the problem behavior
•Predictors of the problem behavior
•Purpose of the behavior
•Maintaining consequences
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Hypothesis Statement
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Jackson avoids the demands of
activities that he finds difficult
(structured language-based activities,
sharing objects, interactive play) by
resisting or withdrawing. If pushed to
participate, Jackson will react by
throwing objects, screaming, or stating
“shut up.” When Jackson resists, adults
will often give up or allow him to leave
the activity.
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Given 60 seconds, use 4 straight lines to connect all of
the dots without lifting your pen
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Answer
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A box to think outside of:
Child
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T h e re a re m a n y o th e r b o x e s
(v a ria b le s ) to e x p lo re :
C h ild
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Behavior Support
Plan Components
3b
CSEFEL
•Behavior Hypotheses - Purpose of the
behavior, your best guess about why the
behavior occurs
•Prevention Strategies - Ways to make
events and interactions that predict problem
behavior easier for the child to manage
•Replacement Skills - Skills to teach
throughout the day to replace the problem
behavior
•Responses - What adults will do when the
problem behavior occurs
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Observation Vignette #1
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Observation Vignette #2
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Observation Vignette #3
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Prevention Strategies
•What can be done to make problem
behavior irrelevant (how can the
environment be changed to reduce the
likelihood that problem behavior will
occur)?
•Do the selected procedures that fit in
the natural routines and structure of the
classroom or family?
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Prevention Strategies
•Use what works!
•Can be anything that helps the
child not respond to the trigger or
changes the trigger so it does not
cause problem behavior
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Prevention: Choice
•Choice can be offered using
photographs, visuals, or actual objects
•When used as a prevention strategy,
choices must be offered explicitly and
personally to the child
•Choices should represent options of
desirable activities or materials
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Prevention: Safety Signal
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•Make eye contact and gain the child’s
attention
•Provide a warning to the child (e.g., 5
more minutes or 3 more times)
•Give the child several countdowns
(e.g., 2 more times, 1 more time, all
done)
•State the ending activity and activity to
follow (“5 more minutes, then cleanup”)
•Use visuals, photos, or object to
represent next activity
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Safety Signal
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Prevention: Visual Schedule
•Use photos or line drawings
•Depict the major activities or steps of
an activity
•Assist the child in removing the visual
once the activity is complete
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Mini Schedule
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Mini Schedule
First
Then
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Prevention: Visual
Activity Analysis
• Provide visuals of the steps used
within an activity (e.g., art project)
• Child can use the visuals to complete
activity independently
• Some children may need to remove
each visual when steps are completed
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Activity Analysis Using Clip Art
Washing Hands
1
Wet hands.
2
Get soap.
3
Wash hands.
4
Dry hands.
5
Throw away.
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Prevention: Visual Guidance
• Provide visuals for children that
highlight boundaries
• Use feet for line-up (each child stands
on a set of footprints), carpet squares
for circle time, mats for block
structures
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Visual Guidance
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Activity Turn Taking Cue
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Prevention: Activity
Arrangement
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•Arrange activities so that child
understands steps
•Have all materials accessible to
eliminate wait time
•Demonstrate activity before prompting
child to begin
•Break down activity to accommodate
differing developmental levels
•Use partial participation, promote the
participation of children who may only
be able to do one part or one step
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Prevention: Materials
Accommodation
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•Arrange activities to provide
accessible materials and decrease
child frustration
•Provide enough materials for # of
children in activity; provide same
materials for toddlers (same color,
same type)
•Provide adapted materials (e.g.,roller
paints, special scissors)
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Materials Accommodation
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Prevention: Scaffolding
Interactions
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•Move into play situation
•Interpret need of child with challenges (e.g.,
“Billy, do you want to build?”)
•Assist the child with turn-taking or peer entry
(“Joey, can Billy build on the Lego table?”)
