Transcript What Do I Do Next?

Strategies to Teach Replacement Behaviors
Escape
(e.g., activity, demands, social interaction)
 Sample Prevention Strategies
 Modify expectations, materials, instructions, seating
arrangements, ways child is expected to respond, and
etc. to reduce the need for escape
 Use choice, manipulatives, peer support, child interests,
etc. to reduce child desire to escape
 Reduce distractions or competing events, materials, etc.
that may contribute to desire to escape
Escape
(e.g., activity, demands, social interaction)
 Sample Prevention Strategies (continued)
Use visual supports, activity schedules, social
stories, timers, first/then boards, selecting
the reinforcer prior to activity, etc. to support
child to engage in undesired activity,
interaction, or demands
 Use self-management to assist child in
completing difficult activities or approaching
avoided social interactions
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Escape
(e.g., activity, demands, social interaction)
 Possible Replacement Skills
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Request break
Set work goals
Request help
Follow schedule
Participate in
routine
Choice
Self-management
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Say “No”
Say “All done”
Identify and express
feelings
Use supports to follow
rules
Anticipate transitions
Escape
(e.g., activity, demands, social interaction)
 Possible Responses To Challenging Behavior
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Redirect/cue to use
appropriate “new
replacement skill” and
then allow escape
Cue with appropriate
prevention strategy
State “exactly” what is
expected
Offer alternatives
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Use “wait-time”
Praise/reinforce when
replacement skill is
performed
Respond in a way that
does NOT maintain
challenging behavior
Obtain
(e.g. attention, object, activity)
 Sample Prevention Strategies
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Modify activities, materials, instructions, repsonse
mode, task length or other modifications that will
reduce need to request help
Provide peer support, scheduled interaction with adult,
more frequent attention or other strategy to reduce
need to request attention
Use activity schedule, social stories, visual schedules,
or scripts to provide child with information on when
access to desired object, event, interaction, or activity
will occur
Obtain
(e.g. attention, object, activity)
 Sample Prevention Strategies (continued)
Use completion contingency, first/then
schedules, etc. to support child in
understanding when access will occur
 Use choices, manipulatives, child interest, etc.
to distract or support child during times when
access can not be provided
 Use timers or reinforcement delay signal to let
child know when access to activity, object,
attention, etc. will occur
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Obtain
(e.g. attention, object, activity)
 Possible Replacement Skills
Follow schedule
 Participate in
routine
 Self-management
 Request help
 Teach delay of
reinforcement
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Request attention
 Choice
 Ask for a hug
 Ask for a turn
 Ask for item
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Obtain
(e.g. attention, object, activity)
 Possible Responses To Challenging Behavior
Redirect/cue to use
appropriate “new
replacement skill”
 Cue with appropriate
prevention strategy
 State “exactly” what is
expected
 Offer choices
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Use “wait-time”
 Praise/reinforce when
replacement skill is
performed
 Respond in a way that
does NOT maintain
challenging 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
Prevention: Social Stories
 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
Prevention: Self-Management
 Identify an observable behavior that the 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 self-monitoring
system
Teaching Replacement Skills
 Teach alternative behavior to
challenging 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
Functional Equivalence
 Identify an acceptable way that the child can deliver
the same message
 Make sure that the new response is socially
appropriate and will access the child’s desired outcome
 Teach the child a skill that honors that function of the
behavior (e.g., if child wants out of activity, teach child
to gesture “finished”)
NOW WE TEACH!
“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
Behavior Management Guidelines
 Redirect
 Simplify task
 Change the environment
 Teach communication alternative
In the Beginning
 Teach the rules
 Define vague or abstract terms
 Respect
 Listening
 Appropriate
 Practice understanding
 Reinforce
Theory of Mind
 A lack of understanding that other people have their
own plans, thoughts, and points of view
 Central coherence – the ability to get the gist
 An egocentric view of the world
Teacher Attention
 Ask: Does the student know how to gain
attention?
 Direct instruction in how to access attention from the
teacher or other adults
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Social scripts
Power Cards
 Initially, must reinforce every time correct
procedure is followed.
 Then, increase time between reinforcement.
Social Scripts
 Target one behavior at a time
 Personal to that student
 Use pictures and an appropriate reading level
 Tells exactly what we want the student to do and say
 Teaches the desired behavior
Using Polite Words
I am in kindergarten and I am learning how
to act at school.
