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Prairie Lakes AEA Challenging Behavior Workshop: Session 2

Prairie Lakes AEA Challenging Behavior Workshop: Session 2. April 11, 2014 Facilitators: Allie Betsch and Jamie Rouse Presenters: Glenda Harms, Becky Eglund , Julie Nadrchal , Brenda Gerdes. Objectives. Obtain the knowledge and skills to compete a functional behavioral assessment.

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Prairie Lakes AEA Challenging Behavior Workshop: Session 2

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  1. Prairie Lakes AEAChallenging Behavior Workshop: Session 2 April 11, 2014 Facilitators: Allie Betsch and Jamie Rouse Presenters: Glenda Harms, Becky Eglund, Julie Nadrchal, Brenda Gerdes

  2. Objectives • Obtain the knowledge and skills to compete a functional behavioral assessment. • Obtain the knowledge and skills to complete a Behavior Intervention Plan that aligns with an FBA

  3. Questions from last session A. Where does trauma fit into FBA/BIP? -IT DEPENDS! Does it have a direct impact on the behavior? Is it ongoing? Here are some ideas-

  4. Questions Continued… B. How do I receive credit for this class? • -Avatar directions on registration table C. Who takes responsibility of writing the BIP? -It depends AGAIN! AEA Behavior Strategist will work collaboratively with IEP team to make it a realistic plan D. When will we talk about replacement behaviors/responding to the function of behavior? -Today and next session we will take about the Behavior Intervention Plan and how to respond to the identified function of behavior

  5. Session One Review Game • Teams of 8 • 1:1 face-off with opposing team • Host (behavior strat. volunteers) reads the question • Participant rings bell to answer question • If participant gets it right, awarded point • If participant gets it wrong, opposing team has 2 minutes to collectively decide on an answer • If right, awarded 2 points, if wrong no penalty.

  6. Homework Review • Operational definition of a problem behavior • Does it pass the stranger test? • How can you measure it? • ABC Data • What tools did you use? • What were common antecedents • What were common maintaining consequences?

  7. Function Review

  8. Step 1: Operationally define the target behavior. • Step 2: Identify antecedents • Step 3: Determine maintaining consequences

  9. Step 4 Develop A Hypothesis • Your best guess, based on your functional assessment information, as to what the student is gaining or avoiding and what is motivating him/her to do it. • Note: One behavior may serve one or more functions. More than one behavior may serve the same function

  10. Hypothesis Formula • When this occurs…The student does… in order to… Consequence … and as a result ____________ __________ Antecedent When _______ Behavior: The student does __________

  11. What is the Function of/ Pay-off for Allison’s Behavior? • During Saturday detention, Mr. Vernon leaves the room. Allison bites her finger nails and John, another student, says “Keep eating your hand and you’re not going to be hungry for lunch.” Allison bites her nail and spits it at John. John turns away. Peer makes a comment Spits a finger nail at peer Peer turns away Therefore, the function of the behavior is to: escape Hypothesis Statement: When a peer makes a comment about her, Allison spits at the peer, in order to escape the peer.

  12. What is the Function of/Pay-off for Andrew’s Behavior? • In the locker room after gym class, when Larry walks by, Andrew tackles him and whips him with a wet towel. Andrew’s friend laughs loudly and says, “good one!” Andrew is given Saturday detention. Antecedent/Trigger: When .. Larry walks by Tackles and whips Friends laugh and say “good one” Therefore, the function of the behavior is to: obtain peer attention Hypothesis Statement: When Larry walks by, Andrew tackles and whips him with a wet towel, in order to gain peer attention (peer acceptance/respect, etc.).

  13. What is the Function of/Pay-off for Claire’s Behavior? • During Saturday detention, Mr. Vernon gives the class an essay assignment. Mr. Vernon leaves and Claire cries loudly. Thomas puts his arm around her and offers to let her copy his essay. Antecedent/Trigger: When .. Given an essay assignment Cries loudly Thomas comforts and offers to let her copy. Therefore, the function of the behavior is to: escape task demand Hypothesis Statement: When given and assignment, Claire cries loudly in order to escape the task demand.

  14. Consider Setting Events • We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)? • Infrequent events that temporarily impact the antecedent to increase or decrease the value of the behavioral outcome. • CPI: Precipitating Factors • Either increase or decrease the likelihood that a behavior will occur

  15. Antecedents vs. Setting Events • Antecedents - occur immediately before and act as “triggers”for problem behavior • Setting Events – indirectly “set-up” the problem behavior by temporarilyaltering the valueof maintaining consequences.