•Continue with questions or instructions until
children begin playing. Try to be minimally
intrusive; only do what is necessary
•Move out of situation as soon as possible
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Escape (e.g., activity, demands, social interaction)
PREVENTION STRATEGIES
•Modify task length, modify
expectations
•Modify materials
•Modify instructions, modify
response mode
•Break task down
•Provide choice
•Modify seating
arrangements
•Reduce distractions
•Provide activity schedule
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 Select
reinforcer prior to
activity
 Incorporate
 Use
child interest
timer
 Self-management
 Provide
 Add
system
peer supports
manipulatives
 Provide
visual supports
 Follow
least preferred with
most preferred
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Obtain (e.g., attention, object, activity)
PREVENTION STRATEGIES
•Modify task length, modify
expectations
•Modify materials
•Modify instructions, modify
response mode
•Provide more frequent
attention/reinforcement
•Activity schedule
•Contingency for activity completion
•Schedule time with adult or peer
•Schedule access to desired
object/event
CSEFEL
• Choice of activity, material,
and/or partner
•Peer support
•Provide frequent offers of
assistance
•Promote active participation
•Add manipulatives
•Incorporate child interests
•Use timer, alarm to delay
reinforcement
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Behavior Support
Plan Components
3b
CSEFEL
•Behavior Hypotheses - Purpose of the
behavior, your best guess about why the
behavior occurs
•Prevention Strategies - Ways to make
events and interactions that predict problem
behavior easier for the child to manage
•Replacement Skills - Skills to teach
throughout the day to replace the problem
behavior
•Responses - What adults will do when the
problem behavior occurs
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Teaching Replacement Skills
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CSEFEL
•Teach alternative behavior to problem
behavior
•Replacement skills must be efficient
and effective (i.e., work quickly for the
child)
•Consider skills that child already has
•Make sure the reward for appropriate
behavior is consistent
•Teach replacement skills during time
the child is not having problem
behavior; teach throughout the day
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Behavior Equation
Child asked
to join circle
Child
screams
and resists
Child asks
for break
Teacher lets
child out of
activity
Teacher lets
child out of
activity
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Replacement Skills Picture Cues
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Replacement Skills Cue Cards
3b
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Teaching Request Help
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Social Stories
3b
CSEFEL
•Social stories provide a script for the
child about social situations and
expectations
•The story is written from the child’s
perspective
•The story includes descriptive,
perspective, and directive sentences
•The story must match the child’s
symbolic and receptive communication
level
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Teaching New Skills with Social Stories
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Social Skills Instruction
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•Determine skill to be taught, be
specific (what does the behavior look
like?)
•Ensure that opportunities to teach and
practice the skill are available
•Decide on method of instruction (e.g.,
role play, prompt and praise, etc.)
•Teach skill
•Provide opportunities to practice skill
•Reinforce skill use in natural contexts
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Self-Management
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•Identify an observable behavior that child will
self-manage
•Visually display behaviors for the child
•Provide instruction to the child on the
targeted skill
•Give child a mechanism to monitor
engagement in the behavior through a
checklist or chart
•Provide positive attention to the child for
engaging in the behavior and using the selfmonitoring system
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I Can Be a SUPER
FRIEND!
Created for Tim by Lisa Grant & Rochelle Lentini
2002
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I like talking and playing
with my friends
at school.
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Sometimes, I want to play
with what my friends are
playing with.
When I play, I sometimes feel like taking toys,
using mean words, or hitting and kicking.
My friends get sad or mad
when I hit, kick, use mean
words, or take toys.
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I can join my
friends and play nicely.
CUE CARDS
I can take
turns nicely.
“Stop” is glued onto one
side of the cue cards.
“The Replacement Skill
Cue” is glued onto the other
side of the cue cards.
(Cut-out and place pictures on a
ring, up-side-down to each other,
so that they can easily be flipped
over and read. Cards are about 2”
x2” in size.)
I can go
with the flow.
I can stop,55
think, and do.
I CAN BE A SUPER FRIEND
I can join my friends and play nicely.
________
I can take turns nicely.
________
I can go with the flow.
________
I can stop, think, and do.
