targeted and intensive behavioral support tracy gershwin mueller, ph.d

Targeted and Intensive Behavioral Support

Tracy Gershwin Mueller, Ph.D.

Goals Define the logic and core features of Targeted and

Intensive level interventions

Self-assess if targeted and intensive interventions are a “good fit” for your school

Build action plan for implementation

Challenge for SchoolsProduce students who are

academically and socially competent

But, must meet these outcomes in the face of…

Students from increasingly varied backgrounds

Decreasing funding

Problems at Schools Struggling readers Can’t read at all Letter/word reversal Comprehension difficulties Memorization difficulties Retention problems English language learners Lack of number recognition Math fact deficits Homework completion Sloppy work Test anxiety Oral reading fluency Poor writing skills

Fights Property destruction Weapons violation Violence toward teachers Tobacco use Drug use Alcohol use Insubordination Noncompliance Late to class Truancy Inappropriate language Harassment Trespassing Vandalism Verbal abuse

Intensive InterventionsSpecialized

IndividualizedSystems for Students with

High-Risk Behavior

Targeted InterventionsSpecialized Group

Systems for Students with At-Risk BehaviorUniversal Interventions

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5% School-Wide

Positive BehaviorSupport

Systems

SupportingStaff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Outcomes

SupportingDecision Making

Practices Continuum of supports

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Tier 2/Secondary

Tier 3/Tertiary

Small Group Interventions (CICO, etc)

In

terv

entio

nAssessm

en

tAdapted from T. Scott, 2004

Group Interventions with Individualized components

Function-based intervention

Attendance, RFA, ODR, GPA, etc.

CICO data, data from other targeted groups

Functional Behavior Assessment

Continuum of supports Documentation for targeted and

intensive interventions What intervention consists of Materials needed Data-based decision rules Plan for progress monitoring

Interventions for academic and social behavior linked

Practices

Our Goal: Supporting students

with significant challenges With positive outcomes With fidelity Over time

DISTRICT SUPPORT

Challenges for Districts

Universal level of PBS available for ALL students

Moving from one-student at a time, reactive approaches to capacity within schools to support the behavior of ALL students?

Developing and implementing systems needed for tertiary implementation

Referrals to Special Education seen as the “intervention”

FBA viewed as required “paperwork” vs. a needed part of designing an intervention

Interventions the system is familiar with vs. ones likely to produce an effect

Practices to be supported Targeted interventions Function-based support Data-based decision rules

Districts Support School Practices

District support Investment in 2-4 targeted interventions Initial and on-going training for relevant personnel

Build capacity in efficient FBA Technical assistance available for comprehensive FBA/BSP On-site coaching for new PBIS schools

Hiring practices promote implementation of evidence-based interventions

What Do You Need?

Diana Browning Wright, Teaching and Learning Trainings, 2005

How We Teach Makes A Difference!

Just a Reminder. . .

Accommodations

Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.

Changes are made in order to provide equal access to learning and equal opportunity todemonstrate what is known.

Grading is same

ModificationsDo fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.

Changes are made to providestudent meaningful & productive learning experiencesbased on individual needs &abilities.

Grading is different

Nine Types of Curriculum Adaptations

Quantity * Adapt the number of items that the learner is expected to learn or number of activities student will complete prior to assessment for mastery. For example: Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or worksheets.

Time * Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.

Level of Support * Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationship; use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Specify how to interact with the student or how to structure the environment.

Input * Adapt the way instruction is delivered to the learner. For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson.

Difficulty * Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.

Output * Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials.

Participation * Adapt the extent to which a learner is actively involved in the task. For example: In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group. Have the student turn the pages while sitting on your lap (kindergarten).

Alternate Goals Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name the capital.

Substitute Curriculum

Sometimes called “functional curriculum” Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During a language lesson a student is learning toileting skills with an aide.

