north adams august six slides
TRANSCRIPT
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School Wide: Positive Behavior Supports
Presented by
Angela Searcy, M.S.Simple Solutions Educational Services
www.overtherainbowsimplesolutions.com
708-845-2343/866-660-3899
Angela Searcy [email protected] 708-845-2343• Angela Searcy M.S., D.T. holds a B.A. degree in English and secondary education with
teacher certification though the state of Illinois and a M.S. degree in early childhooddevelopment fromErikson Institute, with a specialization in Infant Studies and a credentialin developmental therapy. Angela is aDiversifying in Higher Education in Illinois FellowatArgosy University in the Doctor of Education Program
• Angela is the owner and founder ofSimple Solutions Educational Services, has over 20years of experience in the field of education, is an approved professionaldevelopmentprovider by theIllinois State Board of Education, and Texas ECI. She acts as aneducational consultant for theMultisensory Training Institute (MTI) in Needham, MA,Lakeshore Learning, Carson CA andCenter on the Social and Emotional Foundationsfor Early Learning (CSEFEL) at Vanderbilt University. Angela is also a professor atRasmussen College and a PDI coach with the Ounce of Prevention
• A former associate at theNeuropsychology Diagnostic Center in Orland Park, Illinois,Angela has specialized training in the neurosciences and is a nationally recognized speakerwith extensive experience working with professionals, young children, and their families asan early childhood teacher, child development specialist, staff developer, mental healthconsultant, parent educator, language arts teacher, college professorand tutor. Her expertiseencompasses developing behavior modification programs from a neuropsychologicalperspective, and creating professional development grounded in neuroscience research relatedto adult learning.
• She has been featured on Chicago Public Radio’sChicago Matters, Chicago Parent andChicago Baby Magazines and is a regular speaker for theLearning and the BrainConference Sponsored by Harvard, Yale and Stanford Universities.
National Centers & Resources
• Center on the Social and Emotional Foundations for Early Learning (CSEFEL) --www.vanderbilt.edu/csefelwww.vanderbilt.edu/csefel
• Technical Assistance Center for Social Center for Social Emotional Intervention (TACSEI) Emotional Intervention (TACSEI) www.challengingbehavior.orgwww.challengingbehavior.org
• Collaborative for Academic, Social, and Emotional Learning
• www.CASEL.org
• edutopia.org
• The Center for Effective collaboration and
Practice www.cecp.air.org
Importance of a Common Philosophy
• Prevents misunderstandings
• Ensures that all professionals approach student behavior in a consistent and appropriate manner
• Articulates the “what” and “how”
• The steps of a process Matter and are grounded in evidence-based research
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Questions! • What happens when parents don’t follow
through? • Are we catering to children?• Why are we rewarding children who
misbehave?• Why am I wasting my time when my work is
undone in a weekend?
• What if this child doesn’t belong in this setting?• Are we going to talk about consequences? • What if a child is dangerous to self and others?
Concerns
• I am not trained to work with kids like this…
• The other children are not getting what they deserve…
• This child is out to get me…• Children don’t have respect anymore.
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PunishmentA stimulus or event occurs following a behavior, and the behavior decreases.
• Presentation of something unpleasant.• Removal of positive reinforcement
– Time Out (from reinforcement)– Response Cost (a fine – take away
positive reinforcement already earned.)
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Problems with Punishment
• Doesn’t weaken the tendency to respond; just temporarily suppresses.
• Or - Behavior might be suppressed only in the presence of the punisher.
• Sometimes backfires – and the behavior increases due to the attention it’s getting
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More Problems With Punishment
• Students’ self-esteem can suffer if the only attention they are receiving is in the form of punishment.
• Learned helplessness – “I can’t do anything right.”
• Can discourage both unacceptable AND acceptable behaviors.
• The punishment reinforces the behavior• It doesn’t address the environmental,
social and cognitive reasons behind the behavior
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• It is not evidence-based! • Would you want to take medicine that was
not proven to work?
Few
children
Children
at-risk
All
Children
The Pyramid Model and RtI
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Challenging Behavior• What we are referring to when we say • “challenging behavior” is:
• Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers and adults
• Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.
• Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destructions, self-injury, noncompliance, and withdrawal
Research on PBS
• Effective for all ages of individuals with disabilities 2-50 years.
• Effective for diverse groups of individuals with challenges: mental retardation, oppositional defiant disorder, autism, emotional behavioral disorders, children at risk, etc.
• PBS is the only comprehensive and evidence-based approach to address challenging behavior within a variety of natural settings.
