j1riffelfuninfbappt.pptx (read-only) · to gain or escape this: new work is assigned horseplay to...
TRANSCRIPT
3/27/18
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RecordedVersion(Free)
• h6ps://behaviordoctor.teachable.com• Directlink
– h"ps://'nyurl.com/apbs3a2bip
1999-2003SLIIDEAProject
• WhenCongresspassedtheIndividualswithDisabiliQesEducaQonAct(IDEA)in1997,itsancQonedanappraisaltopursueprogressatthestateandlocallevelsonthelegislaQvegoalsofIDEA.TheU.S.DepartmentofEducaQon'sOfficeofSpecialEducaQonPrograms(OSEP)contractedanaQonallongitudinalstudy,theStudyofStateandLocalImplementaQonandImpactoftheIndividualswithDisabiliQesEducaQonAct(SLIIDEA),towardthatculminaQon.ThispresentaQonintegratesinformaQonfromSLIIDEApertainingtoescalaQngtheuseofposiQveintervenQonsfortacklingbehavioralissuesofstudentswithindividualizededucaQonprograms(IEPs),assuggestedinacomparisonofthe1999-2000datato2002-2003data.
What we really need to change behavior:
Antecedent Behavior Consequence
These can be setting events which occurred in the near distant past or antecedent
triggers which occur immediately before.
This is the behavior you are targeting for change- one bite
at a time.
This is the reinforcement received from engaging in the
behavior.
Antecedent Manipulations Replacement Behavior Consequence Modification
Things you do to change the environment to set the student
up for success.
Things you teach the student to replace the targeted behavior.
Things you do to change yourself so you don’t feed the
behavior
Samples- Pages 42-44
What we really need to change behavior:
Trigger Target impacT
These can be setting events which occurred in the near distant past or antecedent
triggers which occur immediately before.
This is the behavior you are targeting for change- one bite
at a time.
This is the reinforcement received from engaging in the
behavior.
Revise the Environment Replace the Behavior Reframe the Response
Things you do to change the environment to set the student
up for success.
Things you teach the student to replace the targeted behavior.
Things you do to change yourself so you don’t feed the
behavior
Samples- Pages 42-44
What is your definition of functional behavior assessment?
u Discuss with your neighbor for two minutes- one minute each
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A Behavioral Intervention Plan should be based on a Functional Behavioral Assessment (FBA)
FBA is a process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan.
2 minute bar timer
End
The goal of this presentation
• Show you how to train your staff in a simple and effective way for them to collect their own data
• This data would then be shared with the behavior support team for behavioral intervention planning that is based on data
• We’ve spent years figuring out why data seems to be a four letter word to some
• We’ve simplified the process • We’ve trained thousands on how to use the Free
FBA Data Tool • Let’s look at a real student
Meet Scout
u Scout is a sixth grade student in a K-6 grade school. She is with the same teacher all day and in a class of 25 students. The school has 476 students and is a neighborhood school. She has not been retained and is a “young” student in the class compared to her peers. Her older sisters are both in high school and are very athletic and popular with many friends. Scout tends to hang out with the sisters’ friends and rarely has friends her own age over to the house.
Page 9 & 10
Scout- page 9
u Scout is a sixth grade student with mild intellectual disabilities. Scout has two peers who attend the nearby high school. Scout’s mother works full time and father frequently travels. He leaves on Sunday evening and returns on Friday afternoon.
u Scout’s behaviors at school are disruptive outbursts, physical aggression, and throwing objects.
u Mom reports Scout is disorganized at home and leaves her stuff laying all over the house. Mom says she is so disorganized they have three or four fights every morning. She says she has to drive Scout to school because she would make the whole bus late if they waited on Scout. Mom says Scout eats everything in sight when she gets home from school and fights with her sisters until her Mom gets home in the evening.
u Scout is included in the regular classroom with support provided by a co-teaching special education teacher who works with the regular classroom teacher.
Scout’s Strengths and Needs
Social Strengths Academic Strengths Social Needs Academic Needs
• Comfortable talking in front of the whole class
• Great supportive family
• Vocabulary is advanced for her age
• Scout is very visual and can draw pictures better than anyone in the class
• Scout always turns in her work
• Scout has neat cursive handwriting
• Scout is very comfortable with adults but needs to make friends with peers
• Scout needs help with transitions
• Scout needs to keep hands and feet to self
• Scout needs help with reading comprehension
• Scout needs help with reading fluency
• Scout needs help in learning to ask for help
Page 9
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Scout’s Behaviors
Throwing objects means a physical object leaves Scout’s hands with purpose and lands at least 12 inches from her body
Disruptive outburst means a loud verbal sound or word that comes from Scout and disturbs the learning environment
Horseplay means any part of Scout’s body comes in contact with another person with minimal force (Volkswagen slug bug tap)
Page 10
You have 10 days of data – Pages 16-17- Starting with May 1, 2008
Only one letter in each space. Time is not time that student is with you- it’s the time the behavior started and ended.
