Transcript Document

Planning Effective Interventions to
Support Behavior Change
Tracy Schmidt
Clinical Coordinator, CARE Youth Project
Objectives
• To learn the terminology associated with a Behavior
Hypothesis/Summary Statement
• To learn to utilize the Behavior Summary Form to create a
Hypothesis/Summary Statement
• To learn to implement supports and interventions that match
the functionality of the behavior
• To learn to use data tracking forms to monitor behavior
progress
ABC’s of Behavior
Finding the Function of the Behavior
• A= Antecedent
– The events that occur right before the behavior
– Where (routine) and when (trigger)
• B= Behavior
– What is the observable problem
• C= Consequence/Outcome
– The events that occur right after the behavior
Behavior Analysis
Always start with the Behavior
2
Antecedent/Trigger
When this happens
1
Behavior
the student does what
3
Consequence/Outcome
Because why?
Behavior
Determine the WHAT
• Identify the most prioritized problem behavior
• Define the behavior in observable, measurable terms
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The behavior can be seen
The behavior can be counted
The behavior can be timed
The behavior is defined so clearly that it would be
recognizable that it was occurring without any doubts
Behavior
Observable/Measurable Definition
Non-Observable/Measurable
Definitions
Talks when teacher is lecturing, calling
out in a loud voice and singing
Disruptive behaviors
Calls peers names
Inappropriate language
Draws pictures during group work time
Off-task behaviors
Tapping/drumming on desk, looking
around the classroom
Attention problems
Refusal to do work, failure to follow
directions
Non-compliance
Yells “No”, or “You can’t make me”
when given a direction
Defiance
Antecedent
Determine the WHERE and WHEN
• Routines when the behavior is most likely to occur
– Math class, lunch, transitions
• Specific events that trigger the problem behavior
– Academic demand, peer interaction, corrective actions
Outcome/Consequence
Determine the WHY
•
What happens right after the behavior
– What do the adults do?
– What do the students do?
– What happens, or stops happening?
•
In this routine, when this happens (trigger) the student does what (behavior), because
why (outcome)?
– On the playground, when James teases Joanna, she punches him because it makes
him stop.
– In Math, when James is asked to finish his worksheet, he falls on the floor, because
he is sent to his time away area and doesn’t have to complete his worksheet.
– In the transition to recess, James tears pictures off the wall, because the principal is
called and he goes to her office to complete a coloring sheet.
•
What function or purpose is the behavior serving for the student
Functionality
Most Common Functions of Behavior
To Obtain/Get
To Avoid/Escape
Adult attention
Peer interaction
Peer attention
Corrective actions
Social status
Difficult tasks
Preferred activity
Non-preferred activity
Tangible item
Corrective actions
Sensory stimulation
Physical activity
Setting Events
• Events that when present either increase or decrease the
likelihood the student will be triggered
• Events that occur outside of the routine or immediate
environment
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Change in routine
Hunger
Lack of sleep
Lack of medication
Home conflict
Hypothesis/Summary Statement
Routine:
Setting Events
Trigger
When this happens
Therefore, the function is to:
Behavior
the student does what
Outcome
because why?
EUSD PBIS Behavior Summary Form
• Identify the frequency, duration, and severity of the problem
behaviors
• Prioritize one problem behavior
• Determine the routine(s) where the problem behavior is most
likely to occur
• Determine the trigger(s) to the problem behavior
• Determine the setting events
• Identify the outcome(s) to the problem behavior
• Create a Hypothesis/Summary statement
• Identify supports and interventions that align with the function of
the problem behavior
Activity
Using the PBIS Behavior Summary Form to create a
Hypothesis/Summary Statement
Behavior Supports
Supports and interventions should:
• Match the function or the purpose the problem behavior
serves
• Neutralize or eliminate the effects of setting events
• Prevent the problem behavior
• Teach the replacement behavior
• Increase efficacy of the replacement and desired
behavior
Building the Support Plan
Desired Behavior
Outcome
Routine
Setting Events
Trigger
When this happens
Behavior
the student does what
Replacement
Behavior
Outcome
because why?
