Chapter 11: Accommodating Students with Behavioral Challenges

1. Chapter 11:Accommodating Students with Behavioral Challenges Jim Barry KIN 579 West Chester University

2. Presentation can be viewed on YouTube. http://youtu.be/bjQgOL4Ix1k Click the YouTube Button to Play the Presentation

3. Based On: Please open your book to Chapter 11 and follow along with the presentation.

4. Objectives Participants will be able to: • Explain the History of Approaches • Explain a Positive Approach to Behavior Management • Describe Ways to Teach Appropriate Behavior • Describe Ways to Maintain a Behavior • Discuss Different Behavior Problems and Come up with Solutions

5. Common Disabilities and Related Behaviors • Emotional Disorders • Behavioral Disorders • Traumatic Brain Disorders • ADHD • Autism Spectrum Disorders (PDD) *See Table 11.1 for behaviors relating to these disabilities. (Page 206)

6. History of Approaches (pg.206) • Psychodynamic Approach: Psychotherapeutic reason of why the behavior is or is not being demonstrated. • Behavior Modification Approach: What in the environment is causing the behavior to occur or not occur.

7. The ABC Paradigm • A stimulus or Antecedent (A), precedes the behavior (B), followed by a positive and/or negative consequence (C), that results in an increase or decrease of the behavior.

8. A Positive Approach to Behavior Management (pg. 207) • Positive Behavioral Support (PBS) • Positive Behavioral Intervention Support (PBIS) • Effective Behavior Supports (EBS)

9. Example of Applying Hellison’s Model

10. Goals of PBS (pg. 208) • Helping student develop new communication, social, and self-control skills for more positive relationships with classmates, teachers, and community members. • The success of the PBS is judged not only on the decrease of the targeted behavior but also the replacement of new skills to control the behavior to improve their lifestyle. *remember the student demonstrated these behaviors with a purpose of getting attention, escape, avoidance, getting something tangible or sensory function.

11. The PBS Model – Functional Behavior Assessment (FBA) (Pg. 208) 1. Identify the Behavior 2. Examine Antecedents 3. Examine Possible Function of Behavior 4. Explore Consequences 5. Consider Simple Alternatives that Might Prevent/Reduce Behavior 6. Create the Behavior Plan

12. Identify the Behavior (pg.211) Three common ways to Measure Behaviors: • Event Recording: How many times. • Duration Recording: How long Behavior occurs. • Interval Recording: Records when behavior occurs during an interval. Example: “He is always in my face” Should read: “Everyday when Adrian enters the gym, he comes directly to me and wants to know what we are exactly doing in class”

13. Antecedents for Possible Causes (pg 212) • Now that the behavior is identified and measured- what environmental factors might be causing the behavior? • Who: Peers or adults in the environment • When: morning, lunch, dismissal, before lunch… • Where: hallway, classroom, lunch room, gym… • What: What action is occurring…

14. Examine Consequences (Pg. 212) • Consequences may be the reason the student is displaying the behavior in the first place… Student does not want to play in basketball game. Student acts out and talks back and is sent to time-out….Student gets exactly what he wants! • Consequences can make the behavior stronger or weaker depending on how the student reacts to the consequence.

15. Possible Functions of Behavior • What does the student want or what does the student hope to accomplish by displaying the inappropriate behavior? Examples: Attempting to gain attention, wanting to be involved, anger against another student, anger against the teacher, avoiding the task frustration, pain, discomfort, needing help, etc…

16. Ways to Teach Appropriate Behavior (pg 215) • 1. Preventing Behaviors (adding people, places to visit, avoid antecedents/triggers) • 2. Teaching New Behaviors (modeling, prompting and shaping, rehearsal, pictures, self-talk) • 3. Responding Strategies (students should be reinforced when they demonstrate appropriate behavior) • 4. Create a Behavior Plan (If simple solutions do not work then a Behavior Plan will need to be developed) *See Table 11.3 Techniques for preventing behavior problems

17. Picture Schedule Example

18. Other Ways to IncreaseAppropriate Behavior (pg. 219) Group Contingencies: What the “squad” does. (Dependent, Independent, Interdependent) Token Rewards: Symbolic reward. Immediate action (Temporary to substantial reinforcer’s. Predetermined value) Contracts: Most sophisticated behavior technique (Teacher, Student, Both) Prompts: Visual, Auditory, Physical Shaping: Development of a new Behavior Chaining: Identifying a series of steps

19. Negative Reinforcement (pg.222) Refers to taking something away to maintain or increase behavior. • 1. Avoidance Procedure • 2. Escape Procedure • 3. Non Reinforcement

20. When Reinforcement aloneis ineffective… Two techniques that physical educators can use to reduce or eliminate behaviors. • Differential Reinforcement • Punishment

21. Differential Reinforcement (pg223) 1. Differential Reinforcement of Low Rates of Behavior * specific schedule of reinforcement to decrease the rate of a problem behavior that may be tolerable but inappropriate (too often or too rapidly) 2. Differential Reinforcement of other Behaviors * reinforcer being delivered contingent on the target behavior not being demonstrated for a specific period of time. 3. Differential Reinforcement of an Incompatible Behavior * a behavior is reinforced that is incompatible with the inappropriate behavior.

22. Punishment (pg224) • The presentation of an aversive event or consequence immediately following a behavior that leads to a decrease in the occurrence of that behavior. Punishment can also be abusive, leading to withdrawal, anger, frustration and even further misbehavior.

23. Six forms of Punishment • Silent Look – most effective when talking • Verbal Reprimand – Address the problem NOT the student. • Extinction – IGNORE the Behavior. • Time-Out – observational, seclusion, exclusionary • Overcorrection – restitution, positive practice • Response Cost – removal to ensure the student understands

24. Leveling System • Students are placed on one of a series of clearly defined steps based on present level of performance. • These steps involve increasing student responsibility and privileges as the level of performance and learning improves. See page 226 Table11.8 for and example of leveling

25. Closing Remarks… (pg227) • Plan on Teaching Appropriate Behaviors • Communicating with Students • Communicating with Parents • Communicating with Administration • Establish Class Rules • Consistency in Enforcing Rules • Utilize Team Approach • School wide Behavior Plans • KNOW THE LAWS

26. Assessment • Go on to the wiki site and where we ask questions to each other. • Once you are there, list some of the ways that you use some of the techniques that were described in today's presentation.

27. Come see me… • If you are attending PSAHPERD Convention at Seven Springs let me know, I will be running around helping with the convention program. • If you are attending EDA in February I will be presenting on Friday Afternoon “The Brain and Body Connection”. I will also be working with the Southeastern District on a Winter Walking Warm up in Valley Forge Park that morning. Hope to see you there!!!! • jbarrype.wikispaces.com or jbarrype@gmail.com