Behavior Interventions

EDSP

Presented by Michelle Antle, Simpson Co.; Marty Boman, WKU; Sandy Hackbarth, LifeSkills; Connie Miller, Warren Co..; & Debra Myers, CESC.

Prepared by KATC (2010)

Behavior Intervention & ASD

If mechanisms for behavior change are applicable across individuals despite their unique characteristics (e.g., autism, learning disabilities, mental retardation),

What is special about ASD?

Prepared by KATC (2010)

Behavior Intervention

It is important to consider that for many individuals with ASD, problem behavior is a result of a lack of knowledge of

“what to do”

to most effectively access reinforcement.

What types of things do we attempt to access in our daily lives?

Prepared by KATC (2010)

Behavior Intervention

This module will place a heavy emphasis on

reinforcement-based

interventions.

Recognition of behavior as communication and then teaching the

“what to do.”

Prepared by KATC (2010)

Preference-assessment

Any effective behavior change program starts with the identification of possible reinforcers.

Sometimes interventionists may take the view that a student did not respond to the delivered reinforcer, it might be more beneficial to take the alternative view that the interventionist may have failed to identify an effective reinforcer. Prepared by KATC (2010)

Getting Started: Review

Behavior change involves the manipulation of

antecedents

,

consequences, or both.

A B C Prepared by KATC (2010)

A

ntecedent Interventions

Behavior change involves the manipulation of

antecedents.

A B C Prepared by KATC (2010)

A

ntecedent Interventions

Produce change through the arrangement of antecedent events to get the student in contact with reinforcement for desirable behavior. Prepared by KATC (2010)

A

ntecedent Interventions

Set

clear behavioral expectations

for all students.

Consider the individualized needs of learners when delivering expectations .

Prepared by KATC (2010)

A

ntecedent Interventions

Tell

students your expectations. Secure

attention

prior to speaking.

Prepared by KATC (2010)

A

ntecedent Interventions

Tell

students your expectations Speak

clearly

and

concisely

“Sit” Vs.

“Sit down in your chair and show me you are ready to work” Prepared by KATC (2010)

A

ntecedent Intervention

Tell

students your expectations. Use behavioral language Avoid statements like:

“ Respect

your classmates” “Use

good

hands” Prepared by KATC (2010)

A

ntecedent Interventions

Tell

students your expectations.

Decrease the amount of time between the presentation of the expectation and the opportunity for the student respond.

Prepared by KATC (2010)

A

ntecedent Intervention

Show

students your expectations.

Consider literacy skills and corresponding formats (e.g., words, drawings, pictures, objects) .

Prepared by KATC (2010)

A

ntecedent Intervention

Show

students your expectations.

Consider various

Visual Supports

to tell students what they are expected to do:

Environmental Arrangements Cue Cards Checklists Visual Schedules Social Narratives

Prepared by KATC (2010)

A

ntecedent Intervention

Show

students your expectations.

Consider clarifying expectations related to time.

Prepared by KATC (2010)

A

ntecedent Intervention

High Probability Request Sequence

Teacher presents a series of easy-to-follow requests for which the participant has a history of compliance. When the learner complies with several

high-p

requests, the teacher immediately gives the target request.

Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

A

ntecedent Intervention

High Probability Request Sequence

Teacher says” Give me Five” Teacher says, “Look at me” Teacher says, “What color”

Teacher says, “Spell Blue”

Prepared by KATC (2010)

A

ntecedent Intervention

High Probability Request Sequence

Select skills already in the learners repertoire.

Balance the use of High-P requests with instructional efficiency.

Prepared by KATC (2010)

A

ntecedent Intervention Activity

Activity Prepared by KATC (2010)

A

ntecedent Intervention

Offering choice

Often individuals with disabilities may not be provided opportunities to make choices.

Consider your life without the ability to make choices.

