daniel l. noacklesage, m.a. board certified behavior analyst effective and efficient behavior...

Daniel L. NoackLeSage, M.A.

Board Certified Behavior Analyst

Effective and Efficient Effective and Efficient Behavior Management Behavior Management

InterventionsInterventionsin the Academic Settingin the Academic Setting

Objective of Today’s SessionObjective of Today’s SessionCreate the foundation for behavior

management

Explore multiple techniques that you can use in your classroom

Discuss common scenariosGoal of Today’s Session:

To create and understanding of, and a comfort with, the implementation of

effective and efficient behavior management in the academic setting

Effective Behavior Effective Behavior ManagementManagement

All behavior can be linked to the A-B-C model◦ Antecedent – Behavior – Consequence ◦ Look for the pattern and discover the function

Appropriate interventions are rooted in the function◦ Attention, Tangible, and Escape (Automatic)

Part 1: Eliminate the Link Between Inappropriate Behaviors and Functional Consequences

Part 2: Create the Link Between Appropriate Behaviors and Functional Consequences

Part 3: Practice, Practice, and Practice Again

Create a Bias Create a Bias Towards Appropriate BehaviorTowards Appropriate Behavior

Inappropriate

Behavior

Extinction

Avoid the use of Punishment

Appropriate Behavior

Reinforcement

5

The The ConceptConcept of Time Out of Time Out

Use as a concept rather than as a location

Time Out = denial of desired function

Time In = access to desired function

Logical duration and contingent on behavior (30sec – 1min of appropriate behavior)

Inclusionary Time Out is best

Functional Use: All Functions

Planned IgnoringPlanned Ignoring

Ignore only behaviors that are not harmful

Ignore behavior immediately

Make ignoring obvious

If giving attention, immediately remove it

Still catch the individual being good

Functional Use: Attention (and Tangible)

Catching Being GoodCatching Being Good

Give attention often

Give attention as soon as you see any good behavior

Give enthusiastic attention

No attention if problem behavior occurs

Functional Use: Attention (and Tangible)

Create CONTINGENT ACCESS when you pair Planned Ignoring with Catching Being

Good.

Teaching A Better BehaviorTeaching A Better Behavior

Identify a specific replacement behavior

Identify high probability situations

Create high probability situations

Practice with the individual

Functional Use: All Functions

Using Effective InstructionsUsing Effective Instructions

Good Instructions Poor Instructions

Simple and Short Complex and Long

Specific Vague

Use Statements Ask Questions

Consistent Lack Follow Through

Clear and Level Headed Emotional

With the Individual’s Attention Without the Individual’s Attention

Remember to:

* Provide an adequate understanding of expectations *

* Make the connection between instruction and behavior *

Functional Use: Escape (and Tangible)

Three Step PromptingThree Step Prompting

1. TELL the individual what to do:• Give clear instruction• Wait 5 seconds

2. SHOW the individual what to do:• Repeat the instruction• Model the exact response OR provide gestures that

indicate what you want (e.g. point to object)• Wait 5 seconds

3. HELP the individual do it:• Repeat the instruction• Use hand-over-hand guidance until the instruction is

completed

Functional Use: Escape (and All)

ScenariosScenarios Remember: A-B-C and Function (Attention, Tangible, Escape) Disconnect (inappropriate) Reconnect (appropriate) Practice

Alex: When students arrive to the classroom, they are allowed free time until 8:15am. Alex is usually very efficient in this transition. However, when it is time to start class work, she becomes disruptive and/or demand more free time.

Primary Function:Secondary Function:

Disconnect:Reconnect:Practice:


Alex: When students arrive to the classroom, they are allowed free time until 8:15am. Alex is usually very efficient in this transition. However, when it is time to start class work, she becomes disruptive and/or demand more free time.

Primary Function: Escape from workSecondary Function: Access to Tangible

Disconnect: Time Out from Escape (and a form of Planned Ignoring)Reconnect: Effective Instructions (and Three Step Prompting)Practice: Modify the activity to create more work = break contingencies


Mason: During group lesson activities, Mason often will call out without raising his hand and/or he often will intentionally give wrong or non-sense answers when called upon. When he calls out without raising his hand, his teacher will reprimand him in an attempt to maintain classroom control and set an example for other students. When he intentionally gives incorrect answers, his teacher often reprimands him and his peers laugh at his responses.

Primary Function:Secondary Function:

Disconnect:Reconnect:Practice:


Mason: During group lesson activities, Mason often will call out without raising his hand and/or he often will intentionally give wrong or non-sense answers when called upon. When he calls out without raising his hand, his teacher will reprimand him in an attempt to maintain classroom control and set an example for other students. When he intentionally gives incorrect answers, his teacher often reprimands him and his peers laugh at his responses.

Primary Function: Access to AttentionSecondary Function: Escape from task demand (by giving incorrect answers)

Disconnect: Planned Ignoring, Reinforce ignoring by peersReconnect: Catching Being Good (Mason and peers)Practice: Modified Three Step Prompting, Attention focused classroom dynamics

Daniel L. NoackLeSage, M.A.

Board Certified Behavior Analyst

Effective and Efficient Effective and Efficient Behavior Management Behavior Management

InterventionsInterventionsin the Academic Settingin the Academic Setting

daniel l. noacklesage, m.a. board certified behavior analyst effective and efficient behavior...

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