________
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DATE: ___________
Teaching Social Skills
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Teaching Replacement Skills
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•Teach alternative behavior to problem behavior
•Replacement skills must be efficient and
effective (i.e., work quickly for the child)
•Consider skills that child already has
•Make sure the reward for appropriate behavior
is consistent
•Teach replacement skills during time the child is
not having problem behavior; teach throughout
the day
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SKILLS MATRIX
Time/Activity
request
teacher
attention
colors
Arrival
/ hug
hello
/want
turn
/show me
play w/ me
/
/
/
/help me
/
/
Planning
Centers
Clean-up
Washing
Hands
Snack
Outside Play
3b
/want
more
/want
help
show me
play w/me
counting
recognize
name
/
/
/
/
/
/
/
/
/
Washing
Hands
Small Group
CSEFEL
/show me
want turn
/
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Escape
(e.g., activity, demands, social interaction)
REPLACEMENT SKILLS
•Request break
•Set work goals
•Request help
•Follow schedule
•Participate in routine
•Choice
•Self-management
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Obtain
(e.g., attention, object, activity)
REPLACEMENT SKILLS
•Follow schedule
•Participate in routine
•Self-management
•Request help
•Teach delay of reinforcement
•Request attention
•Choice
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Behavior Support
Plan Components
3b
CSEFEL
•Behavior Hypotheses - Purpose of the
behavior, your best guess about why the
behavior occurs
•Prevention Strategies - Ways to make
events and interactions that predict problem
behavior easier for the child to manage
•Replacement Skills - Skills to teach
throughout the day to replace the problem
behavior
•Responses - What adults will do when the
problem behavior occurs
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Response to Problem Behavior
3b
CSEFEL
•Select procedures that will make
problem behavior ineffective
•Make sure rewards for
appropriate behavior equal or
exceed rewards for problem
behavior
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Escape
(e.g., activity, demands, social interaction)
RESPONSES TO PROBLEM
BEHAVIOR
•Redirect/cue to use
appropriate “new replacement
skill” and then allow escape
•Cue with appropriate
prevention strategy
•State “exactly” what is
expected
•Offer alternatives
Use
“wait-time”
Praise/reinforce
when
replacement skill is
performed
Respond
in a way that
does NOT maintain
problem behavior
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Obtain (e.g., attention, object, activity)
RESPONSES TO PROBLEM BEHAVIOR
•Redirect/cue to use
appropriate “new
replacement skill”
•Cue with appropriate
prevention strategy
•State “exactly” what is
expected
•Offer choices
•Use “wait-time”
•Praise/reinforce when
replacement skill is
performed
•Respond in a way that
does NOT maintain
problem behavior
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Safety-net Procedures
3b
CSEFEL
•If a child is in danger of harming himself or others, you
must first be concerned about safety
•You may hold a child or remove a child from the
situation to keep children safe
•Safety-net procedures may be planned for children who
have a history of dangerous outbursts
•Safety-net procedures only keep children safe, they do
not change behavior.
•Safety-net procedures are only appropriate when there
is also a full behavior support plan or intention to
develop a plan
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Effective Teaming
3b
CSEFEL
•All team members (staff/family)
participate in plan development
•All help with development of plan
components/material creation
•All follow through with implementation
•All monitor, give feedback, and make
amendments to the plan
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Team Meeting Logistics
3b
CSEFEL
•Meet in comfortable location
•Meet at times convenient for the family
•De-jargon the process
•Use room arrangement to facilitate equal
exchange
•Be clear about starting and ending times
•State goals and agenda for the meeting at
the beginning
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Building a FamilyCentered Team
•Use facilitation techniques to
promote active participation (e.g.,
round robin, group graphics)
•Ask family and other team
members to identify routines and
activities that are problematic
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Developing a Behavior
Support Plan
3b
CSEFEL
•Must be linked to functional
assessment
•Must include all components
•Must “fit” with the abilities,
routines, and values of caregivers
•Must have “buy-in” from the team
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Support Plan Development
•Use chart paper to analyze
problem behavior in routines,
activities, or interactions
3b
CSEFEL
–Identify the basic equation
(trigger,behavior, maintaining
consequence) of the problem
behavior and write on the chart
paper
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Triggers
Circle times
begins; child
asked to sit
Behaviors
Pulls away,
cries, hits
Maintaining
Consequence
Adult lets him
leave
Function:
Preventions
New Skills
New Responses
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Support Plan
Development (cont.)
Identify the Function of the Problem
Behavior and Write on Chart Paper
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CSEFEL
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Triggers
Circle times
begins; child
asked to sit
Behaviors
Pulls away,
cries, hits
Maintaining
Consequence
Adult lets him
leave
Function:
Escape
Preventions
New Skills
New Responses
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Support Plan
Development (cont.)
Brainstorm Prevention Strategies
•Strategies to make routines or activities
easier for the child
•Strategies to soften the triggers
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Triggers
Circle times
begins; child
asked to sit
Behaviors
Pulls away,
cries, hits
Maintaining
Consequence
Adult lets him
leave
Function:
Escape
Preventions
New Skills
New Responses
• Choice
•Visual activity
schedule
•Manipulatives
•Intermittent
praise
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Support Plan
Development (cont.)
