presented by juli callahan, m.ed. and sarah johnston, m.ed. february 9, 2010 1

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Presented by

Juli Callahan, M.Ed.

and

Sarah Johnston, M.Ed.

February 9, 2010

BEHAVIOR MANAGEMENT

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Autism 101 ~ Asperger’s SyndromeWhat Every Teacher Should KnowTeacher Support StrategiesFoundations of BehaviorApplied Behavior AnalysisABA in the SchoolsFunctional Behavioral AssessmentFunctions of BehaviorFBA – Federal/State/LISD Behavioral Intervention Plan (BIP)Behavior InterventionsReferencesHollywood Squares

AGENDA

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Autism 101 ~Asperger’s Syndrome

Taken from Supporting Students with Asperger’s Syndrome in General Education by Joan S. SafranTEACHING Exceptional Children; May/June 2002

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ASPERGER’S SYNDROME Children with Asperger’s Syndrome

typically exhibit average to superior intellectual capacity, but lack social awareness and skills needed to connect with his or her world.

AUTISM

…is a neurologically based disorder which significantly affects social perception, interactions, language, and nonverbal communication.

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All school personnel need to learn about the characteristics of Asperger’s syndrome.

Individual differences and degrees of severity among students abound.

All students will not demonstrate every characteristic- but it is the combination of interpersonal, motor, and language characteristics, which obscures diagnosis and separates these students with peers with other disabilities, that distinguishes Asperger’s.

What Teachers Need to Know

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Although special educators and therapists

continue to directly teach social skills to

students with Asperger’s, inclusion teachers

should be well informed about social-skills

strategies and supports that they can

implement and that will promote

generalization across education settings.

What Every Teacher Needs to Know

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…The invisible problem is the person with poor social skills, who maybe doesn’t stand out, but doesn’t fit in or is noticed only because he annoys people.

This kid may be so afraid of rejection he doesn’t even recognize when people are trying to be nice and drives them away.

Kid’s reputations are arrived at early and once arrived at, almost never go away…Without teacher’s help, these kids are lost.

Don’t let kids pick their own groups for group work. Group work is supposed to teach how we can work with diverse people, even those we might not get along with. Allowing kids to pick their own groups defeats the purpose. It’s really embarrassing when no one wants you and you either have to work alone or the teacher has to find you a group.

Many kids are demeaned daily in class. Teachers give out multiple verbal warnings to the kids who are making fun of someone and then do nothing. A policy of zero tolerance for putdowns and verbal harassment should be adopted.

Excerpts from a speech by a High School Junior with Asperger’s Syndrome to Educators

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Carefully Structure Seating Arrangements and Group work Be thoughtful in your classroom

seating assignments. Proximity matters Avoid self-selection, and

consider the nature and maturity of the students in a group or table.

Teach students how to function as a team and use definite cues to promote successful group process (e.g., “Before deciding on a plan, ask around the group to ensure everyone’s idea is heard).

Teach groups a good process to decide on job assignments ~ ensure no one gets left out.

Be aware of student’s strengths

• Offer an alternative to attending events such as an assembly, pep rally or unstructured time such as recess.

• Explore the use of ear plugs or headphones to assist in screening out excessive noise.

• Consider designating a support person and a quiet alternative place to go (i.e., school library or a classroom) where the student can choose to spend lunchtime, study hall, or other free time alone .

Supporting Students with Asperger’s Syndrome in General Education

Provide a Safe Haven

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Save the Student from Himself or Herself• Most students with Asperger’s

do not internalize social rules, their behavior is often noticed as irritating, rude, and immature.

• Metaphorical comments, benign teasing, or sarcasm may be taken literally and misunderstood; accidents may be misperceived as deliberate intents to harm.

Observant teachers can matter-of-factly label the experience or comment and help the student avoid distress.


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“Separate the child from the syndrome, and try to experience the world through his eyes.”

• Clearly state and display class rules and do not expect students to always understand the obvious.

• Do not ignore unacceptable remarks made by others.

• Have private conversations explaining issues, and behaviors.

• Use hand signals or a quiet touch as useful reminders (i.e., lower voice, stop talking).

• Assist the student with Asperger’s to connect during class discussions ~ help others see the value in what the student has to say.

