Positive Behavior Support Plans

1. Positive Behavior Support Plans Illinois Service Resource Center A Statewide Technical Assistance Center of the Illinois State Board of Education

3. Multi-tier Model of Service Delivery Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

4. Integrated Elements Supporting Social Competence & Skill Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. Universal Level Interventions • 80-85% will respond • Identify 3-5 Expectations • Be Respectful, Be Responsible, Be Safe • Develop Matrix of Expectations by Environment • Develop ways to Teach, Model, Prompt and Reinforce expected behaviors (TeMPR)

8. What Does Research Say? • Research supports positive behavior interventions • 4 to 1 ratio of positive to negative interactions (Gottman) • Responding to negative behavior-Reactive • Preventing negative behavior - Proactive

9. What does Confucius say? To teach, start where the student is at

10. What do Social Workers say? Begin with where the client is

11. What do teachers say? • I’m not going to reinforce them for something they should do anyways. • They should already know better. • It’s a bribe (If you give them something to stop the behavior when they are already doing it, it’s a bribe. If you set it up to prevent the behaviors, it is a reinforcement.)

12. What do good teachers say? • Universal Design • Inclusive classrooms • Meet the needs of all students • Smooth seas do not make skillful sailors

13. Secondary Level Interventions • 10-15% will require and/or respond • Specific social skills instruction • Increased and regular feedback on behavior • Check In Check Out • Extra Teaching, Modeling, Prompting, Reinforcing

14. Student ________________ Week__________________ 1 = Not so good 2 = OK 3 = Good job Total points earned this week ___________ Total possible points this week (30 if attended every day, subtract 6 for each absence) _______ Percentage of total points earned this week ____________

15. Student ________________ Week__________________ 1 = Not so good 2 = OK 3 = Good job Total points earned this week ___________ Total possible points this week (30 if attended every day, subtract 6 for each absence) _______ Percentage of total points earned this week ____________

16. Intensive Level Interventions • 3-5% will require • Functional Behavioral Assessments • Behavior Intervention Plans • Community level supports (wraparound) • Teaching, Modeling, Prompting, Reinforcing of replacement behaviors to meet the identified function of specific behaviors

17. When is a BIP Required? • When behavior impedes a child’s learning or that of others • When a child is first removed for more than 10 days • IL - when restrictive interventions may be used

18. Non-Restrictive Token economy Verbal Reprimand Notify Parents Modification Modeling Peer Involvement Restrictive Detention Exclusion from extracurricular activities Suspensions Time Out in isolation Manual Restraints Interventions

19. Highly Restrictive Aversive mists Denial to regularly used equipment/devices Mechanical restraints Expulsion with continuing education program Prohibited Corporal Punishment Expulsion with cessation of services Physical manipulation that causes pain Faradic skin shock Interventions

20. Management vs. Intervention • Management • reduce or eliminate a behavior • search and destroy method • Intervention • teach new skills

22. Maintaining Negative Behavior Challenging Behavior Perception of noncompliance Look to punish and control Design/apply manipulative interventions/power Maintain or increase challenging behavior Individual’s need remains unaddressed

23. Reframing • Get yourself out of the picture! • Don’t make assumptions • What is half of thirteen?

24. Functional Behavioral Assessment • Clearly describes the challenging behaviors, including behaviors that occur together • Identifies the events, times, and situations that predict when the challenging behavior will and will not occur. • Develops one or more summary statements or hypothesis that describes specific behavior and the types of situations in which they occur and the reinforcers that maintain the behavior in that situation.

