1 pbs intensive interventions robert f. putnam ph.d. bcba may institute september 5, 2005
TRANSCRIPT
![Page 1: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/1.jpg)
1
PBS IntensiveInterventions
Robert F. Putnam Ph.D. BCBA
May Institute
September 5, 2005
![Page 2: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/2.jpg)
2
Goals of Workshop
• The participants should be able to describe – the purpose and context of intensive
services – what is and how an intensive team
functions– an intensive assessment process and
procedures – appropriate intensive interventions
![Page 3: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/3.jpg)
3
Putting The Pieces Together
• Intensive Interventions in Context of PBS
• Key Features
• Examples
• Supporting teamsKey Features
Examples
Supporting Teams
![Page 4: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/4.jpg)
4
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
![Page 5: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/5.jpg)
5
Universal
(All Students)
School-Wide Systems of Support
80% - 90% of Students
Targeted(At-Risk Students)
Individual & Small Group Strategies
5% - 10% of Students
Intensive(High Risk Students)
Individual Interventions1% - 5% of Students
•Individualized, Function-Based Behavior Support Plans•Intensive Academic Support•School-based Adult Mentors•Intensive Social Skills Training•Parent Training and Collaboration•Multi-Agency Collaboration (Wrap-Around)•Alternatives to Suspension and Expulsion
•Intensive Social Skills Training and Support•Self-Management Programs•School-Based Adult Mentors (Check-In)•Increased Academic Support and Practice•Alternatives to School Suspension
•Effective Academic Support•Teaching Social Skills•Teaching School-Wide Expectations•Active Supervision & Monitoring in Common Areas•Positive Reinforcement for All•Firm, Fair, Corrective Discipline•Effective Classroom Management
![Page 6: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/6.jpg)
6
Summary of PBIS “BIG IDEAS” Systems (How things are done) Team based problem solving Data-based decision making Long term sustainability
Data (How decisions are made) On going data collection & use ODR’s (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies
Practices (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors Functional behavioral assessment
![Page 7: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/7.jpg)
7
Similarities Across all Three Levels:
•Team-based decision-making
•Consensus around proactive strategies
•Ownership by those closest to kids
•Data-based decisions to guide interventions
![Page 8: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/8.jpg)
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Positive Behavioral Interventions & Supports
![Page 9: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/9.jpg)
9
Emphasis on Prevention
Primary Reduce new cases of problem behavior
Secondary Reduce current cases of problem behavior
Tertiary Reduce complications, intensity, severity
of current cases
![Page 10: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/10.jpg)
10
Discipline Changes Washington Middle School
0
500
1000
1500
2000
2500
Referrals Suspensions
Nu
mb
ers
Sept 03 - April 04Sept 04 - April 05
![Page 11: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/11.jpg)
11
81%
19%3+ Referrals
<3 Referrals
95%
5%
Proportion of Student Population Referred
Aug00-Jan01Initial PBS phase
Aug01-Jan02PBS Year 2
Decrease in Percentage of “Frequent Flyers”
Russo & Rey (February, 2002)
![Page 12: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/12.jpg)
12
86
179
19
146
0
50
100
150
200
Violent Infractions Non-Violent Infractions
Nu
mb
er o
f S
usp
ensi
on
s
75% Decrease
18% Decrease
Reason for SuspensionsViolent vs. Non-Violent Infractions
MLK Middle School
![Page 13: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/13.jpg)
13
IF...
FOCUS ON...
