a workshop for families and professionals
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A Workshop for Families and Professionals
2018 PEATC www.peatc.org©PEATC wwww.peatc.org 1
WHAT IS PEATC?
PEATC is a statewide nonprofit whose passion is to empower
families in Virginia. While our central focus is on families with
children who have disabilities, our other outreach areas include;
Hispanic, Latino, Military, Family Engagement, and Early
Childhood. We are considered the "Go To" place in Virginia for
resources on many topics including anti-bullying, court-involved
youth, transition planning, and many more! Check us out
www.peatc.org.
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PEATC PROVIDES….
➢ Individual phone consultations
➢ Workshops throughout Virginia
➢ Webinars
➢ Factsheets
➢ Resources
To assist parents in securing educational plans for their children leading toward adult lives that include
➢ meaningful employment
➢ friendships
➢ community participation
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Education of ALL Handicapped Children Act became Federal Law
Five Parent Training and Information Centers (PTI) were funded and PEATC was one of the first!
Community Parent Resource Centers (CPRC)
1975
1978
1991
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Parent Centers are also supported by a Technical Assistance Project
Funded by the USDOE, OSEP
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OBJECTIVES
As a result of this Workshop participants will:
Become familiar with the A, B, & C of all behaviors.
Understand the difference between positive behavior supports and behavior
management.
Become familiar with communication tools that provide positive child guidance.
Brainstorm ideas on behavior modification
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BEHAVIOR
“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 do math, 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 automatically as we do the others?”
Tom Herner (former NASDSE President: National Association of State Directors of Special Education
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THE ABC’S OF BEHAVIOR
ntecedent:
What happened before the event or behavior?
ehavior:
What was the behavior or event that occurred?
onsequences:
What happened as a result of the behavior?
B
C
A
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THERE ARE TWO TYPES OF ANTECEDENTS
Setting (slow trigger)Usually happened in recent or long
past
May happen in or out of the classroom
Are conditions that increase the
likelihood behavior will occur:
• Oversleeping
• no breakfast
• forgotten medications
• conflict
Stimulus (fast trigger)Are usually obvious
May be consistent
May be unique to one
situation:
• noise level
• temperature
• lighting
• anxiety
• hunger
• pain
• fatigueAntecedents that trigger behavior are not
necessarily bad, they just result in bad behavior.
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BEHAVIOR
General Problem
•Aggressive
•Uncooperative
•Stubborn
•Goes into a rage
•Lazy
•Noncompliance
•Off task behaviors
Observable Behaviors
•Hits and Pinches
•Walks away from teacher
•Lays on the floor
•Yells and flaps hands
•Puts head on desk during work periods
•Draws pictures during math period
A behavior is an action that is
observable and measurable
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CONSEQUENCES
What is the pay-off?
What does the student get?
What does the student avoid?
ESCAPE
SENSORY
ATTENTION
TANGIBLE
Anything that happens after the behavior,
not necessarily what caused it. It can be
positive or negative.
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CONSEQUENCES OF BEHAVIOR
Get
Tangible Objects
& Activities
Get Out Of
SensoryAttention
SensoryAttention
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THE ABC’S IN ACTION
B. Johnnie pushes
another child out of line.
C. Johnnie ends up
in time out and misses
the ball game anyway.
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LET’S TAKE A CLOSER LOOK….
A. Before school
Johnny witnesses his parents arguing at each other.
B. Johnnie pushes a
child out of line.
C. Johnnie ends up
in time out and misses
recess.
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FUNCTIONAL BEHAVIORAL ASSESSMENTS
➢ Problem behavior usually serves a purpose for the person displaying it.
➢ Functional assessment is used to identify the purpose of the problem behavior.
➢ The goal of intervention is education, not simply to stop or reduce the behavior.
➢ Problem behavior usually serves many purposes and therefore requires many
interventions.
➢ Intervention requires changing the environment and social systems not
individuals.
➢ Lifestyle change is the ultimate goal for intervention.
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BEHAVIOR MANAGEMENT VS POSITIVE BEHAVIOR SUPPORTS
Behavior Management
Focus is on Changing the Individual
Focus is on Coercion
Focus is on Control
Focus is on Services
Reacts to the Behavior
Identifies the Person as the Problem
Identifies the Person as their Behavior
Focus on Cost & Consequence(If you do this, then this
will happen)
Positive Behavior Support
Focus is on Changing the Environment
Focus is on Adaptation
Focus is on Choice
Focus is on Community & Natural Supports
Responds to the Person
Sees Quality of Life & Environment as Problem.
Identifies the Person as Thinking & Feeling
Emphasizes Additional Support & Skills to
Communicate Needs
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FUNCTIONAL BEHAVIORAL ASSESSMENT
A functional assessment looks at
why a child behaves as he or she
does, given the nature of the child
and what is happening in the
environment.
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FUNCTIONAL BEHAVIORAL ASSESSMENT (CON’T)
A Functional behavioral assessment:
➢ guides decision-making about needs
➢ leads to strategies to help meet the need
➢ should be considered in any evaluation
when behavioral concerns have not
responded to standard interventions
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ABC’S OF BEHAVIOR
It’s as easy
as…..
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THANK YOU!
PEATC
8003 Forbes Place, Suite 310
Springfield, VA 22151
703-923-0010 / 800-869-6782
www.peatc.org
Hablamos Español
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