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Prepare for Changes in Routine

• Most students with Asperger’s thrive on clear expectations and routine.

• Class schedules and time frames, written on the board or displayed pictorially for younger students; clearly designated classroom jobs; space; and time on the computer can reduce the anxiety that can overwhelm these students. “To do” lists or assignment books are recommended.

• Explain changes in routine well in advance. Visual reminders are helpful.

• With older students, have frank discussions at the first of the year, that advance notice is not always possible.


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Students with Asperger’s often have impaired motor skills – gross or fine. Encourage the use of visual graphic organizers, models and technology.

Encourage the use of word processing for written assignments and exams; allow for extra time or arrange a quiet, private space if needed.

When significant amounts of note taking are required, ask a buddy student to share their notes or exchange your notes for his/hers

Use Available Resources/Make Accommodations

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Consider creative ways to connect the student with the kindest and most empathetic peers to promote social acceptance and friendship.

Knowing that students with Asperger’s lack interpersonal intuition and incidental social learning, be ready to help the student engage in successful conversations and reflection.


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• Direct the child towards participation in well-structured activities or clubs where their abilities might neutralize their social deficiencies (i.e., competitive math groups, chess, etc.).

• Anticipate consequences and avoid unstructured events.

• Consider creating an official peer buddy system that emphasizes friendship, respect for difference, and social interaction.

• Identify the student’s special gifts and teach him/her how to share those gifts through tutoring, class presentations, or community service.


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Capitalize on Special Interests Although it can be valuable

to take advantage of the student’s special interests as a bridge to classroom specific content, teachers must not inadvertently encourage self-defeating, obsessive behavior.

Utilize those skills constructively (i.e., by asking the student with a passion for the Internet to serve as the group research specialist; direct student to teach a classmate particular research skills).


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Don’t Take It Personally

The student who interrupts, speaks loudly, misses your jokes, and tells peculiar ones of his own, may be challenging!

IF you model warmth and acceptance, peers will too. The same holds for irritations, impatience, or disdain. This child, desperately in need of positive interactions with classmates and adults, will flourish in a supportive environment.


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Help Your Classroom Become a Caring Community


Commit to embrace diversity in all of its forms in your classroom.

Expect and ensure that students respect, support, and take responsibility for each other.

IF we really believe that no child should be left behind, then we have no choice but to persevere in our efforts to ensure that all the student who pass through your doors believe that they belong with each other and with us

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People with Asperger’s Syndrome, often creative, highly intelligent, and technologically, mathematically, or scientifically astute, have the potential for momentous contributions to our society.

Reflection

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Family Guy

http://www.youtube.com/watch?v=cNkp4QF3we8

Managing Behavior :Why we use, What we use.



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FOUNDATIONS OF BEHAVIOR

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ALL BEHAVIOR IS LEARNED

BEHAVIOR SERVES A FUNCTION

SKILL DEFICITS IMPACT PROBLEM BEHAVIOR

TEAM APPROACH IS CRITICAL

THE STUDENT-TEACHER RELATIONSHIP MATTERS

ENVIRONMENT IMPACTS BEHAVIOR

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Dangerous Minds:The Absence of Good Behavior (Teacher and Student)

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ABA

APPLIED BEHAVIOR ANALYSIS

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ABA Is the science in which

procedures derived from the principles of behavior are systematically applied to improve socially significant behavior to a meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement in behavior (Baer, Wolf, & Risley 1968).

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Behavior Management – Included in Functional Behavior Assessment (FBA) and Behavior Improvement Plan (BIP) development.

Example Strategies: Point Sheets, Token Economy, Praise, Time-out, Physical Prompting.

ABA in the Schools

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Instructional Methods – Basic principles of learning can be included in all educational environments (1:1, small group, and large group).

Effective Instructional Strategies Include: mix and vary activities (i.e. hands on activities vs. worksheets), errorless teaching, and fast-paced/appropriate paced instruction (engaging students even when you are reviewing previously learned information).

ABA in the Schools

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Scientifically based practice.

Highly utilitarian tool and flexible method that can be applied in a variety of ways and settings. (Sasso, Garrison-Harrell, McMahon, & Peck, 1998; Strain & Odom, 1986; Simpson, 2001).

Why Incorporate ABA?