More than 40% of students receive one or more office referrals
More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
![Page 14: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/14.jpg)
14
0
10
20
Num
ber o
f R
efe
rrals
per S
tudent
Students
Referrals per Student
Individual Student Planning
![Page 15: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/15.jpg)
15
• Crone, D.A., & Horner, R.H. (2003). Building Positive Behavior Support Systems in Schools. New York: Guilford Press
![Page 16: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/16.jpg)
16
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Positive Behavioral Interventions & Supports
![Page 17: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/17.jpg)
17
Intensive Team
• Critical features– Possess specialized behavioral skills within their
membership
– Allow and encourage contributions from all their members
– Have predictable and efficient procedures for doing business and solving problems
– Have regular opportunities to access building staff, families, and community agencies to communicate and solicit information
![Page 18: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/18.jpg)
18
Intensive Team
• Meet the following primary objectives – Manage teacher requests for assistance– Ensure that teachers and students receive
support in a timely and meaningful manner– Provide a general forum for discussions and
possible solutions for individual student behavioral concerns
– Organize a collaborative effort to support the teacher (Todd et. al., 1999)
![Page 19: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/19.jpg)
19
Intensive Team
• Made up of two teams
–Core team for the school
–Action teams for each individual student
![Page 20: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/20.jpg)
20
Intensive Team
• Core team–School administrator–An individual with behavioral
expertise –Representative sample of the
school staff
![Page 21: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/21.jpg)
21
Intensive Team
• Principal– Active participant– Reasons for involvement
• Courtesy• Valuable input• Spending authority• Administrative influence
![Page 22: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/22.jpg)
22
Intensive Team
• Individual with competence in behavioral assessment and intervention– Must be a person with expertise in
applied behavioral analysis to • Guide decision making• Assessment • Intervention
![Page 23: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/23.jpg)
23
Intensive Team
• Individual with competence in behavioral assessment and intervention means – Knowledge of behavior theory and application– FBA– Behavioral interventions
• Could be a Board Certified Behavior Analyst (BCBA) or other staff with advanced degree with training and experience in applied behavior analysis
![Page 24: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/24.jpg)
24
Intensive Team
• Representative sample of school staff– Teachers from grade levels
– General and special educators
– Nonteaching staff• Paraprofessionals
![Page 25: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/25.jpg)
25
Intensive Team
• Performance Roles– Conducting FBA interviews and observations– Reviewing academic records and work samples – Reporting FBA data to the larger group– Generating testable hypothesis– Designing and implementing, and evaluating
and modifying BSPs
![Page 26: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/26.jpg)
26
Intensive Team
• Management roles – Coordinator/referral liaison
• Critically important to choose a conscientious, responsible member of the team to act as the referral liaison for the entire team
• Coordinator should be committed to success of the team
• Excellent relationships with other school staff
![Page 27: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/27.jpg)
27
Intensive Team
• Management roles – Coordinator/referral liaison
• Facilitate the FBA-BSP process• Generate an agenda for each meeting (distribute a
day in advance• The Team would generate tasks and the coordinator
would assure someone is responsible
– Note taker
![Page 28: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/28.jpg)
28
Intensive Team
• Coordinator– Receive referrals– Distribute the referral to one or more core
members who will form an Action Team for that student
– Follow-up on the progress of the Action Team– Maintain a copy of the assessment data and
records generated by the Action Team
![Page 29: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/29.jpg)
29
Intensive Team
• Action team– One or two members from the core team – Student’s parents– Student’s teacher or the person who made
the referral– Other significant staff or persons in the
student’s life – Must have an individual with behavioral
expertise
![Page 30: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/30.jpg)
30
Intensive Team
• Action team– If only one team member has
expertise in FBA-BSP then this person will lead every Action Team
– Team members may prefer to lead a team from their particular grade or department
– Rotate responsibilities
![Page 31: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/31.jpg)
31
Process and Responsibilities of Core Team and Action Team
• Core Team
• Initial Meeting (15 minutes)
• Take and review referral
• Form Action Team• Provide support to
Action Team through out process as needed
Process Responsibilities
![Page 32: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/32.jpg)
32
Process and Responsibilities of Core Team and Action Team
• Action Team
• Assessment
• Conduct simple FBA (30 minutes)
• Conduct full FBA if recommended (90 minutes)
• Prepare to report findings
Process Responsibilities
![Page 33: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/33.jpg)
33
Intensive Team
• Simple FBA interview– Make an immediate contact with the
teacher
– Verbal report of the problem behavior
– Obtain information on the typical setting events, predictors, and consequences of the problem behavior
![Page 34: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/34.jpg)
34
Intensive Team
