Transcript Individualized Adaptations - Florida`s Positive Behavior Support

Maximizing Effectiveness Using
Positive Behavior Support Methods
in the Classroom:
Individualized Adaptations
Objectives
• Understand the 5 steps to making
individualized adaptations in the
classroom.
• Create potential adaptations for a case
study example
2
Beyond Good Practice
• Using good teaching practices is not always
enough
• The continued problem behavior of students
CAN signal a need to further address
teaching strategies and curriculum content at
a more individualized level.
3
Curriculum and Instruction
• Curriculum provides a blueprint for
learning that teachers can follow in
designing instruction
• Curriculum helps an educator meet
community, parental, and student
expectations for quality in education
4
Why Focus on Curriculum?
• Typically there are no established curricula for
children with low-incidence populations
• During inclusion planning it is rarely clear how
to determine what to teach students with
complex learning needs (personalized
curricula)
• To ensure that instruction will achieve desired
life outcomes
5
When to Address Curriculum &
Instruction
• During a Functional Behavior Assessment (FBA)
process, the hypotheses about the function of
problem behaviors include avoidance of academic
tasks/activities
• Upon receiving instruction/direction problem
behavior may occur. These may include:
– Off-task
– Out-of-area
– Misuse of materials
– Non-compliance
– Escalation upon redirection to task
6
Process for Individualized
Adaptations:
Identifying individual student problem
areas within a classroom environment
My Problem Areas…
Steps for Making Individualized
Adaptations
Step 1. Identify problem behavior(s)
Step 2. Gather information about the
student/Gather information about the task
and/or setting
Step 3. Develop a hypothesis about the
behavior
Step 4. Develop adaptations
Step 5. Monitor and evaluate adaptations
8
Step 1: Identify Problems
• Consider all information gathered, including the
FBA
• Identify problem behaviors that occur during
learning activities/tasks
• Investigate the curriculum, instruction, and
ecological elements of the task during which
problem behaviors occur
9
Step 2: Gather Information
about the Student
•
•
•
•
Social and academic skill & performance levels
Response styles
Learning styles
Preferences/interests
10
Step 2: Gather Information
about Task/Setting
• Curricular Factors
– Scope & sequence objectives
– Presentation methods
– Content
• Instructional Factors
–
–
–
–
Teaching methods
Response opportunities for students
Activities for acquisition, mastery
Teacher responses
• Ecological Factors
– Physical arrangement
– Predictability of environment
– Equipment & materials available
11
Step 3: Develop Hypotheses
• Review hypotheses developed during FBA
• Consider a more refined hypothesis about
the function of the problem behavior in the
given task/setting
• Revise hypotheses to more clearly establish
the link between instructional and curricular
elements and student behavior
12
Hypothesis Statement
Framework
• When this occurs (describe the context/tasks or
setting)
• The student will (describe behavior)
• In order to (identify function of behavior)
• Example: When Sara is given a non-preferred task or
non-functional task, disruptive behaviors (run around
the room, throw her books, shout at the teacher) will
increase in frequency, in order to escape the task.
13
Step 4: Develop Adaptations
• Use:
– Hypotheses about the function of the problem
behavior
– Student functioning, preferences, etc…
• To create adaptations to:
– Curriculum
– Instruction
– Ecology
14
Three types of Adaptations
Adaptations
Curriculum
Instructional
Ecological
Adapt what is taught
Adapt how it is
taught and how
learning is
demonstrated
Adapt the setting –
where, when, and
with whom
15
Video Example: Jill
• Jill is a 13-yr. old girl described as having severe
emotional disturbances, mild retardation,
schizophrenia, and attention deficit disorder.
• Reading and Math performance levels are 3 years
behind grade level
• First Video Segment –
– Aggressive behaviors, non-compliance
– Disliked paper/pencil and writing assignments
• Second Video Segment –
– Jill was provided with choices and meaningful activities
– Jill was able to take pictures in the morning that were
incorporated into meaningful writing activities.
16
Activity: Case Study Ann
• Review the sample provided in your packet:
Individualized Problem Solving Worksheet: Sara
Example
• Watch Video Clip for Ann and read case study
handout
• Complete Steps 1-3 to the best of your ability as a
large group
• Review each section and share information
17
Activity: Case Study Ann
(Part 2)
Based on information from the case study and
video, suggest some curricular adaptations
that might be beneficial.
18
Instructional Adaptations
Two types of
instructional
adaptations
Instructional
Presentation
Alternation
Modality
Format/Materials
Task Division
Choices
Student
Responses or
Output
Modality
Format/Material
19
Activity: Case Study Ann
(Part 3)
Based on information from the case study and
video, suggest some instructional
adaptations that might be beneficial.
20
Ecological Adaptations
Three types of
ecological
adaptations
Where
When
Who
Adapt the place
Adapt the schedule
Adapt the staff or
grouping
21
Video Example: Irene
• 5th grade girl with Downs Syndrome in a full
inclusion classroom
• Some off-task behaviors, disrupts other
students
• Video segment –
– Participating in whole group presentation with
a peer
22
Activity: Case Study Ann
(Part 6)
Based on information from the case study and
video, suggest some ecological adaptations
that might be beneficial.
23
Step 5: Monitor/Evaluate
• Monitor student problem behavior and
academic participation
• Determine if adaptations are having a
positive effect
• Make additional/different adaptations if
behaviors are not positively impacted
• Continue to monitor over time
24
Activity: Case Study Ann
(Part 7)
Based on information from the case study and
video, suggest ways to monitor and
evaluate adaptations that were suggested.
25
Activity: Case Study Ann
(Final)
Watch the video segment for Ann that
depicts adaptations and modifications
that were made to her curriculum,
instruction, and ecology.
26