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1. The webinar “Breaking Down the Behavioral Components of the IEP” will begin @ 11 AMPlease use this time to adjust the volume of your speakers while the music is playing

2. Attendance • At this time, if you have not already done so, please use your chat pod and type the district/LEA you are representing • If you are viewing this webinar with others in the room, please indicate their name as well

3. Downloading Files You can download all of today’s materials in the FILES 2 Pod on the bottom left of your screen at any time during the presentation • Click on the selected file • Click DOWNLOAD FILE • Select the destination where you would like to save the file

4. Chats Chat To send a message to everyone, simply type your message in the chat pod and hit enter or click the send icon.

5. Archived Webinars This webinar is being recorded and will be available for viewing at www.laspdg.org under Culturally Responsive | Webinars | 2015-2016

6. People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

7. Poll QuestionThis question is to assess your knowledge of the topic BEFORE the webinar. At the end of the webinar, we will assess if your knowledge increased. I have knowledge of the behavioral components of an IEP Yes No

8. Breaking Down The Behavioral Components of the IEP (and the BIP) DANIEL L. NOACKLESAGE, M.A. BOARD CERTIFIED BEHAVIOR ANALYST

9. Essential Components • Target Behavior (to be decreased) • Replacement Behavior (to be increased) • Data Collection (initial assessment and implementation) • Hypothesis Statement (based on function and data) • Intervention Goal (focus on replacement behavior) • List of Interventions (focus on replacement behavior)

10. What is the Purpose? Part 1: Eliminate the Link Between Target Behavior and Functional Consequences Part 2: Create the Link Between Replacement Behavior and Functional Consequences Part 3: Practice, Practice, and Practice Again

11. Essential Component Target Behavior (to be decreased) Replacement Behavior (to be increased)

12. Defining Target and Replacement Behaviors • Define the behavior by its TOPOGRAPHY: • What are the physical characteristics of the behavior? • What does the behavior look like? What does the behavior sound like? How often does it occur? How long does it occur? • Define the behavior by its physical characteristics and only by what can be physically observed.

13. Operational Definition A student engages in… • Non-Compliance: The incompletion of an instructed task within __ seconds of the instruction (unrelated to a skill deficit) • Out of Area: Being more than an allowed distance away from a designated location (include the distance) – Elopement is an extreme form of this behavior • Physical Aggression: hitting, kicking, pushing, pulling, biting, scratching • Verbal Aggression: screaming, yelling, inappropriate verbiage, inappropriate volume • Inappropriate Speech: this is different from verbal aggression due to the intent • Property Destruction: any form of damage directed at inanimate objects

14. An Example • Alex engages in the following target behaviors: • Aggression:striking another individual with either an open or closed fist, kicking another individual with either her leg or her foot • Property Destruction:tearing, crumbling, and throwing of inanimate objects • Non-Compliance:failure to initiate a designated task within 10 seconds of the instruction to engage in that task. Occasionally, verbal aggressiondoes occur in the form of yelling “NO!” at a volume above appropriate conversation level • Replacement Behaviors for Alex: • Appropriate Physical-Social Behaviors: use of hands, feet, and other body parts consistent with the current activity • Appropriate Object Manipulation:manipulation of activity materials consistent with the current activity • Compliance:initiation of a designated task within 10 seconds of a delivered instruction.

15. Essential Component DATA COLLECTION (INITIAL ASSESSMENT AND IMPLEMENTATION)

16. Data Collection • Frequency (number of occurrences) • 45 hits (does not designate a time period) • Rate (frequency within a time period) • 45 hits/10min = 4.5 hits per minute (can convert time period) • Duration (length of time) • Tantrum lasting 10 minutes • Latency (time until first occurrence) • 10 minutes from initial instruction until initiation of compliance • % of Trials (occurrences within consistent opportunities) • Compliance 80% of learning trials (can convert # of of trials) • % of Intervals (occurrences within consistent intervals) • A behavior was observed during a % of set intervals (can convert # of intervals)