• More than a simple FBA interview is needed if – the student is at risk for suspension,
expulsion or alternative school placement
– we are not confident that the testable hypothesis (generated from the FBA) is correct
![Page 35: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/35.jpg)
35
Process and Responsibilities of Core Team and Action Team
• Action Team
• Second Meeting (60- 90 minutes)
• Discuss assessment findings
• Design BSP
• Implement BSP
Process Responsibilities
![Page 36: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/36.jpg)
36
Intensive Team
• After assessment data is presented the team needs to determine whether – they are confident that the testable
hypothesis is correct
– If not correct about the testable hypothesis, would the consequences be severe
![Page 37: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/37.jpg)
37
Process and Responsibilities of Core Team and Action Team
• Action Team
• Third Meeting (30 – 60 minutes)
• Evaluate effectiveness of BSP
• Modify BSP as necessary
Process Responsibilities
![Page 38: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/38.jpg)
38
Intensive Team
• At the followup meeting the team decides– Were the goals of the behavior
support plan achieved
– Does the behavior support plan need to be modified
![Page 39: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/39.jpg)
39
Process and Responsibilities of Core Team and Action Team
• Core Team
• Support and Follow-Through
• Follow progress on identified student
• Provide support as necessary
Process Responsibilities
![Page 40: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/40.jpg)
40
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Positive Behavioral Interventions & Supports
![Page 41: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/41.jpg)
41
Positive Behavior Support Step 1: Setting Goals
• Developing a support team
• Collaboration
• Identifying broad and specific goals
• Person-centered planning
• The family’s role
![Page 42: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/42.jpg)
42
Positive Behavior SupportStep 2: Gathering
Information• Understanding the basics about
behavior
• Functional assessment process
• Data collection
• The family’s role
![Page 43: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/43.jpg)
43
Step 3. Hypothesis Development
• A hypothesis statement is an informed, assessment-based explanation of the target behavior.
• It is an informed guess about the relationship between environmental events or conditions and student’s target behavior.
![Page 44: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/44.jpg)
44
A Sample Hypothesis• When Beverly…• (fast trigger) is not engaged with others or
when she’s engaged in activities for 15 minutes or longer (especially during lunch or free time)
• (slow trigger) did not get to sleep before 11 p.m. the previous evening or does not feel well,
• (the student does) she screams, slaps her face and pulls his hair…
• (in order to get) to gain access to teacher attention.”
![Page 45: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/45.jpg)
45
Step 4. Designing Interventions
• Proactive: change the environment to make problem behavior unnecessary
• Educative: teach skills to make the problem behavior inefficient
• Functional: manage consequences to make problem behavior ineffective
• Lifestyle: support long-term quality of life outcomes for the student
![Page 46: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/46.jpg)
46
Step 5. Monitoring and Evaluationof Outcomes
• Decreases in problem behavior
• Increases in positive behavior
• Achievement of broader goals
• Durability of behavior change
![Page 47: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/47.jpg)
47
Functional Behavioral Assessment
• Functional behavioral assessment is a process for gathering information that can be used to maximize the effectiveness and efficiency of behavioral support.
![Page 48: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/48.jpg)
48
Functional Behavioral Assessment
• The intensity of the assessment matches the complexity of the behavior. That is, if less rigorous and easy to implement assessment procedures produce a confident description of the events that predict and maintain a behavior, there is no reason to use more rigorous and precise procedures.
![Page 49: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/49.jpg)
49
Assumptions about Functional Behavioral Assessment
• Objective of functional assessment is not just to define and eliminate problem behaviors but to understand the function of those behaviors in order to promote effective alternatives and to create environments and patterns of support that make problem behaviors irrelevant, ineffective, or inefficient
![Page 50: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/50.jpg)
50
Assumptions about Functional Behavioral Assessment
• Making problem behaviors
Irrelevant
Ineffective
Inefficient
![Page 51: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/51.jpg)
51
Primary Outcomes of the Functional Assessment Process
• Description of the problem behaviors, including classes or sequences of behaviors that frequently occur together
• Identification of the events, times, and situations that predict when the problems will and will not occur across typical daily routines
• Identification of the consequences that maintain the problem behaviors (i.e.., what functions the behaviors appear to serve for the person)
![Page 52: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/52.jpg)
52
Primary Outcomes of the Functional Assessment Process
(Con’t)• Development of summary statements/hypotheses
that specify the behaviors, specific type of situation in which they occur, and the outcomes/reinforcers maintaining them in that situation
• Collections of direct observation data that support the summary statements that have been developed
![Page 53: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/53.jpg)
53
Three Strategies for Collecting Functional Assessment Information
• Strategy 1: Informant Methods.– Talk to the individual and/or to those who know the
individual best.