  16. Setting Event Examples • Lack of sleep or food • Having a fight on the way to school • Bad grade on a test / reprimands • Forgetting to take medication • Substitute teacher / changes in routine • More Examples from Group?

  17. Practice • Choose one tool • Identify setting events & antecedents • Determine maintaining consequences • Generate a hypothesis

  18. John Bender • Verbal aggression-using profanity, making threats, mocking others, using a negative tone with adults and peers, giving putdowns.

  19. Richard Vernon • Verbal Abuse: raising voice, making threats towards others and insulting students.

  20. Break-Out Sessions/Lunch 11:00-12:00 • Group A Lunch • Group B Breakout 12:00-1:00 • Group B Lunch • Group A Breakout

  21. Creating Behavior InterventionPlans

  22. Competing Pathways Model Typical Consequences Desired Behavior Triggering Antecedents Maintaining Consequences Problem Behavior Setting Events Alternative Skill Manipulate to make behavior irrelevant Manipulate to make behavior irrelevant Teach to make behavior inefficient Modify to make behavior ineffective

  23. Key Components of BIPs • Prevent • Teach • Respond • Monitor

  24. Prevent: Manipulate Antecedents & Setting Events • How can setting events and antecedents be changed so that we can prevent the interfering behavior from occurring? “An ounce of prevention is worth a pound of cure.” –Benjamin Franklin “You can't prevent what you can't predict.” –K.M. MacAulay ?

  25. Prevent: Manipulate Setting Events • Remove a problem event • Modify a problem event • Intersperse difficult/unpleasant events with easy/pleasant events • Add events that promote desired behaviors • Block or neutralize the impact of negative events

  26. Table Time: Brainstorm • Come up with 10 prevent strategies • Can fall into the GAIN or ESCAPE functions of behavior • What strategies do you include in the majority of your BIPs for all students?

  27. Prevent: Manipulate Antecedents How can you make problem behavior irrelevant?

  28. Teach TeachTeach Desired Behavior Typical Consequences Problem Behavior Setting Events Triggering Antecedents Maintaining Consequences Alternative Skill

  29. Teach • Specific Replacement Skills • General Social Skills • Coping and Tolerance Skills

  30. What is a Replacement Behavior? • An alternative skill to the interfering behavior • 3 Characteristics Same Function Acceptable As/more Efficient

  31. Serves the Same Function Interfering Behavior Maintaining Consequence Replacement Behavior

  32. Serves the Same Function Hitting and Kicking End work-task Keeping hands and feet to self?

  33. Serves the Same Function Hitting and Kicking End work-task Putting work in a “later” box

  34. Is Efficient • How hard do I have to work to get the same result? • Why would I raise my hand and wait when you always talk to me when I blurt?

  35. Socially Acceptable • Teacher-Approved? • Kid-Approved? • Friend-Approved?

  36. Desired Vs. Replacement Behaviors Desired Behavior Typical Consequences What other students do. Problem Behavior Setting Events Triggering Antecedents Maintaining Consequences Replacement Behavior Alternative skill that serves the same function

  37. Desired Vs. Replacement Behaviors Desired Behavior Typical Consequences Work with partner Work is completed, social interaction Problem Behavior Setting Events Triggering Antecedents Maintaining Consequences Tears assignment; stomp feet Science class Instructed to work with partner Complete assignment on his own Replacement Behavior ?

  38. Test it out

  39. General Social Skills • General Skills • Help alter problems situations and prevent need for problem behavior • Reading skills • Organizational skills • Social skills

  40. Coping and Tolerance Skills • Teach student to cope or tolerate difficult situations • Relaxation strategies • Breathing exercises • Positive self-talk • Anger management strategies

  41. Respond • Reinforce desired behaviors & replacement skills • Modify consequences to problem behavior so problem behavior is ineffective.

  42. Respond: Reinforce New Skills • Match reinforcement w/ the function • Natural & Artificial Reinforcers

  43. Take Home Message • Behavior Intervention Plans must be designed to match the identified function of the interfering behavior. • Behavior Intervention Plans should: • Prevent • Teach • Respond • Monitor

  44. For Next Time • Complete an FBA using the competing pathways visual • Select a replacement behavior

  45. What is Your Behavior Philosophy? https://www.youtube.com/watch?v=jvzQQDfAL-Q

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