Prepared by KATC (2010)

A

ntecedent Intervention

Offering choice

• Reinforcers • Materials • Order of instructional tasks • Partners/Peers • Locations Prepared by KATC (2010)

A

ntecedent Intervention

Noncontingent Reinforcement (NCR)

Reinforcers are delivered on a fixed time (FT) or variable-time (VT) schedule

independent

of the learners behavior

(Cooper et al., 2007)

How does this work?

Prepared by KATC (2010)

A

ntecedent Intervention

Noncontingent Reinforcement(NCR)

Remember

motivating operations

Noncontingent Reinforcement

The idea is that if reinforcement is readily available then the student will not have to engage in problem behavior to access it.

Prepared by KATC (2010)

A

ntecedent Intervention

Increasing the effectiveness of NCR

•

Conduct a FBA

to determine reinforcers maintaining problem behavior.

• Identify powerful reinforcers Prepared by KATC (2010)

(Cooper et al., 2007)

A

ntecedent Intervention

Increasing the effectiveness of NCR: • By setting an effective schedule Observation time Occurrences

Set interval slightly below the quotient

3 hours( 180 min) 30 occurrences

= 6 min = 4 min (Cooper et al., 2007)

Prepared by KATC (2010)

A

ntecedent Intervention

Increasing the effectiveness of NCR • Combine with

extinction

procedures.

• Withhold reinforcement briefly if interval ends at the same time as a problem occurs.

Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

A

ntecedent Intervention

Arg, I can’t keep up this pace!

Thinning the Schedule

Increase the interval in response to student behavior change • Constant time • Proportional increase • Session to session Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

C

onsequent Interventions

Behavior change involves the manipulation of

consequences.

A B C Prepared by KATC (2010)

C

onsequent Interventions

Extinction

When reinforcement of a previously reinforced behavior is discontinued, and as a result the frequency of that behavior decreases in the future.

(Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

C

onsequent Interventions

Extinction

It is critical that an FBA be conducted to determine the function of the behavior or the reinforcement maintaining the behavior.

What might this look like for • Positive reinforcement • Escape (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

C

onsequent Interventions

“Extinction burst”

Extinction procedures are often followed by an immediate increase in the frequency or intensity of a target behavior.

(Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

C

onsequent Interventions

Using extinction effectively

• Withhold all reinforcers for the problem behavior • Be consistent • Consider using instructions (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

C

onsequent Interventions

Using extinction effectively

• Prepare for the the burst.

• Increase the number of opportunities to use extinction • Do not use for extreme behaviors (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

C

onsequent Interventions

Differential Reinforcement (DR)

One of the most powerful tools in a teacher’s intervention repertoire. It stands at the foundation for learning Prepared by KATC (2010)

C

onsequent Interventions Reinforcement

• Types • Limited Access • Amount • Behavioral Criterion

Prepared by KY Coop Network May 2010

C

onsequent Interventions Seven Considerations in Using Reinforcement

• Immediacy • Schedule • Amount • Pairing • • • Proximity Labeling Expressiveness

Prepared by KY Coop Network May 2010

C

onsequent Interventions

Schedules of Reinforcement

• • • • How often person gets SR+ for a correct response.

 Continuous – Every correct response gets reinforced.

 Intermittent periodically.

– Person's correct responses are reinforced When is continuous schedule best?

 When teaching a new skill.

When is an intermittent schedule best?

 When person has reached criterion and teacher wants to reduce reinforce for maintaining response only.

Example of continuous Reinforcement:  Each correct response is reinforced by teacher when the response is made.