– Gather assessment information (archival records). • Strategy 2: Direct observation.
– Observe the person in natural conditions over an extended time period.
• Strategy 3: Functional analysis manipulations.– Systematically manipulate potential controlling variables
(consequences or structural variables) in analog or natural conditions and observe effects on the person’s behavior.
![Page 54: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/54.jpg)
54
I. Informant Methods• Academic assessment
– Behavior problems and academic difficulties are often functionally related
• Students who are frustrated by academic tasks and expectations that are beyond their current skills levels may act out or withdraw to avoid such tasks or to express their feelings
• Conversely, problems behaviors are often incompatible with academic performance or may result in disciplinary actions
![Page 55: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/55.jpg)
55
I. Informant Methods
• Analysis of Office Discipline Referrals• Determine the
– Behavior
– Predictor
» What activity?
» Where?
» When?
» With whom?
– Consequences
![Page 56: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/56.jpg)
56
I. Informant Methods• Social Competence assessment
– Social competence is a general domain referring summative evaluative judgments regarding the adequacy of a student’s performance on social tasks by an informed social agent.
– Composed of two domains • adaptive behavior • behavior problems
![Page 57: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/57.jpg)
57
I. Informant Methods
• Social skills are the specific strategies one uses to respond to social living tasks– Instruments
• Walker-McConnell Scale of Social Competence and School Adjustment
• Social Skills Rating System
![Page 58: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/58.jpg)
58
Walker-McConnell Scale of Social Competence and School Adjustment
-Elementary & Adolescent Versions
![Page 59: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/59.jpg)
59
Purposes
• Designed primarily for use as:
– 1. regular and proactive screening instrument to detect students in need of systematic skills training
– 2. identification of specific social skills deficits
![Page 60: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/60.jpg)
60
Purposes• Designed primarily for use:
– 3. as a tool to evaluate the effects of social skills interventions. It provides an important source of information to support decision making when students are evaluated or referred for specialized services and/or placements. Social skills assessments should be an essential part of any child study team’s evaluation process.
![Page 61: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/61.jpg)
61
Elementary Scale• Consists of 43 positively worded descriptions of social
skills, distributed across three subscales, which together sample the adaptive behavior and interpersonal social competence domains described above.
• Requires approximately 5 to 10 minutes per pupil for administration.
• Scale items were written in a form appropriate for inclusion as objectives on Individualized Education Plans (IEPs).
![Page 62: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/62.jpg)
62
Elementary Version
• Three factor-analytically derived subscales
– Teacher-preferred Social Behavior
– Peer-preferred Social Behavior
– School Adjustment
![Page 63: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/63.jpg)
63
Adolescent Version• The adolescent Version contains four factor
analytically derived subscales (I.e., Self control, Peer Relations, School Adjustment, and Empathy) and total scale consisting of 53 items.
• Requires approximately 5 to 10 minutes per pupil for administration.
• Scale items were written in a form appropriate for inclusion as objectives on Individualized Education Plans (IEPs).
![Page 64: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/64.jpg)
64
Item Analysis
• Items scored 1 or 2 are potential items for IEPs or to include in systematic social skills programs
• In using this assessment as part of an evaluation should list:– the top ten items as relative student strengths– the bottom ten items as areas of skills deficits.