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Behavior is learned and its probability of occurrence is determined by its history of antecedents and consequences.

Three-Term Contingency – (refer to ABC card)

Antecedent –Behavior -Consequences

Applied Behavior Analysis: (ABA)

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http://www.maniacworld.com/Pavlov-Altoid-Theory.html

ABA Application in “The Office”



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From Birth

All the time

Behaviors are developed and learned based on the environment and genetic make-up of the individual

When does the 3-term happen?

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Functional Behavioral Assessment

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Topographies of Behavior – Kicking, throwing items, flopping to floor, bolting, arguing, cussing, etc.

Topographies are the form of the behavior. One behavior (i.e., excessive questioning) can serve

any function (i.e., attention seeking/escape-avoidance).

_____________________________________________

Function is determined based on the 3-term contingency Antecedent, Behavior, Consequence

Topography(what behavior looks like) vs. Function: Our first starting point

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A set of procedures used to identify the cause of a maladaptive behavior and reduce it through teaching replacement behaviors instead of suppressing it through punishment.

The term functional refers to the causes of behavior.

The body of empirical and scientific literature which supports these methods is found in the field of Applied Behavior Analysis.

Functional Behavior Assessment

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Functional AssessmentSkinner’s research

and the research of his followers stressed the importance of identifying the environmental events which were functionally related to behavior.

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http://www.youtube.com/watch?v=JA96Fba-WHk

Skinner: Operant Conditioning in action! From The Big Bang Theory



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The outcome of the assessment is an analysis of the way the person learned the behavior and how it is presently supported or maintained in the present learning environment.

Instead, the purpose of the assessment is to classify the maladaptive behavior by its function (cause) and then select treatments or interventions which are effective in reducing behavior in that functional category.

Consequently, treatments or interventions are classified by functional categories and not by form of the maladaptive behavior.

Functional Assessment

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In the field of education many practitioners choose interventions or treatments based upon the behavior (form) instead of function.

As a result, some recommended interventions actually strengthen the maladaptive behavior instead of reducing it.

This situation can make school districts and their personnel vulnerable to successful legal, administrative and ethical challenges.

Functional Assessment

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Trying to Get It!!!!

Function of Behavior – (Simplified)

Trying to Get Away from IT!!!!

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People Around/Social

Function of Behavior – (Simplified) Conditions

Alone/Automatic

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1. Socially Mediated Positive Reinforcement =Trying to get it/people must be involved

2. Socially Mediated Negative Reinforcement = Trying to get away or avoid/people must be involved

3. Automatic Positive Reinforcement =Trying to get it/no other people involved (alone)

4. Automatic Negative Reinforcement = Trying to get away/no other people involved (alone)

4 Functions of Behavior

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Shrek: Trying to Get or Get Away?

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To GAIN access to something desired, such as:

AttentionAccess to Preferred ActivitiesAccess to Preferred Tangible Items

Socially Mediated Positive (involves people) (+) (Get more of)

Reinforcement = Trying to get it w/people

involved

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Antecedent Behavior Consequence

Student took toy away from

another student

Crying *Teacher gives

attention and the item back to the

student (access)

Trying to Get It – Socially Mediated Positive Reinforcement

*Note: This consequence will most likely reinforce the behavior and assure it’s reoccurrence! Student doesn’t get what she wants, she cries then gets it.

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http://www.mypottery.com/why-waste-temper-tantrum/KpSfThUv_pc/

What is he trying to get more of???



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Escape/avoidance/postponement of un-preferred demand(s)

(i.e. A student has difficulty with math. Teacher announces that it’s time for Math and student asks to go to restroom in order to avoid or postpone the undesired task).

Socially Mediated Negative Reinforcement (must involve people ) (-) (take away or less of)

Trying to Get Away/Avoid

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Teacher gives student his/her math assignment

Student throws pencil

*Teacher sends student to the office for disrupting the class.

Trying to Get Away – Socially Mediated Negative Reinforcement

*Note: This consequence will likely strengthen the student’s behavior of throwing the pencil. If he is in the office, he is not doing math!

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Rainman:

What is the function of his behavior?

Does his first set of behaviors work? Then what does he do?

(Warning: Profanity)

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Rainman

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Movements or activities of your body thatproduce a feeling which makes thebehavior that produced it more likely to occur.