Prepared by KY Coop Network May 2010

C

onsequent Interventions

Schedules of Reinforcement

• •

Ratio

- Schedule reinforcement according to the number of behaviors – Fixed – Variable (average)

Interval

– The first behavior occurring after the passage of a certain amount of time – Fixed • Variable (average)

Prepared by KY Coop Network May 2010

C

onsequent Interventions

Schedules of Reinforcement Examples

• FR-5 5-5-5-5-5-5-5-5-5 = 45 Math Problems • VR-5 2-8-1-4-5-6-8-7-4 = Math Problems • FI – 10 Minutes 10-10-10-10-10-10 = 60 minutes • VI – 10 minutes 2-12-1-16-15-14 = 60 minutes

Prepared by KY Coop Network May 2010

Differential Reinforcement

Reinforcement is delivered contingent on the occurrence of a behavior other than the problem behavior or the behavior occurring at a reduced rate & Withholding reinforcement as much as possible for the problem behavior.

(Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

Differential Reinforcement

Differential Reinforcement of Alternative Behavior (DRA)

A reinforcer is withheld following a target behavior and only delivered following a specified alternative behavior.

A teacher can use an alternative behavior to occupy the time in which the undesirable behavior occurs.

Prepared by KATC (2010)

(Cooper, Heron, & H ew ard, 2007)

Differential Reinforcement

Differential Reinforcement of Alternative Behavior (DRA)

Reinforcing hitting a switch that elicits a recorded “I want a break” message to replace sliding out of a desk Reinforcing correct responses to a task with attention instead of slapping for attention Prepared by KATC (2010)

Differential Reinforcement

Differential Reinforcement of Alternative Behavior (DRA)

Advantages

• Simultaneously weakens the problem behavior while strengthening acceptable behaviors

Disadvantage

• Problem behavior can still occur Prepared by KATC (2010)

Differential Reinforcement

Differential Reinforcement of Incompatible Behavior (DRI)

Reinforcing a behavior that can

NOT

occur at the same time as the problem behavior Prepared by KATC (2010)

Differential Reinforcement

Differential Reinforcement of Incompatible Behavior (DRI)

Reinforce answering questions to reduce the number of swear words a learner may be using. The learner can’t swear and answer questions the same time Reinforce sitting instead of wandering.

Prepared by KATC (2010)

Differential Reinforcement

Differential Reinforcement of Incompatible Behavior (DRI)

Advantages

• Student cannot engage in problem behavior and replacement behavior at the same time

Disadvantages

• May be difficult to identify incompatible behaviors Prepared by KATC (2010)

Differential Reinforcement

Using DRA/DRI effectively

Selecting Behaviors to be Reinforced that:

Exist in the learner’s repertoire -Require equal or less effort than the problem behavior -Occur at a rate that will provide sufficient opportunities for reinforcement Will be likely reinforced in the student’s natural environments

Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Differential Reinforcement

Using DRA/DRI effectively

• Select reinforcers that are powerful and can be delivered consistently.

• Consider what is doable.

• Reinforce alternate response immediately and consistently!

Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Differential Reinforcement

Differential Reinforcement of Lower Rates of Behavior/Responding (DRL)

A reinforcer is presented following the occurrence of a designated lower rate of behavior Used to decrease responses that need not be eliminated entirely Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Differential Reinforcement

Differential Reinforcement of Lower Rates of Behavior/Responding (DRL)

Reinforce talking out 10 times per hour instead of a previously established rate of 20 times per hour Ask “What time is it?” 6 times per 30 min instead of a previously established rate of 8 times per 30 min Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Differential Reinforcement

Differential Reinforcement of Lower Rates of Behavior/Responding (DRL)

Advantage

• Behavior change can be addressed incrementally

Disadvantages

• Attention given to problem behavior • Not for use with SIB, and other potentially dangerous behaviors. • Time consuming Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Differential Reinforcement

Using DRL effectively

• Use baseline data to select response limits • Gradually thin the DRL schedule • Provide feedback to the learners concerning their performance Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Differential Reinforcement

Differential Reinforcement of Other Behaviors (DRO)

Reinforcement is delivered contingent on the absence of problem behavior during or at specific times

(Cooper, Heron, & Heward, 2007)

Prepared by KATC (2010)

Differential Reinforcement

Differential Reinforcement of Other Behaviors (DRO)

Reinforcement is delivered contingent on problem behavior not occurring throughout an interval of time (

Interval DRO

) or at specific moments in time (

Momentary DRO

) Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Differential Reinforcement

Interval DRO

Reinforcement is delivered if NO occurrences of the behavior were observed during an entire time interval.