* This adaptation is an accommodation if the student can demonstrate mastery of the standard on an assessment. The key concept is: Will the student ultimately master the same material but demonstrate that mastery in alternate ways or with alternate supports? If standards are not fundamentally or substantially altered, then this adaptation is an accommodation to a learning or performance difference. This adaptation is a modification if the student will not demonstrate mastery of the standard on an assessment. If routinely utilized, these adaptations are modifications and require individualized goals and assessment.

Small Group / Targeted Interventions

Social Skill Training Self-Management Mentors Check-in Check-out (CICO) Peer tutoring / Peer Network Academic support

Major Features of Targeted Interventions Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Home/school linkage Flexible intervention based on assessment

Functional Assessment Adequate resources (admin, team)

weekly meeting, plus 10 hours a week for coordination Student chooses to participate Continuous monitoring for decision-making

Universal Strategies: School-WideEssential Features Statement of purpose Clearly define expected behaviors (Rules) Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for record-keeping and decision making

(swis.org) Family Awareness and Involvement

I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respectful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Best Elementary

The key

BEHAVIOR is functionally related to the TEACHING ENVIRONMENT


When universals not sufficient to impact behavior

When students display chronic patterns When concerns arise regarding students’

behavior

Small Group Starting Points1. Universals firmly in place2. Data used consistently in team meetings3. Data decision rules to identify students

who need secondary supports

Equal attention to practices (student support) and systems (adult support)

Pre-Requisites Universals must be well established and in-

place Target practices that are preferred or promising

(empirically validated) Teach basic features of strategies first (general

case) Keys

Match intervention to student need Staff implementing interventions have skills and

support ALL staff aware of interventions and their part in

promoting generalization Focus on the systems to support throughout

Important Themes Part of a continuum – must link to school-

wide PBIS system Efficient and effective way to identify

students Assessment = simple sort Intervention matched to presenting

problem but not highly individualized


Consider Not fixed group Student’s needs vary across continuum

over time and within academic/social area

Least intrusive but matched to student need

Targeted Interventions: Building Blocks Teach/build pro-social replacement

behaviors Build maintenance and generalization

strategies to promote use Attend to possible function of the problem

behavior

Important Themes Small group = all students get the same intervention

(e.g., pull out social skills) Targeted = altering classroom or other environment to

support a small number of students but will likely benefit all students (e.g., classroom environment changes)

Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building

Essential FeaturesEmphasis is on continuum and interrelated components of data, practices, systems

Small Group / Targeted Interventions Data

Systematic way to identify at-risk students (e.g., office referrals, teacher nomination, rating scales)

Measure progress and fade support slowly Practices

Within class first option Pull out programs must have generalization strategies Link small group with school-wide rules and social skills Academic & social strategies

Systems Training for ALL staff on procedures Options for students who transfer in during school year

Screening & Assessment Office discipline referral data-decision

rules 3 ODR for same offense = child study team

Review of attendance, grades, achievement, other archival data

Teacher referral Simple form Quick response

Screening & Assessment Routine review of individual student data Efficient teacher referral system Parent referral Screening tools Look for those students who are often “under

the radar”... Students who change addresses frequently Temporary or seasonal farmers or workers in the

community Homeless students Students in foster care or juvenile service homes

Assessment Focus is on sorting student for service, not

“diagnosis and placement.”

Social-Behavioral Concerns Social skills Self-management

Academic Concerns Peer Tutors Check in Homework club

Emotional Concerns Adult mentors


Social Skill Training Self-Management Mentors/Check-in Peer tutoring / Peer Network Academic support Individual plans (FBA)

Work Time

What is one targeted strategy you currently use in your School?

Social Skills Identify critical skills (deficit or performance problem) Develop social skill lessons

“Tell, show, practice” Match language to school-wide expectations

Generalization strategies

Must provide clear & specific activities all staff follow to promote generalization & make sure staff using strategies

Assessment: Skill Selection(Data)

Teacher Ratings Ratings by others Direct Observation

Importance of discussing cultural, language, and other factors that impact perceptions of “appropriate” social skills

Planning Requirements(practices, systems)

Curriculum / Lesson Plans Adapt/adopt

Group procedures Generalization strategies

Lesson Components(practices)

rule for when to use the skill set of useful skill variations

teach the rule (TELL) demonstrate the skill (SHOW) students practice the skill (PRACTICE) review and test the skill (PRACTICE) assign homework (PRACTICE)

Teaching social skills follows the same format as teaching academic skills

Group Procedures(practices, system) Who & how many in the group?