Self-stimulatory sensations produced by behavior (hand-flapping, gazing, hair twirling, rocking,

chewing gum.)

Automatic Positive Reinforcement (alone ) (+ get more of)

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Sitting alone at computer

Playing computer game

Has access to computer time

Trying to Get It – Automatic Positive Reinforcement

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Pain Attenuation (attempt to relieve pain)

Example: When you get a bug bite, you move to scratch it, relieving the pain/ discomfort.

Example: Student bangs his head; parent explores with physician; toothache is diagnosed.

Report behaviors to parent – may need to follow up with physician…headache, toothache, etc…

Automatic Negative Reinforcement-Trying to get away/no other people involved (alone)

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Headache Carin takes 2 Advil

Headache goes away (Escape)

Trying to Get Away – Automatic Negative Reinforcement

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Why do a Functional Behavioral Assessment?

IT’S THE LAW!!!

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The IEP team shall in the case of a child whose behavior impedes his or her learning or that of others, consider strategies, including positive behavioral interventions and supports to address that behavior.20 U.S.C. 1414 (d) (3)

…the relationship between behavior and learning must not only be considered but acted upon

IDEA 2004

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Senate Bill 1196 Positive behavior supports for students with

disabilities. School wide, classroom and individual systems

of support. Data collection tools to inform decision-making

for program improvement

Texas Behavior Support Initiative

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A BIP may not be written without completing a FBAREMEMBER: When developing the FBA - ABC

Incident Cards must be used when recording data on target behaviors

Identify positive interventions to reduce the undesirable behavior

Develop appropriate behaviors to be substituted in place of the inappropriate ones

Identify positive interventions to reduce the undesirable behavior

Assist in determining the appropriateness of placement and services

Why? Why? Why?FBA

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• Allows staff to document behaviors based on the 3 term contingency

• Allows for documentation of frequency of events/not individual occurrences of each behavior.

• Allows for documentation duration of behavioral events

• Allows for documentation of topography of behavioral events

• Allows for documentation of intensity of behavioral events if necessary

Purpose of Behavior Incident Card

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the process of gathering and analyzing information about the student’s behavior

and accompanying circumstances

in order to determine the purpose or intent of the actions.

Functional Behavior Assessment defined as…

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ABC sheet

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Student exhibits harmful behavior towards self or others, disruptive behavior or non-compliant behavior that interferes with their learning or the learning of others. There should be documented evidence of this (e.g., failing/lower grades, office referrals, etc.)

Parent(s) and staff should be fully aware of incidences and concerns and the attempts to support the student

Data collection on specific behavior(s) at this point (ABC sheets) will focus on the antecedents, behavior, and consequences

…and for the purpose of determining the function of behaviors

Determining the Need for a FBA

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Challenging behaviors affect EVERYBODY

Behaviors are triggered by something (identifiable stimuli , e.g., a need and/or want )

Behaviors are governed by the consequences that follow them (if it’s not reinforced, it won’t continue)

Behavior is a form of communication - we must figure out what is says (e. g., ”I’m tired.”, “I’m bored.” “I’m frustrated.”)

Behaviors serve a function and have a purpose:

TO GET something (e.g., attention, a toy, computer time) TO GET AWAY - avoid or escape (e.g., a demand, work)

FBA is based upon the following concepts:

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Why do we do Functional Behavioral

Assessments?

LEWISVILLE ISDFUNCTIONAL BEHAVIORAL ASSESSMENT (SEAS form 2009-2010)

IT’S THE LAW!!!

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Mr. Peterson is sitting at the work table with Timmy while Timmy eats his snack. When he is done Mr. Peterson clears the table and sets out 3 picture cards with matching objects. He asks Timmy to “match” and Timmy slaps Mr. Peterson’s arm. He tells Timmy “no hitting” and hands him the object to match. Timmy slaps Mr. Peterson and flops to the floor. Mr. Peterson tells Timmy, “no hitting, stand up.” Timmy refuses to stand up. Mr. Peterson walks away (ignores) and works with another student.

