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Positive Behavior Support for Families

Positive Behavior Support for Families. Effective Strategies to Address your Child ’ s Behavior. Amy McCart, Ph.D. Diane Bannerman Juracek, Ph.D. BCBA Expanding the World of PBS: Science, Values, & Vision 3-2011. Agenda. Understanding Positive Behavior Support How does behavior work?

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Positive Behavior Support for Families

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  1. Positive Behavior Support for Families Effective Strategies to Address your Child’s Behavior Amy McCart, Ph.D. Diane Bannerman Juracek, Ph.D. BCBA Expanding the World of PBS: Science, Values, & Vision 3-2011

  2. Agenda • Understanding Positive Behavior Support • How does behavior work? • Understanding the functions (or reasons) for problem behavior • Developing effective intervention strategies using the Behavior Analysis and Intervention Summary (BAIS) • Harmony in the home (It’s a “tool”, we’re not promising to deliver!)

  3. Positive Behavior Support PBS involves comprehensive multi-component support that focuses on: • Preventing problem behavior • Using of research-validated practices • Teaching new skills • Enhancing quality of life • Assessing the reasons for problem behavior and redesigning environments and challenging contexts • Embedding intervention into natural routines • Person-centered support

  4. How Behavior Works

  5. There’s so much more than what you see on the surface

  6. The Science of Human Behavior • Behavior is learned (except unconditioned responses) • Behavior is observable and measurable • Behavior is lawful…. guided by history, context, and contingencies

  7. Setting Events Conditions or circumstances that increase the likelihood of problem behavior Setting events “set the stage…”

  8. Setting Events • Can be due to social, environmental or physiological factors • May or may not immediately proceed the behavior • Examples may include: lack of sleep, sickness, medication changes, stressful experiences, cultural issues, history and family experiences

  9. Understanding the ABC’s • Brandon and the Hoagie

  10. Can increase the Likelihood of Behavior Triggers Can decrease the Likelihood of Behavior

  11. How the problem behavior begins, peaks & decelerates is relevant to preventing or stopping it… The Peak Escalation De-escalation Precursors

  12. “How Behavior Works” Quiz Name ________________________Date ________________1. True or False Behavior is observable and measurable2. True or False Children behave badly to get back at their parents 3. True or False Behavior is learned 4. True or False We cannot change behavior; it is too complex 5. True or False Understanding how behavior works is very complex. History, current circumstances, culture, health, the individual’s physiology are some the things that effect our behavior.6. An antecendent is: 7. A Consequence occurs _____________________ the behavior and can either ________________ the likelihood of a behavior or ___________________ the likelihood of a behavior8. True or False Setting events cause problem behaviors. 9. Name 5 likely setting events. __________________________________ ___________________________________ _____________________________________ ____________________________________ __________________________________

  13. Another example Analyse Amy’s sweet girl

  14. Can increase the Likelihood of Behavior Triggers Can decrease the Likelihood of Behavior

  15. Why is the Behavior Occurring Determining Function

  16. Obtain Activities Items Attention Physiological Stimulation Problem behavior occurs to accomplish the following Escape Activities Items Attention Physiological Stimulation Sugai & Horner, 2001

  17. More on the function of behavior One function for Multiple Behaviors Multiple Behaviors with one function

  18. No Rest for the Weary!!!! Conduct a Functional Assessment to Assess Why the Behavior is occurring

  19. Functional AssessmentIn the Family Context Yeah, Right?....I can barely do “family” in the family context

  20. Functional Assessment: Looking for more than the ABCs The Basics • Description of the behavior • When and where the behavior is occurring • Setting events, Antecedents, Consequences • Contextual Influences The Critical Intricacies of the Family Dynamic • Family structure • Parenting practices • Cultural Influences • Opportunities/constraints of environments

  21. Component One: Direct Assessment with the Family • Observations • When is behavior occurring? • What happens right before the behavior? • What does the behavior look like? • How do people respond to behavior? • Parenting practices of note • Interaction style

  22. Component Two: Indirect Assessment with the Family • Interviews • Record reviews • Quality of life measures • Query parent and child views on family dynamics, interaction styles, schedules and routines in the home, etc.

