Presenter- Ketia C. Stokes Coppin State University Spring 2007

1. When Prevention is Not Enough: Empowering Students and Teachers to Develop Behavior Change Plans Presenter- Ketia C. Stokes Coppin State University Spring 2007 Professor: Dr. Hattie Washington SPED 541.185

2. Standard 1 Understanding trends In Special Education Standard 5 Exposure to strategies to create productive and safe environments Standard 3 Effectively implementing and reporting assessment data Standard 9 Using resources to improve knowledge baseand grow professionally Behavior Change Plans- Chapter 10 Standards- Council for Exceptional Children

3. Principle 1 Demonstrate knowledge of learning and behavioral theories Principle 5 Use theories to formulate discipline plan Principle 2 Aware of factors that promote or impede social development Principle 9 Employ ethical standards when working with children Behavior Change Plans- Chapter 10 Principles- Interstate New Teacher and Support Consortium

4. Behavior Change Plans- Chapter 10 Standards- Maryland Teacher Technology • Standard 1 Access, process and apply information gained from world wide web • Standard 2 Effectively interacting electronically to communicate information • Standard 6 Develop professional practices that support continual learning

5. Behavior Change Plans- Chapter 10 Presentation Agenda I. Examine Case Study II. Identify Purpose of Behavior Plans- IDEA III. Review Behaviorist Theory IV. Explore Behavioral Plans A. Functional Behavioral Assessments B. Behavioral Skills Development C. Student Contract V. Apply Knowledge

6. Case Study Student: Sammy W. Teacher: Ms. Stokes

7. Sammy is an eighth grade student who has been diagnosed as having a learning disability. According to the formal assessments, Sammy’s comprehension skills are on a 4.0 grade level and his writing skills are at 6.0 grade level. Although he is enrolled in a self-contained class, he is constantly experiencing frustration in school. During class, he is often very disruptive and acts as an distracter to his peers. The following are the adjectives used to describe Sammy: Student Demographics Noisemaker Boisterous Ms. Stokes' 8th Grade Class Sammy W. Moody Belligerent

8. Teacher Prevention Strategies • Established on-going communication early through home visit and welcome letter • Established relationship with student in class and during after-school program • Facilitated positive relationship with peers through cooperative learning groups and trust exercises • Implemented engaginglessons taught through use of technology, games and peer suggestions

9. Teacher Prevention Strategies • Posted rules and consequences/ Hierarchy of consequences consistently followed • Providedincentives- “Caught Being Good Chart”/ Student of the Month/ Cougar Bucks • Heldprivate conferences to resolve conflicts • Consulted with School Psychologist for intervention strategies

10. Behavior Change Plans- Chapter 10 When Prevention Is Not Enough?... What Do We Do?

11. Individuals with Disabilities Act- 2004 When chronic behaviors persist after several interventions, IDEA mandates that students with special needs: • Receive a functional analysis on or before the 10th day of suspension or before change of placement • Receive an intervention plan as a result of analysis

12. Behaviorist Theory • Behavior is influenced by antecedents and consequences • Relies upon specific observable behavior that can be counted • Systematically collect data to determine significance and abnormality of problem

13. Behavior Change Plans- Chapter 10 Functional Behavioral Assessment- 4 Components • Tool used to determine cause or ‘function’ of behavior • Used to create an hypothesis about student’s behavior • Hypothesis drives intervention plan

14. Putting the Pieces Together • What occurs before and after the behavior that reinforces its existence? • What purpose or function does this behavior serve? “All Behavior Has a Purpose” • What changes can be made to class/ school environment to help positively effect student’s behavior? • What behaviors can be taught to help the student to be more responsible for their actions? What does the student want?

15. Functional Behavioral Assessment Cont. I. Methods of Evaluation A. Rating scales B. Observation in child’s environment C. Change environmental factors II. Types of Problem Behaviors A. Receive attention B. Avoid or escape something C. Satisfy sensory needs III. Team Effort Literature on Functional Behavioral Assessments http://www.wrightslaw.com/info/discipl.fab.starin.htm

16. Functional Behavioral Assessment Example & Practice Sammy W. Behavioral Assessment (Word Document-See green packet in folder) On-line Functional Behavioral Assessment Generator http://www.teach-nology.com/web_tools/materials/fba/ Additional Examples of FBA Forms http:..mfba.net/forms.html (See peach packet in folder)

17. Behavior Change Plans- Chapter 10 Development of Behavioral Skills • Self-Monitoring- students use tally form to assess their improvement by collecting data over a period of time • Self-Instruction- students use relaxation techniques and positive affirmations to help them deal with frustrating circumstances

18. Gives an exact description of behavior to be changed Gives an exact description of replacement behavior Details specific reinforcements or consequences received if contract is violated or sustained Lists a set time for execution of desired behavior Designates persons responsible for monitoring progress Details how often and with whom the contract will be evaluated Behavior Change Plans- Chapter 10 Behavior Contracts

19. Behavior Change Plans- Chapter 10 Theory Into Practice Read your sentence strip. Decide which box your sentence strip would best satisfy. Teacher asks student to read paragraph aloud. Student makes noises; does not read. Teacher skips student; student sent to corner; class laughs avoid difficult task. Hypothesis: Student is trying to ______________________________ Suggested Strategies are __________________________________ ________________________________________________________ assign student to read one sentence. Pre-view sentence for difficult words before reading.

20. Thank You!! Remember: Empowering students to manage their own behavior opens future doors of opportunity for them.