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Overview The ABC’S OF BEHAVIOR

Overview The ABC’S OF BEHAVIOR. John Lestino and Sharon Cohen ESY, Summer 2008. Behavioral Framework. A B C. FORM FUNCTION. SLOW TRIGGERS FAST TRIGGERS. REWARD PUNISHMENT. Academic Skills:

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Overview The ABC’S OF BEHAVIOR

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  1. OverviewThe ABC’SOFBEHAVIOR John Lestino and Sharon Cohen ESY, Summer 2008

  2. Behavioral Framework AB C • FORM • FUNCTION • SLOW TRIGGERS • FAST TRIGGERS • REWARD • PUNISHMENT

  3. Academic Skills: Task requirements as presented are not at the student’s instructional level in the core areas of reading, math, or writing Participation Skills: The student has difficulty with participating in non-directed, semi-directed, teacher-directed, or peer-directed activities. The student has difficulty in small or large group instruction. ANTECEDENTS: SKILL DEFICITS

  4. Social Skills: The student has difficulty acquiring and/or maintaining peer friendships. The student often withdraws from social interaction. The student is often verbally and/or physically aggressive in social interactions. Communication Skills: The student has difficulties with requesting what they need, including items, activities, attention, information, changes in the environment, or help. He/she has difficulties in conversational skills and answering questions, understanding non-verbal or verbal language, or following directions. Skill Deficits Continued …

  5. Organization Skills The student has difficulty with organizing school supplies, study area, time, or projects, organizing class notes, or dividing assignments into tasks. Self-Regulation Skills: The student has difficulties with staying on-task, completing work assignments, handling stressful situations, calming self when agitated, following rules, or difficulty transitioning between activities/places or people. Skill Deficits Continued …

  6. Study Skills: The student has difficulty with studying for tests, taking tests, taking notes from lectures, or using studying techniques. Play Skills: The student has difficulty w/ actively exploring activities/toys in his/her environment (inside or outside) to play w/ during leisure time, playing w/ the items as designated, or engaging in interactive play w/ peers during activities. Skill Deficits Continued …

  7. Motor Skills: The student has difficulty with gross motor skills (e.g., running, raising arms, putting feet together, squatting, bending at waist, etc.) or fine motor skills (e.g., pointing, counting w/ fingers, holding a pencil/fork, pressing a computer key, using a mouse, etc. S/he has difficulty w/ imitating others’ actions. Functional Skills: The student has difficulty with performing activities of daily living (e.g., eating, dressing, toileting, grooming). Skill Deficits Continued …

  8. Skill Deficits Continued … • Sensory Deficits: • The student is hypersensitive to sensory input (auditory, visual, tactile).

  9. Antecedent* Pay close attention to: • The activity • The adult(s) • The peer(s) • The location/environment • The demand or request • Nothing is not an option!!!

  10. Behavior Mantra: “It is easier to prevent a behavior from occurring than to deal with it after it has happened.”

  11. Antecedent Manipulation Will reduce inappropriate behavior by 30% ( aggression, time off task, refusal) Keys: • supervision • appropriate command • follow through Bill Jenson

  12. Examples Turn in completed assignments on time. Sit in your seat unless you have permission to leave it. Do what your teacher asks immediately. Raise your hand and wait for permission to speak. Keep hands, feet and objects to yourself. Walk, don’t run, at all times in the classroom. Work when you are supposed to. Non-Examples Be responsible. Be a good citizen. Pay attention. Demonstrate respect for others. Do your best. Be polite. Maintain appropriate behavior in the classroom Take care of your materials Establish Classroom Rules

  13. Antecedent Interventions Dealing with behavior problems • Separate students with a high probability or history of having behavioral problems • Relocate the student, relocate others • Change physical environmental factors • Move the locale of the activities • Use of warnings and loss of privileges may be necessary When procedures to increase positive behavior are combined with those to decrease negative behavior…teachers achieve the best results in the classroom.