I need to use my polite words.
Sometimes my teacher tells me to do
something.
OK
When my teacher tells me to do something,
I will say, “OK.”
Sometimes I may bump into one of my
friends.
Excuse Me
When I bump into one of my friends, I will
try to say, “Excuse me.”
No, thank you.
If I do not want to do something, I will try to
say, “No thank you.”
Please
When I want something I will try to say,
“Please.”
Everyone is happy when I use my polite
words.
Power Cards
 Presents a short scenario, written in first person
 Describes how the child’s “hero” solves a problem
 A small card, the POWER CARD, recaps how the
child can use the same strategy to solve a similar
problem
Power Card
1. Stop
& take a deep breath
2. Ask an adult if you can go to
a quiet area to have a few
minutes to calm down.
3. Talk to an adult, like a
teacher, and work on a
solution.
Visual Cues
Peer Attention
 Allow time to “teach” the
class
 Read to younger
students
 Magic
 Teaches the importance of
attention to speaker
 Builds self-esteem
 Can be used as a reinforcer
for appropriate behavior
Reinforcement for Attention
 Time with preferred person
 Use a timer
 Let student drive conversation
 Make an appointment
 Student insists on taking instructional time with
extra information
 Let student know you are interested and make
appointment at lunch, recess, before school, etc
Attention cont’d.
 Set up instructional situations where there are
opportunities for frequent attention
 The reporter for group work
 Journaling
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Must trust that preferred adult is the only one reading the
entries
Privacy Circles
Conversation Topics
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The weather
Clothes (outer)
Underclothes
Your health
The other person’s health
Space and planets
People you like
Your religion
The other person’s religion
Food
 Your or someone else’s skin
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rash
The cost of the other
person’s car
Your menstrual period
Your address and phone
number
Your family’s income
The other person’s bad
habits
Family arguments
Homework/schoolwork
Escape
 Direct instruction in reasonable methods for
terminating an activity or demand.
 Differentiating instruction
 Varying small group & large group instruction
 Learning Style Inventory
 Student Interest Survey
 First/Then
Escape Due to Academic Difficulties
 Inconspicuous ways to ask for help
 Use of special interests to teach concepts
 Behavioral momentum
 Compliance with a low probability request persists
when preceded by the high probability sequence
 First must determine which requests have a high
probability of compliance
Reinforcers for Escape
 Time away from demands or undesired tasks
 Time in a location where no demands are
placed on person
Tangible
 Gain access to an item or activity
 Usually relates to students with developmental
disabilities
 Gain power & control
 Leads to power struggles between student &
teacher/parent
 Maybe “saving face” behaviors
 Feeling a lack of power and control over anything in
their life. Victim of circumstances
Strategies for Power Issues
 Avoid asking questions
 Are you ready to read?
 Wouldn’t you like to finish your math?
 Limit verbal interaction
 Set limits
 Clear
 Concise
 Enforceable
 Reasonable
Strategies cont’d.
 First/Then
 What if? Chart
 Positive Antecedent Strategies
 Encouragement
 Structuring Incentives
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“Students who are in their seats when the bell rings can
choose where they sit tomorrow.”
Everyone who has their class work completed gets one free
homework ticket
Strategies cont’d.
 Hype
 “Wow! I’ve got a ten minute free computer time for
anyone earning 90% or better on the quiz. I’ve loaded a
really great game so let’s see who gets to try it out first.”
 Mystery Motivators
 “Sure I Will”
 Use more Dos than Don’ts
Strategies cont’d.
 Allow for choices
 Younger children – teach Red & Green Choices
 “You can work on this assignment now, or during
lunch.”
 Group contingencies
 Lottery
 Compliance Matrix
Settling an Argument!
Visual lists and reminders help
Reminders &
Checklists
Coping Skills
 Teaching Feelings
 The Incredible 5-Point Scale
 A “5” Could Make Me Lose Control
 Relaxation Techniques
 Journaling
 Cartooning
Expressing
Feelings &
Needs
The Final Word
It is not fair to expect anyone to exhibit a behavior which
has never been taught.
The key to changing inappropriate behaviors is replacing
them with appropriate behaviors that serve the same
function.
“If the intervention fails… you
don’t blame the kid…
You blame the plan.”
Lucllle Eber