Transcript Research-Based Behavioral Interventions presented by Cayce McCamish, Regional PBIS Coordinator [email protected] Dana Rusher, Regional Behavior Consultant [email protected].

Research-Based
Behavioral Interventions
presented by
Cayce McCamish, Regional PBIS
Coordinator
[email protected]
Dana Rusher, Regional Behavior Consultant
[email protected]
Evidence-Based Interventions
Manual
East Carolina University (Fall 2007)
• T. Chris Riley-Tillman
• Christy Walcott
• Holly Beamon
• Jacqueline Carrigg
• Brynn Grech
• Summer Ricketts
• Anastasia Scheemaker
• Kathryn Weegar
Today we will discuss:
• The definition of research-based interventions
and where to find them
• The importance of understanding the function
of a student’s challenging behavior
• 5 common reasons for behavioral challenges
• How to choose an intervention that will
successfully link to:
− the function of a student’s challenging behavior
− the reason for a student’s challenging behavior
Tertiary Prevention &
Intervention
•Individualized,
intensive services
•Designed to meet
individual student
needs
•Focus on teaching
replacement behavior
•Accomplished through
individual data
collection, FBA, BIP
Secondary Prevention
•Small group social
skills instruction &
support
•Mentoring
•More structured
support for academic
and behavior success
•Instruction in
monitoring and redirecting own behavior
School Improvement
Academic
Whole School
Behavior
Effective
Classroom
School
Intensive, Individual
Interventions
Culturally
Intensive, Individual Interventions
•Tutoring Organization
•Functional Behavior Assessment &
Responsive
•Academic Remediation Plans
Behavior Intervention Planning
Instruction
•Specially Designed Instruction
Struggling Students
Effective
Culturally
Targeted
Group Interventions
Targeted Group
Interventions
Instructional
Progress
Individuals
Responsive
•Small group instruction Practices
•Social Skills instruction
Monitoring
ConsiderPractices
•Focused academic help
•Reinforcement of specific skills
EC
ation
for
Behavioral
sessions
•Group
Behavioral
Strategies
Eligibility
Related Specially
•Classroom
Coaching
Group Strategies
Positive School Universal
Effective
Services Designed
Design/
Climate
Instructional
Instruction
Differentiated
Mental
Health
Universal Interventions
Universal
Interventions
FBA/BIP
Behavior
Practices
Assistance
•Effective instructional Instruction
•School-wide
rules and
Interventions
Mental
Effective Staff
practices
procedures
Focused
Positive
•Recognition
of
•Systematic
Health Services
Development
Research-based
academic
reinforcement
Classroom
Academic Instruction
achievement
•Social Skills Instruction
Management
Data Based
•Culturally responsive
•Culturally responsive
Ongoing
practices
practices
Decision
Classroom
Coaching
•Data-based decision•Data-based decisionScreening
and
Making
and Consultation
making
making
Assessment
•Parent & Community
•Parent & Community
Parent and
Partnerships
Partnerships
Community
Partnerships
What does “Research
Based” mean?
• Scientifically-based Research (from RtI Manual
Glossary)
• Education related research that meets the
following criteria:
− Analyzes and presents the impact of effective
teaching on achievement of students
− Includes large numbers of students in the study
− Includes study and control groups
− Applies a rigorous peer review process
− Includes replication studies to validate results
Where do you find research based
interventions?
• Scholarly journals
• Internet resources
• Books
− Key features to look for:
−
−
−
−
−
Usually challenging to read (sometimes boring)
Often filled with jargon (technical terminology)
Must have results of some form of data analysis
Typically look for repeated analysis
Pick “big name” journals representing large fields
(ex. School Psych. Quarterly, Exceptional Children &
Behavioral Disorders)
Selecting Interventions
How do we know what to do when a
student is experiencing social behavior
failure?
The Basics
•Behavior is purposeful
•Behavior is learned
•Behavior is predictable
•Behavior is interactive
•Behavior CAN be taught!
Function …
• People behave for a reason - we call
this “function”
• Function:
• Does he/she get something?
• Tangibles, attention, stimulation, people, etc.
• Does he/she avoid or escape something?
• People, activities, embarrassment, tasks, etc.
Only 2 Basic Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
Why look at the function?
• Behavior communicates need
• Need is determined by observing what
happens prior to and immediately after
behavior
ABC Analysis
• Antecedent:
o
What happens immediately before a behavior or
the environmental context of the behavior?
• Behavior:
o
The actions of the student
• Consequence:
o
What happens immediately after
the behavior?
Remember …
• It is not possible to determine function
of a student’s challenging behavior
simply by describing the behavior
• It is necessary to understand
antecedent/context and consequences
• It is probably more efficient for the
student to engage in the problem
behavior
“A problem
incorrectly defined
leads us to solutions
that may not effect
change.”
Choosing an Intervention
• Connect the FUNCTION with the intervention
• Ask: Will this intervention meet the
functional need?