Best to elicit parental input for objective selection
![Page 65: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/65.jpg)
65
Use of Subscales
• Low scores on Subscale 2 suggests interventions designed to improve peer-related social skills and target student-peer dynamics
• Low scores on Subscales 1 & 3 suggest the need for social skill interventions to improve adult-related social behavior and adjustment to the demands and expectations of the instructional setting that are primarily controlled by teachers
![Page 66: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/66.jpg)
67
I. Informant Methods (con’t)
• A good functional assessment places the behavior in a context.
• Functional assessment is a process for understanding the context (antecedents and consequences) associated with behaviors.
![Page 67: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/67.jpg)
68
I. Informant Methods• Functional Assessment Interview
– The first strategy for conducting functional assessment is to talk to the person with the behaviors (if possible) and to those people who have direct contact with and knowledge about the individual.
– A major goal of any interview procedure is to identify which of the hundreds of events in an environment seem to be linked to the specific behavior of a specific person.
![Page 68: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/68.jpg)
69
I. Informant Methods• Functional Assessment Interview
– Simple FBA interview (Functional Behavioral Assessment Interview – Teacher/Staff/Parent (Crone & Horner, 2003)
– Simple FBA interview (Functional Behavioral Assessment Interview – Student (Crone & Horner, 2003)
– More intensive FBA interview (O’Neill et al., 1997)
![Page 69: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/69.jpg)
70
Describe the Behaviors
– To facilitate the operational description of the behaviors.
• A brief description of the topography or physical movements that are performed.
• The frequency with which the behavior is performed.• The length of time the behavior continues.• A description of the intensity of the behavior, which allows the
interviewer to record his or her perceptions of the level of danger or serious effects presented by the behavior.
![Page 70: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/70.jpg)
71
Ecological/Setting Events
• Ecological or setting events are those aspects of a person’s environment or daily routines that do not necessarily happen immediately before or after the undesirable behaviors but still affect whether these behaviors are performed.
![Page 71: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/71.jpg)
72
Ecological/Setting Events
• Types of events– Medications
– Medical or physical problems
– Sleep cycles
– Eating routines and diet
– Daily schedule• How predictable
• Choices
– Numbers of people
![Page 72: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/72.jpg)
73
Immediate Antecedent Events
• What are the (predictors) for occurrences and non-occurrences of the behavior?
• Ask questions about specific situations in which the problem behaviors happen, including when and where they occur, whom the person is with, and what specific activities are problematic.
![Page 73: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/73.jpg)
74
Immediate Antecedent Events
–Time of day
–Physical setting
–People
–Activity
![Page 74: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/74.jpg)
75
Antecedent Events
• Idiosyncratic or very specific situations or events that may be important to the student involved.– Particular requests made to the student– Having him or her to wait for access to a
desired object/activity– Asking the student to stop doing something
particularly enjoyable
![Page 75: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/75.jpg)
76
Functions of behavior• Behaviors may serve two major types of
functions:• To obtain something desirable• To avoid or escape something undesirable
– Behaviors maintained by obtaining desirable things are examples of positive reinforcement; behaviors maintained by escaping or avoiding undesirable things are examples of negative reinforcement.
![Page 76: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/76.jpg)
77
Functions
• Obtain desired events– Attention– Activities– Tangibles
• Avoid/escape undesirable events – Difficult tasks– Attention
![Page 77: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/77.jpg)
78
Efficiency of the Behavior
• Behaviors that are the most efficient are usually performed to achieve an outcome
• Efficient behaviors are those that:– require less physical effort– result in quicker and more consistent payoffs– produce results quicker
![Page 78: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/78.jpg)
79
What Functional Alternative Behaviors Does the Person Already
Know How To Do?
• Important strategy is try to teach appropriate alternate behaviors
• This information will assist in deciding whether instruction needs to focus on teaching new skills or on trying to prompt and reinforce the skills the person already has
![Page 79: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/79.jpg)
80
Develop Summary Statements for Each Major Predictor and/or
Consequence
• Summary statements describe three components:– a. A situation--setting events and immediate
antecedents--in which problem behaviors occur– b. The behaviors that are occurring– c. The function the behaviors serve, or the
reinforcing outcomes they produce, in that situation.