5-8 When & how long meet?

At least weekly over the school year Who teaches?

Combination Basic behavior management

Routines Expectations Attention signal Incentives

Social skill outcomes, expectations, etc. must be connected to the school-wide PBIS system

Social Skills Club Student Selection

Designed to meet the needs of repeat offenders

Criteria for selection: 8 or more referrals across previous school year

Focus =

Social Skills Club

Parent letters to extend “invitation” Voluntary participation Presented as prevention/support Encouraged parent participation

Focus =

Social Skills ClubInstructors Special Education teacher with fluency in

social skills instruction General education class teacher Access to technical assistance and resources

Focus =

Social Skills ClubGroup Management

Two adults Club expectations linked to school-wide expectations Rules and expectations for group participation in role

play Planned fun Reinforcement system linked to school-wide system

Focus =

Social Skills ClubCurriculum & Delivery of Instruction

Collected and prepared materials from a variety of sources.

One hour per week after school for the academic school year

Attention to pre-requisite skills for participating in lessons.

Structured format: Advanced Organizer, Teach, Model, Role play, Review, Test & Homework

Focus =

Social Skills Clubgeneralization Posters of each lesson given to classroom teachers

to display in class and use as visual prompt. “Club” participants present weekly social skill

lesson to from club to their class. Staff instructed on how to prompt and reinforce

Focus =

Self-Management Teach self-monitoring & targeted social skills

simultaneously Practice self-monitoring until students

accurately self-monitor at 80% or better Periodic checks on accuracy

It is not simply giving students a self-evaluation check-list, must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior

Check-in Focus is on academic & social compliance

AM / PM Teach strategies to enter work /objectives to

accomplish Agendas

All staff must prompt/reinforce student use

Emphasize the goal is to fade out the check-in so the focus should be on reinforcing students for accurately self-monitoring and work completion across the school day

Check-in Check-out Cycle

Weekly Meeting

9 Week Graph Sent

Program Update

EXIT

Behavior Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

CICO RecordName: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Check In 0 1 2 0 1 2 0 1 2

BeforeRecess

0 1 2 0 1 2 0 1 2

BeforeLunch

0 1 2 0 1 2 0 1 2

After Recess 0 1 2 0 1 2 0 1 2

Check Out 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total pointsComments:

HAWK ReportDate ________ Student _______________Teacher___________________

0 = Not Yet1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and objects

to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Lunch 0 1 2 0 1 2

0 1 2

Class 0 1 2 0 1 2

0 1 2

0 1 2

Recess 0 1 2 0 1 2

0 1 2

Class 0 1 2 0 1 2

0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Daily Progress Report Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be responsible

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Keep Hand & Feet to Self

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Follow Directions

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be There – Be Ready

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

TOTAL POINTS

CICO Home Report

Name: _____________________________Date: _____________

______ I met my goal today ______ I had a hard day

One thing I did really well today was:_______________________

Something I will work on tomorrow is: _______________________

Comments:

Parent/Guardian Signature: ________________________________________________________Comments:

Why does CICO work? Improved structure

Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.

Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive, and

sets up successful behavioral momentum.

Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.

Why does CICO Work? Program can be applied in all school locations

Classroom, playground, cafeteria (anywhere there is a supervisor) Elevated reward for appropriate behavior

Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day

Linking behavior support and academic support For academic-based, escape-maintained problem behavior incorporate

academic support Linking school and home support

Provide format for positive student/parent contact Program is organized to morph into a self-management

system Increased options for making choices Increased ability to self-monitor performance/progress

Logistics for Setting up a CICO program Faculty and staff commitment

Is problem behavior a major concern? Are staff willing to commit 5 min per day? Is CICO a reasonable option for us?

