assessment+and+intervention
TRANSCRIPT
ASSESSMENT AND INTERVENTION FOR INDIVIDUAL STUDENTSPBIS SUMMER INSTITUTE 2012
Objectives
Identify basics of behavior.
Understand factors that contribute to problem behaviors.
Establish why it is important to determine the function of a behavior when choosing interventions.
Participant Expectations
Be Responsible Return promptly from breaks Be an active participant Use electronic devices appropriately
Be Respectful Maintain cell phone etiquette Listen attentively to others Limit sidebars and stay on topic
Be Kind Enter discussions with an open mind Respond appropriately to others’ ideas
Attention Signal
Please make note of time limits and watch your clocks!Trainer will raise his/her hand.
Finish your thought/comment.
Participants will raise a hand and wait quietly.
Positive Behavior Support
A systems approach for establishing the social culture and individualized
behavioral supports needed for schools to be effective learning environments for all students
- Rob Horner, Ph.D.
Co-Director National Technical Assistance Center for Positive Behavior Support
Defining & Teaching Expectations
Routines & ProceduresReinforcement SystemsEffective Consequences
CONTINUUM OFPOSITIVE
BEHAVIOR INTERVENTION
AND SUPPORT
Social Skills MentoringCheck In
Self ManagementClassroom Based
Intervention
FBA/BIPDe-escalation
5%
80%
15%
SYSTE
MS
SYSTE
MS
PRACTICESPRACTICES
DATA
DATA
SupportingSupportingStaff Staff
BehaviorBehavior
SupportingSupportingDecisionDecisionMakingMaking
SupportingSupportingStudent BehaviorStudent Behavior
OUTCOMESOUTCOMES
PositivePositiveBehavior Behavior Intervention Intervention and and SupportSupport
Social Competence &Academic Achievement
BEHAVIOR BASICS
Behavior Basics: Scenario
Teacher asks student to
leave the class
There is a quiz today
Student puts head down on desk and
refuses to complete quiz
Student leaves
Student is tired
Behavior Basics: Analysis
Antecedent
Teacher Behavior Student BehaviorStudent Behavior
Consequence
Consequence
Behavior Basics: Assumptions
Behavior is learned. Every social interaction you
have with a child teaches him/her something.
Relationships matter! Behavior alters when those
involved have a prior positive relationship.
Behavior Basics: The ABCs of Behavior
Understanding the purpose of behavior comes from repeated observation of:
A: Antecedent: stimulus before the behavior
B: Behavior: observable and measurable act
C: Consequence: what occurs after the behavior that serves to maintain or increase frequency of behavior
Behavior Basics: Antecedents Antecedents are events that
happen before the behavior.
There are two types of antecedents:
Conditional
Situational
Behavior Basics: Conditional Antecedents
May occur anywhere
Increase the likelihood that behavior will occur Oversleeping Medication or lack of medication Hunger Conflict with a particular person
Behavior Basics: Conditional Antecedents
Home
Community
Disability
School
Activity 1: Conditional Antecedents How have you seen conditional
antecedents impact behavior in your school?
Pair with a fellow workshop participant.
Share your ideas. Be sure that each person gets to share.
Behavior Basics : Situational Antecedents Behavior triggered by specific event
Changes to regularly scheduled events due to bomb threats, fire drills, etc.
Teasing/sarcasm/threats Challenged by others
May be consistent Group work Math
May be unique to one situation Field trips to the zoo Substitute teacher
Behavior Basics: Situational Antecedents
Social
Environment
Personal
Academic
Activity 2: Situational Antecedents With a colleague, brainstorm
possible situational antecedents.
List them on your activity sheet.
Be sure that each person gets to share ideas.
Behavior Basics: Behavior
Behavior is…anything that we say or do. how we react to situations
and/or conditions. learned because a purpose
or function is served. repeated because a desired
outcome occurs.
Behavior Basics: Consequences Consequences are:
The outcome of the behavior The responses of adults and/or
peers to the behavior
Consequences that reinforce behavior lead to repetition of the behavior.
Behavior Basics: Consequences
Behavior is affected by its consequences:
Emily raises her hand. Emily’s teacher calls on her to share. She is likely to continue to raise her hand to share ideas.
