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ISS Monitor Training

ISS Monitor Training. Challenging Behavior. Behavior that interferes with a student’s learning or the learning of other individuals, hinders positive social interactions and relationships, or harms the student’s peers, adults, or family members ( Bailey & Wolery , 1992).

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ISS Monitor Training

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  1. ISS Monitor Training

  2. Challenging Behavior • Behavior that interferes with a student’s learning or the learning of other individuals, hinders positive social interactions and relationships, or harms the student’s peers, adults, or family members (Bailey & Wolery, 1992).

  3. Traditional Belief System When a student doesn’t know how to drive…….. we teach him. When a child doesn’t know how to wash his hands…… we teach him. When a person doesn’t know how to read……. we teach her. But when a child doesn’t know how to behave……….. we punish her. 

  4. Reinforcement Before you plan for instruction you must make a decision… What effect do you want on behavior? • Increase or decrease the frequency of the behavior?

  5. Increasing Appropriate Behaviors Reinforcement

  6. Characteristics of Punishment • Can show immediate effect • Once used, loses effectiveness and strength must be increased • Tied to the punisher • Not effective with inconsistent use

  7. Characteristics of Reinforcement • Takes time to take effect (not always immediate) • Faster if consistent in implementation • Not tied to person giving reinforcer • Can be maintained without increase in reinforcement strength • Can fade

  8. Reinforcement • Tangible • Social • Intrinsic

  9. Reflection Think about some different items that are reinforcing for your students that are Tangible Social intrinsic

  10. What research says Discipline does not equal punishment. Discipline = training that is expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement. Improvement means to increase, develop, or enhance. (Maag, 2001)

  11. Reinforcement Game • Table talk • Is the scenario reinforcement (+ or -) or punishment (+ or -) • Consider all people involved in scenario • We will discuss as a group

  12. Reinforcement Trap

  13. Coke Machine Vs. Slot Machine

  14. Ratio of Interactions

  15. Changes in Behavior • Remember reinforcement of behavior • If a behavior does not decrease, it is being reinforced • Increase in intensity of behavior may mean baseline has changed

  16. Our responsibility "If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us for not having nourished the seed properly." - Buddhist proverb

  17. Data CollectionRedesign training Krystal Colhoff

  18. Direct Data Eyes on Behavior Antecedent/Behavior/Consequence data (ABC) Frequency, Latency, Duration, Severity, etc.

  19. ABC Data Collection • Antecedents that trigger the behavior • Consequences that are maintaining the behavior • Assign the function you think (hypothesize) the behavior to be. • When behavior is maintained or increases (appropriate or inappropriate), it is being reinforced.

  20. How do we talk about behavior? Observable & Measurable

  21. Re-frame Behavior discussions John completes 1 out of every 5 assignments John is lazy

  22. Reframe behavior discussons Kelly makes comments to peers, such as “you’re stupid” Kelly is rude

  23. Functions of Behavior

  24. 73

  25. Example ABC Data

  26. Competing Behavior Pathway Challenging Behavior Function/Outcome Replacement Behavior Setting Event/s Antecedent Function/Outcome Desired

  27. ABC Example – Billy Madison

  28. Abraham Maslow: If the only tool you have is a hammer, you tend to see every problem as a nail.

  29. Designing Behavior Interventions

  30. Behavior Change • Slow process • Need changes in BOTH adult and student behavior Step 1. Externalizing Behavior Change: Extrinsic • Reinforcement • Feedback Step 2. Fade into Internalizing Behavior Change: Intrinsic • Self awareness • Self monitoring • Self control

  31. Anxiety and the Brain Frontal Lobe Judgment Logical Thinking Cerebellum Emotion Fight or Flight

  32. Fight or flight • Amygdala, Hypothalamus • Adrenaline, noradrenalin, cortisol • Body changes • Respiration increases, pupils dilate, blood moved to different parts of body • Perception • Environment possible threat

  33. Topography • Describes behavior • Tells us what • Does not tell us why • Label of students, not an analysis of behavior

  34. Intervention Categories Topography Physical Aggression Function Escape Attention Sensory Tangible

  35. Interventions • Antecedent • Prevent behavior from occurring • Teach • How will we teach the new replacement behavior • Behavior • Response when behavior is occurring • Consequence/Reinforce • Response after appropriate/inappropriate behavior has occurred • Not synonymous with disciplinary action

  36. Intervention: • Teacher Verbal Greeting • Use Students’ Names • One positive Statement • Shake students’ Hands • 3 middle school age students (2 boys, 1 girl, AA, W, Hisp) • Problem Behavior: talking, annoying others, out of seat, sleeping, etc. • DV: % intervals on-task • 10 minutes (15s momentary t.s.) • Multiple Baseline Design Allday & Pakurar (2007)

  37. Questions to Answer • How do I teach a more appropriate behavior? • How do I reinforce the use of that behavior? • What is my consistent response? • Reinforcement schedule

  38. Interventions Selecting interventions based on function

  39. Antecedent Strategies • Teaching appropriate/expected behavior • Modifying environment to reduce triggers • Reinforce use of appropriate behaviors

  40. Teach Strategies • How will staff teach student the new behaviors/social skills needed to be successful • Do peers or other staff members need to be taught how to deal with the behavior

  41. Behavior strategies • Protocol for staff response for inappropriate/unexpected behaviors • It is more than “call the AP” or giving a time out

  42. Consequence strategies • Not a list of disciplinary actions • Feed the function • Different strategies to address appropriate ANDinappropriate behaviors

  43. Escape Interventions • Keep the demand • First / Then • Routines • Visuals • Reinforce (Immediate reinforcement) • Expectations clearly defined (visuals, language)

  44. Attention Interventions • Reinforce appropriate behaviors • Prompt (language, behavior) • Attention Diet (Timer will be your friend) • Practice modeling appropriate behavior • Social Stories (social interventions) • Give them a way to get your attention (look at me) • Tolerance for delay (waiting trials) • Peer Modeling • Choice Making

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