More than 5 students need extra support CICO is designed to work with 10-12% of kids in a school CICO typically “works” with 67% of students. CICO does NOT replace need for individualized supports.

Team available Team leader CICO coordinator (morning, afternoon) Team (meets at least once every two weeks)

Logistics for Setting up a CICO program School-wide PBS in place

School-wide expectations defined and taught Reward system operating Clear and consistent consequences for problem behavior

Process for identifying a student who may be appropriate for CICO

Student is not responding to SWPBS expectations Request for Assistance

Student finds adult attention rewarding Student is NOT in crisis.

Logistics for Setting up a CICO program Daily CICO progress report card

Same expectations for all Common schedule All staff taught rules for accepting, completing and

returning the card. Home report process

Can be same as progress card Can be a unique reporting form

Logistics for Setting up a CICO program Trading menu

Reward for collecting and turning in daily progress card

Reward for meeting daily goal Exchange system for points earned

Collecting, summarizing and using data Daily updates Weekly review by team Referral to BISCC structure for individualized

interventions.28

Mentoring Focus on “connections” at school

Not monitoring work Not to “nag” regarding behavior

Staff volunteer Not in classroom No administrators

Match student to volunteer 10 minutes min per week

Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student

Mentor’s Role To provide guidance, support, and

encouragement for the student while modeling such skills as effective communication, empathy and concern for others, and openness and honesty

Commitment for entire academic year

Involve Personnel who have Contact with Students Teachers

suggest program type “best fit” Administrators

actively involved in scheduling, recruiting, and mentor selection

Counselors Train mentors, troubleshoot problems, etc.

Secretaries Cooks Community Volunteers Custodians

Determine Program Goals and Objectives Based on needs of students Determined by Team

Focus on basic needs Academic Achievement Behavior Communication Attendance Social skills

Determine Who Should be in Program Clearly define population and selection

criteria Academic failure, absentees, etc. Age/grade level

Develop Activities and Procedures

Determine length and frequency of mentor-student contact Weekly

Orient Mentors and Students Before formal process begins Both mentor and student should

understand roles and hold positive expectations

Mentors must be aware of student needs and characteristics

Determine individual student goals and outcomes

Monitor Mentoring Process Continuous monitoring to determine

success Provide ongoing support for the

Mentor Formal/informal

Where When How often

Evaluate Program Effectiveness Pretest/posttest comparison of criterion for

entrance into program (attendance, grades, suspensions, etc.)

Possible outcomes Increase in

Student attendance Work completion/grades Academic performance Completion of homework Parental/teacher involvement Positive student-teacher interactions

Evaluate Program Effectiveness Decrease in

Meetings with counselor Office referrals Time outs Suspension Detention

Practical Suggestions Keep in mind the importance of

communication, especially “Listening” Remember your purpose for mentoring Continue ongoing assessment of program

effectiveness

Peer Tutoring Tutors must be taught how to teach Tutors must be taught what to do if tutee

does not comply Tutors must be given the option to drop

out at any time without penalty

Initially, peer tutoring should be undertaken only with close and on-going teacher supervision to ensure success

Academic Support Homework

If data indicate it doesn’t come back, give up the battle and build support within the school day

Remediation Direct instruction in addition to the current curriculum

Accommodation Within instruction

Emphasize the need to identify and intervene early before students fall behind – Ideal is routine screening using Curriculum Based Measures (CBM) to identify students early

Small Group Planning Sheet1. Purpose / Outcome (Operationally define targets and goals of

intervention)2. Student Identification (Data Decision Rule)

Existing data (ODR) Staff referral Parent referral

3. Parent notification Written notice Phone call Dist policy

4. Who implements Training for Implementers Technical Assistance for Implementers Implementation Checks (include timeline)

5. When / where implement (include start/end dates)

Small Group Planning Sheet6. Connect points to classroom and other settings / follow-along activities

Training for staff on implementation of follow-along activities Tip Sheets for follow-along activities Technical assistance / follow-up for staff Follow-along implementation checks

7. Strategies to share plan and progress with home and community agencies

8. Follow-up support for student (s) after support ends Information sharing with new staff Student participation in support activities

9. Evaluation (include timeline) Student Outcomes & data source Staff perception & data source Parent perception & data source Assess generalization across settings Assess maintenance of treatment outcomes

10. Cost/benefit analysis

Moving into Intensive Levels of Support

Every behavior serves a purpose Your job is to find that purpose and replace the

problem behavior with a more appropriate one.