Building the Support Plan
Setting Event
Strategies
Trigger
Strategies
Behavior
Strategies
Outcome
Strategies
To neutralize
or eliminate
the impact of
setting events
To prevent
the problem
behavior by
making it
irrelevant
To teach a
replacement
behavior that
makes the
problem
behavior
inefficient
To change
the response
to the
problem
behavior to
make it
ineffective
Setting Event Strategies
• Build in separating events to neutralize the effects of the
setting events and decrease the likelihood of problem
behavior
– Change in routine = Create common routine, preemptive
preparation for change in routine
– Hunger = Second chance breakfast, available snacks
– Lack of sleep = Parent conference, assist with home schedule
– Lack of medication = Administer medication at school
– Home conflict = Set-up morning check-in
Trigger Strategies
Prevent the problem behavior
• Change events that set-off the problem behavior to make it
irrelevant
• Provide interventions prior to the behavior occurring
• Provide prompts to support the replacement behavior and desired
behavior
Trigger Strategies
If the behavior is to obtain attention
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Provide attention immediately upon arrival
•
Assign the student leadership roles in the classroom
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Provide frequent, intermittent praise for replacement and desired behavior
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Create individualized reinforcement system
– Class reward contingent on student behavior
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Sanction a designated time for student to obtain attention
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Look for signs that the student is seeking attention and pre-prompt to
replacement behavior
Trigger Strategies
If the behavior is to avoid a task
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Modify assignments to student skill level
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Provide alternative assignments
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Assign the student a peer work partner
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Visually break down the steps of the assignment
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Provide additional instruction
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Recommend additional support for instructional skills
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Look for signs that student is avoiding the task and pre-prompt to replacement behavior
Check in Check Out
An effective intervention strategy for students who would benefit from:
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Initial, positive adult contact
– Morning separating event
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Proactively taught individualized expectations
– Prompts to engage in the desired and/or replacement behavior
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Frequent, positive, adult attention and reinforcement
– Function is to obtain attention
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Embedded social skills coaching
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Positive home-school communication
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Tracking of daily behavior
Check in Check Out
•
Student checks in with an identified adult in the morning
– Positive interaction
•
Adult reviews the point card with the student
– Reminder of school-wide expectations
– Reminder of exact behavior needed to meet goals
•
Student receives frequent feedback on he/she’s behavior throughout the day
– Teacher(s) provide brief, specific, primarily positive feedback on what was done well,
and what needs to be done better after each period of the day
•
Student reviews he/she’s point card with identified adult at the end of the day
•
Student takes the point card home for parent signature
– Increased home-school communication
– Positive feedback from parent
•
Student receives identified reinforcement based on point sheet data
CICO Point Sheet
Points Possible _____
Points Received _____
%of Points _____
Goal Met ______
2 – Every time
1 – With 1 reminder
0 – More than 1 reminder
Student:
Teacher:
Language
Arts
Math
Rotations
Science
Social
Studies
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
1.Be Safe
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Kept hands
and feet to
yourself
Used break
card
2. Be
Respectful
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Raised hand
Used
attention
signal
3. Be
Responsible
•
•
Completed
classwork
Completed
alternate
assignment
Parent Signature
Behavior Strategies
Teach a replacement behavior that gets
the same results as the problem behavior,
rendering the problem behavior inefficient.
Behavior Strategies
If the behavior is to obtain attention
• Teach student how to appropriately obtain attention
– Raise hand
– Non-verbal signal
– Request system
Behavior Strategies
If the behavior is to avoid a task
• Teach student more appropriate ways to ask for help
– Raise hand
– Non-verbal signal
– Request system
• Teach student appropriate ways to avoid a task
– Non-verbal signal
– Break card
– Menu of alternatives
Outcome Strategies
• Change the outcome that has maintained and supported
the problem behavior
• Avoid allowing the problem behavior to pay-off for the
student
• Reward replacement and desired behavior to make the
problem behavior ineffective
Outcome Strategies
If the behavior is to obtain attention
• Provide immediate response if the student appropriately requests
attention
• Provide immediate reinforcement in the form of attention for
desired or replacement behavior
• Minimize the amount of attention given for engaging in problem
behavior
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Have a class plan
Limit verbal interaction
Use a non-verbal signal
Prompt to replacement behavior
Outcome Strategies
If the behavior is to avoid a task
• Provide immediate response if the student appropriately asks
for help
• Provide immediate reinforcement for desired or replacement
behavior
• Allow student to select alternative activity, or request a break
• Ensure that the student can not avoid the task because of the
problem behavior
– Designate a time or mechanism for student to complete the
requested task or use replacement behavior
Reinforcement Strategies
• Identify a system for rewarding the replacement and
desired behavior
– Provide immediate reinforcement
– Utilize non-material reinforcement
– Has to be something the student wants
• Continue frequent and intermittent praise
• Integrate student into universal reinforcement system
Behavior Support Plan
Desired Behavior
Outcome
Routine
Setting Events
Trigger
When this happens
Behavior
the student does what
Replacement
Behavior
Outcome
because why?
Reactive Strategies
What to do when the problem behavior persists
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Prompt the student to switch to the replacement behavior
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Initiate your progressive consequence plan
– Assign a consistent corrective action
• Feasible
• Sustainable
• Does not require student cooperation
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Identify a calming down space
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Contact identified staff member for classroom support
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Remove other students if a safety concern
– Have a pro-active safety plan in place
Reactive Strategies
The safety plan should include:
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What the other students should do
– Determine a class signal
– Identify a location and an activity
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Who is the identified staff member to respond
– Ensure that there is a back-up staff member identified
– Approach the student with a neutral stance
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What should be the prompt given to the student
– Script exact wording
• Ensure problem behavior is not being reinforced
• Avoid re-escalating behavior
– Know the student’s de-escalation strategies
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What is the consistent corrective action
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What is the agreed upon outcome
– What do we want the student to do after he/she deescalates
• Should the student reintegrate
• Should the corrective action be immediately initiated
Data Tracking
• Track the occurrence of the problem, replacement, and
desired behavior
– Determine if the supports and interventions are appropriate
– Determine if the supports and interventions are being
consistently implemented
– Determine if the hypothesized function is correct
– Identify new routines
– Illustrate behavior progress
Contact Information
Tracy Schmidt
[email protected]
www.careyouth.org