Transcript PBI and IDEA 2004

Positive Behavioral Interventions
and IDEA 2004:
New opportunities for teaching and learning
PACER Executive Director: Paula F. Goldberg
ALLIANCE Co-Directors:
Sue Folger
Sharman Davis Barrett
Technical Assistance ALLIANCE for Parent Centers
National Technical Assistance Center
PACER Center, Inc.
8161 Normandale Blvd.
Minneapolis, MN 55437
Ph: (888) 248-0822
E-mail: [email protected]
Web site: www.taalliance.org
Written by: Dixie Jordan
©PACER Center, 2006
There is logic behind the behaviors of children. Our
challenge is to understand its context
PACER Center, Inc., 2006
Teach or
re-teach the
behavior
Provide
Meaningful
Incentives
Provide
Meaningful
Consequences
Meaningful: having significance, meaning or purpose in
the child’s life (from the child’s perspective)
PACER Center, Inc., 2006
PACER Center, Inc., 2006
mean
disrespectful
deliberate
angry
threatened
punish
offer ultimatum
PACER Center, Inc., 2006
The child IS a problem….
What we do:
 Teach academic skills
 Control behaviors
mean
angry
disrespectful
threatened
deliberate
punish
offer ultimatum
 Positive behavior is expected
 Children and youth who violate behavior
standards are punished
PACER Center, Inc., 2006
unhappy
discouraged
frustrated
concern
empathy
support
encourage
help
PACER Center, Inc., 2006
The child HAS a problem….
What we do:
Teach academic skills
Teach behavioral skills
unhappy
discouraged
frustrated
 Same strategies as for other skills
concern
empathy
support
encourage
help
 Individualization at school for
intensive problems (504, IEP, BIP)
 Positive behavior is expected and taught
Positive behaviors are reinforced
Negative behaviors receive consequences that
are meaningful and instructive
PACER Center, Inc., 2006
“The IEP team will….
“In the case of a child whose behavior
impedes the child's learning or that of
others, consider the use of positive
behavioral interventions and supports,
and other strategies to address that
behavior” IDEA 2004 statute
PACER Center, Inc., 2006
A child who is removed from his or her
educational placement shall…..
 Continue to receive services to participate in
the general curriculum and work on meeting
IEP goals, and
 Receive an FBA, behavior interventions and
modifications to address the behavior violation
so that it does not recur
from IDEA 2004 statute
PACER Center, Inc., 2006
What are positive behavior interventions?
• An approach to supporting positive behavior skills
• Children’s behavior can change if adults:
– teach the behaviors we expect to see
– model those behaviors
– consistently recognize and reward the behaviors
when they occur
– consistently enforce meaningful
consequences for behavioral violations
PACER Center, Inc., 2006
Behaviors are governed by consequences
Behaviors that
result in desirable
consequences for the child
are likely to be retained
or strengthened
reinforced
Behaviors that
do not result in
not reinforced desirable consequences
are discarded or
weakened
PACER Center, Inc., 2006
Consequence
©PACER Center, Inc. 2006
PACER Center, Inc., 2006
….does not teach
“This line represents Billy’s suspensions
over this past year. As a senior, he will
be finished with school soon, so we will
send these records over to corrections
to ensure a smooth transition to his
adult services environment….”
PACER Center, Inc., 2006
Intervention
©PACER Center, Inc. 2006
PACER Center, Inc., 2006
POSITIVE BEHAVIOR INTERVENTIONS
POSITIVE: Characterized by or displaying
approval, acceptance or affirmation
BEHAVIOR: The manner of
conducting oneself; something
an organism does in response to
its environment
INTERVENTION: To enter
a course of events so as
to hinder or change it
PACER Center, Inc., 2006
What we know about behavior….
1. We do something
2. We analyze the results
of our action
3. We decide what
to do next
PACER Center, Inc., 2006
What we know about behavior….
Baby cries. Mom feeds him
Baby cries when hungry
Baby cries. Mom is deaf
Mom sees sad face, feeds baby
Baby makes sad faces when hungry
Child gets into a fight.
Teacher lectures child about fighting
Child gets into a fight to gain teacher attention
PACER Center, Inc., 2006
What we know about behavior…..
Problem behaviors are context related
(respond to environmental or ecological events)
• Classroom environment
-seating
-noise level
-disruptions