![Page 80: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/80.jpg)
81
Develop Summary Statements for Each Major Predictor and/or
Consequence• Summary statements integrate the information you
have gathered with regard to behaviors, antecedents, and consequences that are maintaining the behaviors.– Develop summary statements for:
• a. Each behavior or class of behaviors that appears to serve a particular function
• b. Each type of particular situation in which that behavior or class of behaviors occurs
![Page 81: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/81.jpg)
82
Examples of Summary Statements Based on Interview
Information
• 1. __Immediate situation__ “When Perry is getting little attention in a large group in the classroom,
• ________ Behavior_________ he is likely to shout profanities and throw things
• ____Maintaining function_____ to get peer attention.
• _Distant event (setting event)_ The less attention Perry has received during the day, the more likely this pattern is to occur.”
![Page 82: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/82.jpg)
83
Student-Directed Interview
• Interview preparation (Section I)– In most cases, the FAI will have been used with
the referring staff to identify patterns of the student’s problem behavior before a meeting with the student is scheduled
– Develop rapport with the student
– Inform student of the purpose of the interview and stress that he/she be candid
![Page 83: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/83.jpg)
84
Student-Directed Interview
• Section II. Defining the behavior of concern– Student should be encouraged to list not only
the most problematic behavior but also all behaviors he or she thinks are problematic (“those behaviors that get you in trouble”).
![Page 84: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/84.jpg)
85
Student-Directed Interview• Section III. Student Daily Schedule Matrix
– Provides an opportunity for the student to identify times and locations where problem behaviors are most likely.
– Student Daily Schedule Matrix is presented to the student
• Times, classes, or activities are identified by the student that the problematic behavior/s occur
• Student is asked tot rate the difficulty of the context by rating on a scale of 1 (least difficult) to 6 (most difficult).
• Contexts rated at 4 or above are targeted for further interview.
![Page 85: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/85.jpg)
86
Direct Observation
• Anecdotal recording
• ABC recording
• Frequency recording
• Interval recording
• Functional Behavior Assessment Observation Form (O’Neill et al., 1997)
![Page 86: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/86.jpg)
87
Develop A Diagram Describing The Problem Behavior Situations • Draw a diagram that outlines the problem
behavior situations including:– the relevant setting events– the relevant predictors– the problem behaviors– the consequences maintaining the behaviors– the desired appropriate behaviors– alternative behaviors that the student could perform
to achieve the same outcome as the problem behaviors
![Page 87: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/87.jpg)
88
Setting PredictorsEvents (Immediate Antecedents)
Preferred/Desired Behavior
Problem Behaviors
BehaviorsMaintainingConsequences
Replacement Behaviors
![Page 88: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/88.jpg)
89
Completes work and going to the bathroom with appropriate voice, keeping hands, feet, and objects to self.
Staff verbal praise
Receive preferred tangible
•Has to wait•Transitions•Lack of staff attention•Cue to end a preferred activity
Behavior Outburst: Any combination or multiple occurrences of the following behaviors: laughing or screaming, tensing up, squeezing his hands or face, tearing objects, grabbing materials or people or pulling his own hair.