SCENERIO

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ARD SUPPLEMENT: FUNCTIONAL BEHAVIORAL ASSESSMENT

Student: TIMMY BROWN Date: 01/20/10

The functional behavioral assessment (FBA) is for the

purpose of helping to understand the function of a

student’s behavior and the behavioral intervention plan

(BIP) is to provide strategies and interventions when (1)

behavior problems interfere with the student’s ability to

learn, (2) behavior problems interfere with the learning

of others, (3) when the student is removed to a

disciplinary setting for more than ten cumulative days in

a school year, or before making a disciplinary change of

placement.

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X Information provided by the parent: (MUST COMPLETE)

Phone interview 01/09/10, 4:15 with mother – reported Timmy is showing aggressive behavior (slapping) at home

X Circumstances in the student’s life: Recently moved 3 months ago

Evaluation(s) performed by the School District:

Evaluation(s) performed by outside agencies:

X Current classroom-based assessments and observations: ABC data collection from 12/14/09-12/18/09 and 01/04/10—1/15/10

X Teacher and/or related service provider information: Anecdotal records and observations by teacher and O.T.

Discipline records

Attendance records

X Behavior Intervention Plan developed on: (only if previous BIP exists)

Other: ____________________________________________

REVIEW OF EXISTING EVALUATION DATA:

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Operationalize targets/behaviors (number each separately) that interfere with learning

Frequency Intensity (match ABC card)

Duration

1. Aggressive behavior (slapping)

Average of 3 x daily

N/A N/A

2. Non-compliance (flopping to floor)

Average of 4 x daily

N/A Average 6 minutes episode

BEHAVIOR:Operationalize Problem Behavior(s):

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Describe the events that typically precede problem behaviors in the school setting. (correlate to targeted numbered behavior)

X Asked to do something (academic): See Behavior # 1,2

Asked to do something (non-academic):_____________________________________________

Attention given to others: ________________________________________________________

Asked to stop a behavior: ________________________________________________________

Transition:

Could not get something: ________________________________________________________

Preferred activity: ______________________________________________________________

Other ________________________________________________________________________

Other ________________________________________________________________________

ANTECEDENTS:

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Describe the event that typically follow problem behaviors in the school setting.

Positive social reinforcement from others._______________________________________

X Corrective feedback. See Behaviors # 1, 2 Discounting or removing something undesired by student (e.g. teacher directs student to

complete a task and the student begins to protest. The teacher stops trying to require the student to complete the task.).

Kept verbal demand._________________________________________________________ Interruption/blocking. ________________________________________________________ Redirection to activity. ________________________________________________________

X Removal from the classroom/activity: Behavior #1

X Sent to Principal’s office. Behavior # 1 After school detention or lunch detention. ________________________________________ ISS/Suspension: _____________________________________________________________

X Ignored: Told to stand up – Behavior #2X Time-out: (must follow TBSI guidelines w/proper documentation): _____________________ Other: _____________________________________________________________________ Other: _____________________________________________________________________

CONSEQUENCES(that have already been put in place)

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Describe reinforcers (activities, people, tangible items, privileges, token economies, etc.) that have been attempted and their effectiveness.Stickers – not effective

Computer time – moderately effective

Describe interventions that have been attempted and their effectiveness.Time-out – not effective

Provide choices – moderately effective

INTERVENTION HISTORY

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YesX No

Based on consideration of existing data the ARD committee determines that additional emotional/behavioral data are needed. If YES, report the type(s) of data requested:

_________________________________

ADDITIONAL DATA DETERMINATION:

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(Avoid or escape, to gain attention or tangible, self-stimulatory)

HYPOTHESIS (look for patterns based on the

ABC data collection)

FUNCTION OF THE TARGETED BEHAVIORS:

Targeted Behavior(What it looks like)

Function (choose from the choices above)

1. Aggression (slapping) Escape

2. Non-compliance (flopping to floor)

Escape

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Behavioral strategies are appropriately addressed on the instructional modifications page of the ARD/IEP.

X Behavior Intervention Plan (BIP) is needed.

STUDENT’S BEHAVIOR IMPEDED HIS/HER LEARNING

OR THAT OF OTHERS

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Carin Thompson Lead Interventionist Sarah Johnston SpecialistShannon Goheen InterventionistJuli Callahan SpecialistSylvia Garcia InterventionistJennifer Cox Specialist

NAMES OF PERSONS ON TEAM DIRECTLY INVOLVED IN FBA

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Why do we do Functional Behavioral Assessments?