• Child-specific condition
-medication
-allergies
-sickness
-anxiety
-fatigue
• Setting events
-peer issue
-teacher interaction
-new person(s)
• Instruction/curriculum
-work too hard
-work too easy
-transitions
-directions
-assignment
-no choices
PACER Center, Inc., 2006
What we know about behavior…..
Problem behaviors serve a function
•To get something (power, attention, approval)
•To avoid (escape) something
(teachers, class work, a situation)
•To have control
The function of a behavior is not the
problem - new behaviors that are
taught should serve the same function
PACER Center, Inc., 2006
What we know about behavior…..
Teacher
attention
Peer
attention
Problem behaviors
have multiple causes
Power
Revenge
Avoidance
Escape
Billy hits
More than one
need is often met
through one
behavior
PACER Center, Inc., 2006
What we know about behavior…..
• Fixing problems does not lead to desired outcomes:
“If you stop swearing, you will have a job….”
“Finishing work will get you a friend……”
• If we do not teach children what to
do instead of what they are doing,
they will continue to do what
they do –ooooooooooo
and get better at it
PACER Center, Inc., 2006
A
antecedent
B
behavior
C
consequence
PACER Center, Inc., 2006
The consequence of a
behavior affects whether
it happens again
A
antecedent
B
behavior
We can manipulate antecedents
in the environment to:
Increase positive behavior
Reduce misbehavior
C
consequence
PACER Center, Inc., 2006
A
antecedent
A cause, course, or event that
influences the development of a
behavior or behaviors:
•Size of an environment
•Number of people in it
•Specific event, time of day, etc.
PACER Center, Inc., 2006
What one does in response to the
event, cause or condition. Behavior
(positive or negative) fulfills a
specific need for a child
B
behavior
Antecedent: The work is too hard (I don’t want
to do it)
Behavior: I throw my chair
PACER Center, Inc., 2006
 What happens as a result of a behavior that affects
whether it is likely to happen again
 If the consequence of a behavior meets a need, the
behavior is likely to be repeated
Antecedent: The work is too hard
Behavior: I throw my chair
Consequence: The teacher gets angry. I
get sent to the office. I do not do the work
Did the behavior meet a need?
What can we predict about
this behavior?
C
consequence
PACER Center, Inc., 2006
John had an incident while waiting
for the bus for school:
A
antecedent
A classmate took John’s lunch
money, then told him that a group of
friends would be “waiting for him”
as soon as school was out
PACER Center, Inc., 2006
B
John refused to work in his
math class that morning.
When prompted to get on
task, he told the teacher to
“get lost,” then swore and
left the room
behavior
Antecedent: The bus stop incident, and implied threat
Behavior: John was rude, swore, left the room
PACER Center, Inc., 2006
John was suspended from school for the
balance of the day and three additional days
for swearing, leaving the classroom, and
refusing teacher direction
Antecedent: The bus stop
incident and implied threat
Behavior: John was rude,
swore, and left the room
Consequence: Suspension
from school for 3 ½ days
C
consequence
PACER Center, Inc., 2006
A few questions…..
Why did John misbehave?
Do we
really
know?
What lesson is John likely to
learn from his consequence?
What alternative
consequences might be tried?
How likely is it that this
behavior will be repeated?
C
consequence
PACER Center, Inc., 2006
Teach the behavior you expect…..
Begin with simple rules (2-5)
– e.g. Be respectful of others
– Describe what the rules mean in specific terms
• Respect means speaking in normal voice tone
• Respect means hands/feet to yourself
– Provide instruction about what to do instead
State your expectations for behavior
Provide examples of expected behavior
PACER Center, Inc., 2006
Teach the behavior you expect…..
Discuss and model the expected behaviors:
– At home and in the actual locations
– Re-teach regularly
Be sure the expectation is positive:
– “once you have finished your chores,
you may go to Mary’s house”
– not “you cannot go to Mary’s house until
the chores are finished…”
PACER Center, Inc., 2006
Teach children to self manage behavior
Homework, school work, and chores
Time management
• Define and teach routines the child will use
– Provide a checklist of activities that child can
