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Carol Ann Davis, EdD cadavis1@uw University of Washington

Carol Ann Davis, EdD cadavis1@uw.edu University of Washington http:// www.haringcenter.washington.edu/pdu-presentations http://depts.washington.edu/stppbs/present.html. Activity . Why did you choose to attend this workshop?

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Carol Ann Davis, EdD cadavis1@uw University of Washington

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  1. Carol Ann Davis, EdD cadavis1@uw.edu University of Washington http://www.haringcenter.washington.edu/pdu-presentations http://depts.washington.edu/stppbs/present.html

  2. Activity Why did you choose to attend this workshop? What kind of conditions do you encounter in the environment that influence you behavior? Are there certain interactions with people that enhance your social skills?

  3. What do we know about successful plans? If at first you don’t succeed, try, try, again It takes a village You can’t have just one

  4. Characteristics of Positive Behavior Support • Assessment-based: Interventions directly linked to environmental influences and a hypothesis concerning the function of the problem behavior. • Comprehensive plans, usually involving multiple interventions • Proactive, involving teaching alternative skills and adapting the environment. • Emphasizes lifestyle enhancement and inclusive settings as both the context for and long-range goals of intervention.

  5. Characteristics of Positive Behavior Support (cont.) • Reflects person-centered values that honor the dignity and preferences of the individual. • Designed for use in everyday settings using typically available resources. • Broad view of intervention success that includes (a) increases in the use of alternative skills, (b) decreases in the incidence of challenging behavior, and (c) improvements in quality of life.

  6. How have we changed the way we look at managing behavior? • Proactive and preventative focus • Understanding why problem behaviors are happening • Developing interventions or support plans based on outcomes of the FBA • Interventions that focus on skills development • Strategies that are “doable” in real settings

  7. Obtain Desirable Events Avoid/Escape Undesirable Events Internal External Internal External Attention Objects/ Activities Objects/ Activities Attention • Difficult • tasks • Change in • routine • Interruption • of desired • activity • Rhythmic • rocking • Endorphin • release • Visual • stimulation • Smiles, • hugs • Frown, • scolding • Surprise • Smiles, • hugs • Frown, • scolding • Surprise • Sinus • pain • Skin • irritation • Hunger • Food • Preferrred • activity • Money

  8. Environment Interactions and Curriculum Individual

  9. Environmental Checklist

  10. Instructional Checklist

  11. Strategies to Influence Behavior by Changing the Instruction Content • Task Difficulty • Task Preference • Task Length Presentation • Task Variation

  12. Presentation?

  13. What is a FBA? • A process that: • Defines the target behaviors • Determines the environmental events and factors that contribute to challenging behaviors • Identifies the antecedents and consequences that occur before and after the challenging behaviors • Hypothesizes the function or purpose of the challenging behaviors • Provides direction for developing appropriate and effective positive interventions

  14. FBA is a process in which many instruments may be used to gather information • Reviewing existing documents • Interview • Scale or Screening Instruments • Scatterplot • Direct Observation Tools • Environmental Manipulation

  15. Where do I start? • A description of the target behavior needs to be clear (i.e., form)

  16. Defining the Behavior

  17. What events do I need to consider when I begin an intensive FBA? Setting Events • Conditions that increase the likelihood that problem behavior will occur. They can be: • Removed in time from the behavior (e.g., the child wakes up late, is rushed through breakfast, and hurried out the door to daycare two hours before she refuses to clean up her toys) • In close proximity to the behavior (e.g., the child has a block taken from him immediately prior to hitting another child in that center; student has a bad interaction in the hallway prior to screaming at the teacher) Example • An ongoing situation or state (e.g., the student is extremely fatigued due to a cold and not sleeping well the night before).

  18. Setting Event Checklist Case Study

  19. Another Example

  20. Setting Events • Bad interaction with family previous to school • Sick, Hungry, Tired • Was reprimanded in class and privilege taken away

  21. Motivation Assessment Scale • A 16-item survey that assists in developing a hypothesis about the function of the problem behavior http://www.monacoassociates.com/mas/index.html

  22. Motivation Assessment Scale

  23. Interviews An interview that describes the problem behavior and identifies physical and environmental factors that reliably result in the problem behavior.

  24. Interview Information • What exactly does the behavior look like? • What do you think is the function of the behavior? • What events/situations predict the behavior? • What are the learning characteristics? • What does the child like or not like? • How does the child communicate needs, wants, etc.? • What are some of the other factors (e.g., medical, schedule) that may influence behavior?

  25. Scatterplot • An interval recording system that assists in determining if patterns of problem behavior exist during specific time periods

  26. Scatterplot Form 0 1 2 - 3 > 3 Time/Activity 9/12 9/13 9/14 8:00 - 8:20 8:20 - 8:35 8:35 - 9:15 9:20 - 9:35 9:35 - 9:55 9:55 - 10:30

  27. Scatterplot Form <5 6-10 11-15 > 15 Time/Activity 9/12 9/13 9/14 8:00 - 8:15 8:15 - 8:30 8:30 – 8:45 8:45-9:00 9:00 - 9:15 9:15 - 9:30

  28. Scatterplot Form Activity Time/Activity

  29. Scatterplot Form 0 1 2 - 3 > 3 Time/Activity 7/28 7/29 8:00 – 8:30 8:30 – 9:00 9:00 - 9:30 9:30 – 10:00 10:00-10:30 10:30 - 11:00

  30. ABC Analysis • Event recording system that determines patterns of antecedents and consequences associated with a particular behavior.

  31. Antecedent-Behavior-Consequence Analysis Date Antecedent Behavior Consequence

  32. What do I do with all of this? (i.e., How do I summarize the data?)

  33. Hypothesis Development

  34. Developing a Hypothesis Statement • Hypothesis statements are developed for each behavior. • Review the data to identify patterns: • Under what condition does the behavior occur? • What happens when the behavior occurs? • Summarize when X happens, S engages in problem behavior to get Y

  35. What do we know about successful intervention plans? Hitting a peer Teacher attention Raising his hand to signal the T. When two responses serve the same function they are functionally equivalent

  36. Why is it important to identify the function of a behavior? • It is empirically validated as best practice.

  37. Developing a hypothesis statement • Using your example student, develop a hypothesis statement for each behavior.

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