Click icon to add picture

IT’S

THE

LAW!

!!

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Function Based Interventions

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The outcome of the assessment is an analysis of the way the person learned the behavior and how it is presently supported or maintained in the present learning environment.

Instead, the purpose of the assessment is to classify the maladaptive behavior by its function (cause) and then select treatments or interventions which are effective in reducing behavior in that functional category.

Consequently, treatments or interventions are classified by functional categories and not by form of the maladaptive behavior.

Review…Functional Assessment

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AntecendentBehaviorConsequence

Behavior doesn’t continue if it is not reinforced. (If we eat chocolate and think it tasted horrible, we

stop eating it).

We document the behavior that we seeThe antecedent (what happened right before it) and the

condition in which it happened (alone? Or with people around?)

The consequence (what happened immediately after)Look for patterns to hypothesis the function…then…

Changing Behavior:Remember the 3 term contingency…

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Eliminate the MO or the motivation for that inappropriate behavior:

(student excessively calls out of turn because he wants to be heard, he wants a turn, or wants attention …

make sure he is called on when his hand is raised and that he gets attention for appropriate behavior)

Terminate the reinforcement of the inappropriate behavior:

(do not call on the student or give attention to his answer when it is not his turn)

Teach an acceptable replacement behavior:(teach the student to raise hand and wait quietly until called on)

To Reduce Behavior:

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Gilbert Grape:

Notice the consequence of Arnie’s behavior…is his behavior likely to reoccur? Did Gilbert

terminate the reinforcer?

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Breakfast Club: What happens when we get into a power struggle? Do we get rid of the undesirable behavior or

reinforce it?

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Interventions for Access toAttention, Activities and Tangible Items:

Give lots of attention and enriched environment to prevent the behavior

NEVER give attention for the problem behavior again (timeout, sending to the office, or ignoring).

(Do not use for self-injurious behavior)

TEACH a child a replacement behavior

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Interventions for Access to Attention, Activities, and

Tangible Items:

Give lots of attention for appropriate behavior

Allow access to preferred items at appropriate times (computer)

Call by name often (to increase sense of worth and develop teacher-student relationship)

Teach peers to ignore Practice/role-play replacement

behavior (raise hand , etc.) Give 3-5 “talk request cards” Give earned opportunities to

talk Individualized reinforcement

menu of preferred items, privileges, rewards, etc.

Teach to ask for attention (raise hand, may I have a hug, I need your assistance/attention, I want that tangible (toy, music, etc.)

Consequences

Ignore minor behavior Do not display emotional reaction

and/or disdain with inappropriate behavior (profanity, etc.)

Deliver redirects with as little attention as possible

Time out Removal of items, activities On-verbal cues Absence of points, items, privileges

Antecedents Replacement Behavior

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Inappropriate use of Time-out

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Interventions forEscape/Removal of demandsReduce the motivation to escape by reducing

the demands, decrease the effort, quicken the pace of instruction, use errorless teaching, mix easy and difficult tasks, provide choices

NEVER allow the child to escape or avoid a demand again (physical guidance)/keep the demand

Teach a replacement behavior to escape. If it is not appropriate to escape increase the reinforcement

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Function and Strategies

Function: Escape or avoid unpleasant activities,

tasks or persons

Strategy: Reinforce the student for compliance to your

instructions (antecedent and consequence) Teach the student how to seek help – rather than

escape (replacement) Teach acceptable alternatives to escape

(replacement) Reinforce the student for the absence of the

problem (reward appropriate behavior) (antecedent and consequence)

Initially remove or reduce demands and then gradually increase them (antecedent)

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Modify the Antecedent

Antecedent

Behavior Consequence

Function

Difficult assignme

nt

Throws paper

Teacher corrects,

peers laugh

Gain attention (peers

& teacher

)

Modify assignment, Group assignme

nt

Student complete

s the assignm

ent

Teacher gives good grade and attention, group gets good grade


& teacher

)

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Modify ConsequenceAntecede

ntBehavio

rConsequenc

eFunction

Difficult assignme

nt

Throws paper

Teacher corrects,

peers laugh

Gain attention (peers & teacher)