If the behavior occurs during an interval the interval is re-set and delays the delivery of reinforcement.

Prepared by KATC (2010)

Differential Reinforcement

Example

A third grade teacher determines a student’s response rate to be 6 times an hour; she sets her DRO interval at 5 min.

If the student exhibits the response during the interval, the timer was re-set for another 5 minutes.

If the student did not exhibit the response then the student earned 2 min of free play .

Prepared by KATC (2010)

Differential Reinforcement

Differential Reinforcement of Other Behaviors (DRO)

Advantages

• Highly Effective • Easy to understand • Can be combined with other procedures

Disadvantages

• Other non-target behavior may occur and inadvertently be reinforced • Must be implemented with high levels of fidelity Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Differential Reinforcement

Using DRO effectively

• Set intervals to assure frequent reinforcement.

• Avoid delivering reinforcement at the same time as other problem behaviors are occurring.

• Gradually increase DRO intervals Prepared by KATC (2010)

Making decisions based upon data Let’s Practice!

• Determine current rate of behavior • Decide on DR schedule to use • Determine actual schedule based upon data on behavior

Goldilocks Rule of Reinforcement

• Reinforcement schedule needs to be “Just Right”.

• Opportunity to earn reinforcement needs to be available 2 times as often as challenging behavior.

• Does not mean will actually earn – reinforcement is contingent.

Prepared by KY Coop Network May 2010

Kicks

Data: 16 hour day

Day 1

Data 10

2

0

3

5

4

4

5

6

Prepared by KY Coop Network May 2010

Noncompliance

Data: one hour per day

Day

Data

1

5

2

8

3

7

4

9

5

11

Prepared by KY Coop Network May 2010

Number of Assignments Completed

Data: one hour per day

Day

Data

1

5

2

8

3

3

4

4

5

5

Prepared by KY Coop Network May 2010

Hits

Data: Four hours in evening at group home

Day

Data

1

24

2

16

3

12

4

32

5

46

Prepared by KY Coop Network May 2010

Shirt Tearing

Data: 6 hour day at school

Day

Data

1

2

2

0

3

1

4

1

5

1

Prepared by KY Coop Network May 2010

Inappropriate Acts

Data: two hours a day for 5 days (total)

Hits Kicks Spits

11 9 10

Prepared by KY Coop Network May 2010

Delivering Reinforcement

Primary/unconditioned reinforcers Secondary/Conditioned reinforcers Token economies Prepared by KATC (2010)

Token Economies

Three components

•

A list of target behaviors

•

Tokens are delivered for emitting target behaviors.

•

A menu of back up reinforcers

Prepared by KATC (2010)

Token Economies

• Develop an understanding of cause and effect for behavior.

• Measure occurrence of

appropriate

behavior. • Allow for visual feedback on progress for child.

• Reminds adults to reinforce appropriate behavior.

• Provides motivation for child to see his/her progress.

Prepared by KATC (2010)

Token Economies

Using token economies effectively

• Select durable tokens • Consider student’s interests in token boards • Deliver tokens immediately • Use powerful reinforcers Prepared by KATC (2010)

Token Economies

Using token economies effectively

• Teach the system • Initially, deliver tokens on a dense schedule for low demand responses • Gradually increase demands Prepared by KATC (2010)

Video Example

•

NYFAC. Discrete trial teaching

(1999). NYC: New York Families for Autistic Children.

Token Economy

Delivering Reinforcement

Implementing effectively Rule 1:

Cannot tell whether something is a reinforce until try it and observe effect on the behavior.

Rule 2:

What is a reinforce for one person may not be for another. Individualized.

