Behavior Tools for Teachers and Staff 8-28-09 | PMS Library

1. Behavior Tools for Teachers and Staff8-28-09 | PMS Library Your Presenter: Stephen (Steve) Kunkel, MS North Kitsap School District: Vinland & Suquamish (currently) School Psych since 2001 Available for in-district trainings (with permission, when schedule permits) swkunkel@nkschools.org Materials available on presenter’s staff webpage. www.nkschools.orgGo to: Select a school > Vinland > Staff sites > Kunkel > files.

2. Overview • Brief background of behavioral reasoning... • Some basic principles of "reinforcement..." • Technical and legal issues... • A model for doing FBAs and developing behavior support plans... • Who to use the system on... • Q & A

3. Behaviors: Continuum of Influences • Instinct • Genes • In Utro exposures • Personality • Family history • Socio-economic status • Hormones • Housing/safety • Nutrition • Social Environment Fixed Fluid

4. Behaviors: Schools of Thought • Freud / Psychoanalytic • Jung / Archetypes • Piaget / Cognitive development • Beck / Cognitive restructuring • Rogers / Humanistic • Biomedical models • Cultural-familial • Watson / Behaviorism • Pavlov / Classical conditioning • Skinner / Operant conditioning

5. Roots of the Behavioral Method • Thorndike’s Law of Effect: If it works for us, we’ll tend to do it again • The flipside to this is: If we’re tending to do it, it must be working for us.

6. cowen book here

7. Roots of the Behavioral Method • Add to this: Specificity of behavior • Enter the Functional Behavior Assessment. • And... The Antecedent-Behavior-Consequence (ABC) analyses • Thorndike’s Law of Effect: If it works for us, we’ll tend to do it again • The flipside to this is: If we’re tending to do it, it must be working for us.

8. ABC Analysis Record What happened before behavior Record Behavior that Happens Record what happened after behavior Repeat . . . Look for pattern (A) (B) (C) This is the maintaining consequence This is the cue or trigger Behavior

9. ABC Analysis Self-Expression This is the maintaining consequence Avoid work Control situation Attention Internal (autonomic) Protect self Obtain Object Save face Acceptance/Affiliation Gets Avoids

10. Positive vs. Negative Reinforcement Gets Avoids “NegativeReinforcement”a.k.a. Pain Control “Positive Reinforcement” Behavior is Strengthened Behavior is Diminished “PositivePunishment”a.k.a. Punishment “NegativePunishment”a.k.a. Response Cost

11. What is the Reinforcer?(From the last section of the “Behavior Ratings from All Teachers” form)

12. Accidental Positive Reinforcement of Bad Behavior Busy stress-out household Normal continuum of child behaviors New continuum MellowQuietLow-energy AggressiveActing outHigh-energy Intervention not needed Attended to sometimes Parent cannot ignore High states acting out Very-high-energy Mid-energy Probably Can ignore Maybe can ignore Parent cannot ignore

13. Schedules of Reinforcement Behavior B B B B B B B Flow of Time R+ R+ R+ R+ R+ R+ R+ Thick Schedule Reinforcement B B B B B B B Flow of Time R+ R+ Thin Schedule B B B B B B B Flow of Time During Intervention

14. The ‘F’ in FBA Four types of functionality: • Telling how well the student is functioning. • Providing information that can drive intervention (as opposed to purely diagnostic). • As in “Functional Academics” (i.e. basic skills) • Attempting to determine what “function” a behavior serves for the student

15. What Constitutes an Effective FBA? • The three levels of FBA are: Indirect Assessment (i.e. Interviews, Checklists; Level One) Descriptive Analysis (i.e. Watch the behavior as it happens; Level Two) Functional Analysis (i.e. Tinker with the A and C and see what happens to the B; Level Three) • Some behaviors are clear cut. You can figure out the ABCs without even doing an observation. Others may require several observations or more.