Wrong Way – Right Way
Wrong Way• General intervention for
all behavior challenges
• Intervention is reactive• Focus on behavior
reduction• Quick fix
Right Way• Intervention matched to
purpose of the behavior
• Intervention is proactive• Focus on teaching new
skills• Long-term interventions
Process of Positive Behavior Support
Step 1: Using peer coaches and identifying goals
Step 2: Gathering information (functional assessment)
Step 3: Developing hypotheses (best guess)
Step 4: Designing behavior support plans
Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments
Who are Peer Coaches?
Peer Coaches are NOT:• Supervisors • There to judge you • To talk about you behind
your back• There to give you advise
Peer Coaches ARE:• A tool to help you• Your eyes and ears• Data collectors• There to help you reflect
on your problem and support you
• Can provide resources
Children Communicate in Many Ways:
• Forms of communication– Words– Sentences– Point to a picture– Eye gaze– Pulling adult– Crying– Biting– Tantrums– ?
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All Behavior has Meaning and it is Up to the ADULTS to figure out the function
Functions of communication– Request object, activity, person– Escape demands– Escape activity– Escape a person– Request help– Request social interaction– Comment– Request information– Request sensory stimulation– Escape sensory stimulation– TO GAIN or AVOID
Process of Positive Behavior Support
Step 1: Establishing a collaborative team and identifying goals
Step 2: Gathering information (functional assessment)
Step 3: Developing hypotheses (best guess)
Step 4: Designing behavior support plans
Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments
Functional Assessment
• A process for developing an understanding of a person’s challenging behavior and, in particular, how the behavior is governed by environmental events.
• Results in the identification of the “purpose” or “function” of the challenging behavior.
Functional Assessment
• Observe the child in target routines and settings.
• Collect data on child behavior, looking for situations that predict challenging behavior and that are linked with appropriate behavior.
• Interview persons most familiar with the child.• Review records.
Everybody Helps
• Family collects data• Educational staff collects data
• Therapists collect data• Collect data in ALL settings
MON TUES WED THURS FRI SAT SUN
What happened the night before?
Slept Poorly
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Mom on Midnight
Shift
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
How was his
behavior?
Tantrum in A.M.
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Tantrum in P.M.
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Sample Setting Event Chart
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Mon Tues Wed Thurs Fri
How does he come to school?
Rides the bus
√√√√ √√√√ √√√√
Mom brings
√√√√ √√√√
Tantrum at a.m. circle
√√√√ √√√√ √√√√
His behavior?
Tantrum at snack
√√√√ √√√√ √√√√
Tantrum at small group
√√√√ √√√√ √√√√
Sample Setting Event Chart
Scatter Plot
Dates
Time Activity 10/1 10/2 10/3 10/4 10/5 10/8 10/9 10/10 10/11 10/12
7:30 Arrival
Free Choice
9:00 Planning
9:30 Centers
10:30 Snack
11:00 Outside
11:30 Small Group
12:00 Lunch
12:30 Nap
1:30 Outside
2:30 P.M. Circle
3:00 Departure
Student:
Observer:
Dates:
Target Behavior:
Using a scatter plot involves recording the times of day (and/or activities) in which the behavior does and does not occur to identify patterns over days or weeks
RachelMaya10/1 through 10/12
Hitting Peers
Behavior did not occur
Behavior did occur
Did not observe
NA
Child: Rachel Routine/Activity: House Center
Activity Description Behavior Expectations Problems
Steps:
1. Select materials 1. Pick materials that no one is using.
2. Pretend in roles 2. Use materials appropriately.
3. Exchange materials with peers
3. Don’t take from peer. 3. Takes materials from others.
4. Follow peers’ lead or accept role assignment
4. Maintain engagement. 4. Ignores peers, interferes in play.
5. Clean-up 5. Put materials on shelf in correct area.
Activity Analysis
Child’s Name: ______________ Week of: _________________Check the number of times the child is aggressive during the activity. Aggression
includes: hits, pinches, pulls hair, bites, kicks, & scratches.Activity Mon. Tues. Wed. Thurs. Fri. Average
Arrival ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___510 times___10-15 ___15-20___+20
Circle ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
Lunch ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
Average ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
___0 times___1-5 times___5-10 times___10-15 ___15-20___+20
Child’s Name: Tim Observer: ___________________Check yes (Y) or no (N) at time one (T1) and time two (T2) to indicate whether
the child is interacting with a peer at the time of observation. T1 and T2 observations should be at least 5 minutes apart.