Rule 3:

To be effective, a reinforce must occur during or immediately after the behavior.

Prepared by KY Coop Network May 2010

Delivering Reinforcement

Implementing effectively Rule 4:

Limited Access

Rule 5:

Reinforcement must be contingent if it is to be effective. RE: First this, then that.

Rule 6:

When strengthening a new behavior, reinforce frequently.

Rule 7:

Size of SR+ is big enough to keep student motivated, but not to big for satiation

Prepared by KY Coop Network May 2010

Functional Communication Training

A special form of DRA

FCT is a systematic practice to replace inappropriate behavior or subtle communicative acts with more appropriate and effective communicative behaviors.

When using FCT, teachers/practitioners analyze the problem behavior to determine what the learner is trying to communicate.

Franzone, E. (2009). Overview of functional communication training (FCT). Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin.

Prepared by KATC (2010)

Functional Communication Training

Why do you think FCT is such a powerful intervention for students with ASD?

Prepared by KATC (2010)

Functional Communication Training

What types of things do students with ASD communicate via problem behavior?

‘Hi, notice me” “I need help” “ I don’t want that” “What is that” “I want that one” “Something’s wrong” Prepared by KATC (2010)

Functional Communication Training

Reinforce the student saying help, instead of screaming when the computer freezes.

Reinforce handing a picture card to a peer requesting a toy instead of grabbing it.

Prepared by KATC (2010)

Large Group Discussion

Problem Behavior

Gagging = Drink

Replacement

Picture of a cup = Drink Biting = “I need a break”” Spitting= “I want to play” Screaming = “It is too loud” ____________ = “I need a break” ____________ = “I want to play” ___________ = “It is too loud”

Functional Communication Training

Advantages

• Dramatic decrease in challenging behavior • Increases communication • Social validity • Gains that generalize • Gains that last

Disadvantages

• High rates of recruitment for reinforcement • Request may occur at inconvenient times • Extinction may produce undesirable effects Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Functional Communication Training

Implementing FCT effectively

• Complete an FBA • Identify a replacement communicative response • Teach the new response through prompting Prepared by KATC (2010)

Functional Communication Training

IDENTIFY REPLACEMENT COMMUNICATIVE RESPONSE Consider form used in current repertoire Should be more effective and efficient than problem behavior Should be understood by others Your data will determine if the form that was selected is working Prepared by KATC (2010)

Functional Communication Training

Forms

• Gestures • Signs • Words • Picture systems • Objects • Technology

Function

Requests/mand Prepared by KATC (2010)

Functional Communication Training

REMEMBER

The FUNCTION of the communication stays the same, the FORM changes.

More than one behavior may serve the SAME function.

One behavior may have SEVERAL functions.

Change the FORM of the behavior not the function.

Prepared by KATC (2010)

Functional Communication Training

Implementing FCT effectively

• Use a dense schedule of reinforcement.

• Limit your use of verbal prompts.

• Combine with other behavior reductive techniques.

(Cooper, Heron, & Heward, 2007)

Prepared by KATC (2010)

Functional Communication Training

Implementing FCT effectively

• Thinning Reinforcement • Consider presenting reinforcement on an interval schedule during instruction. • Once the communicative response is established, gradually increase the intervals.

(Cooper, Heron, & Heward, 2007)

Prepared by KATC (2010)

Video Example of DRC

• YAI/New York League for Early Learning. (2003).

Creating a classroom for children with autism and other disorders of relating and communication.

New York: YAI/New York League for Early Learning.

Snack

Prepared by KY Coop Network May 2010

Communicative Function: Opportunity Creation

Prepared by KATC (2010)

Expanded Communicative Functions

Social convention Greeting others, responding to one’s name Attention to Self Getting the attention of others, showing off Reject/ Protest Rejecting non-preferred items, indicating

no

Request an object Requesting access to preferred objects or activities Request an action Requesting assistance with a task Prepared by KATC (2010)

Expanded Communicative Functions

Request information Requesting the name of an object, requesting clarification Comment Alerting a communication partner to some relevant aspect of environment Choice making

Choosing between two or more alternatives

Answer

Indicating yes or not to a question

Imitation

Imitating a head nod for yes or no

Prepared by KATC (2010)

Punishment Procedures

Using Punishment Procedures

Punishment procedure should only be used when other methods have failed .