  23. Examples of Indirect Assessments • Functional Assessment Interview (Bannerman & McCart, 2002) • Functional Analysis Interview Form (O’Neill et. at., 1997) • Family Ecology Interview (Albin, R.W., Lucyshyn, J.M., Horner, R.H., & Flannery, B.K. (1996). In J.M. Lucyshyn, G. Dunlap, & R.W. Albin (Eds), Families and positive behavior support: Addressing problem behavior in family contexts (pp.81-98), Baltimore: Brookes. • Family Vision of a Successful Activity Setting (from Albin, Lucyshyn, Horner, & Flannery (1996), in Contextual Fit for Behavior Support Plans (Koegel, Koegel, & Dunlap, Eds.) • Motivation Assessment Scale (Weiner, 1998) • Quality of life Questionnaire (Weiner, 1998) • Communication Questionnaire (Weiner, 1998) • Reinforcement Inventory (Weiner, 1998)

  24. Component Three: Functional Analysis with the Family • Testing your theory about why the behavior may be occurring • Hypothesis testing in natural contexts: • not manipulating variables in a controlled manner • Informal test of your “best guess” about the function of the behavior

  25. Developing Effective Intervention Strategies Behavior Analysis and Intervention Summary (BAIS)

  26. BAIS • Let’s use the BAIS: Behavior Analysis and Intervention Summary to develop an effective multi-component intervention to address the example provided earlier

  27. Applying What You Know With an example from your experience identify the following: • How behavior works? • How to determine the function (or reason) for problem behavior • Develop effective intervention strategies using the Behavior Analysis and Intervention Summary (BAIS)

  28. McCart, A. & Bannerman Juracek, D., 2002

  29. Elements of EffectiveInterentionStrategies • Layers of Support • Includes choice • Touches on individual, group and class-wide • Includes lots of positive components • Immediate elements of reinforcement • Consistent • Considers context

  30. Changing the Focus of Control • Effective teachers recognize that the only behavior they can directly control is their own • First thing to do when you encounter a student with problem behavior is NOT to focus on changing his/her behavior but focus on changing your own teaching behaviors Utah SIGNAL Project Utah State University

  31. Harmony in The Home Key Settings and Core Behavioral Strategies for the Home Focus Child: _______________________ Date: _________________ Home Setting: ________________________ 1) Sketch out a diagram of how a problematic home setting (room, area, floor of the house, outside area) is set up on the back of this page. What changes can be made to make is less problematic environmentally (increase visual supervision, support active engagement in activities, etc.) 2) Record a typical daily schedule, include transition times as specific activities. 3) Decide what your clearly defined behavioral expectations will be for your home. What do they look like and not look like in this specific environment. 4) Select a motivation system for your home or this specific environment, using a layered positive based motivation system; try not to rely on one system. 5) Establish clear steps to deal with behavioral concerns when necessary. 6) Write down 3 or 4 back up activities that will be available to your child, if a planned activity is not working. Have all needed supplies and materials for these back up activities available. 7) Select specific ways to handle transitions in your home. Specifically, how will your child know it is time to change activities and how will they go about moving from one activity to another? 8) How will you ensure consistency with your child in other environments in your home or at restaurants, in a vehicle, etc.?

  32. Resources • Weaving Intervention into the Fabric of Everyday Life: An approach to family assessment (Bernheimer & Keogh, 1995) • Contextual Fit for Behavioral Support Plans (Koegel, Koegel, & Dunlap, 1996) • Positive Behavior Support with Families (Lucyshyn, Dunlap, & Albin, 2002) • Parenting with Positive Behavior Support: A practical guide to resolving your child’s difficult behavior (Hieneman, Childs & Sergay, 2006) • Developing Cross-Culture Competence (Lynch & Hanson, 2004)

  33. Resources • Center for Evidence Based Practice www.challengingbehavior.org • Online academy PBS module www.onlineacademy.org • OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports www.pbis.org • Kansas Institute on Positive Behavior Support www.kipbs.org

  34. Thank You For Your Time Amy McCart, Ph.D. University of Kansas PBS Research & Consultation, LLC. amymc@ku.edu Diane Bannerman Juracek, Ph.D. BCBA PBS Research and Consultation, LLC. dibannermanjuracek@clokan.org

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