Activity Date:____ Date:____ Date:____ Date:____ Date:__ __
Centers T1: T2:x_Y __Y__N x_N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
Lunch T1: T2:__Y __Yx_N x_N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
Outside T1: T2:__Y x_Yx_N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
T1: T2:__Y __Y__N __N
Ratio: __2__#yes__6__total #observed
_____#yes____total #observed
_____#yes____total #observed
_____#yes____total #observed
_____#yes____total # observed
Rate the problem behavior:
0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression
Monday Tuesday Wednesday Thursday Friday
Arrival0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Circle0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Nap0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Clean-up0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Other: _Bus Ride _ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Average Score
Average Score:3
Average Score:2.2
Average Score:1.4
Average Score:1.4
Average Score:.8
Amy’s TransitionWeek of: _________________
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Child’s Name: ______________________ Behavior: ____sitting______Week of: _________________ Average Duration for Week: ___9___ minutes
Starting from the bottom, shade the number of boxes that represent the length of the target behavior. Each box represents TWO minutes.
Monday Tuesday Wednesday Thursday Friday
30 30 30 30 30
28 28 28 28 28
26 26 26 26 26
24 24 24 24 24
22 22 22 22 22
20 20 20 20 20
18 18 18 18 18
16 16 16 16 16
14 14 14 14 14
12 12 12 12 12
10 10 10 10 10
8 8 8 8 8
6 6 6 6 6
4 4 4 4 4
2 2 2 2 2
Child: Rachel Routine/Activity: Snack
Activity Analysis
Activity Description Behavior Expectations Problems
Steps:
1. Sit in chair. 1. Stay in seat.
2. Take food from plate when passed.
2. Take one item, wait for turn.
2. Takes multiple items, puts hand in bowl, grabs while plate is passed.
3. Eat food on plate. 3. Eat from own plate. 3. Takes food from other children’s plates.
4. Drink juice from own cup. 4. Drink and put cup on table.
5. Ask for more food. 5. Ask using please. 5. Grabs food when she wants more.
6. Wipe face with napkin. 6. Use napkin, not clothing.
7. Throw plate/cup/napkin away when finished.
7. Clear place, throw in trash.
Name: Observer: Date:
General Context: Time:
Social Context:
Challenging Behavior:
Social Reaction:
POSSIBLE FUNCTION:
Observation Card
Name: Karen Observer: teacher Date: 1/22
General Context: Choice time/art Time: 10:00
Social Context: Playing alone in house. Teacher comes over to Karen and asks her to come to the art table for art. When she doesn’t respond, the teacher tries to assist her by taking her arm to nudge her to stand.
Challenging Behavior: Karen pulls away and begins to protest by saying, “No! I not go to art!” as she pulls away from the teacher.
Social Reaction: The teacher walks away and says, “I will be back in a few minutes to see if you are ready.”
POSSIBLE FUNCTION: Escape art
Observation CardExample
“KIS”
• “KIS it” (Keep It Simple) - - Create simple, user-friendly forms to collect information (e.g., rating scales, checklists).
Home Observation Card
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Home Observation Card
Process of Positive Behavior Support
Step 1: Establishing a collaborative team and identifying goals
Step 2: Gathering information (functional assessment)
Step 3: Developing hypotheses (best guess)Step 4: Designing behavior support plansStep 5: Implementing, monitoring, evaluating
outcomes, and refining plan in natural environments
Trigger Behavior Maintaining Consequence
• Group play: centers and outside play
Setting Events (if applicable):
Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction
• Peers give up toys/items• Peers leave area• Adults intervene with negative attention on Tim
Preventions New Skills New Responses
Tim’s Support Planning Chart- Hypothesis
Function :obtain toy/play
Behavior support Plans
• This is a THREE tier approach to dealing with challenging behaviors
Behavior Support Plan
• Behavior Hypotheses - Purpose of the behavior, your best guess about why the behavior occurs
• Prevention Strategies - Ways to make events and interactions that trigger challenging behavior easier for the child to manage
• Replacement Skills – New skills to teach throughout the day to replace the challenging behavior
• Responses - What adults will do when the challenging behavior occurs to ensure that the challenging behavior is not maintained and the new skill is learned
Video 3b.2: Observation Vignette #2
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Materials to Add!
Story blocks
Word blocks
Ball toss
Bubble wrap jump
Sound jump
Letter Jump
Simple Solutions Support!
Wait Baskets
Here a child is not yet using a functional grasp, so a materials adaptation is created by using a table easel to help her keep her hand in the appropriate position.
HSCI Curriculum Modifications Module
Right Way/Wrong Way
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Environmental Support
HSCI Curriculum Modifications Module
Step 3:Support Plan Development (cont.)