Escapes/avoids non-preferred activity
Access to staff attention /
Asks for break, tangible, to go to the bathroom, staff attention
![Page 89: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/89.jpg)
90
Using hands appropriately in completing activities
Staff verbal praise
Receive preferred tangible
•Glasses, necklaces, jewelry
•Proximity to others
•Losing a preferred item
•Tabletop/ fine motor activities
Grabbing others: Using hands to squeeze other people’s body parts or objects that they are wearing
Access to staff attention
Escapes/avoids non-preferred activity
Asks to keep the preferred item /Asks for a break
![Page 90: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/90.jpg)
91
Remaining in
assigned area seat
Staff verbal praise
Receive preferred tangible
•Staff not in proximity to Michael•Group work•Unstructured activity•Independent leisure activity•Lack of attention•Lunch time
Out of seat: Unauthorized getting up from chair- (Buttocks leaving the base of the chair)
Out of area: Unauthorized leaving of assigned area (more than three feet)
Access to staff attention
Access to preferred events
Asks for attention/preferred items
![Page 91: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/91.jpg)
92
Behavior Support Plans
• Development
• Preparation (written document)
• Implementation
![Page 92: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/92.jpg)
93
Four Considerations for Building Behavior Support Plans
• Four broad themes are important in the design of behavioral support plans: The plans should
– Indicate how the educational staff, or family will change and not just focus on how the student of concern will change
– Be directly based on the functional assessment information
![Page 93: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/93.jpg)
94
Four Considerations for Building Behavior Support Plans
• The behavior support plan should be:
– Technically sound - that is, consistent with the principles and laws of human behavior
– A good fit with the values, resources, and skills of the people responsible for implementation
![Page 94: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/94.jpg)
95
Make the Problem Behaviors Irrelevant
• Developers of the plan should identify those situations (stimulus conditions) that set the occasion for problem behaviors and organize the environment to reduce the likelihood that these conditions are encountered
![Page 95: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/95.jpg)
96
Make the Problem Behaviors Irrelevant
• Making the problem behavior irrelevant typically involves structural changes:
– Altering the physical settings,
– Enriching the environment,
– Improving the activities or curriculum,
– Increasing predictability and
– Choice options available to the person.
![Page 96: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/96.jpg)
97
Make the Problem Behaviors Inefficient
• The efficiency of a behavior refers to the combined effects of – The physical effort required for a person to
perform the behavior– The number of times the person must perform
the behavior before he or she is reinforced (the schedule of reinforcement)
– The time delay between the first problem behavior and reinforcement
![Page 97: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/97.jpg)
98
Make the Problem Behaviors Inefficient
• The support plan should define an alternative, socially appropriate, and more efficient way for the person to achieve the same reward.
![Page 98: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/98.jpg)
99
Make the Problem Behaviors Ineffective
• Behavior support plans should make problem behaviors ineffective ways of obtaining the functional outcome. Even when the behavior support plan includes the teaching of new, more efficient alternative skills, efforts should be made to extinguish the problem behavior.
![Page 99: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/99.jpg)
100
Setting PredictorsEvents (Immediate Antecedents)
Preferred/Desired Behavior
Problem Behaviors
BehaviorsMaintainingConsequences
Replacement Behaviors
![Page 100: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/100.jpg)
101
Design of the Behavior Support Plan
• Components – Target behaviors
• Behaviors to increase
• Behaviors to decrease
– Functional assessment summary statements/diagrams
– Predictor strategies
– Teaching strategies
– Consequence strategies
– Monitoring and evaluation
![Page 101: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/101.jpg)
102
Determine the Target Behavior/s
• Target behaviors should be:– Most importantly - operationally defined – Listed as a priority on the IEP – Most problematic (what’s driving staff/parent’s
crazy)– Places staff/students at risk– Identified on social skills assessment
![Page 102: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/102.jpg)
103
Behavior Support Plan
• Behaviors to increase
–List desired and incompatible behaviors
• Behaviors to decrease
–Operational definitions
![Page 103: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/103.jpg)
104
Predictor Strategies
• Setting event interventions
–Medications
–Medical or physical conditions
–Sleep patterns
–Eating routines and diet
![Page 104: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/104.jpg)
105
Predictor Strategies • Antecedent
– Academic modifications – Visual presentation of expectations– Transitional warnings– Explicit instructions– Modification of presentation of demands– Breaks incorporated into work periods – Choices– Modeling– Interspersal of preferred & non-preferred activities
![Page 105: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/105.jpg)
106
Predictor Strategies • Antecedent
