1. 1. DEVELOPING BEHAVIOR SUPPORT PLANS OPERATIONAL DEFINITION OF BEHAVIOR Zhanna Preston, Ed.D.
2. 2. Learning Objectives 1. Demonstrate an understanding of prohibited behavioral interventions, techniques, and crisis interventions as specified in CCR section 3052. 2. Write a behavioral intervention plan that includes data from a functional analysis, measurable descriptions of specific maladaptive behaviors, and replacement behaviors. 3. Describe procedures and techniques to intervene in behavioral emergencies. 4. Identify the characteristics and conditions that place a child at risk. 2
3. 3. 5. Demonstrate an understanding of methods of team consultation in which teachers, administrators, other school personnel, parents, community members, and agencies collaborate to address educational, social, behavioral, and emotional needs of students. 3 Learning Objectives
4. 4. Learning Objectives 6. Describe appropriate methods of resolving conflicts between and among students. 7. Understand how to implement school-wide positive behavior supports. 4
5. 5. Defining Behavior: Why is it important? 5
6. 6. Role and Importance of Definitions Definitions required for replication Replication required to determine usefulness of data in other situations Necessary for research Why is it important that we accurately define behavior? 6
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8. 8. Accurate, on- going evaluation requires explicit definition of behavior Why pay so much attention to the definition of behavior? 8
9. 9. 9 An operational definition of the behavior must pass a TWO PRONG TEST
10. 10. 10 How critical is the problem behavior? Does the problem behavior have a negative Impact on learning? Will the replacement behavior have an impact on the individuals quality of life? Will the replacement behavior have a positive impact on others? SO WHAT? TEST
11. 11. Before we operationally define the behavior We need to select the target behavior What if there is more than one to choose from? 11
12. 12. 12 An array of behaviors to choose from
13. 13. Prioritizing Target Behaviors 1. Threat to health or safety 2. Frequency 3. Duration of the behavior 4. Intensity of the behavior 13 5. Importance Skill development Independence 6. Reduction of negative attention 7. Reinforcement for significant others Social validity Exercise caution when considering
14. 14. Target Behavior Ranking 14 Get input from your stakeholders Review behavioral history
15. 15. 15 The "Stranger Test
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17. 17. 17 DEFINE the BEHAVIOR Which brings us to the need to
18. 18. What is an operational definition? A thorough and specific description of an individual behavior. Used to define both target (e.g., tantrums, elopement) or replacement behavior (e.g., gestures, engagement). Used to promote clear communication across parents and professionals. Written only in observable and measurable terms. Typically includes answers to the following questions: Who? What? When? Where? How long? How often? How intense? (Functional assessments are used to answer the "why" question) Highly objective, minimally subjective. 18
19. 19. Function-based Designated according to effect on the environment Topography-based Identifies the shape or form of the behavior 19
20. 20. Accurate Complete Concise Definition of behavior MUST be 20
21. 21. Characteristics of Good Definitions 21
22. 22. Purpose of Good Definitions Precise and concise description Reliable observation Accurate recording Agreement and replication 22
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24. 24. Can you count number of occurrences? Should answer Yes Will a stranger know what to look for based on definition alone? Should answer Yes Can you break the target behavior down to smaller, more specific components? Should answer No TESTING A DEFINTION 24
25. 25. Defining Observable Problem Behaviors Definitions of behaviors need to be: Observable: The behavior is an action that can be seen. Measurable: The behavior can be counted or timed. Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts! 25
26. 26. Frequency: How often does the behavior take place? Duration: how long does the behavior last? Intensity: How severe/intense is the behavior? Latency: from the time when the trigger takes place, how long does it take for the behavior to start? Likert Scale Describe what measures have to be taken when the behavior occurs Behavior Dimensions/Description Components 26
27. 27. 27 Latency Duration Frequency Intensity DO WE NEED ALL FOUR DIMENSIONS? Topography
28. 28. 28 Behavior Support Plan mentions three dimensions
29. 29. Frequency Intensity Duration While some behavior plan forms require the following three aspects: a more comprehensive definition should also include latency
30. 30. More comprehensive definitions include Frequency Latency Duration Intensity All four components 30 Discussion Board Assignment: ALL FOUR ARE REQUIRED
31. 31. 31 Different dimensions may be more prominent/important in different types of behaviors
32. 32. Mutual Toy Play Kicking Furniture Writing the Letters of the Alphabet- Accuracy Riding a Bike Initiating Social Greetings Completing a Sheet of Long-Division Problems Temper Tantrum Cursing Following Directions Answering Comprehension Questions 32
33. 33. Think of a behavior you have observed and provide an operational definition to describe it to your colleagues and document in a behavioral plan. 33
34. 34. Behavior Plan Development Key Stages Select /Prioritize Observe Define CHANGE 34
35. 35. 35 References: PENT available @ http://www.pent.ca.gov/