(Iwata, 1988) Unfortunately, they are often the first intervention employed in some educational contexts.

Prepared by KATC (2010)

Punishment Procedures

Types of Punishment Procedures

• Reprimands • Response Interruption/Redirection (RIR) • Response blocking • Time out • Response cost • Overcorrection • Contingent exercise Prepared by KATC (2010)

Punishment Procedures

Problems associated with punishment based procedures

– Social acceptability – Doesn’t teach appropriate responding – Collateral effects on responding Prepared by KATC (2010)

Punishment Procedures

Problems associated with punishment based procedures

– Modeling of undesirable behavior – Aggressive responses to aversive events –

Overuse of Punishment

Prepared by KATC (2010)

Punishment

Prior to implementing any punishment procedures, there must be data documenting attempts at behavior change using less intrusive procedures.

The determination to use punishment procedures should be made by an intervention team involving input from parents.

Procedural fidelity and student responses should be monitored using continuous data collection . Prepared by KATC (2010)

Reprimands

The delivery of a reprimand immediately following a problem behavior “In spite of the widespread use of verbal reprimands in an effort to suppress problem behavior, surprisingly few studies have examined the effectiveness of reprimands as punishers” Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Response blocking

Physically intervening as soon as a person emits a problem behavior to prevent or block the completion of the response • Often used to address chronic and automatically reinforced behaviors • The response is blocked using the least intrusive prompt Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007)

Response Interruption/Redirection

A procedure that combines

Response blocking

and

Differential Reinforcement.

Often used as a treatment for automatically reinforced behaviors.

Prepared by KATC (2010)

Response Interruption/Redirection

During the FBA, the target response to be blocked/interrupted is identified as well as an alternative response.

Once the response block is provided, the participant is immediately prompted to engage in a competing response using a least to most prompting hierarchy.

Prepared by KATC (2010)

(Cooper, Heron, & Heward, 2007: NPDCA. 2009)

Response Interruption/Redirection

Verbal or physical blocking can be used.

Example: Student engages in “video talk”.

Teacher says” What color is your shirt?” Student says “Blue.” Teacher delivers praise.

Prepared by KATC (2010)

Response Interruption/Redirection

Verbal or physical blocking can be used Example: Student engages in “hand-mouthing.” Teacher blocks.

Teacher prompts student to move to the cabinet and request for an edible.

Prepared by KATC (2010)

Response Cost

A loss of a specific amount of reinforcement occurs contingent on the occurrence of a problem behavior.

E.g. Fines Combined with Positive Reinforcement Prepared by KATC (2010)

Response Cost

Benefits of using Response Cost combined with Positive Reinforcement • Students do not have to lose all of their tokens.

• Students have opportunity to earn new tokens.

(Ensuring a reinforcement reserve) Prepared by KATC (2010)

Time Out

Time out from positive reinforcement The withdrawal of the opportunity to access reinforcement or the removal of a reinforcer for a specified time, contingent on the occurrence of a problem behavior. Prepared by KATC (2010)

Time Out

Though the use of time out with children seems prevalent in many contexts, the reality is that it is a

punishment procedure and therefore, subject to the same cautions.

In addition, if incorrectly applied (for escape maintained behaviors) it may strengthen problem behavior .

Prepared by KATC (2010)

Time Out

May be less appropriate for students with ASD Consider that many students with ASD may find academic demands challenging, sensory input overwhelming, and a lack of understanding social cues frustrating. These students may actually find a removal from educational contexts to be reinforcing.