Behavior Basics: Consequences
Behavior is strengthened or maintained by reinforcement:
Adam correctly completes his assignments. He is allowed extra time on the computer. He will likely continue to complete his assignments again because he enjoys computer time.
Behavior Basics: ConsequencesBehavior is weakened by withholding consequences that have maintained it:
Riley constantly fidgets and taps her pencil to get the teacher’s attention. Instead of scolding her, the teacher gives positive attention to another student sitting quietly. Riley is more likely to sit quietly to get the teacher’s attention.
Behavior Basics: Consequence
To understand the consequences of a behavior, observe what happens in the environment immediately after the behavior.
What is the pay-off?
What does the student get?
What does the student avoid?
Activity 3:Behavior Basics Quiz Complete the quiz on your own. Pair with a neighbor. Compare answers. Discuss relevance of this
information to planning effective interventions for students.
Watch for the attention signal.
UNDERSTANDING FUNCTIONS OF BEHAVIOR
Functions of Behavior
The function is the purpose or reason that the behavior occurred.
Why is it important for us to know the function of the problem behavior?
To understand the need behind behavior To find an appropriate replacement
behavior To target appropriate antecedents and
consequences to alter To develop the best behavior support plan
Functions of Behavior
Behavior has two major functions:To get something
preferred task or activity attention of an adult or peer a specific item or object sensory input
To avoid something a specific task or activity an adult or child a specific item or object sensory overload
Functions of Behavior
SENSORY
GET
TANGIBLESATTENTION
AVOID
Functions of Behavior
One behavior can have multiple functions:
John throws a tantrum at home in order to avoid cleaning his room, and he throws a tantrum at school to get adult attention.
Functions of Behavior
Several behaviors can have the same function:
Mike might cuss, walk away, and/or put his head down in order to avoid completing writing assignments.
Assessing the Function: Process
Step 1: Prioritize concerns and define one target behavior.
Step 2: Collect data.
Step 3: Develop a hypothesis.
Assessing the Function: Process
Step 1: Select and define behaviors. List all problem behaviors and determine the
behavior to target.
Operationally define the behavior: Measurable
Observable
Objective
Assessing the Function: ProcessStep 2: Collect Data
To determine the function, you must collect data about target behavior.
Data should be collected in a reasonable time frame
Data can be collected through: indirect methods
direct observation tools
Assessing the Function: Process
Indirect methods for data collection:
Interviews
Anecdotal records
Assessment tools
Assessing the Function: Process
Direct data collection involves repeated planned observation of antecedents, behaviors and consequences.
Context: Under what conditions does the behavior occur?
Frequency: How often does it happen?
Duration: How long does it go on?
Intensity: How disruptive or damaging is it?
Chafouleas, Riley-Tillman & McDougal, 2002
Assessing the Function: Process
Direct data collection tools ABC observations Frequency counts Duration recording Intensity recording
Wright, 2011; Jenson, Rhode, Reavis, 1994
Activity 4: Assessing the Function, Steps 1 and 2Read the paragraph about Rachel on your activity sheet and answer the following questions:
1. Which behavior would you target first?
2. How would you define the behavior?
3. What data collection tools would be helpful in determining the possible function of the target behavior?
Assessing the Function: Process
Step 3: Form a hypothesis about the problem behavior.
Use data to determine if the main purpose of the behavior is to gain or avoid something.
Refine broad category into a specific hypothesis statement.
Assessing the Function: Hypothesis
Once you have determined whether the purpose of the behavior is to avoid or gain, then you can create a specific hypothesis.
The goal of the hypothesis is to generate a statement regarding the conditions in which the behavior is most likely to occur.
Assessing the Function: Hypothesis
Hypothesis Template: During ______ , when/and _____ (antecedent) occurs, the student does _____ (behavior) in order to gain or avoid _________ (consequences/outcomes).
Assessing the Function: Hypothesis
Sample:During independent or small group work, when Pat is left unattended by a teacher for longer than 5 minutes, Pat leaves the seat or area to gain adult attention.
Activity 5: Assessing the Function, Step 3
Using the word bank on your table, write them on the template to create up to three hypotheses that contain the antecedent, behavior, and consequences/outcomes.