25. Functional Assessment of Behavior“BIG IDEAS” • A process to improve our understanding of problem behavior so we can develop more efficient, effective & relevant behavior support plans. • Identification of events that reliably predict the occurrence & non-occurrence of problem behaviors. Adapted from T. Scott, U of Florida Gainesville

26. Outcome of FBA • Operational description of the problem behavior • Data Collection • Identification of the consequences that maintain the behavior • Prediction of the times and situations when the behavior will and will not occur • Development of hypotheses

27. Functional Behavioral Assessment: Components Client Strengths Target Behavior Setting Antecedents Consequences Environmental Variables Hypothesis of Function of Behavior

28. Defining Behavior • Topography • Frequency • Latency • Duration • Magnitude

29. TARGET BEHAVIORIs this behavior a Skill Deficit or a Performance Deficit?Skill Deficit: The individual does not know how to perform the desired behavior Performance Deficit: The individual knows how to perform the desired behavior, but does not consistently do so

30. Maddie • Typical description of behavior • Be careful about making assumptions or judgements • Use this information to define Maddie’s behavior

31. Write a definition of Maddie’s behavior

32. Maddie: Additional Data • Behavior occurs in clusters, starting with whining and escalating to tantrums if allowed • Behavior occurs within 3 minutes of initiating independent work • Talking, delaying, etc. will continue throughout completion of task • Tantrums continue until removal (approx. 5 min.) • Vocalizations can be heard throughout the room. Tantrums include screaming, crying slapping of desk. Sound and tears increase with time • This behavior does not occur in 1:1 or group situations

33. Strategies for Assessment • Interview the person and those people who know him best • Direct observation over an extended time period (Data collection) • Systematic manipulation of specific situations that you believe will or will not result in the targeted behavior

34. Data Collection • Referral • Interview • Direct Observation • Antecedents • Consequences • Setting Events

35. FBA Components Student Strengths Target Behavior Setting Antecedents Consequences Environmental Variables Hypothesis of Function of Behavior

36. 2 Valid Functions Get/access Tangible Sensory Attention Avoid/escape Research Validated Functions

37. Understanding “Function” • To Get Something (Obtain) -attention, objects, power, self-stimulation 2. To Get Away From Something (Escape) -tasks, embarrassment, situations, persons The most common problem behaviors in school and in life serve one of two functions/purposes: Adapted from T. Scott, 1988

38. Motivation Assessment Scale • Developed by Durand and Crimmins • 16 Questions • Easy to score • Try to have at least 3 raters • Ranks functions: Sensory, Escape, Attention, Tangible (SEAT) • Can purchase the scale through: • www.monacoassociates.com/mas

39. Hypothesis Statement A hypothesis statement is a summary statement that describes the team’s best guess about the relationship between the problem behavior and the characteristics of the environment- the specific contexts and the specific function. The goal of which is to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior. Adapted from T. Scott, U of Florida Gainesville

40. Maddie: Interview Information • It appears that Maddie has very low self esteem and is concerned that peers don’t like her and make fun of her.

41. Maddie: Strengths • Likes math – not great at it, but likes problem solving • Strong team worker • Always does her homework

42. Complete a Functional Behavioral Assessment for Maddie

43. Goal of Intervention • To Teach Behaviors: • that are functionally equivalent to the problem behavior • that provide a means of coping • that the individual wants to do independently

44. Why is this personengaging in this behavior,in this settingat this time?Gordon Paul

45. Competing Behavior Analysis • Ask: what else can we teach that: • Results in the same reinforcer • With shorter delay • With greater consistency • And requires less effort • Steve Buckmann

46. Teacher Attention: Competing Behavior Analysis

47. Competing Behavior Model Setting Problem Maintaining Event Antecedent Behavior Consequence

48. Functional Assessment Pathway Maintaining Consequence THE FUNCTION “Get something” “Get away from Something” Problem Behavior Setting Event Triggering Event or Antecedent

49. Environmental Setting Events • Neighborhood • Quality of Life • Interactions/Reactions • Home Environment • Level of Curriculum • Instructional Arrangements • History

50. Behavioral Learning Stylesas Setting Events • Preferred Activities • Length of Task • Modality • Multiple Intelligence • Choice Making • Skill Level • Level of Activity