• Brainstorm Prevention Strategies– Strategies to make routines or activities
easier for the child– Strategies to soften the triggers
Trigger Behavior Maintaining Consequence
• Group play: centers and outside play with peers
Setting Events (if applicable):
Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction
• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim
Preventions New Skills New Responses
• Pre-teach skills by role playing via scripted story
• Use visual cards to help him remember lessons when in difficult situation
• Self-monitoring form to work on new skills
To Challenging Behavior:
Use of New Skill:
Tim’s Support Planning Chart
Function : Obtain toy/play
• Behavior Hypotheses - Purpose of the behavior; your best guess about why the behavior occurs
• Prevention Strategies - Ways to make events and interactions that trigger challenging behavior easier for the child to manage
• Replacement Skills – New skills to teach throughout the day to replace the challenging behavior
• Responses - What adults will do when the challenging behavior occurs to ensure that the challenging behavior is not maintained and the new skill is learned
Behavior Support Plan
“ If a child doesn’t know how to read, we teach .
If a child doesn’t know how to swim, we teach .
If a child doesn’t know how to multiply, we teach .
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we……..... …….teach? ……punish?
Why can’t we finish the last sentence as automatica lly as we do the others?”Tom Herner (NASDE President ) Counterpoint 1998, p. 2)Tom Herner (NASDE President ) Counterpoint 1998, p. 2)
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Identifying Teachable Moments
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Turtle Technique
Recognize Recognize
that you that you
feel angry. feel angry.
“Think” “Think”
Stop.Stop.
Go into shell. Go into shell. Take 3 deep Take 3 deep breathes. breathes. And think And think calm, coping calm, coping thoughts. thoughts.
Come out Come out of shell of shell when calm when calm and think of and think of a solution.a solution.
Centers!
Turtle Box
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Teach Rules in theContext of Routines
Feeling Dice/Feeling Wheel
Simple Solutions Adaptation
Ask for a BreakTimes to ask for a break: • Sleepy • Frustrated • Overwhelmed
• A short break could help you come back better to think through a problem
• Ask for a drink of water, go to the bathroom, take three deep breaths, do something you like ( color for a few minutes)
• Sometimes we need a break from our friends
Simple Solutions Educational Services © 2010 [email protected] 866-660-3899
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Simple Solutions Educational Services© 2010 [email protected] 866-
Lose a Game…Win a Friend!
• Being a sore loser can then led to not only losing the game but a friend!
• You can play and win another time
• Everyone should get a chance to win
• Win a friend by saying “good game”
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The Solution Kit
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Logan Square!!
Room 13 at Uptown Uses a key Ring instead…
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Step 4:Support Plan Development (cont.)
• Brainstorm ideas about what new skillsshould be taught to replace challenging behavior; write new skills on chart.
Trigger Behavior Maintaining Consequence
• Group play: centers and outside play with peers
Setting Events (if applicable):
Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction
• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim
Preventions New Skills New Responses
• Pre-teach skills by role playing via scripted story
• Use visual cards to help him remember lessons when in difficult situation
• Self-monitoring form to work on new skills
• Asking to play• Everyone can play with the toys
• Asking for teacher’s help
To Challenging Behavior:
To Use o New Skill:
Tim’s Support Planning Chart
Function : Obtain toy/play
• Behavior Hypotheses - Purpose of the behavior; your best guess about why the behavior occurs
• Prevention Strategies - Ways to make events and interactions that trigger challenging behavior easier for the child to manage
• Replacement Skills – New skills to teach throughout the day to replace the challenging behavior
• Responses - What adults will do when the challenging behavior occurs to ensure that the challenging behavior is not maintained and the new skill is learned
Behavior Support Plan
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Simple Solutions Adaptation at Ezzard Charles Montessori
Step 5:Support Plan Development (cont.)
• Brainstorm ideas about how to respond to challenging behavior when it occurs; write new responses on chart.
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Trigger Behavior Maintaining Consequence
• Group play: centers and outside play with peers
• Circle Time
Setting Events (if applicable):
Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction
• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim
Preventions New Skills New Responses
• Pre-teach skills by role playing via scripted story
• Use visual cards to help him remember lessons when in difficult situation
• Teacher will subgroup during centers
• Teacher will change location of circle time
• Teacher will allow Tim to ask for a break
• Asking to play• Everyone can play with the toys
• Asking for teacher’s help
To Challenging Behavior:• Anticipate & cue to use new skill: asking to play/help
• Intervene to prevent harm by providing attention/support to child who is attacked
To Use of New Skill:• When asks, respond• Provide certificate and acknowledge positive behavior. Fade certificate.
Tim’s Support Planning Chart
Function:
Obtain toy/play
Simple Solutions Classroom Kit!