mark off as completed
– Begin on time (other tasks out of the way)
– Have materials ready
– Stay with the task until completed
PACER Center, Inc., 2006
Teach children to self manage behavior
Homework, school work, and chores
Attitude
• Be respectful (demonstrate!)
• Have materials ready for
the work being addressed
• Ask for help when needed
PACER Center, Inc., 2006
Provide meaningful positive incentives
 Teaching is not always enough to change behavior
over the long haul
 Children need to be recognized and
rewarded when they are meeting the
expectations that have been established
 Positive recognition (rewards, other
reinforcements, praise) must occur
more frequently than negative
recognition (at least a 4 to 1 ratio)
PACER Center, Inc., 2006
Functional Assessment: Because…..
It is a way of collecting data on why a child has
problem behaviors
Problem behaviors generally occur in
relationships between the child and the
environment
PACER Center, Inc., 2006
Functional Assessment: Because…..
IEPs should include behavior goals and
positive behavior interventions
Positive behavioral interventions
are based on functional behavioral assessment
©PACER Center, Inc. 1999
PACER Center, Inc., 2006
Functional Assessment: Because…..
Special education decisions are to be driven by
data, not opinion or belief systems
Where’s
the Data?
©PACER Center, Inc. 1999
PACER Center, Inc., 2006
Functional assessment: when?
 When a child’s behaviors do not respond to the
interventions used with all students, or
 When the team cannot provide data that
supports why inappropriate behaviors occur, or
 When a child is repeatedly disciplined for behaviors
that do not improve, then
The team should request FBA as part of
initial or ongoing evaluation
PACER Center, Inc., 2006
Functional behavior assessment
NOT a list of misbehaviors,
but an effort to determine
why a behavior occurs
FBA:
• helps the team to understand the
purpose that a behavior serves for a child
• guides decision-making
• leads to intervention strategies
• required for removals beyond 10 days
• useful when behaviors have not responded to
standard interventions
PACER Center, Inc., 2006
FBA: Typical Steps
© PACER Center Inc., 2006
Identify the behavior of concern
Where does it occur and not occur?
Antecedents (what happens beforehand)?
Is there a consistent pattern? Is it predictable?
What does the student “get” from it (the reinforcer)?
Possible reasons for the behavior (hypotheses)?
What replacement behaviors can be taught to the child
that serve the same function?
General interventions
© PACER Center Inc., 2006
Make changes in the environment (seating, etc.)
Opportunities to make choices
Adaptations/modifications in curriculum
Reinforcement for appropriate behavior
Teach appropriate pro-social behaviors
Teacher adapts instructional style
Behavior intervention plan or crisis plan, using the data
acquired through functional assessment
© PACER Center Inc., 2006
Section of FBA:
NOT “Billy is disruptive”
BUT: Billy is out of his seat an average of 6x per class
hour (class average .75). The greatest frequency (9x)
is in math and geography, the lowest (2x) is in art
When out of his seat, Billy tries to engage other
children in conversation. If ignored, he pokes at or
touches them or their belongings
During one observation, Billy was asked by another
student to return to his seat; he then threw that
student’s papers onto the floor
© PACER Center Inc., 2006
Billy pokes at other kids when they ignore him…..
Hypotheses:
Billy does not know how to make friends
Billy is trying to get attention (from the teacher or
students)
Billy has a hard time staying seated during math…
Hypotheses:
Math is too hard
Billy does not understand directions
Billy cannot read the math book
Too many problems on page; Billy is overwhelmed
Billy needs breaks during academic activities
© PACER Center Inc., 2006
Billy stays in his seat more during art…..
Hypotheses:
Billy likes art, or is good at art
Billy needs hands-on activities
Billy works well with color
Billy tries to engage other children in talking.
If ignored, he pokes at them or their belongings ….
Hypotheses:
Billy is bored
Billy wants the teacher’s attention
Billy wants the other children to like him
Billy does not have good problem-solving skills
© PACER Center Inc., 2006
Why Focus on Positive Interventions?