You have 10 days of data – Pages 12-13- Starting with May 1, 2008 When we are training on the tool, we usually have the participants score it by hand first so they understand what they are looking at on the tool.
u The reader will flip between pages 16-17 and give information to the recorders.
u Recorders you will go to page 19 and start writing the information given to you.
The discussions are rich- Just walk around
and listen to all the brainstorming that
begins when people start really analyzing
data.
Hand tallying pages are on pages 14--18
School psychologist quote from one of our seminars.
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Behavior Analysis
T IME OF DAY
Tally R atio % INVOL VE D
8:00-8:29 0/32 0% 8:30-8:59 111111 6/32 19% 9:00-9:29 111111 6/32 19% 9:30-9:59 0/32 0%
10:00-10:29 1 1/32 3% 10:30-10:59 0/32 0% 11:00-11:29 0/32 0% 11:30-11:59 0/32 0% 12:00-12:29 11111 5/32 16% 12:30-12:59 1 1/32 3% 1:00-1:29 1111 4/32 13% 1:30-1:59 0/32 0% 2:00-2:29 1 1/32 3% 2:30-2:59 0/32 0% 3:00-3:30 11111111 8/32 25%
Page 14
Behavior Analysis
DAY OF WEEK
Tally AVERAGE INCIDENTS
PER DAY MONDAY 5+6=11 11/2= 5.5 TUESDAY 2+1=3 3/2= 1.5
WEDNESDAY 1+2=3 3/2= 1.5 THURSDAY 4+2=6 6/2= 3.0
FRIDAY 4+5=9 9/2= 4.5
Page 15
Behavior Analysis
C ONTE XT L etter
Tally R atio % Involved
Group Time a 11111111111111
14/32 44%
Individual Time
b
Reading c 111111 6/32 19% Math d 11111 5/32 16%
Spelling e 1 1/32 03% Social
Studies f
Science g Home Room h
Lunch i 111111 6/32 19% Outside j
38 %
Page 15
Behavior Analysis
BEHAVIORS Tally Ratio %INVOLVED
Throwing Objects 11 2/32 6%
Disruptive Outburst 11111111111111111111
20/32 63%
Horseplay 1111111111 10/32 31%
Not enough incidents to measure
Page 16
Behavior Analysis
ANTE C E DE NTS L etter Tally R atio % INVOL VE D
Transition A 111111111111
11
14/32 44%
Choice Given B Redirection C
Instruction/Directive
D 111 3/32 9%
New Task E 11111111
8/32 25%
Routine Task F Physical Prompts G Teacher Attention
to others H 111111
1 7/32 22%
Told “NO”
I
Close Proximity J Interaction K
Page 16
Behavior Analysis
ANTECEDENTS Letter Throwing Objects
Disruptive Outbursts
Physical Aggression
Transition A 11111111111111
(14)
Choice Given B Redirection C
Instruction/Directive D 111(3) New Task E 1 (1) 1111111 (7)
Routine Task F Physical Prompts G
Teacher Attention to others
H 11 (2) 11111 (5)
Told “NO”
I
Close Proximity J Interaction K
Horseplay
Page 17
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Behavior Analysis
CONSEQUENCES Letter Throwing Objects (A)
Disruptive Outburst (B)
Physical Aggression (c)
Choice Given A 111111 (6)
Redirection B 11111111 (8)
Discussion C 1 (1)
111 (3)
Personal Space Given D
Changed Activity E 11 (2)
Peer Attention F 1 (1)
1 (1)
Verbal Reprimand G
Physical Prompt H
Time Out I 1111111111 (10)
Horseplay (c)
Page 18 What pattern do you see?
Page 18
What pattern do you see?
Page 18
What pattern do you see?
Page 19
horseplay
horseplay
What pattern do you see?
Page 19
C: Horseplay
What pattern do you see?
Page 19
C: Horseplay
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What patterns do you see?