Prepared by KATC (2010)

Time Out

In addition, some students with ASD may find

time out

an opportunity to engage in automatically reinforced behavior/stereotypy.

Again, making time out reinforcing and possibly strengthening problem behavior.

Prepared by KATC (2010)

Time Out

For example: Mica walks into the gym with his class. He is overwhelmed by the loud noises and melts down.

The teacher removes the student to the hallway for a brief 3 minute time out. The students learns quickly that the fastest way to get out of gym is to meltdown

“Smart kid, huh

” Prepared by KATC (2010)

Time Out

So again

Time out from reinforcement should be considered only after other interventions have failed (and the data show it).

A thorough FBA should be conducted and positive reinforcement (attention, tangible) should be identified as well as the function.

Parents should be involved in the decision to use time out .

Prepared by KATC (2010)

Time Out

Non-Exclusionary

Individual is not physically removed from the time-in setting Planned ignoring Withdrawal of a specific reinforcer Contingent observation Prepared by KATC (2010)

Time Out

Exclusionary

Student is removed entirely from the environment for a specified period.

Very difficult to implement accurately & effectively in school settings

Prepared by KATC (2010)

Time Out Considerations

• The “time-in” environment must be reinforcing.

• All relevant parties must be informed of the behaviors leading to time out.

Prepared by KATC (2010)

Time Out Considerations

• Keep time out periods brief (2 to 10 min).

• Clearly define exit criteria (exit should not be based solely on the passage of time but on an improved behavioral condition).

Prepared by KATC (2010)

Time Out Considerations

• Obtain permission before using it.

• Apply it consistently.

• Evaluate effectiveness.

Prepared by KATC (2010)

Time Out Again, only when less intrusive procedures have failed should time out be used.

This should involve documentation of the previously conducted interventions.

Prepared by KATC (2010)

Overcorrection

Behavior reduction tactic in which contingent on the occurrence of problem behavior the student is required to engage in effortful behavior related to the problem.

Restitutional

repair the damage caused by the problem behavior and then some

Positive practice

repeated practice of correct response or response incompatible with problem behavior Prepared by KATC (2010)

Contingent Exercise

Person is required to perform a response that is not topographically related to the problem behavior.

“Drop and give me 20.” Prepared by KATC (2010)

Putting it together!

Prepared by KY Coop Network May 2010

Steps in Setting Up a Behavior Support Plan

1. Identify the challenging behavior that needs to be changed. Define the behavior in specific observable, measurable terms.

2. Measure the challenging behavior. Collect data as to when, with whom, how often, antecedent events/settings, precursor behaviors, etc.

Prepared by KY Coop Network May 2010

Steps in Setting Up a Behavior Support Plan

3. Complete a functional assessment. Develop a “hypothesis” (best guess) about the function of the behavior based upon the data and information collected.

4. Select behavior change strategies. The strategies are to “match” the function of the challenging behavior using a multi-element approach. Develop a Positive Behavior Support Plan and establish realistic IEP goals and objectives.

Prepared by KY Coop Network May 2010

Steps in Setting Up a Behavior Support Plan

5. Implement and monitor effectiveness. Continue to measure the challenging behavior in the manner as before/during the functional assessment.

6. Evaluate the effectiveness of the PBS Plan based upon progress monitoring data.

7. Revise PBS Plan, as necessary.

Prepared by KY Coop Network May 2010

Tips for PBS Plans

• Keep in mind the function of the challenging behavior. The function of the challenging behavior may be different for different students or different behaviors of the same student.

• Write the plan in an outline format, keeping the plan to 2-3 pages. Use headings so that strategies may be found and read quickly for ease in implementation.

Prepared by KY Coop Network May 2010

Tips for PBS Plans

• Be specific in the directions so that all persons assisting with the student will understand and implement the plan in a consistent manner.

• Identify precursor behaviors and intervene early in the behavioral chain of challenging behavior. Precursor behaviors are the mild cues that the student may display that indicates that the more severe challenging behavior is likely to follow.