Your Initial Perception may not be as accurate as you think….

What is Beyond the Layers?

Think of every time you say that someone “always” or “never” does anything. If you took data for two days, would you be correct?

(e.g., He never turns off the lights, does the dishes, etc.)

Data Talks. . .

After ALL universal strategies have been applied…

Child with a disability exhibits behavior that impedes his/her learning

Child exhibits behavior that impedes learning of his/her peers

In response to school disciplinary actions

When to use an FBA?

Must be based on FBA results~ clearly link assessment to intervention plan

A BIP must be proactive in nature Intervene at the lowest level

possible

Some Key Legal Considerations

FBA – A Step by Step ProcessStep 1. Identify Behavior: Describe in terms that are observable and measurable (stranger test, dead

man’s test)Step 2. Collect Data: At least 3 sources (for triangulation)Step 3. Formulate your hypothesis: Determine the function of the behavior

FBA – A Step by Step Process

Step 4. Develop a behavior plan: Make the behavior

irrelevant (no longer meaningful), inefficient (i.e., teach a socially appropriate

replacement behavior that can achieve the same function), and

ineffective (i.e., minimize the likelihood of any reinforcement when the problem behaviors occur)

(Horner, 2006).

FBA – A Step by Step Process

Step 5. Evaluate: Follow-up to see if the intervention is working.

Step 6: Always plan with the future picture in mind- Transition into adulthood.

Self-management Self- advocacy Self-regulation

Identify and define problem behavior Collect functional assessment

information Clear description of the problem behavior Identify events, times, and situations that

predict when the problem behavior will and will not occur

Identify maintaining consequences Develop one or more summary statements or

testable hypothesis Direct observation to confirm the summary

statement

Behavior Support Plan

5623 4

Strengths of the Student:

Slow Triggers (Setting Events)

Fast Triggers(Antecedents)

Problem Behavior

Perceived Function

Actual Consequence

Screening for an Understanding of Student Problem Behavior…An Initial Line of Inquiry

1

Developed by Tim Knoster

Behavior is shaped by experiences Learned

Functional relationship between behavior & environmental events Antecedent events Behavior Consequence events

Applied Behavior Analysis Principles

Human behavior is lawful Human behavior is important,

understandable, & predictable Human behavior is learned Human behavior is malleable &

teachable Behavior does NOT occur in a

vacuum….it is affected directly by environmental events

Guiding Behavioral Principles

Interviews A-B-C Analysis Record Review Projective Techniques Behavior Assessment

Questionnaires, checklists, behavior rating scales

Direct Observation Functional Analysis

Sources of Data

SETTING EVENT: Situations or characteristics that “set up” the problem?

ANTECEDENT: what happens before the behavior to “trigger it”?

BEHAVIOR: what is the specific problem behavior?

CONSEQUENCE: our response/”the payoff”?The Crying Game

The ABC’s of Behavior

http://www.youtube.com/watch?v=rWy9xjijaKE

Acting Out Cycle

Phase 1—Calm Phase 5—PeakPhase 2—Triggers Phase 6—De-escalationPhase 3—Agitation Phase 7—RecoveryPhase 4—Acceleration

Broader issues that may be influencing behavior: Daily activity schedule Predictability of routines Variety of activities or materials Social relationships Preferences of the student Medical and physical issues (nutrition,

illness, medications, sleep patterns) Challenging family situations

Setting Events

Under what circumstances is the behavior most/least likely

Changes in the environment Time of day/activities Clarity of expectations of activity/task Reinforcement of expected behavior Nature of interactions (tone, proximity, contact) Amount & type of attention (peer, group, adult) Child’s ability matched to the activity

Antecedents or Triggers

WHAT DO THEY GET or AVOID?