Brainstorm ideas about what new skills
should be taught to replace problem
behavior; write new skills on chart
3b
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Triggers
Circle times
begins; child
asked to sit
Behaviors
Pulls away,
cries, hits
Maintaining
Consequence
Adult lets him
leave
Function:
Escape
Preventions
• Choice
•Visual activity
schedule
•Manipulatives
•Intermittent
praise
New Skills
New Responses
•Request “all
done”
•Increase
duration of
engagement
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Support Plan
Development (cont.)
Brainstorm ideas about how to respond to
problem behavior when it occurs; write
new responses on chart
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CSEFEL
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Triggers
Circle times
begins; child
asked to sit
Behaviors
Pulls away,
cries, hits
Maintaining
Consequence
Adult lets him
leave
Function:
Escape
Preventions
• Choice
•Visual activity
schedule
•Manipulatives
•Intermittent
praise
New Skills
New Responses
•Request “all
done”
•Anticipate “all
done” and cue
•Increase
duration of
engagement
•Redirect to “all
done” & release
•Praise for
sitting longer
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Support Plan
Development (cont.)
3b
CSEFEL
•Review plan ideas; eliminate
pieces that don’t fit or are difficult
for team to do
•Review entire plan; emphasize
that each column is necessary
•Repeat process for other routines,
settings, or behavior functions
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Behavior Support Plan
Development Tips
3b
CSEFEL
•Develop plan using plain language
•Develop mini-plans for difficult routines
•Make sure plan will fit with
routines/activities/values of family/teaching
staff
•Develop action plan of who will produce what
components needed to implement the plan
•Design components that are easy to use,
easy to remember
•Plan must accommodate competing demands
on teaching staff/family
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Action Planning Form
Child Name: Cassie
Program: Village Pre-K
Date: 10-11-02
Team members: Mrs. Wilson (paraprofessional), Ms. Little (teacher), Mrs. Pope (parent), Mrs. Lentini
(consultant)
Planning Objectives: Develop behavior support plan materials to assist Cassie at home and in preschool
Need
1. Laminated
plan steps for
home and
classroom use
Action Steps
A. Write out steps, get
approval.
B. Develop laminated plan
charts (2 copies for home
and 2 copies for school)
C. Develop 4 mini-plans to
address transition issues.
Must be small enough to fit
in pocket.
Person
Responsible/
Date
Ms. Lentini by
10/24
Follow Up
Share with
groups
By 10/28
Send home in
backpack
By 10/28
Send charts
home in
backpack
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Need
2. Develop
checklist to
monitor
outcomes
Action Steps
A. Develop checklist to
monitor tantrums, use of “all
done,” and overall daily
affect.
Person
Responsible/
Date
Follow Up
Ms. Little by
10/24
By 10/24
B. Share draft with team
C. Make edits and distribute
copies to team.
By 10/28
D. Check in to see if it is
being used
11/15
Send copies
home in
backpack
Ms. Pope will
bring completed
charts to the
classroom.
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Need
3. Visual for
circle time
Action Steps
A. Develop two visuals for
circle time
Person
Responsible/
Date
Follow Up
Ms. Wilson by
10/28
B. Laminate and Velcro
4. First/Then
visuals for
transitions
A. Develop 4 First/Then
visuals (two for school and
two for home)
Ms. Pope by
10/28
School copies
will be dropped
off with Cassie.
B. Laminate and Velcro
C. Identify basic pictures
for each environment
Talk with Ms.