  14. Antecedent Interventions Deal with Difficult Behaviors • Provide frequent non-contingent attention and interaction • “Fix” difficult tasks • Build behavioral momentum • Ask for 2-3 likely behaviors before an unlikely behavior. • Prompt incompatible, desired behavior

  15. Did You Know??? Teachers spend 3 times as much time in front of the room as any other place in the room. Students who sit in the front, center of the classroom earn the best grades. Therefore, TEACHING SHOULD BE AN AEROBIC ACTIVITY.

  16. A functional approach to problem behavior

  17. An FBA Is Worth the Effort!!! • A Behavior Plan based on an FBA is TWICE as likely to succeed as one which is not based on an FBA

  18. Terms We Use: Setting Events, Triggers, Maintaining Outcomes • Setting events - The context of the behavior: Specific days, times, people, places, activities, medication, sleep patterns, changes in schedule etc. • Triggers – The immediate events: Demands, transitions, interruptions, high or low stimulation etc. • Maintaining outcomes – What happens as a result of the behavior through the eyes of the child: Getting out of a difficult task, escaping a difficult situation, getting attention or help etc.

  19. How Setting Events, Triggers and Outcomes Work Setting Event (e.g. fatigue + changed schedule + substitute teacher) + Trigger (e.g. request to practice writing name) = Challenging Behavior (e.g.screams “no”) Outcome (sent to the principal’s office)

  20. How Setting Events Works • Setting events are events that may set the child up for difficulties. They do not set the behavior off, but they make it much more likely that the challenging behavior will occur.

  21. Setting Events: Examples • High noise levels, Over or under-stimulation, Poor seating arrangement, etc • Few opportunities to make choices • Surprises • Changes in routine • Transitions: going from one activity to another • A job that is too difficult, too long, etc. • Sickness/allergies • Medication side effects, • Being tired, • Being hungry • Being thirsty • Having a hard time going to sleep or staying asleep

  22. Setting Events: Your Examples • In your building • In your hallways • In your lunch area • In your recess area • When/In coming to school • When/In leaving school • In lavatories • In classrooms • In ____________________

  23. How a Trigger Works Setting event (e.g. fatigue + changed schedule + substitute teacher) + Trigger (e.g. request to practice writing name) = Challenging Behavior (e.g.screams “no”)

  24. Triggers: Examples • Unexpected changes in routine • Request to do a job he/she doesn’t want to do • Request to change activities • Unwanted attention • Saying good bye to Mom or Dad • Frustration • Lack of attention • Being told he/she has done something wrong

  25. How a Maintaining Outcome Works Setting event (e.g. fatigue + changed schedule + substitute teacher) + Trigger (e.g. request to practice writing name) = Challenging Behavior (e.g. screams “no”) Outcome: Sent home for day

  26. Maintaining Outcomes: Examples • Getting out of a difficult or disliked job • Getting out of a place that is too noisy • Getting out of a place that is too full of activity • Getting attention • Getting deep pressure • Getting comfort

  27. Observation FormSpecific behavior: _________________________________Date: ____Person Recording_____________

  28. Observation Form Name________ Date_______ Person Recording_________ Specific Behavior__________________________________________ Setting Trigger Behavior Outcome 9:00 a. m. Dad Turn TV Screams Time out /Misses bus Watching Off and hits Dad TV

  29. What to Look For in the Data • When, where ,with whom behaviors occurred • Consistent pattern of behaviors • Predictors or triggers of challenging or appropriate behaviors (situations, events, times) • Reinforcers of behavior

  30. Hypothesis Statement • Your best “guess” about the purpose of the challenging behavior • Based on what you have learned through observation and your functional behavioral assessment.

  31. Sample Hypothesis Statement{Your best guess about the purpose of the challenging behavior} • When Bobby is tired and upset about something and is asked to do a task he does not like to do, he will cry and kick in order to avoid having to do the task.

  32. Hypothesis Statement Analysis • Setting events: “When Bobby is tired and upset about something • Trigger: “and is asked to do a task he does not like to do • Challenging behavior: “he will cry and kick • Maintaining Outcome: “in order to avoid having to do the task.”

