Transcript Positive Behavior Support Task Force

Changing Challenging
Behavior
Caryn A. Coyle
CCRESA
November 27, 2007
Authority/Guidance
• State Board of Education PBS Policy
(September 2006)
• Seclusion & Restraint Document
(December 2006)
What is PBS?
PHILOSOPHY
ROAD MAP w/
Strong Research-Based
Foundation
Educational Approach to
Problem Behavior
A Brief History of Positive
Behavior Support
– Since mid to late 80’s
– Oregon/Kansas/Florida
– International Positive Behavior Support
Association
– PBS Committee in Michigan (late 90’s)
– MiBLSi
– State Board Policy (September 12, 2006)
PBS is NOT:
•
•
•
•
•
NEW
Intervention Package
Specific Strategy
Consequence-based
Punishment-based
Applying Positive Behavioral Support and Functional
Behavioral Assessment in Schools, OSEP Center on
PBIS (2000)
Horner, R.H. (2000)
Janney, R. & Snell, M.E. (2000)
Sugai, et. al. (2000)
What is Positive Behavior
Support (PBS)?
• A Philosophical Shift of Epic Proportion
– From “bad; naughty” to “needs to be met”
– Looking for the “why” of behavior so that new behavior can be
taught.
• Functional Behavioral Assessment
– Identification of Behavior
– Data Collection (ABC)
– Hypothesis re: cause of behavior
• What is being communicated?
• What is the function of the behavior?
• What need is the behavior satisfying?
What is PBS?
• Plan developed to:
• Address environmental/antecedent changes
• Address teaching of new skills to student
• Address the need to respond to current behavior.
• Embrace discipline rather than punishment
• Collect data to measure effectiveness of plan
• Meet regularly to assess effectiveness of plan
Components of PBS
• COLLABORATIVE Problem-Solving
– TEAM Problem-Solving Approach
– Meeting Mechanics Tool
• Data-Driven
– Use of Functional Behavioral Assessment
– Using data to guide decision-making
• Use of Evidence-Based Strategies
• Focus on PREVENTING Challenging Behaviors (proactive)
• Focus on TEACHING new skills (educational)
Adapted in part from Janney, R. &
Snell, M.E. (2000) and Positive Behavior
Support for ALL Michigan Students
(MDE, 2000)
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 behave… we punish?
John Herner
How do we TYPICALLY deal with child
misbehavior?
Use of some form of PUNISHMENT
What’s wrong with THAT?
Old vs. New Thinking
Old Thinking
Views the PERSON as the problem
New Thinking
Views the SYSTEM/SETTING &
SKILL DEFICIENCY as the problem
Attempts to FIX the child
Adjusts Systems/Settings & Improves Skills
Emphasizes REDUCING Behavior
Emphasizes INCREASING Behavior
Relies on NEGATIVE consequences
PRIMARILY relies on POSITIVE approaches
Expectations of a QUICK fix
Goals of SUSTAINED results
Designed by an “EXPERT”
Focus on TEAM approach
OBJECTIVE: MANAGEMENT
OBJECTIVE: TEACHING
Adapted from Positive Behavior Support
for ALL Michigan Students (MDE, 2000)
Functions of Behavior
GET Something (we like)
AVOID Something (we don’t like)
INTERNAL
EXTERNAL
INTERNAL
EXTERNAL
Relaxation
Self-Stimulation
Justice/Fairness
Sensory Input
Enjoyment
Attention
Choice
Objects/$
Praise
Failure
Sensory Input
Embarrassment
Boredom
Anxiety
Task
Peers/Teacher
Homework
Chores
Positive Behavioral Interventions
COMMUNICATION
INSTRUCTION (Discipline)
What is “Discipline”?
Education/Teaching
Bloom’s Taxonomy
• Knowledge:
– Label, list, memorize, recall, name, order
• Understanding:
– Classify, describe, explain, restate
• Application:
– Apply, choose, demonstrate, dramatize
• Analysis:
– Analyze, appraise, compare, contrast, criticize, differentiate
• Synthesis:
– Assemble, collect, compose, construct, create, design
• Evaluation:
– Appraise, argue, assess, attach, defend, judge, predict
Piaget’s Stages of Cognitive
Development
• Preoperational Period (2-7 years)
• Speech is egocentric (2-4)
• Symbolic (pretend) play begins (2-4)
• Intuitive grasp of logical concepts in some areas
(4-7)
• Reality not firm (4-7)
• Child not able to show principles underlying best
behavior; rules of game are not developed, simple
do’s/don’ts imposed by authority.
Piaget, continued
• Concrete Operations (7-11 years)
• Evidence for organized, logical thought
• Perform multiple classification tasks
• Concrete problem-solving
• Some reversibility now possible (math problems)
• Categorical labels such as “animal” or “number”
now available
Piaget, continued
• Formal Operations (11-15 years)
• Abstract thought
• Multiple hypotheses
• Formal logical systems: proportions, algebraic
manipulation, other purely abstract processes.
