module 3: individual interventions - seisd.net ed... · •designing interventions –operational...
TRANSCRIPT
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Texas Behavior Support Initiative: Module 3 1
Module 3: Individual Interventions
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Texas Behavior Support Initiative: Module 3 2
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Texas Behavior Support Initiative: Module 3 3
Module 3: Agenda
• Foundational Concepts
• Designing Interventions
– Operational Definitions
– Data Collection
– A-B-C Chain
– Functions of Behavior
• Specific Intervention
Strategies
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Texas Behavior Support Initiative: Module 3 4
Foundations
All behavior
is learned
Behavior
serves a
function
Environment
impacts
behavior
Skill
deficits
impact
behavior
Team
approach is
critical
Relationship
matters!
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Texas Behavior Support Initiative: Module 3 5
Foundations
All
behavior
is learned
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Texas Behavior Support Initiative: Module 3 6
Foundations
Behavior
serves a
function
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Texas Behavior Support Initiative: Module 3 7
Foundations
Environments
impact
behavior
Environment Behavior
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Texas Behavior Support Initiative: Module 3 8
Foundations
Skill deficits
impact
problem
behavior
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Texas Behavior Support Initiative: Module 3 9
Foundations
Team
approach
is critical
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Texas Behavior Support Initiative: Module 3 10
Foundations
Relationships
matter!
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Texas Behavior Support Initiative: Module 3 11
Operational Definition
Observable
Measurable
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Texas Behavior Support Initiative: Module 3 12
Operationalized Description
Vague Description
Operationalized
Description
Chad is lazy Chad completes
1/5 assignments
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Texas Behavior Support Initiative: Module 3 13
Operationalized Description
Vague Description
Operationalized
Description
Susan is mean Makes derogatory comments to
peers, such as “you’re stupid”
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Texas Behavior Support Initiative: Module 3 14
Operationalized Description
Vague Description
Operationalized
Description
Thomas doesn’t
care about school
Absent average of
2 days/week
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Texas Behavior Support Initiative: Module 3 15
Operationalized Description
Vague Description
Operationalized
Description
Manuel doesn’t play
nicely Grabs toys
out of peers’ hands
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Texas Behavior Support Initiative: Module 3 16
Data Collection
Frequency
Duration
Latency
Intensity
Baseline Intervention
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Texas Behavior Support Initiative: Module 3 17
ABCs of Behavior
Antecedent Behavior
Consequence
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Texas Behavior Support Initiative: Module 3 18
Identifying Antecedents
Antecedent Resulting Behavior
Academic tasks
Given task
Group work
Walking around room
Verbal refusal
Talking to peers
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Texas Behavior Support Initiative: Module 3 19
Identifying Antecedents
Antecedent Resulting Behavior
Independent work
Transitions
Unstructured
situations
Playing in desk
Loud verbalizations
Physical interactions
w/ peers
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Texas Behavior Support Initiative: Module 3 20
Consequences
• Student given time-out
• Teacher gives
praise/attention
• Peers laugh
• Has free time
• Teacher reprimands
student
• Teacher redirects student
• Student gets good grade
BEHAVIOR
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Texas Behavior Support Initiative: Module 3 21
Functions of Behavior
Internal External
Obtain
Escape/
Avoid
Rocking in chair
for soothing effect
Walk out of
class to avoid
embarrassment
Cussing to get
peer attention
Hitting teacher
to escape task
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Texas Behavior Support Initiative: Module 3 22
Functions for Most Problem
Behaviors: • Get peer attention
• Get adult attention
• Get reward or
tangible item
• Gain access to preferred activity
• Get sensory stimulation
• Escape or delay a difficult task or non-preferred activity
• Escape or avoid a demanding situation
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Texas Behavior Support Initiative: Module 3 23
ABCs of Behavior
Antecedent Behavior Consequence
Independent
work in
subject that
is difficult
Throws
paper and
yells
Sent to
office
(where
given no
attention)
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Texas Behavior Support Initiative: Module 3 24
ABCs of Behavior
Antecedent Behavior Consequence
Large
group
activity
Yells out
and
makes off-
subject
comments
Teacher
gives mild
reprimand;
peers laugh
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Texas Behavior Support Initiative: Module 3 25
How do I determine the
function of a behavior?