Social reaction/attention Change in activity/routine Increases assistance from adults or peers Access to materials, activities, food/drink Sensory stimulation or reduction Change in the physical environment Allowed space or movement Delays activity/event Avoids negative attention

Maintaining ConsequencesLook and Listen For…

Identify Student Interests

http://www.youtube.com/watch?v=mTTwcCVajAc&feature=share

Build a Behavior Support Plan Diagram the FBA summary statement Define alternative or competing

behaviors and the contingencies associated with them

Select intervention procedures that will make the problem behavior irrelevant, inefficient, and ineffective

What’s next?

Testable Hypothesis Diagram

.

Consequence

Avoid requests or tasks

Antecedent

Teacher/peer request

Setting EventImmediate past

Peer conflict

Problem Behavior

Swearing & hitting

When the teacher or peers ask Sam to do something he doesn’t like, he begins to swear and hits to avoid the task. This behavior is more likely if he has had a conflict with a peer.

You should not propose to reduce a problem behavior without identifying the alternative, desired behaviors the person should perform instead of the problem behavior (O’Neill, 1997)

Fundamental Rule

Increase

Desired

Behavior

Prevent

and

Decrease

Problem

Behavior

Goal of the Behavior Intervention Plan

Define Alternative Behaviors

Must meet same function as problem behavior,

Be in the individual’s repertoire or easily taught, and represent the beginning point for teaching desired behavior.

Have good contextual fit with the setting and situation

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

DesiredAlternative

TypicalConsequenceSummary Statement

AcceptableAlternative

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternativethat is more

efficient

Add effective & & removeineffectivereinforcers

When Aaron is seated near peers he likes,

he begins talking to get their attention.

Aaron

Problem Behavior

Talking off-task

Antecedent

Preferred Peers

Setting Event

Lack of peer contact for 30

minutes

MaintainingConsequence

Get peerattention



ProblemBehavior

Lack of peercontact in 30

minutes.

Sitting next to preferred

peers.

Talking Off Task

Get PeerAttention.

DesiredAlternative

TypicalConsequenceSummary Statement

Acceptable

Alternative

Aaron

Behavior support is the redesign of environments, not the redesign of individuals (e.g., disability is not cured).

Positive Behavior Support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

A Context for Behavior Support Plans/PBIP Plans

Design antecedent strategies to make triggering antecedents ineffective. So they no longer serve as triggers.

Design behavior teaching strategies to make problem behaviors inefficient. So more acceptable behaviors are easier to

do.

Guidelines

Design consequence strategies to make maintaining consequences irrelevant. So they no longer are present or Are less reinforcing.

Design setting event strategies to eliminate or neutralize effects of setting events. So they have less impact on

routines & reinforcers.

Guidelines

Prevention Emphasis on teaching Environmental redesign Antecedent Manipulations

Function-based support Comprehensive Interventions Systems change

Intervention emphases

Coordinate a meeting with people who will implement the Behavior Intervention Plan

Diagram the competing behavior model

Plan intervention strategies Begin with setting events Emphasize changes in immediate antecedent events

Select Intervention Procedures

Select Intervention Procedures List strategies for teaching and

promoting desired and alternative behaviors

Examine how consequences should be changed to make the competing behavior path more likely



Problem Behavior

Peer conflict Asked to do difficult

assignment.

Refuses to follow

directions,swears, hits,

Avoid task,remove from

class

DesiredAlternative

TypicalConsequence

Points,grades,

questions,more work.

Do workw/o

complaints.

Summary Statement


Ask for break or

help.

Sam

SamAlternative - Ask for Break

Give Sam a break when he has a peer conflict

Neutralize

Modified work

Choice of Worksheet

Teacher precorrection

Irrelevant

Teach Sam- to ask for help- and/or break

Inefficient

Praise and tokens for appropriate work Get reduced Assignment

Ineffective

Setting Events Triggering Antecedents

Teaching Behaviors

Maintaining Consequences



ProblemBehavior

Lack of peercontact in 30

minutes.