Prepared by KY Coop Network May 2010

Tips for PBS Plans

• Reward systems should match the rate of challenging behavior. Don’t expect a lot of behavior change for little reward. Use the Goldilocks Rule that suggests that the amount of reinforcement opportunities should be twice as much as the current rate of the challenging behavior.

Prepared by KY Coop Network May 2010

Tips for PBS Plans

• The rewards identified by the ARC must be ones that are important to the student for success. Those rewards only chosen for availability may not be powerful enough to motivate the student to change behavior.

• Make sure the student knows all rules and consequences. Be creative in reviewing the rules with students.

Prepared by KY Coop Network May 2010

Tips for PBS Plans

• Apply reinforcement and punishment consistently.

• Structure the environment. Plan ahead…Idle time invites problems.

• If unsure of strategies to use with a given student, assign ARC member to review literature for options or seek consultation from an outside source.

Prepared by KY Coop Network May 2010

Tips for PBS Plans

• The ARC may consider role playing strategies amongst those who will implement the plan to ensure consistency.

• Don’t specify strategies that the ARC members cannot or will not implement. PBS Plan is part of the IEP; therefore, a legal contract of services.

Prepared by KY Coop Network May 2010

Tips for PBS Plans

• Remember PBS Plans are not the same as a disciplinary plan. PBS Plans encourage and teach replacement behaviors. Disciplinary procedures may be only a small part of the plan.

Prepared by KY Coop Network May 2010

In Summary

Effective Interventions are…

• Multi-element approach • Collaboratively designed • Consistent • Do-Able • Based on setting the student up for success • Clear & Concise: “If - then statements • Based upon a 3:1 ratio of positive to negative comments.

Prepared by KY Coop Network May 2010

Parting shots

The success of any behavior change program is hinged on the accurate identification of reinforcers through FBA And careful monitoring via continuous data collection and the graphing of that data.

Prepared by KATC (2010)

Parting shots

How do I select a behavior intervention?

• Consider data from the FBA.

• Consider team and parent input.

• Consider interventions that teach new skills.

• Consider the least intrusive intervention for the student and teacher.

• Consider the difficulty in conducting the intervention.

Prepared by KATC (2010)

A Review

Behavior change involves the manipulation of

antecedents

,

consequences, or both.

A B C Prepared by KATC (2010)

"People don't shape the world, the world shapes them"

(BF Skinner)

Reference List & Suggested Readings

• Alberto, P.A. & Troutman, A.C. (1995).

Applied Behavior Analysis for Teachers

(Fourth Edition). Columbus, OH: Merrill Prentice Hall Publishers • Bailey, J. & Burch, M. (2006).

How to think like a behavior analyst

. New York, NY: Psychology Press.

• Barbera, M.L. (2007).

The verbal behavior approach: How to teach children with autism and related disorders

. Philadelphia, PA: Jessica Kingsley Publishers.

• Cooper, J.O., Heron, T.E., & Heward, W.L. (2007).

Applied Behavior Analysis

(Second Edition). Columbus, OH: Merrill Prentice Hall. • Franzone, E. (2009).

Overview of functional communication training (FCT)

. Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin

.

Reference List & Suggested Readings

• Lee, D.L. & Axelrod, S. (2005).

Behavior Modification: Basic Principles

(Third Edition). Austin, TX : ProEd Publishers.

• Luce, S.C. & Smith, A.F. (2007).

How to Support Children with Problem behaviors.

Austin, TX : ProEd Publishers.

•

NYFAC. Discrete trial teaching

(1999). NYC: New York Families for Autistic Children. • Vargas, J.S. (2009).

Behavior Analysis for effective teaching

. New York, NY: Routledge.

• YAI/New York League for Early Learning. (2003).

relating and communication.

Creating a classroom for children with autism and other disorders of

New York: YAI/New York League for Early Learning.