Little after
school on 10/24
D. Make and laminate
pictures
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Plan Implementation
3b
CSEFEL
•Teach classroom staff/family – review
strategies, demonstrate or guide,
provide reinforcement (not criticism)
•Design supports that help the adult
remember the plan
•Be cautious about extinction bursts –
offer support, availability
•Ask for time, assure classroom
staff/family that you are committed to
creating a plan that will work
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Working as a
Collaborative Team
3b
CSEFEL
•Assign roles
•Determine agenda and time for
meetings
•Ensure group participation
through facilitation and
participatory processes
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Roles
•Facilitator – person who
guides group in stating
agenda, work goals, time
allocation
•Recorder – person who
writes down the discussion
•Time Keeper – Person who
tracks time and warns when
agenda item is ending
3b
CSEFEL
• Reporter – person who
shares group information,
makes presentation
– person who
provides feedback to group
members
Encourager
– person who
asks the question “what do
you mean when you say
‘gobbley-gook’” and helps the
group with communicating
clearly
Jargon-buster
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Case Study Group Instructions
3b
CSEFEL
•Assign roles
•Review child description
•Review hypotheses
•Review observations
•Review interview
•Develop a support plan (which includes a
plan to teach the replacement skills)
•Report to group
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Process of Positive
Behavior Support
Step 1: Establishing a team and identifying
goals
Step 2: Gathering information (functional
assessment)
Step 3: Developing hypotheses (best guess)
Step 4: Designing behavior support plans
3
Step 5: Implementing, monitoring,
evaluating outcomes, and refining
b
plan
CSEFEL
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Monitoring Outcomes
3
•Identify outcomes valued by the team
•“KIS it” (Keep It Simple) Create
simple, user-friendly forms to monitor
outcomes (e.g., rating scales, check
sheets)
•Monitor implementation of the plan
•Schedule dates for check-ins and
evaluate the effectiveness of the
b support plan
CSEFEL
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Ben’s Playtime
4=Laughing, stayed
3=Cooperated,
stayed briefly
2=Fussed, took several turns
1= Cried, refused to play
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
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Amy’s Difficulties
Week of _____________
Monday
Tuesday
Wednesday
Thursday
Friday
Arrival 0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
Circle 0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
Nap 0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
Clean-up 0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
Average Average
Score Score:
3
Average
Score:
2.2
Average
Score:
1.4
Average
Score:
1.4
Average
Score:
.8
Other:
_Bus Ride_
Rate the problem behavior:
0=no problems, 1 = whining, resisting , 2= screaming, falling on floor,
3=screaming, hitting, other aggression
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Average Aggression
Child’s Name: ______________
Week of: _________________
Check the number of times the child is aggressive during the activity. Aggression
includes: hits, pinches, pulls hair, bites, kicks, & scratches.
Activity
Mon.
Tues.
Wed.
Thurs.
Fri.
Average
Arrival
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___510times
___10-15
___15-20
___+20
Circle
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
Lunch
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
Average
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
___15-20
___+20
___0 times
___1-5 times
___5-10times
___10-15
94
___15-20
___+20
Average Duration
Child’s Name: ______________________
Behavior: ____sitting______
Week of: _________________ Average Duration for Week: ___9_____ minutes
Starting from the bottom, shade the number of boxes that represent the length of the
target behavior. Each box represents TWO minutes.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
30
30
30
30
30
30
30
28
28
28
28
28
28
28
26
26
26
26
26
26
26
24
24
24
24
24
24
24
22
22
22
22
22
22
22
20
20
20
20
20
20
20
18
18
18
18
18
18
18
16
16
16
16
16
16
16
14
14
14
14
14
14
14
12
12
12
12
12
12
12
10
10
10
10
10
10
10
8
8
8
8
8
8
8
6
6
6
6
6
6
6
4
4
4
4
4
4
4 95
2
2
2
2
2
2
2
Peer Interaction
Child’s Name: ______________
Observer: ___________________
Check yes (Y) or no (N) at time one (T1) and time two (T2) to indicate whether
the child is interacting with a peer at the time of observation.
T1 and T2 observations should be at least 5 minutes apart.
Activity
Date:____ Date:____ Date:____ Date:____ Date:____
Centers
T1:
x_Y
__N
T2:
__Y
x_N
T1:
__Y
__N
T2:
__Y
__N
T1:
__Y
__N
T2:
__Y
__N
T1:
__Y
__N
T2:
__Y
__N
T1:
__Y
__N
T2:
__Y
__N
Lunch
T1:
__Y
x_N
T2:
__Y
x_N
T1:
__Y
__N
T2:
__Y
__N
T1:
__Y
__N
T2:
__Y
__N
T1:
__Y
__N
T2:
__Y
__N
T1:
__Y
__N
T2:
__Y
__N
Outside
T1:
__Y
x_N
T2:
x_Y
__N
T1:
__Y
__N
T2:
__Y
__N
T1:
__Y
__N
T2:
__Y
__N
T1:
__Y
__N
T2:
__Y
__N
T1:
__Y
__N
T2:
__Y
__N
Ratio: __2__#yes
_____#yes
__6__total # ____total #
observed
observed
_____#yes
____total #
observed
_____#yes
____total #
observed
_____#yes
____total #
observed
96
Play Behavior
Child’s Name: _________________ Week of: _________ Time: ___:___--___:___
Indicate play behavior at the beginning, middle, and end of each play period.
Summarize play behavior by placing totals in summary column.