17. Interval Recording Interval Recording: tracking behavior within a repeating interval system and then calculating percentage of intervals (interval duration cannot change but number of intervals can change) *** Every 30 Seconds for 30 Minutes *** Whole Interval: Did the behavior occur for entire interval? • Behavior occurred 8/20 intervals: WHOLE INTERVAL of 40% Partial Interval: Did the behavior occur during part of the interval? • Behavior occurred 15/20 intervals: PARTIAL INTERVAL of 75% Momentary Time Sampling: Did the behavior occur at a specific interval? • Behavior occurred 12/20 intervals: MOMENTARY TIME SAMPLING of 60%

18. Essential Component Hypothesis Statement (based on function and Data)

19. The ABC’s and Function of Behavior • Antecedent (A)  Behavior (B)  Consequence (C) • All behavior can be divided up into four (4) categories • Attention • Escape • Tangible • Automatic

20. Hypothesis Statement • The target behavior (without operational definition) • Direct link to a behavioral function • Possible inclusion of other factors (sensory, developmental, specific activities, etc) Example: After review of collected data, it is likely that Alex engages in aggression in order to access attention from other individuals during social activities. Also, it is likely that Alex engages in property destruction and non-compliance in order to escape task demands during academic activities.

21. Essential Component INTERVENTION GOAL (FOCUS ON REPLACEMENT BEHAVIOR)

22. Creating an Intervention Goal • Operationally define an appropriate replacement behavior and designate an appropriate level of performance • Goal #1: Alex will engage in appropriate approrpaite physical-social behaviors for a duration of 10 minutes across 90% of social activities for three consecutive school days. • Goal #2: Alex will engage in approrpaite object manipulation across 80% of academic activities for three consecutive school days. • Goal #3: Alex will engage in compliance within 10 seconds of a delivered instruction across 80% of instructions for three consecutive school days. • Note: Official long term set goals vs. day to day adjustable goals

23. Essential Component LIST OF INTERVENTIONS (FOCUS ON REPLACEMENT BEHAVIOR BUT INCLUDE TARGET BEHAVIOR INTERVENTIONS)

24. Factors to Consider • A majority of behavior intervention is designed to evoke replacement behavior and is implemented before the target behavior occurs • Each intervention technique should be directly connected to the function, the individual's ability, and designed to create future progress • Each intervention should be designed to evoke an observable behavior

25. Essential Components • Target Behavior (to be decreased) • Replacement Behavior (to be increased) • Data Collection (initial assessment and implementation) • Hypothesis Statement (based on function and data) • Intervention Goal (focus on replacement behavior) • List of Interventions (focus on replacement behavior)

26. Breaking Down The Behavioral Components of the IEP (and the BIP) DANIEL L. NOACKLESAGE, M.A. BOARD CERTIFIED BEHAVIOR ANALYST

27. Building Capacity • When you leave today, what will you do with this information? • How will you share it with others in your district? • When will you share it? (Timeline)

28. www.laspdg.org Summer Whitmore swhitm1@lsu.edu The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

29. Poll Question My knowledge of the behavioral components of an IEP increased after this webinar. Yes No

30. Webinar Wednesday Series (go to www.laspdg.org homepage calendar for information; all webinars will occur at 11 am) • March 2- Family Engagement | Engage Parents and Families of Children with Special Needs| Dr. Joyce Epstein https://laspdg.adobeconnect.com/feepsteinmar2016/ • March 16-Inclusive Practices|The Schoolhouse Model & Quality Inclusive Education Practices Self-Assessment| Dr. Richard Villa https://laspdg.adobeconnect.com/ipvillamarch2016/

31. Attendance • At this time, if you have not already done so, please use your chat pod and type the district/LEA you are representing • If you are viewing this webinar with others in the room, please indicate their name as well

32. We want your feedback! • We are about to launch a quick survey • If you have pop up blockers enabled, you can go directly to the survey at https://www.surveymonkey.com/r/crpbehaviormar16 • After completion of the survey, you are finished; we will be closing the webinar shortly • Thank you for your time!