Talk to people who
know the student
Observe the student in
environments where behavior
most likely to occur
Talk to the student
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Texas Behavior Support Initiative: Module 3 26
Replacement Behavior
• Appropriate behavior to replace problem behavior
• Should serve the same function as the problem behavior
Problem Behavior
Replacement
Behavior
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Texas Behavior Support Initiative: Module 3 27
Reinforcers
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Texas Behavior Support Initiative: Module 3 28
Variables that Make
Reinforcers More Effective • Immediately
• Frequently
• Enthusiasm
• Eye contact
• Description of the
behavior
• Anticipation
• Variety
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Texas Behavior Support Initiative: Module 3 29
Components of a Good
Behavior Support Plan Strategies for:
• Increasing desired
behavior
• Changing the
antecedents
• Providing positive
consequences
• Managing inappropriate
behavior
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Texas Behavior Support Initiative: Module 3 30
Modify the Antecedent
Antecedent Behavior Consequence Function
Difficult assignment
Throws paper
Teacher corrects,
peers laugh
Gain attention (peers & teacher)
Modify assignment,
Group assignment
Student completes
the assignment
Teacher gives good grade
and attention, group gets good grade
Gain attention (peers & teacher)
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Texas Behavior Support Initiative: Module 3 31
Modify Consequence Antecedent Behavior Consequence Function
Difficult assignment
Throws paper
Teacher corrects,
peers laugh
Gain attention (peers & teacher)
Difficult assignment
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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Texas Behavior Support Initiative: Module 3 32
Teach Replacement Behavior
Antecedent Behavior Consequence Function
Difficult assignment
Throws paper
Teacher corrects,
peers laugh
Gain attention (peers & teacher)
Difficult assignment
Teach student to raise hand for help
Teacher helps student when hand raised
Gain attention (peers & teacher)
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Texas Behavior Support Initiative: Module 3 33
Function and Strategies
Function:
Get access to desired activities or tangibles
Strategy: • Deny access to the activity or tangible after a
problem behavior (consequence)
• Teach acceptable alternatives to obtain access (replacement)
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Texas Behavior Support Initiative: Module 3 34
Function and Strategies Function:
Escape or avoid unpleasant activities, tasks or persons
Strategy: • Reinforce the student for compliance to your instructions
(consequence)
• Teach the student how to seek help (replacement)
• Teach acceptable alternatives to escape (replacement)
• Reinforce the student for the absence of the problem (reward appropriate behavior) (consequence)
• Initially remove or reduce demands and then gradually increase them (antecedent)
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Texas Behavior Support Initiative: Module 3 35
Function and Strategies
Function:
Get attention from peers or teachers
Strategy: • Increase attention for appropriate behaviors
(consequence)
• Ignore problem behavior (consequence)
• Teach acceptable alternatives for attention (replacement)
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Texas Behavior Support Initiative: Module 3 36
Function and Strategies
Function:
Get sensory stimulation
Strategy:
• Interrupt and redirect the student (antecedent)
• Use reinforcement when behavior is not occurring
(consequence)
• Increase access to alternative sources of stimulation
(antecedent)
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Texas Behavior Support Initiative: Module 3 37
Activity: ABC Interventions
Antecedent Behavior Consequence Function
Independent work
Makes noises
Teacher has student put
head down on desk
Escape task
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Texas Behavior Support Initiative: Module 3 38
Develop Action Plan
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Texas Behavior Support Initiative: Module 3 39
Implement Plan and
Collect Data
• Simple
• Same method as
baseline
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Texas Behavior Support Initiative: Module 3 40
Evaluate Effectiveness
Modify Intervention
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Texas Behavior Support Initiative: Module 3 41
Big Ideas!
• All behavior is learned
• Behavior serves a function
• Environment impacts behavior
• Skill deficits impact behavior
• Team approach is critical
• Relationships matter!!