Day/Activity
Date:_________
Activity:_______
Date:_________
Activity:_______
Date:_________
Activity:_______
Beginning
Middle
End
Summary
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
___Not playing
___Play with toy
alone
___Play with toy
with peer
Weekly Total
___Not Playing
97
___Play with toy alone
___Play with toy with peer
Example of Support Plan Checklist
Jackson’s Support Plan Implementation
Personal prompts are provided to Jackson that are
composed of a concrete object or picture. Pictures are used
when Jackson is reluctant or resistant to transitioning.
Yes
No
Sometimes
Choices are provided through pictures or concrete objects
within activities.
Yes
No
Sometimes
Directions are given to Jackson after first gaining his
attention, and then using a confident tone of voice.
Yes
No
Sometimes
Before a transition occurs, Jackson is prepared by warning
Yes
him of the next activity. Warning should occur in two or three
steps (e.g., “In two minutes it is clean-up, cars will be put
away.” And then later, "Jackson, one minute to clean-up." and
finally "Jackson time for clean-up. Put cars away"). Pictures
should be used of the next activity if Jackson is resistant.
No
Sometimes
In situations that involve a wait or taking turns, the adult will
inform Jackson of the order. The adult will tell him, "Jackson,
you will be number ___. ___ is first and then you." If
Jackson interrupts, the adult should state, “Just a minute
(while holding out hand). ___ is now and then you.”
No
Sometimes
Yes
98
Example of Support Plan Checklist
Jackson’s Support Plan Implementation (cont.)
In play, the adult teaches Jackson to play with peers by
moving into his play and mediating social interactions. The
adult should cue Jackson on turn-taking or ways to expand
play schemes.
Yes
No
Sometimes
If Jackson begins to become hurt, frustrated, or upset, the
adult may suggest that Jackson move to the comfort area.
Visual symbols may be used by Jackson to help him label
his feelings. Directions to move to the comfort area should
be supportive, not a punishment.
Yes
No
Sometimes
Adults should be watchful of interactions that may turn
volatile. If Jackson begins to yell or grab toys, the adult
should intervene using a soft tone of voice and supportive
posture. State for Jackson what he is feeling, "Jackson is
getting angry. Tell me what happened." Then the adult
should guide him through a problem resolution or suggest
to Jackson that he can take a break.
Yes
No
Sometimes
99
Example of Support Plan Checklist
Jackson’s Support Plan Implementation (cont.)
If Jackson mumbles or appears to be anxious about an
activity or direction, the adult should guide Jackson to
express himself. The adult can interpret his actions as
communicative, ask for clarification ("tell me more"), or
repeat what he has said and ask for more clarification (e.g.,
"you are telling me Joey has the blue car, tell me more").
Yes
No
Sometimes
Adults use social stories to assist Jackson with
understanding the expectations of activities, social cues,
and new routines or rules.
Yes
No
Sometimes
The adult provides Jackson with positive feedback about
engagement and appropriate behavior frequently (about
every 15 minutes) throughout the day.
Yes
No
Sometimes
100
Example of Support Plan Checklist
Jackson’s Support Plan Implementation (cont.)
The adult places a language label on what he is Yes
expressing.
No
Sometimes
The adult cues Jackson using simple language
and/or pictures (e.g., "sit in chair, get paper,
choose a marker”).
Yes
No
Sometimes
The adult may use the choice option card to
guide him in coping with the situation.
Yes
No
Sometimes
The adult may offer the comfort area and then
guide Jackson to select the visual that
facilitates his expression of the emotion.
Yes
No
Sometimes
101
When Problem
Behavior Returns
3b
CSEFEL
•First,
–Review plan and make sure it is
being implemented as planned
–Review evaluation data to determine
if the pattern is an extinction burst
(worse before it gets better)
–Examine events to see if there are
new triggers for behavior
102
When Problem Behavior
Returns (cont.)
3b
CSEFEL
•Then,
–Restore support plan and
implement with fidelity; or
–Continue plan through extinction
burst; or
–Add components to plan to address
new triggers; or
–Conduct a new functional
assessment and develop new
support strategies
103
PBS Quiz: How to Play
the Game
1. Designate recorder and
announcer
2. Listen to question and determine
your answer
3. Recorder writes down answer
3b
CSEFEL
4. Announcer stands up and waits
to be called on (does not show
the answer)
104
Summary
3b
CSEFEL
•Behavior support plans are developed
by a team
•The support plan must include
prevention strategies, replacement
skills, and new ways to respond to
problem behavior
•Behavior support efforts are ongoing,
and outcomes must be monitored
105