• Ex. If the function of the behavior is to access
adult attention:
• Intervention should prevent access to adult attention for
inappropriate behaviors.
• Intervention should provide access to adult attention for
appropriate behaviors.
Function of challenging behavior
versus
Reasons for challenging behavior
• Function = why the student is engaging
in the behavior
• Reasons = antecedents, context,
triggers, precipitating factors
5 common REASONS students
misbehave
• Doesn’t know the right skill
• Appropriate behavior is ignored
• Inappropriate behavior gets attention
• Doesn’t have to do something when
the problem behavior is present
• Requested activity is too hard (or
punishing)
The student has not learned a more
appropriate behavior that provides the
same consequence.
• It is often assumed that at some level,
student “knows” how to behave but
simply chooses to misbehave. This
assumption must be tested!
• Solution: Teach the appropriate
behavior
• Interventions:
− Help Signal
− Direct Instruction
Help Signal
• Student selects a signal
• Have alternate work folder available to engage
student while waiting for response
• Meet with student/group to explain signal and
usage
• Practice, answer questions
• Prompt as necessary
Direct Instruction
• Define skill with guided discussion
• Model correct application
• Model incorrect application
• Review
• Model 2nd example
• Model a range of examples (hypothetical)
• Model (if needed)
• Role play
• Gain agreement of student to try the skill
More appropriate behaviors are
ignored.
• Ignored behaviors will cease over time
• Solution: Systematically reward
appropriate behavior
• Interventions:
− Catch’em
− Random Positive Teacher Attention
Catch ‘em
• Establish a list of good behaviors
• Model/review good behaviors to be rewarded
• Select daily behavior to emphasize and reward each
student as desired
• Create specific goals for students with problem
behaviors
• Provide tokens that are redeemable for rewards
• Allow students to redeem tokens during specified time
Random Positive Teacher
Attention
• Select method of positive attention
• Set frequency of positive attention per
class
• Select time and settings to give
attention
• Begin intervention
The student gets reinforced for
exhibiting the problem behavior.
• This is always the case. The problem behavior
is “working” for the child in some manner.
• Solution: Minimize reinforcement for
problematic behavior while reinforcing
appropriate behavior
• Interventions:
− “Critters”
− Red Light- Green Light
Critters
• Define expectations
• Decide on privileges
• Introduce critter slips
• Daily, select behavioral expectation from list
• During specified time interval hand out slips
• Reward behavior each time it is seen during
specific time interval
• Allow students to redeem slips
Red light/Green light
• Select time of day for implementation
• Post classroom rules and explain
• Explain you will be observing and rating
students using stoplight
• Rate behavior every 20 – 30 minutes or at the
end of an activity
• Explain rating to class
• If class is on green at end of rating period,
reward
The student doesn’t have to do
something when they exhibit the problem
behavior.
• Often called an escape behavior
− A student misbehaves so they don’t have to
do (or escapes from) some task demand
(academic activity)
• Solution: Remove the “escape” and
increase the reinforcing value of the task
demand
• Interventions:
− Choice Making
− Modified Curriculum or Instruction
Choice Making
• Explain choices students have during frustrated
situations
− Complete portion of task
− Request a break
− Engage in problem behavior
• Student selects and rates rewards from teacherapproved list
• Differential Reinforcement
• Reward student for gradually spending more time at
the undesirable task
Modified Curriculum or Instruction
• Adjust specific content of lessons to
match student interest, OR
• Modify task demands to increase
student’s ability to successfully
complete assignment
Requested activity is too hard
• Often an academic request that is to hard will lead
to a behavior problem.
• Solution: Lower the task difficulty
− Consider the instructional hierarchy
• Acquisition level – Frustration
− Under 85% correct response and slow
• Instructional level
− Under 95% correct response and fast
• Mastery level – Automatic
− Over 95% correct response and VERY FAST
• Interventions:
− Say, Show, Check
− Paired Reading
Say, Show, Check
Paired Reading
• Students sits in quiet location
• Both students should be able to follow the text
selected for the reading session
• The less accomplished reader reads aloud
• If a word is mispronounced the accomplished
reader points to the word and pronounces it
• The less accomplished reader repeats the word
Where to find more interventions?
• In the classroom (Riley-Tillman and
Chafouleas, 2003)
− Certain treatments are more effective
− Certain treatments are more relevant
− Treatment integrity is key
− Interventions need to be tailored
− Interventions are more variable that
effective
• Texts such a Rathvon’s Effective School
Interventions
Where to More Find Interventions
(Wright 2007)
• Web resources for evidence-based intervention
strategies
− Big Ideas in Beginning Reading (U of Oregon):
http://reading.uoregon.edu/
− What Works Clearinghouse (US Dept of Education):
www.w-w-c.org
− Intervention Central:
www.interventioncentral.org
− Aimsweb
http://www.aimsweb.com/
All who have meditated on the art of
governing mankind have been convinced
that the fate of empires depends on the
education of youth.
Aristotle