Sitting next to

preferred peers.

Talking Off Task

Get PeerAttention.

DesiredAlternative

TypicalConsequence

Points,grades

Work and finish

assignment.

Summary Statement

Work quietly on task


Aaron

AaronAlternative Behavior – Peer Tutor

Schedule learning activities withPeers every 30 minutes

Neutralize

Choice of seating

Choice of work

Self-managementsheet


Irrelevant

Teach Aaron to:- self-assess

-self-monitor

-self-recruitadult and peer attention

Inefficient

Earn to work with peer after completion of _____ work

Praise for appropriate work

Ineffective

Setting Events

Triggering Antecedent

s

Teaching Behaviors


When the teacher asks Lisa to do a difficult

task, she puts her head down on her desk to

avoid the task.

Lisa

ConsequenceTeacher directs

requests to another

Setting Event

None

Antecedent

Teacher Request

Problem Behavior

Eyes/head Down on arms



ProblemBehavior

None Teacher Question

Head down on desk,

Avoid talking

DesiredAlternative

TypicalConsequence

Verbal Praise

Answer question

Summary Statement

Write response


Lisa

LisaAlternative - Ask for Break

Neutralize


Written sheet to record answers

Irrelevant

Teach Lisa- - self-assess- - self- monitor- - self-recruit

* Teach Lisa - on-task behavior

Inefficient

Praise for head up

Special reward for verbal answers

Planned correction

Ineffective

Setting Events

Triggering Antecedents

Teaching Behaviors


Alter patterns of behavior Use Functional Behavioral Assessment results Be consistent with behavioral principals

Antecedent events irrelevantProblem behaviors inefficientMaintaining consequences ineffective

Good contextual fit

Four Considerations for BIPs

Identify and define problem behavior Collect functional assessment information Develop testable hypothesis statement Confirm hypothesis statement with direct

observations Build a competing behavior pathway Develop & implement behavior

intervention plan On-going monitoring and evaluation

Behavior Intervention Plan

GET CREATIVE: SOMETIMES THE ANSWER IS RIGHT IN FRONT OF YOU!!

INTERVENTIONS

http://www.youtube.com/watch?v=-K2uynhul2E

Check-in/Check out system Home-school communication log Use of calendar for transitions Priming Counseling Forced choices prior to the behavior Behavior Contract

Example Interventions:Antecedent-Based

Restructured Schedule Proximity control Quiet seating area Quiet place in the classroom Student work groups

Example Interventions:Environmental Redesign

Engaging lessons Accommodations/modifications Link lessons to reinforcement Use hands-on manipulatives Intersperse new and maintenance

tasks Peer buddy Mainstream to general education

Example Interventions:Instructional Strategies

Differential reinforcement Extinction Self-monitoring Time-out (if needed)

Example Interventions:Consequent-based

Incompatible Behavior Alternative Behavior Other Behavior

Differential Reinforcement

OUT SMART THEM

http://www.youtube.com/watch?v=LPa_NGIIn0c&feature=related

Create a Fidelity of Treatment Plan Who? What? When? Where? Why? Behavioral goal… state it

clearly

Fidelity Plan

Plan for a potential crisis Define what a crisis would be Create a detailed step-by step plan Name all responsible parties for

crisis plan Hierarchy of least to most level of

support Follow CDE time-out ad restraint

guidelines

Crisis Plan

Create criteria for success Continue to collect data Evaluate data as a team Modify as needed Remember: It takes time- there is no

quick fix.

Review and Monitor

Modify as needed!!

Remember: Shi(f)t happens….

Real change can only come as a result of the commitments of both the minds and hearts

of the total school community - teachers, parents, students,

administrators and school boards.

Sergiovanni, 1994

Tracy Gershwin Mueller [email protected]

Thank you for being so well behaved!

targeted and intensive behavioral support tracy gershwin mueller, ph.d

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