CREATING EFFECTIVE INTERVENTIONS
Function Based Interventions: Rationale
Understanding the function or purpose of the problem behavior is essential in developing an effective behavior support plan.
Reinforcement maintains behavior.
It is more efficient for people to use existing behaviors.
If you keep doing what you are doing, you will keep getting what you are getting.
Creating Effective Interventions: Rationale
Connect directly to hypothesis by applying interventions that are logically related to function.
Focus on adult and environmental roles. Identify proactive strategies that prevent, rather
than suppress, undesirable behaviors. Provide strategies to teach desired skills. Teach replacement behaviors that serve a similar
function. Plan to help student generalize new behaviors to
all settings.
Creating Effective Interventions: Guidelines
Creating Effective Interventions: Steps
Develop a replacement behavior and acceptable alternatives.
Choose strategies that meet functional need through a pro-social skill.
Consider how to affect the behavior using the ABC format.
Function can be met with two or more different behaviors.
Desired replacement behavior should serve the function in a more acceptable and socially appropriate way.
Creating Effective Interventions: Replacement Behavior
Horner, Sugai at www.pbis.org
Must be stated in measurable, observable, and positive terms.
Context/Setting Events…when, where, with whom? Learner…who? Behavior…what? Criterion…how much?
Creating Effective Interventions: Replacement Behavior
During language arts class, when the teacher is providing direct instruction, John will raise his hand and wait to be called on three out of five opportunities for responses.
Creating Effective Interventions: Replacement Behavior Acceptable alternatives
Once you have an ideal replacement behavior, consider acceptable alternatives.
There is a wide range of possible behaviors that meet the function.
Alternatives need to be better than the problem behavior.
Allowing alternatives helps the student feel successful as he/she moves towards the goal.
Setting Events
Antecedents
DesiredReplacement
ProblemBehavior
AcceptableAlternative
Determining Replacement Behaviors and Alternatives
Outcome of the Behavior
Function Based Interventions: Function of Avoidance Student behavior may be overt or
subtle.
Usually occurs when a student is facing an undesirable task or class.
Behavior reoccurs in specific situations.
Function Based Interventions: Examples of Avoidance Behaviors Saying “I don’t want to do this!” Complaining of being sick Making excuses Asking unrelated comments Putting head down Asking to use the bathroom Asking to see another teacher Being tardy Finding other things to do in class
Function Based Interventions: Strategies for Avoidance Behaviors
Modify instruction and give student choices.
Teach students what to do when faced with a situation they are trying to avoid.
Provide attainable goals. Create appropriate methods for
taking a break.
Function Based Interventions: Strategies for Avoidance Behaviors
Collect data to help determine what student is avoiding.
Talk privately with student to reveal the reasons for frequent escapes.
Avoid embarrassing student and escalating situation.
Function Based Interventions: Function of Gaining Student behavior may be overt or
subtle.
Student could seek to gain attention, tangible item, or an activity.
Attention could be desired from peers and/or teacher.
Function Based Interventions: Examples of Gaining Behaviors Frequently needs feedback from
adults
Whines, cries or complains
Focuses on others’ sensitive issues
Enjoys being class clown
Is disrespectful or hostile
Hoarding or stealing items
Spending time on preferred activity instead of assigned task
Function Based Interventions: Strategies for Gaining Behaviors Teach appropriate behaviors to gain
attention, items, or activity.
Reinforce desired behavior and use planned ignoring for misbehavior.
If behavior cannot be ignored, rather than acknowledge student individually, remind the class of expectations.
Plan a time to give the student feedback on a regular basis.
Activity 6: Function Based Interventions Practice
Choose one of the scenarios to read. List antecedents, behaviors, and
consequences. Note possible function(s) of the
behavior(s). Answer the following question: Given
the scenario, what is likely to happen the next time the situation occurs?
Describe at least two possible intervention strategies.
Creating Effective Interventions: Choosing Strategies Effective plans… identify potential triggers and ways
to avoid them. teach acceptable replacement
behaviors to mastery. create outcomes that increase use
of replacement behaviors and reduce use of problem behaviors.
Creating Effective Interventions: Choosing StrategiesStrategies need to include changes to the antecedents, behavior, and consequences or outcomes.