• Prepositional logic (if/then steps)
Consequence-Based Behavior
Intervention
Pros
• Fast
• Vindication
Cons
• Too Fast
• Doesn’t teach
replacement behavior
• Other behavior
arises-usually worse
Designing Behavior Support Plans
using the ABC Paradigm
ANTECEDENT
BEHAVIOR
PREVENTION
TEACHING
RESPONDING
Alter Environment to Foster
Success
Behavior Alternatives
Reinforce use of
alternative skills
Eliminate / Reduce / Change
Environmental Variables that
Predict Failure
Implement Supports the
Predict Success
CONSEQUENCE
Social Skills
Coping / Tolerance
Independence Skills
Reduce effectiveness of
target behavior
Crisis Management
(separate plan)
Adapted in part from: Knoster, T & Tilly, D. Designing Effective
Behavior Support Plans for Students with Problem Behavior
Sample Behavior Support Plan
Antecedent / Setting Event
Strategies
Teaching (Prompting & Reinforcing)
Alternative Behaviors
Provide opportunity to debrief
first thing about the weekend.
Set up a morning routine to
minimize tardiness.
Provide a social story on work
anxieties.
Provide choices regarding which
assignments and how much.
Help with first, middle and last
problem or item.
Teach Laurie strategies
(words, hand raising) to
use to get assistance.
Teach Laurie strategies
to appropriately wait
when teacher is busy.
.
Consequence / Reactive
Strategies
Praise for
independent work
(Differential
Reinforcement)
Visually prompt
hand raising to ask
for help.
Teach Laurie to follow
“coping” social story.
Visually prompt
coping strategies
identified in social
story.
Supporting Student Behavior:
Standards for the Emergency
Use of Seclusion and
Restraint
Adopted by the Michigan State Board
of Education
December 12, 2006
Compiled by
Caryn A. Coyle, M.Ed., Clinton
County RESA
Background
• Statewide Referent Group Convened May
2004
• Representing parents, advocates,
educators, policy makers, and service
providers.
Charge
• Develop seclusion/restraint standards to replace
Standards for Policy and Procedure Development in
the use of Behavioral Interventions
• Recommend substantive strategic directives
• Recommend implementation to SBE
Referent Group Consensus
• Promote care, safety, welfare, security of school
community
• Require the use of proactive/effective strategies & best
practices to reduce/eliminate seclusion and restraint
• Clearly define the terms “seclusion” and “restraint”
• Clearly state procedures for the use of seclusion and
restraint
Positive Behavioral Support
• Board Policy (September 12, 2006) that each school
district in Michigan implement a system of school
wide Positive Behavior Support (PBS)
• PBS is
– effective
– research-based
– addresses challenging behavior in a collaborative,
comprehensive, research-validated, and humane
manner.
Positive Behavior Support
• Building relationships
• Creating routines
• Teaching skills/rules/expectations
• Identifying replacement behavior for behavior
that interferes with learning
• Making problem behavior less effective, efficient,
and relevant
• Making desired behavior more functional,
efficient, and adaptive.
Positive Behavior
Support
Definition of Time Out
Time out is a behavior intervention in which a
student, for a limited and specified time, is
placed in an environment where access to
positive reinforcement is unavailable.
Time out should be brief and used ONLY to
interrupt behavior so that it can be redirected.
Definition of Time Out
Time out should not be confused with
seclusion because in a time out setting, a
student’s movement is not physically
restrained.
Time Out
Time out lies within a continuum of
procedures that help students selfregulate and control their behavior.
Time Out Continuum
• Planned ignoring-systematic withdrawal of social attention.
• Withdrawal of materials-materials the student is using are
removed.
• Contingent observation-student remains in a position to observe
the group without participating or receiving reinforcement
• Exclusionary time out-student is removed from the immediate
instructional setting. Can take place within the classroom or
nearby with adult supervision
Prohibited Practices
The following are prohibited under all circumstances,
including emergency situations:
• Corporal punishment as defined in section 380.1312(1) of
the Revised School Code, 1976 PA 451
• The deprivation of basic needs
• Anything constituting child abuse
• Seclusion of preschool children
• Mechanical restraint
• Chemical restraint
• Intentional application of any noxious substance or stimuli
which results in physical pain or extreme discomfort. A
noxious substance or stimuli can either be generally
acknowledged or specific to the student.
Prohibited Practices
• Any restraint that negatively impacts breathing
• Prone restraint (school personnel who find
themselves involved in the use of prone restraint
as the result of responding to an emergency must
take immediate steps to end the prone restraint)
Questions?