Difficult assignme

nt

Throws paper

Teacher and peers

ignore,(Give

attention to on-task

behavior)

Does not get

attention for

throwing (Extinction

)Attention only for on-task

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Teach Replacement Behavior

Antecedent

Behavior Consequence

Function

Difficult assignme

nt

Throws paper

Teacher corrects,

peers laugh


& teacher

)

Difficult assignme

nt

Teach student to raise hand for

help

Teacher helps

student when hand

raised


& teacher

)

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Additional Strategies: (Escape)

Vary skill demand Check for skill deficits Active engagement Highly motivating activities Connect with individual

interests Multi-sensory Give choices – calm voice Frequent breaks Assign preferred classroom job

(increase student sense of value Adapt instruction; curriculum;

pace Classroom organization Errorless teaching Adapt delivery of instruction (s) Individualized reinforcement

menu

Teach to request a break appropriately and at reasonable times

Teach to identify/express feelings in a more appropriate way (i.e. “I’m bored,” “I’m frustrated – may I…for a few minutes, then return to work?”

Consequences

Keep demand Verbal/non-verbal redirects Absence of points, privileges,

preferred items, rewards Allow to process behavior when calm Reinforce appropriate behavior with

praise, attention, preferred items, etc.

Antecedents Replacement Behavior

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Interventions for Self-Stimulatory Behavior (in the alone or automatic condition)

Provide an enriched environment that may incorporate the reinforcing stimulation for appropriate behaviors

Prevent the problem behavior from occurring to stop the good feeling

Teach the child to enjoy social interactions and doing other activities that get lots of social reinforcement or to engage in more socially appropriate and less harmful methods of self-stimulatory behavior

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Provide Enriched Environment: By pairing teacher attention with very strong activity reinforcers and the opportunity to move around as a form of stimulation the value of social reinforcers in the future will be increased and could help to decrease the value of nonsocial reinforcement

Antecedent -Eliminate the MO

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Sensory reinforcement contingency upon alternative behavior (DRA): this procedure requires that a student whose behavior is maintained by self stim to be allow access to the self stim (ex: fidget) only after brief periods of no fidgeting and working. (Sensory Diet)

Replacement of Alternative Self-Stim Responses (DRA): this procedure includes providing the student with an alternative method of receiving self-stim sensations which are more socially appropriate. (Sensory Diet)

Teach Replacement Behavior:

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Mistakes in Teaching – releasing the demand with maladaptive behavior; non use of competing reinforcers

Misunderstanding Antecedent Conditions -Any thing looks like a demand – adult approaching, looking, or speaking to student; presenting a task, approaching the table; etc.

Preventative Measures to keep in mind:

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Proactive Promotion of Positive Behavior

“Catch them being good.” This is something

relatively easy to do, will avert many

behavior problems.

Effective teachers are constantly looking for things to praise and reinforce.

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Effective Teachers

IMPORTANT—The research on effective teaching reveals that

the most effective teachers deliver at least five praise statements for every reprimand. 5:1!

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The Tough Kid Book by William Jenson, G. Rhodes, H. ReavesClassroom Rules:

Don’t leave home without them.

Your Classroom Schedule:Down time causes problems.

Structuring Your Classroom Space:Put tough kids near you.

Get Up and Move:Be a wondering reinforcer

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Classroom Rules

Limit classroom rules to four or five, andstate them in concrete, not abstract, terms.

Do not, for example, write “respect one another,” because many children with disabilities do not understand the concept of “respect.”

state what you want students to do, not what you don’t want them to do

Examples of concrete rules are:1. Stay in your seat.2. Keep hands and feet to yourself.3. Follow the teacher’s directions.

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Classroom Arrangement and Management Proximity control—Many student

behaviors can be eliminated or minimized with proximity control. The teacher positions him/ herself within a few feet from the offending student, and monitors the student’s behavior.

Preemptive seating/ classroom arrangement—An extension of the concept of proximity control is seating designed to prevent behavioral difficulties.