  33. Building a Support Plan: Goal Goal: To develop a comprehensive plan that will make the challenging behavior irrelevant, ineffective and inefficient

  34. Intervention Strategies for Neutralizing Setting Events and/or Triggers 1.Alter environments 2. Increase predictability, scheduling and transition assistance 3. Increase choice making 4. Make curricular adaptations 5. Change systems (e.g. School-wide PBS)

  35. Building a Support Plan: Desired Behavior • Identify Desired Behavior • Operationalize the desired behavior • TEACH the desired behavior

  36. Building a Support Plan: Desired Behavior • Identify maintaining outcomes for the Desired Behavior (as seen through the child’s eyes) • Remember to think about why the child would want to perform desired behavior….. • The bottom line: This better be good……. You are competing with the outcome of the challenging behavior!!!

  37. Building a Support Plan: Strategies to Implement When Challenging Behavior Occurs Develop strategies that decrease likelihood that challenging behavior will continue to occur: 1._____________ 2._____________ 3._____________

  38. Building a Support Plan: Identifying Replacement Behaviors Replacement behaviors are behaviors that your team teaches the child to use. They serve the same function as the challenging behavior but are not dangerous or disruptive Goal: To provide the child with more socially acceptable alternative behaviors that serve the same purpose as the challenging behavior

  39. “Goodness of Fit” Checklist For a PBS Plan • Does the plan fit the focus person’s pattern of life? • Does the plan have the ownership of key stakeholders and plan implementers? • Does the plan take into consideration the settings in which the plan will be implemented?

  40. “Goodness of Fit” Checklist • Are the resources in place for plan implementation? • Do plan features build on the focus person’s strengths? • Are plan features logically linked to FBA Information?

  41. FINISHED SUPPORT PLAN Outcomes that Maintain the Function of the Behavior Problem Behavior (s) Replacement Behavior (s) Setting Events Circumstances increasing the likelihood that a problem behavior might occur. Triggers Antecedents - Cue or event immediately before the challenging behavior. Outcomes to increase the Desired Behavior Desired Behavior (s) Strategies to neutralize setting events Strategies to neutralize triggers Strategies to teach the replacement behaviors Strategies to implement when a replacement behavior occurs Strategies to implement when a challenging behavior occurs Adapted with permission: Rehabilitation and Research Training Center on Positive Behavioral Support.

  42. Outcome Evaluation • Improvement in problem behavior (frequency, intensity and duration) • Acquisition of alternative skills • Positive collateral effects • Reduced need for crisis intervention • Reduced levels of support/ less restrictive placement

  43. PBS “Mantra” Prevention=Irrelevant PBS Reacting=Ineffective Teaching=Inefficient

  44. Thanks to: Pam Shackelford Program Manager: Institute for Positive Behavioral Support Stone Soup Group 2401 East 42nd Ave. Suite 202 Anchorage, AK 99508 Phone 907-561-3701 Fax 907-561-3702 pams@stonesoupgroup.org

  45. Edgewater Park In-Service Response effort Establishing operations Functions of behavior Adherence variables Reinforcement

  46. Response Effort The amount of effort that a person must put forth to successfully complete a specific behavior has a direct impact on the frequency that the person will engage in that behavior. As the 'response effort' required to carry out a behavior increases, a person is generally less likely to show/do that behavior; conversely, as the response effort decreases, a person will be more likely to engage in that behavior. To use one example, a student will probably read more frequently if a book is stored in his or her school desk than if the child must walk to a different floor of the school building and get access to a locked cabinet whenever the student wants to read a book. Examples ________________________________________ .

  47. Response effort • As a behavior-management tool, response effort seems like simple common sense: We engage less in behaviors that we find hard to accomplish. • Teachers, parents, ‘leaders’ often forget, however, that response effort can be a useful part of a larger intervention plan. To put it simply, teachers can boost the chances that a student will take part in desired behaviors (e.g., completing homework or interacting appropriately with peers) by making these behaviors ‘easy and convenient’ to take part in. • However, if teachers want to reduce the frequency of a behavior (e.g., a child's running from the classroom), they can accomplish this by making the behavior more difficult to achieve (e.g., seating the child at the rear of the room, far from the classroom door).

  48. CONT. • Reducing response effort to increase the rate of a desirable behavior. • Putting instructional supplies within convenient reach and having an older or more competent peer help a child to organize [study] materials are examples of a decrease in response effort.

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