16. What Constitutes a Legally Defensible FBA? • IDEA leaves this up to the LEA.* • The problem comes when a parent hires a private consultant to do an independent FBA and demands a hearing -- the court then compares the NKSD’s FBA with that of the consultant -- NKSD’s is likely to be weighed in the balance and found wanting. • The National Association of Sch. Psychologists suggests a record review, interviews, and observations at a minimum. • *IDEA = Individuals w/ Disabilities Education Act; LEA = Local Educational Agency (NKSD)

17. What Constitutes a Legally Defensible FBA? • From this obtain: • Objective definition of behavior • Rate/Intensity/Duration/Latency/Topography… • Setting events • Antecedents (Triggers) • Reinforcers • Summary Statement • The National Association of Sch. Psychologists suggests a record review, interviews, and observations at a minimum.

18. Learned through Litigation • Acknowledge the behavior problem. • Get consent for the assessment. • Actually DO an FBA and DO a BIP.* • Conduct an "adequate" FBA--not just checklists. • Make sure it is individualized. • Make sure it is "on-time.“ *Behavior Intervention Plan

19. The Role of FBA at NKSD NASP provides three levels at which FBA should be used: • Narrow interpretation of IDEA • Broad interpretation of IDEA • Best Practice

20. Narrow interpretation of IDEA • An FBA must be conducted within 10 days after a student’s removal from school constitutes a change of placement. • Doing this reactively could make it difficult to do observations if the student is not at school. • Also, proactive FBAs require one less IEP meeting!

21. Broad Interpretation of IDEA • When a student’s behavior impedes that student’s (or other students’) learning, the IEP should “address the behavior of that student with positive behavior support.” Failure to do so is a failure to provide a FAPE. • Re-evaluations “shall include developmental and functional information.” • WAC doesn’t state so, but this could warrant an FBA as part of the sped re-evaluation or IEP development.

22. Best Practice • Many behavior problems could be circumvented before they reach the critical level of manifestation determination or call for an IEP meeting • Unfortunately the Sheppard is too busy chasing the sheep to build a fence. • It may be possible to systematically adopt a building-wide proactive FBA-guided behavior support system.

23. The Behavior Support System • A teacher-directed approach* • The teacher decides who to collect data on and calls meetings • It involves the following steps: • Data Collection / Problem Identification • BST Meet--Plan Development • Intervention Implementation • BST Meet--Follow up *Note: “Teacher” and “Case Manager” are used interchangeably here.

24. 1. Data Collection / Problem Identification • Case Manager notices behavior, starts to collect data (or has already been collecting data on student(s))

25. 10 7 09 10 47 In Eng class/ Didactic instruction / Sitting with peers / Second period / Looks sleepy / Just back from 3-day suspension / Supposed to follow along in book. Mr Skinner Milhouse Springfield Crabapple Teacher reprimands student “were not following along” asks student to please keep up. Other students giggle. 10:50 Teacher asks student to open book and read along Student says “I was, so get off my back man!”

26. Millhouse 11 Springfield Crabapple 10:45 10 7 09               

27. 10 7 09 10 47 In science class/ Didactic instruction / Sitting with peers / Second period / Looks sleepy / Just back from 3-day suspension / Supposed to follow along in book. Mr Skinner Milhouse Springfield Crabapple Teacher reprimands student “were not following along” asks student to please keep up. Other students giggle. 10:50 Teacher asks student to open book and read along Student says “I was, so get off my back man!”

28. 1. Data Collection / Problem Identification • Case Manager notices behavior, starts to collect data (or has already been collecting data on student(s)) • CM sends out GE teacher questionnaires

29. Millhouse Krabapple Eng . . Skinner

30. 1. Data Collection / Problem Identification • Case Manager notices behavior, starts to collect data (or has already been collecting data on student(s)) • CM sends out GE teacher questionnaires • CM and psych (or team) choose target behavior and baseline measurement system

31. 1. Data Collection / Problem Identification • Case Manager notices behavior, starts to collect data (or has already been collecting data on student(s)) • CM sends out GE teacher questionnaires • CM and psych (or team) choose target behavior and baseline measurement system

32. How to choose a target behavior • Consider the things that are getting the kid kicked out of school • … but also consider the day to day, minute to minute disruptions • Find a ‘pivotal’ behavior or two—no more • Define it in observable and objective terms • You may not use a word in it’s own definition!

