Changing Challenging Behavior

1. Changing Challenging Behavior Caryn A. Coyle CCRESA November 27, 2007

2. Authority/Guidance • State Board of Education PBS Policy (September 2006) • Seclusion & Restraint Document (December 2006)

3. What is PBS? PHILOSOPHY ROAD MAP w/ Strong Research-Based Foundation Educational Approach to Problem Behavior

4. A Brief History of Positive Behavior Support • Since mid to late 80’s • Oregon/Kansas/Florida • International Positive Behavior Support Association • PBS Committee in Michigan (late 90’s) • MiBLSi • State Board Policy (September 12, 2006)

5. PBS is NOT: • NEW • Intervention Package • Specific Strategy • Consequence-based • Punishment-based Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000) Horner, R.H. (2000) Janney, R. & Snell, M.E. (2000) Sugai, et. al. (2000)

6. What is Positive Behavior Support (PBS)? • A Philosophical Shift of Epic Proportion • From “bad; naughty” to “needs to be met” • Looking for the “why” of behavior so that new behavior can be taught. • Functional Behavioral Assessment • Identification of Behavior • Data Collection (ABC) • Hypothesis re: cause of behavior • What is being communicated? • What is the function of the behavior? • What need is the behavior satisfying?

7. What is PBS? • Plan developed to: • Address environmental/antecedent changes • Address teaching of new skills to student • Address the need to respond to current behavior. • Embrace discipline rather than punishment • Collect data to measure effectiveness of plan • Meet regularly to assess effectiveness of plan

8. Components of PBS • COLLABORATIVE Problem-Solving • TEAM Problem-Solving Approach • Meeting Mechanics Tool • Data-Driven • Use of Functional Behavioral Assessment • Using data to guide decision-making • Use of Evidence-Based Strategies • Focus on PREVENTING Challenging Behaviors (proactive) • Focus on TEACHING new skills (educational) Adapted in part from Janney, R. & Snell, M.E. (2000) and Positive Behavior Support for ALL Michigan Students (MDE, 2000)

9. If a child doesn’t know how to read…….we teach. If a child doesn’t know how to swim…...we teach. If a child doesn’t know how to multiply..we teach. If a child doesn’t know how to behave… we punish? John Herner

10. How do we TYPICALLY deal with child misbehavior? Use of some form of PUNISHMENT What’s wrong with THAT?

11. Old Thinking Views the PERSON as the problem Attempts to FIX the child Emphasizes REDUCING Behavior Relies on NEGATIVE consequences Expectations of a QUICK fix Designed by an “EXPERT” OBJECTIVE: MANAGEMENT New Thinking Views the SYSTEM/SETTING & SKILL DEFICIENCY as the problem Adjusts Systems/Settings & Improves Skills Emphasizes INCREASING Behavior PRIMARILY relies on POSITIVE approaches Goals of SUSTAINED results Focus on TEAM approach OBJECTIVE: TEACHING Old vs. New Thinking Adapted from Positive Behavior Support for ALL Michigan Students (MDE, 2000)

12. GET Something (we like) AVOID Something (we don’t like) Functions of Behavior EXTERNAL Attention Choice Objects/$ Praise INTERNAL Failure Sensory Input Embarrassment Boredom Anxiety EXTERNAL Task Peers/Teacher Homework Chores INTERNAL Relaxation Self-Stimulation Justice/Fairness Sensory Input Enjoyment

13. Positive Behavioral Interventions What is Behavior? COMMUNICATION What is Behavioral Intervention? INSTRUCTION (Discipline)

14. What is “Discipline”? Education/Teaching

15. Bloom’s Taxonomy • Knowledge: • Label, list, memorize, recall, name, order • Understanding: • Classify, describe, explain, restate • Application: • Apply, choose, demonstrate, dramatize • Analysis: • Analyze, appraise, compare, contrast, criticize, differentiate • Synthesis: • Assemble, collect, compose, construct, create, design • Evaluation: • Appraise, argue, assess, attach, defend, judge, predict

16. Piaget’s Stages of Cognitive Development • Preoperational Period (2-7 years) • Speech is egocentric (2-4) • Symbolic (pretend) play begins (2-4) • Intuitive grasp of logical concepts in some areas (4-7) • Reality not firm (4-7) • Child not able to show principles underlying best behavior; rules of game are not developed, simple do’s/don’ts imposed by authority.