Page 20
C: Horseplay
Summary Statement
When this happens: Scout does this: To gain or escape this:
Transition
Disruptive outburst (burps)
To gain adult attention
Page 20
Trigger Target impacT
Disruptive Outburst
Page 22
transitions
horseplay horseplay
Trigger Target impacT
Disruptive Outburst
Togetadulta"en'on
Page 23
Transitions
horseplay
Summary Statement
When this happens: Scout does this: To gain or escape this:
New Work is Assigned
Horseplay
To escape work
Page 20
Trigger Target impacT
Horseplay
Page 22
New tasks assigned
horseplay horseplay
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Trigger Target impacT
Horseplay
Page 23
New tasks
horseplay
Trigger Target impacT
Horseplay
Toescapework
Page 23
New tasks
horseplay
Whateventorse^ngtakesplacepriortothetargetbehavior?(Antecedent)
WhatbehaviorareyoutargeQngtochange?(Behavior)
Whatadultorpeerbehaviorsarereinforcingthisbehavior?(NegaQveorposiQvereinforcement)(Consequences)
Whatse^ngs/contexts/antecedentscanyoumodifytomakeproacQvechangesintheenvironmenttomakethetargetbehaviorunnecessary?
Whatnewbehaviorsmightyouteachtothestudenttoreplacethecurrenttargetbehaviors?
Howmightyouchangetheadultbehaviorregardingtheoriginaltargetbehaviorandthenewreplacementbehaviors?
1
Whatisthegoalbehavior?
What adult or peer behaviors will reinforce this behavior in the long term?
Page 24- New Triple T- Triple R Chart Trigger Target impacT
When there is a transition paired with group time
Scout has a Disruptive Outburst To get adult attention.
Revise the Environment Replace the Behavior Reframe the Response
Page 24- New Triple T- Triple R Chart Trigger Target impacT
When there is a transition paired with group time
Scout has a Disruptive Outburst To get adult attention.
Revise the Environment Replace the Behavior Reframe the Response
MakeherVannaWhiteoftheDailySchedule.
Momworksonorganizingherexitfromhome.
Check-in/Check-outwithapreferredadult.
Hadhergototheofficewitha“message”orreturna“book”tothelibraryifitlookedlikeshewasonoverloadandneededa6enQon.(Cuedreceivers)
WriQngontheboardandannouncingtotheclassthenextacQvity.
Secretsignalifshewantstheteacher’sa6enQon.
She’sge^ngpre-correctsofa6enQonfromtheteacherpriortoherVannaWhiteduQes.
Teachergivesatonofa6enQonforappropriatebehavior.
Teacherignoresburping.Theminutesheisquiet-shegetsa6enQon.
IfneededprivateconversaQon.
Whateventorse^ngtakesplacepriortothetargetbehavior?(Antecedent)
WhatbehaviorareyoutargeQngtochange?(Behavior)
Whatadultorpeerbehaviorsarereinforcingthisbehavior?(NegaQveorposiQvereinforcement)(Consequences)
Whatse^ngs/contexts/antecedentscanyoumodifytomakeproacQvechangesintheenvironmenttomakethetargetbehaviorunnecessary?
Whatnewbehaviorsmightyouteachtothestudenttoreplacethecurrenttargetbehaviors?
Howmightyouchangetheadultbehaviorregardingtheoriginaltargetbehaviorandthenewreplacementbehaviors?
1
Whatisthegoalbehavior?
What adult or peer behaviors will reinforce this behavior in the long term?
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Page 25- Triple T- Triple R Chart Trigger Target impacT
When there is a new task that involves reading
Scout engages in horseplay To escape work.
Revise the Environment Replace the Behavior Reframe the Response
Page 25- Triple T- Triple R Chart Trigger Target impacT
When there is a new task that involves reading
Scout engages in horseplay To escape work.
Revise the Environment Replace the Behavior Reframe the Response
Pre-teachhertheupcominglessonsintheprivacyofhercheck-in/check-outroom.
ShewillknowthefirstthingtheteacherisgoingtoaskforheranQcipatoryset.
Teachhertousehersecretsignalifsheisstucksoshedoesn’tresorttooutofseatbehavior.
Keepsomeextrasuppliesoveronashelfandtellherifsheisstucktogetupandgogetoneofthosesupplies.Thatwillcuetheteachersheneedshelpwithoutdisturbingtheclass.
Givetonsofa6enQonforworkingonseatwork.
Ifshedoes“hit”,sheloseschoiceatrecess.ShesQllgoestorecess,butshecannotplayfoursquarewhichisherfavoritegame.
Ifshedoesworkwell,shecanearnfivefreeanswersforthewholeclassontheassignment.
Baseline
Baseline Intervention
Formula for Baseline-
(I-B)/B= D*100
Intervention Frequency = 3 times per day
Baseline Frequency = 34 times per day
3-34= -31
-31/34= -.91176
-.91*100=
-91% Decrease in Behavior
https://tinyurl.com/riffelfbatool
This is a free tool that graphs antecedent, behavior, consequence data to feed into your
Triple T- Triple R Chart
Laura A. Riffel [email protected] www.behaviordoctor.org www.facebook.com/behaviordoctor www.twitter.com/behaviordoctor