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The Tough Kid Book IFEED-AV Rules

Immediately: reinforce desired behavior

Frequently: reinforce, be specific and sincere often

Enthusiasm: Inflection and tone should convey that something of importance has just taken place

Eye Contact: Suggests the student is valued and has your undivided attention

Describe the Behavior: Highlights and emphasizes the behavior you are wanting to reinforce

Anticipation: Build excitement and anticipation for the earning of a reinforcer (Mystery Motivator)

Variety: To increase effectiveness, use a variety of reinforcers. Change them out or give choices. Reassess.

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Variables that Make Reinforcers More Effective

Immediately Frequently Enthusiasm Eye contact Description of

the behavior Anticipation Variety

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Individual Interventions

Remember to teach replacement Behaviors

Student Involvement: Involve choices and Assess motivators (refer to handouts on different reinforcement menus)

Always assess for Skill Deficits

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Self-Management TechniquesSelf-monitoring—

Students measure their behaviors by using a data collection system.

Self-evaluation– Students rate their own behavior using a 0 to 5 point scale.

Self-reinforcement—Students are taught to evaluate their behavior and deliver self-selected rewards.

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Classroom Safety

Despite the media attention, the number of violent incidents in schools has decreased in the past ten years. However, younger students are engaging in these incidents, and some situations are very serious. Both private and public school teachers in the 21st century need to be equipped to deal with violence. The following tips may help:

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Remain calm and controlled. Allow the student to vent anger and

feelings verbally. Ignore irrelevant comments and direct

the student to focus on the relevant concerns.

Listen without interrupting or denying the student’s feelings.

Use the student’s name, and speak in a clear, calm, moderate voice and in a slow and empathic manner.

Establish limits: Clearly and concisely inform the student of choices and consequences.

Maintain a positive body posture, with hands open and make eye contact without staring.

Consider the student’s culture and experiential background.

Remain close, but RESPECT PERSONAL SPACE.

Persuade the student to leave the room, OR have someone escort the other students out.

Ask the student to carefully lay down any weapons.

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Crucial to Staff and Student Safety:

•Have enough staff trained in the Non-Violent Crisis Intervention philosophy as well as techniques and,

• Establish a crisis plan

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All of us need the sense of security that comes with predictability and students with disabilities are particularly sensitive to surprises. For that reason, it is essential that teachers maintain predictable daily scheduleTeachers should post the

daily class schedule in a conspicuous location,

and then adhere to it strictly.

Students need to be familiar with classroom procedures.

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Behavior will get worse before it gets better!!!!!

Be Prepared!!!

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BIP REMINDERS: •You must complete a FBA prior to BIP development.

•Any BIP objective regarding the reduction of inappropriate behavior(s) should be tracked daily (i.e., aggressive, self-injurious, non-compliance, inappropriate attention seeking)– not just 1-2

times per week.

Behavioral Intervention Plan

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Mr. Peterson is sitting at the work table with Timmy while Timmy eats his snack. When he is done Mr. Peterson clears the table and sets out 3 picture cards with matching objects. He asks Timmy to “match” and Timmy slaps Mr. Peterson’s arm. He tells Timmy “no hitting” and hands him the object to match. Timmy slaps Mr. Peterson and flops to the floor. Mr. Peterson tells Timmy, “no hitting, stand up.” Timmy refuses to stand up. Mr. Peterson walks away (ignores) and works with another student.

Analysis of data collected 12/14/09-12/18/09 and 01/04/10-01/15/10: Average occurrences of slapping = 3x/daily; avg. occurrences of flopping = 4x/daily, avg of 6 min. per episode. Function appears to be escape from demands.

SCENERIO : Snapshot of a typical episode (Review)

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ReferencesGable, R. A., Quinn, M. M., Rutherford, R.

B., & Howell, K. (1998). Addressing problem behaviors in schools: Use of functional assessments and behavior intervention plans. Preventing School Failure, 42(3).

Salend, S. J. (2001). Creating inclusive classrooms: Effective and reflective practices (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Turnbull, R., Turnbull, A., Shank, M., Smith, S., & Leal, D. (2002). Exceptional lives: Special education in today’s schools (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/715HomePage.html




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ABC QuestionsAntecedent StrategiesBehavior StrategiesConsequence StrategiesWriting Measurable Objectives for BIP reference

chartThe TOUGH KID Book – Practical Classroom

Management StrategiesTexas Behavior Support Initiative (TBSI)–

Module 5Reinforcement Survey

Reference materials (see handouts)

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