– Pre-teaching – Preview materials – Visual schedule – Preferred seating (limited distracters)– Scheduled activities (limit downtime)– Reminders what can be earned if engaged in
appropriate behavior– Reminders to use replacement behaviors in
challenging situations
![Page 106: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/106.jpg)
107
Predictor Interventions• Is working in his
classroom
• Is eating snack or lunch
• Has to wait for lunch
• Will be transitioning
• Is in group work, unstructured or independent leisure activity
• Provide instruction at his appropriate level to minimize error corrections
• Provide a warning to indicate when snack or lunch will be ending
• Keep food out of his sight where possible when not needed
![Page 107: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/107.jpg)
108
Predictor Interventions• Is working in his
classroom
• Is eating snack or lunch
• Has to wait for lunch
• Will be transitioning
• Is in group work, unstructured or independent leisure activity
• Use a mini-schedule visual to remind Michael of the activities to be completed before he can have lunch
• Prepare Michael for transitions by giving him both visual and verbal warnings
• Provide reminders of what Michael can earn if he keeps his hands and feet to himself and remains in his assigned area
• Remind Michael of how he can obtain staff attention appropriately
![Page 108: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/108.jpg)
109
Teaching Strategies
• Requesting breaks
• Requesting attention from staff
• Requesting attention from peers
• Requesting help
![Page 109: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/109.jpg)
110
Teaching Strategies
• Asking for staff attention
• Asking for help
• Requesting a break
• Requesting preferred items
![Page 110: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/110.jpg)
111
Consequence strategies
• Self-monitoring
• DRA (Differential Reinforcement of Alternative behaviors)
• Planning ignoring
• Guided compliance
![Page 111: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/111.jpg)
112
Consequence strategies
• DRO (Differential Reinforcement of Other behavior)
• Ignore and redirect
• Block and redirect
• Reinforcement of desired behavior (on task/work completion)
![Page 112: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/112.jpg)
113
Consequence strategies
• Michael complies with staff directions and requests
• Provide Michael frequent verbal praise, and
• Provide Michael a reinforcement menu intermittently
![Page 113: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/113.jpg)
114
Consequence strategies• Michael displays the
absence of a behavior outburst
• Utilize differential reinforcement of other behavior (DRO) once per fifteen minutes
• Remind what he is earning for the time
• Set a timer for the 15 minutes• If at the end of the 15 minute
period he has not engaged in the targeted behavior he should be reinforced from the menu below
![Page 114: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/114.jpg)
115
Wrap Around Services
Wrap around team works to identify the underlying needs, interests, and limitations of families and service providers, and to develop a plan that addresses these interests using natural, community supports with wherever possible the identification of significant persons in the student life.
![Page 115: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/115.jpg)
116
Wraparound Teams
• Members– Families– Natural support providers (such as
friends, relatives and those individuals with positive relationships with the student)
– Professionals from schools and other agencies such as mental health, child welfare, and juvenile justice.
![Page 116: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/116.jpg)
117
Wraparound Teams
• Wraparound teams develop comprehensive plans that blend perspectives and address needs of families, school personnel, and other service providers. They also inventory, coordinate, and, if necessary, create supports, services, and interventions to address agreed upon needs of the youth and primary caregivers (i.e., families, teachers) across home, school, and community.
• Combining natural supports (e.g. childcare, transportation, mentors, parent-to-parent support) with traditional interventions (e.g. positive behavior interventions, teaching social skills, reading instruction, therapy) can lead to more effective outcomes.
![Page 117: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/117.jpg)
118
Wraparound Services
• Wraparound is not a service but is a defined process for developing teams who create comprehensive plans with these children and their families.
• The team-based, family-centered wraparound process is recommended for all students with chronic and intensive emotional/behavior problems that warrant a comprehensive plan that crosses home, school, and community.
• A wraparound approach can ensure that the efforts of families, teachers, other caregivers, and service providersare linked through one consistently implemented, carefully monitored service plan, and that the family has a strong voice in creating and implementing the plan.
![Page 118: 1 PBS Intensive Interventions Robert F. Putnam Ph.D. BCBA May Institute September 5, 2005](https://reader035.vdocuments.mx/reader035/viewer/2022081506/56649e865503460f94b88862/html5/thumbnails/118.jpg)
119
Wraparound Services
• Family/student voice and interagency collaboration ensures that supports for families, teachers, and other caregivers are an essential part of these plans.
• Careful analysis of unique needs in life domains such as safety, medical, social, psychological, basic needs, and living environment drive the planning process.