Required in IDEA

Builds positive relationships

Encourages new behaviors

Reinforces skills (maintenance)

Increases self-satisfaction and optimism
among youth, parents, and teachers
© PACER Center Inc., 2006
Positive Interventions.…




Teaching by itself does not change behavior
Behaviors take time to become habits
Children need positive reinforcement over time
Must be used more frequently than punishment
And Meaningful Consequences….
 Help change and maintain behavior across time
 Consequences must —
 Be clearly stated and communicated
 Be logical – bear a relationship to the behavior
 Apply universally to all
© PACER Center Inc., 2006
Building the IEP
Do the goals address:
 academic support?

 mental health needs?


 behavioral needs?
Does the child need:
 an FBA?

 related services?

 a behavior intervention

plan (BIP)?

 a crisis plan?
© PACER Center Inc., 2006
Behavior Intervention Plan
BIP, PBI, BSP, etc.: A plan by any name, should be
positive and instructive, based on FBA, and address—
Effective re-teaching of the expected behavior
Rewards and consequences that are personally
meaningful to a child (no two plans are alike)
Opportunities to self-manage behaviors
 Positive
behaviors are not maintained over time with mood
rings and stickers
 Self-management skills facilitate pro-social skills
 Self-management skills lead to generalization
© PACER Center Inc., 2006
Developing a BIP: Considerations
 Are changes needed in the classroom (seating arrangement,
instructional approach, grouping, curriculum, etc.)?
 Will replacement behaviors be specifically taught, reinforced?
 Do the replacement behaviors serve the same function as the
problem behaviors?
 Is the child able to perform the desired replacement behaviors?
 Will the child receive as much reinforcement from using the
replacement behaviors as from using the problem behaviors?
 Will new behaviors be reinforced across environments? Will
parents, teachers and others use similar reinforcement systems?
© PACER Center Inc., 2006
Positive interventions
 Many high school youth with behavior issues dislike
authority, including the police. In one classroom, a teacher
invited a mother to bring her baby to school and talk with the
students about her dreams and plans, and the kind of
community she wanted for her child.
 The entire class had the opportunity to play
with the baby and ask questions of the mother.
 Two weeks later, the mother returned to the
school - in her police patrol uniform.
 She used the new visit to talk about her expectations for
students if they were stopped by the police for any reason.
© PACER Center Inc., 2006
Positive interventions
 A teacher kept a money jar in her classroom.
For positive student acts, she put a nickel in the jar.
 When the jar was full, students could spend
the money. The catch: half was to be spent
on someone the students professed not to like
(often the assistant principal).
 The students had to learn about the person they chose, and had
to research what they thought that person would like. They
purchased and presented a box of doughnuts with an
accompanying note from the class.
 Later, students found their note framed, hanging on the wall of
the recipient.
© PACER Center Inc., 2006
Interventions that work
 Planned ignoring: plan ahead of time to ignore specific
behaviors that are directed at gaining the attention of the
teacher or others. Do not use for peer problems. Ignoring
takes practice - you must plan to do it! Planned ignoring may
work for calling out answers in class
 not having materials ready for class
 interrupting the teacher
 whistling or humming
 Provide the attention a child is seeking when he or she
displays appropriate behaviors.
© PACER Center Inc., 2006
Interventions that work
 Preventive cueing (signal interference) - to alert
the child who is doing something unacceptable
 A frown, shake of the head, making eye
contact, pointing to a seat for a wandering
student, or snap of the fingers can
convey the need to pay attention or to
stop behaviors before they escalate
 Do not show approval when using
preventive cueing
© PACER Center Inc., 2006
Interventions that work
Proximity control - stand closer to the child who is
beginning to have a problem with behavior. Less
effective, move child closer to the teacher
 Be sure that proximity is not seen as a threat to
the child
 Use during question/answer periods or when
giving directions; may pair this interventions
with “preventive cueing” for some students
© PACER Center Inc., 2006
Interventions that work
 Touch control - light, non-aggressive physical
contact, such as

placing a hand on the shoulder of student or
 taking
a child’s hand to lead him or her back to
the desk, etc.
 To use touch control, a teacher must be sensitive to
the needs of individual students, as some may
perceive any form of touch as aggression!
© PACER Center Inc., 2006
Interventions that work
 Nonverbal warnings - Place cue cards inconspicuously on a
youth’s desk as a reminder to change the behavior, or point to
the posted rules.
 Discipline privately, whenever possible, not before the
child’s peers. Students can gain power from daring to “take
on” the teacher in a disagreement
 Humor - a lighthearted comment or joke (never ridicule) can
let a student “save face” who is in a confrontational situation
with an adult.
© PACER Center Inc., 2006
Interventions that work
Positive phrasing: Let a child know exactly what
behavior is expected, not just what is not expected
State the reinforcement for carrying
out the desired behavior
 “You will be able to go outside
with friends during recess if you
keep your hands on the desk during
discussion” or
 “I will call on you to answer as soon
as you raise your hand”
© PACER Center Inc., 2006
Interventions that work
 Use “I” Messages. A 3-part verbal intervention to
help child understand impact of behavior:
Describe the behavior
Describe its effect on parent, teacher or others
Describe your feelings about the misbehavior
 When you interrupt, I can’t hear others
 I am unhappy because I want everyone to have
a chance to have a turn
 Caution: When children do not like their teacher,
“I” messages may cause an increase in the behavior
© PACER Center Inc., 2006
Interventions that work
 Behavioral Shaping: Reinforce behavior that is
close to the desired behavior, then raise the criteria
for reinforcement in small steps until reaching
desired goal
 Reinforce learning. Go over rules and expectations
daily, demonstrate if necessary. Remind child of the
rules, “Remember, the rules say that you are not to
interrupt others.” Reminders that do not redirect the
behavior must be followed with meaningful
consequences
© PACER Center Inc., 2006
Interventions that work
 Give attention to children who are performing
well, so that other children can hear
 Encourage youth to ask for help but do not
withhold it for youth who are too shy
or angry to ask
 Find opportunities for child to be
of service - line leader, food drives, etc.
 Provide advance notice of a change
in activities; give reminders
© PACER Center Inc., 2006
Interventions that work
 Place low priority behavior before high priority
behavior - such as scheduling spelling before recess
 Teach youth how to keep track of their own
behaviors (self-monitoring; a check
sheet to show frequency and occurrence
of a specific behavior)
 Move about the classroom.
Acknowledge anything a child has
done acceptably well