Behavior: BIPs and FBAs day1

1. Behavior: BIPs and FBAsday1 SPED 586: Methods

2. Review FBAs • What was the behavior? • How did the teacher identify and define that behavior? • What was the intervention that the teacher chose to use? • Why did they choose that intervention? • What was the effectiveness?

3. Setting up FBAs • Setting events and antecedents • Consequence-based • Behavior Support Plans: The teaching plan

4. Setting Events and Antecedents • Set the student up for academic and behavioral success • Consider these antecedents • Classroom arrangements • Seat assignments • Arrival and dismissal procedures • Short instructional time • Quick activities • Consider these setting events • Breakfast • Hallway interactions • Family issues • Let the student know you understand and that you care. Change expectations for the child.

5. Consequence-based Interventions • Work to stop or reduce consequences • Peer humiliation and ridicule • Sensory responses • Teacher reprimands and attention to inappropriate behav • Work to increase positive consequences • Attention to appropriate behavs • Free time • Consequences work for those who have minimal or short-term behavioral concerns

6. Building a Behavior Support Plan The plan should • indicate how staff, family, or support personnel will change and not just focus on how the person of concern will change • be directly based on the functional assessment information

7. Building a Behavior Support Plan The plan should 3. be technically sound 4. Be a good fit with values, resources, and skills of persons responsible for implementation • (O’Neil, et al., 1997)

8. 1. Indicate how staff, family, or support personnel will change and not just focus on how the person of concern will change • Changes to: • Physical setting • Curriculum • Medication • Schedule • Methods of instruction • Rewards and punishers • (O’Neil, et al., 1997)

9. 2. Be directly based on the functional assessment information • List summary statements in BIP • Foundation for plan • All intervention procedures must be consistent with this statement • Competing behaviors model • BIP indicates what person should not do • BIP indicates what person should do • (O’Neil, et al., 1997)

10. 3. Be technically sound • Make problem behaviors • Irrelevant • Reduce aversive features of task • Increase activity and interest • (O’Neil, et al., 1997)

11. Inefficient • Physical effort required to perform behavior • Number of times behavior must be performed before reinforcement • Time delay between first problem behavior and reinforcement • (O’Neil, et al., 1997)

12. Ineffective • Extinction of problem behavior • (O’Neil, et al., 1997)

13. Competing Behavior Model The link between the FBA and the BIP

14. Diagram functional assessment summary statements Setting EventAntecedentProblem Consequence Little sleep Difficult Vomiting Escape task task Negative Biology Talking out Peer attention Interactions lecture (O’Neil, et al., 1997)

15. Define alternative behaviors and contingencies associated with those behaviors DesiredConsequence Do the work Praise More tasks Setting EventAntecedentProblemConsequence Little sleep Difficult Vomiting Escape task task Replacement Ask for a break (O’Neil, et al., 1997)

16. Setting EventAntecedentProblemConsequence No setting Independent Whine, talk Teacher Events assignment out, refuse attention Identified to work, tantrum (O’Neil, et al., 1997)

17. DesiredConsequence Work w/ More work little attn Setting EventAntecedentProblemConsequence None identified Independent Whine, talk out Teacher attention work refuse, tantrum Replacement Ask for help/ teacher attention (O’Neil, et al., 1997)

18. Interventions:Replacement behaviors • Should be as normal and typical as possible • Useful class-wide • Useful behavior/skill for student to learn? • Useful in multiple settings? • Age and developmentally appropriate? • Chandler & Dahlquist, 2002

19. Replacement behaviors should be… • Acceptable to • Student • Family • Teachers • Administrators • Team members • School and greater community • Chandler & Dahlquist, 2002

20. Replacement behaviors should be … • Efficient • Less time • More reinforcement • Produce function more frequently • More immediate reinforcement • Incompatible with challenging behaviors • When appropriate • Chandler & Dahlquist, 2002

21. Crises Plans and Interventions • Some behaviors threaten the safety of students and adults in the classroom or school environment • If violence is an issue you need to make a crisis plan to be enacted when the problem arises. Liken this plan to that of a tornado or fire (Kerr & Nelson, 2006).

22. Crisis Plan do’s and don'ts (Kerr and Nelson, 2006) Do’s • Keep your communication simple, clear, and brief (two sentence max) • Ask only 1 question at a time • Stick to the current issue • Stay calm • Turn off high sensory items • Watch body language • Acknowledge what you have heard • Reconvene in a low-stress time and place Don’ts • Try to argue out false or delusional beliefs • Give unsolicited advice • Interrupt the other person • Talk down or try to explain a basic principle to the other person • Name call • Generalize (always or never) • Yell and shout • Link the behavior to a mental illness symptom

23. Case Study review • Who was involved? • What is the behavior that is of concern? • What background info is linked to this concern? Is this background appropriate to the investigation? • What did observations reveal? • What did interviews with stakeholders reveal? • What would you rather the student do? • Hypothesize the function.

24. Upcoming Events • ED: Cases 8 and 10 • Begin reading Gersten et al Reading Practice Guide (due 9-28) • Outline Unit Plan (draft due 10-12; final due 12-7) • Aggressive behavior next week (start reading power point)