33. How to define a target behavior • The admirations: Rate, Intensity, Percentage, Duration, Latency, Frequency, Topography, Locus, Production • The “Dead man’s Test.” (If a dead man can do it it’s not a behavior.) • Should be ‘transferable’ to other people, places, times. • Could be integrated into an IEP, 504, SLIP, etc. • Consider using examples and non examples

34. 1. Data Collection / Problem Identification • Case Manager notices behavior, starts to collect data (or has already been collecting data on student(s)) • CM sends out GE teacher questionnaires • CM and psych (or team) choose target behavior and baseline measurement system

35. 1. Data Collection / Problem Identification • Case Manager notices behavior, starts to collect data (or has already been collecting data on student(s)) • CM sends out GE teacher questionnaires • CM and psych (or team) choose target behavior and baseline measurement system

37. Millhouse                   10 1 09 10 2 09

38. Millhouse Post Pre                                               10 1 09 10 2 09 10 3 09 10 4 09 10 5 09 10 8 09 10 9 09 10 10 09

39. Millhouse Post Pre                                                                                 10 1 09 10 2 09 10 3 09 10 4 09 10 5 09 10 8 09 10 9 09 10 10 09

41. 1. Data Collection / Problem Identification • Case Manager notices behavior, starts to collect data (or has already been collecting data on student(s)) • CM sends out GE teacher questionnaires • CM and psych (or team) choose target behavior and baseline measurement system

42. 1. Data Collection / Problem Identification • Case Manager notices behavior, starts to collect data (or has already been collecting data on student(s)) • CM sends out GE teacher questionnaires • CM and psych (or team) choose target behavior and baseline measurement system • Psych or other does supplementary ABC observations, parent interviews, etc. • CM decides who, where, when to meet about student--contacts team. Invites, Notice of Actions... • CM or psych does interviews and record review prior to meet

43. 2. BST Meet--Plan Development • Team meets at regular time or as needed • Team develops multi-element support plan-with emphasis on building behavior

44. ABC Synthesis Setting Events Cues or Triggers Problem Behavior Purpose of Behavior • The setting events are predictors of having a bad day • Cues and triggers reliably predict the problem behavior • We assume the behavior is serving some purpose • The consequence is likely to reflect the purpose

45. Plan Development (Example 1; High School) Reading work Directive given Cussing / fighting See MrSkinner

46. Plan Development (Example 1; High School) Readingwork Directive given Cussing / fighting Escape Demand Need alternative for this.

47. Fair Pair Rule • A replacement behavior should be a functional-equivalent to the problem behavior. • Easier to do/ More economical. • Stronger access to reinforcer • Bigger • Sooner • Quality • Thicker Schedule

48. Do Reading Learn Reading Plan Development (Example 1; High School) Readingwork Directive given Cussing / fighting Escape Demand Ask for a break or help from teacher Remind student of expectations at the beginning of class. Encourage hand raising When possible let student choose reading activity Teach student to raise hand. Provide escape plan for emergency Praise for hand raising-Daily “good notes” to home. Supply ISS with Reading assignments

49. Learn Skills Do Work Plan Development (Example 2; Kindergarten) Tardy, Sleepy in Morning Low Teacher Attention Aggressive, Loud Teacher Attention Raise Hand Counsel parent RE importance of sleep time. Arrange breakfast at school? Ensure a proactive thick schedule of reinforcement via teacher ‘check ins.’ Teach student to raise hand.Teach that aggressive behavior earns a Timeout. Praise for hand raising-Daily “good notes” to home. “STOP” flashcards.

50. Learn Material Do Work Plan Development (Example 3; 3rd Grader) After-noon Independent Seatwork Non-compliance Peer Attention Work with peers Ensure enough sleep.Blood sugar?Cool-down time after lunch recess? Teach student value of independent work. Ensure work is ‘doable.’ Teach that you will allow student to work with peers when behaving. Compliant behavior during independent time earns group time. Bad behavior gets student separated from group