17. Piaget, continued • Concrete Operations (7-11 years) • Evidence for organized, logical thought • Perform multiple classification tasks • Concrete problem-solving • Some reversibility now possible (math problems) • Categorical labels such as “animal” or “number” now available

18. Piaget, continued • Formal Operations (11-15 years) • Abstract thought • Multiple hypotheses • Formal logical systems: proportions, algebraic manipulation, other purely abstract processes. • Prepositional logic (if/then steps)

19. Pros Fast Vindication Cons Too Fast Doesn’t teach replacement behavior Other behavior arises-usually worse Consequence-Based Behavior Intervention

20. Designing Behavior Support Plans using the ABC Paradigm ANTECEDENT BEHAVIOR CONSEQUENCE PREVENTION Alter Environment to Foster Success Eliminate / Reduce / Change Environmental Variables that Predict Failure Implement Supports the Predict Success TEACHING Behavior Alternatives Social Skills Coping / Tolerance Independence Skills RESPONDING Reinforce use of alternative skills Reduce effectiveness of target behavior Crisis Management (separate plan) Adapted in part from: Knoster, T & Tilly, D. Designing Effective Behavior Support Plans for Students with Problem Behavior

21. Sample Behavior Support Plan Antecedent / Setting Event Strategies Teaching (Prompting & Reinforcing) Alternative Behaviors Consequence / Reactive Strategies Provide opportunity to debrief first thing about the weekend. Set up a morning routine to minimize tardiness. Provide a social story on work anxieties. Provide choices regarding which assignments and how much. Help with first, middle and last problem or item. Praise for independent work (Differential Reinforcement) Visually prompt hand raising to ask for help. Visually prompt coping strategies identified in social story. Teach Laurie strategies (words, hand raising) to use to get assistance. Teach Laurie strategies to appropriately wait when teacher is busy. Teach Laurie to follow “coping” social story. .

22. Supporting Student Behavior: Standards for the Emergency Use of Seclusion and Restraint Adopted by the Michigan State Board of Education December 12, 2006 Compiled by Caryn A. Coyle, M.Ed., Clinton County RESA

23. Background • Statewide Referent Group Convened May 2004 • Representing parents, advocates, educators, policy makers, and service providers.

24. Charge • Develop seclusion/restraint standards to replace Standards for Policy and Procedure Development in the use of Behavioral Interventions • Recommend substantive strategic directives • Recommend implementation to SBE

25. Referent Group Consensus • Promote care, safety, welfare, security of school community • Require the use of proactive/effective strategies & best practices to reduce/eliminate seclusion and restraint • Clearly define the terms “seclusion” and “restraint” • Clearly state procedures for the use of seclusion and restraint

26. Positive Behavioral Support • Board Policy (September 12, 2006) that each school district in Michigan implement a system of school wide Positive Behavior Support (PBS) • PBS is • effective • research-based • addresses challenging behavior in a collaborative, comprehensive, research-validated, and humane manner.

27. Positive Behavior Support • Building relationships • Creating routines • Teaching skills/rules/expectations • Identifying replacement behavior for behavior that interferes with learning • Making problem behavior less effective, efficient, and relevant • Making desired behavior more functional, efficient, and adaptive.

28. Positive Behavior Support

29. Definition of Time Out Time out is a behavior intervention in which a student, for a limited and specified time, is placed in an environment where access to positive reinforcement is unavailable. Time out should be brief and used ONLY to interrupt behavior so that it can be redirected.

30. Definition of Time Out Time out should not be confused with seclusion because in a time out setting, a student’s movement is not physically restrained.

31. Time Out Time out lies within a continuum of procedures that help students self-regulate and control their behavior.

32. Time Out Continuum • Planned ignoring-systematic withdrawal of social attention. • Withdrawal of materials-materials the student is using are removed. • Contingent observation-student remains in a position to observe the group without participating or receiving reinforcement • Exclusionary time out-student is removed from the immediate instructional setting. Can take place within the classroom or nearby with adult supervision

33. Prohibited Practices The following are prohibited under all circumstances, including emergency situations: • Corporal punishment as defined in section 380.1312(1) of the Revised School Code, 1976 PA 451 • The deprivation of basic needs • Anything constituting child abuse • Seclusion of preschool children • Mechanical restraint • Chemical restraint • Intentional application of any noxious substance or stimuli which results in physical pain or extreme discomfort. A noxious substance or stimuli can either be generally acknowledged or specific to the student.

34. Prohibited Practices • Any restraint that negatively impacts breathing • Prone restraint (school personnel who find themselves involved in the use of prone restraint as the result of responding to an emergency must take immediate steps to end the prone restraint)

35. Questions?