Antecedents
Behavior
Consequence or Outcome
Creating Effective Interventions: Choosing Strategies
Antecedents Remove or modify the antecedents that prompt problem
behavior. How could the problem behavior be prevented?
Behavior Teach replacement behaviors that require less effort to meet the
need. What appropriate behaviors can we teach the student to meet
the need?
Consequence/Outcomes Decrease access to outcomes that maintain problem behavior
and increase access to outcomes that support acceptable behavior.
Can we respond with consequences that provide a learning or practice component of the desired behavior?
Creating Effective Interventions: Choosing StrategiesManipulating the Antecedents:
Provide attention on your terms before he gets it on his terms.
Spend extra time with student to review expectations.
Alter lesson or activity. Modify environment. Provide additional support.
Creating Effective Interventions: Choosing Strategies
Manipulating the Behavior: Ensure behavior goal is attainable. Teach social skills that are directly related to
desired behavior. Help student discover connection between
desired behavior and desired outcomes.
Creating Effective Interventions: Choosing StrategiesManipulating the Consequences/ Outcomes: Use planned ignoring. Respond to behavior in a way that does not
embarrass student. Reinforce desired behavior and acceptable
alternatives. Provide indirect acknowledgement or
correction when direct acknowledgement is not effective.
Allow student to earn what she/he wants through demonstration of desired behavior or acceptable alternatives.
Creating Effective Interventions: Choosing Strategies
Planned check-ins by teacher Precorrects for hand raising Move seat closer to adult
Teach skills to get help, occupy wait times, and tolerate delays
Ignore calling out Reinforce raising hand Respond consistently and quickly to appropriate requests and approximations
If it has been determined that a student calls out in order to obtain adult attention, strategies might include:
A
B
C
Creating Effective Interventions: Choosing Strategies
Alter lessons to meet student’s abilities Start lessons with review Preview work with student individually Allow him other ways to participate in lesson to keep engaged
Teach student how to get help, approach challenging material, handle frustration, and accept errors
Reinforce approximations Contract for breaks Become tutor for someone else Positive reinforcement for staying engaged and completing task
If it has been determined that a student puts his head down and/or falls asleep in class to avoid independent written work, strategies might include:
Activity 7: Design Interventions
Work in groups to create interventions for the student below by filling in the boxes on your worksheet.
Hypothesis Statement:
During unstructured social times, when interacting with peers, Brittany uses inappropriate language in order to gain peer attention.
Creating Effective Interventions: Implementation
An effective plan includes : tools for assessing progress
data collection schedule
defined steps to goal
roles and responsibilities
plan for reinforcement
methods for ensuring fidelity
Creating Effective Interventions: Evaluation
Steps for Evaluation1. Determine if behavior has improved.
2. If yes, choose one of the following options: Modify criteria for mastery Choose another behavior to address End individualized plan
3. If not, choose one of the following options: Evaluate fidelity of implementation Re-evaluation function Find ways to adjust the plan
Creating Effective Interventions: Generalization Practice plan in all applicable settings. Include a variety of adults when
developing the plan. Continue implementing plan for a
sufficient amount of time. Encourage use of replacement
behavior and all acceptable alternatives.
Tertiary Level Strategies: Review
Understand PBIS team role in supporting individual student needs.
Coordinate with other existing resources. Use data to determine function. Develop achievable replacement behavior and
alternatives. Support the use of desired behavior by
manipulating the ABC. Promote consistency among school staff. Practice plan in all settings. Evaluate regularly.
Review:It’s Simple Really…
Antecedent is going on, Behavior happens, and Consequence follows.
Does C cause B to occur again? Can A change to stop B? Can C change to deter B? Can you teach an acceptable
replacement for B? Can C be altered to only reinforce
the replacement behavior?
References and Resources George, H & Kincaid, D. "Basic Principles of
Behavior” Power Point Presentation. Florida's Positive Behavior Support Project: University of South Florida. Presented at First International Conference on Positive Behavior Support. Orlando, Florida 2003
“Functional Behavior Assessment”. Power Point Presentation. Behavior Specialist Team, Special Education Services Wake County Public School System
“Secondary and Tertiary Strategies for PBIS”. Power Point Presentation. 2nd Annual Conference on Secondary and Tertiary Interventions. Naperville, IL, 2006
New Mexico Public Education Department