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Behavior & Classroom Management
Week 10 – Function-Based Interventions; BSP Continued
J Geurts, M.S. Special EducationPortland State Universityjgeurts@pdx.eduAdapted from slides by Chris Borgmeier
Teaching Behavior Interventions
Teaching BehaviorTeaching
1) Identify skill(s) to teach Dual focus when teaching behavior
Alternate Behavior Desired Behavior
ALWAYS START with the Alternative Behavior
-FIRST - Teach the alternate behavior you identified in Competing Behavior Pathway
-Teaching = Review & practice regularly
-THEN – teach the Desired Behavior
-this may be something to focus on immediately, or only after the student is fluent with the alternative behavior
Teaching Behavior
Don’t assume student already has Alternate Behavior in their skill set
Develop an observable definition of behavior Identify examples & non-examples
Model/ Lead/ Test
Schedule Review & Practice of Skill/ Behavior Regularly
Just like the BEHAVIOR LESSON from assignment 1….but for an individual student.
Teaching Behavior
1. First teach the Alternate Behavior
What are the critical
features of Teaching
Interventions?
Does Alt. Beh.:a) Serve same
Function?b) Is it Easier?c) Socially
acceptable?
Yes or No?
Why?
Example: Teaching Behavior
A B C Teach Dexter to raise his hand & ask for a break, instead of
engaging in negative behavior.
* By teaching Dexter an easier alternate behavior to get what he wants, we’re making the problem behavior Inefficient.
* Dexter will need frequent practice , precorrections, and prompts to help him get in the habit of using the alternate behavior
With a partner go through each of the Teaching Behavior options in Pre-Test #2 Yes or No & Why
Activity 3
Teaching Interventions: Desired Behavior
Achieving the Desired Behavior most often requires a sustained, focused teaching effort to build missing skills Academic deficits (often related to Avoiding difficult tasks)
Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap
Social Skills deficits (often related to seeking attention) Example: student seeks negative attention due to isolation from peers and adults resulting
from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context
Communication deficit Example: student screams and rocks vigorously back and forth due to limited communication
skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)
Organizational/school skills deficits Example: student doesn’t complete homework due to limited scheduling and organization
strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills
2. Next, teach content
required to support student to achieve the
Desired Behavior
What do we need to teach student to achieve the
desired behavior?
Example: Teaching Behavior
A B C We also may want to provide additional instruction in multi-digit multiplication & division to help Dexter gain confidence in completing math problems independently
*By providing Dexter additional instruction in multi-digit multiplication & division, we can eventually make the problem behavior unnecessary.
BR
EA
K5 minutes
Antecedent Interventions
Prevent & Prompt
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTION
Function should guide selection of prevention strategies
Function should guide selection of alternative/
replacement behaviors
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Antecedent Interventions
Preventing Problem Behavior
Prevention- Change the trigger that sets off the problem behavior
Examine the Antecedent & Function of the Problem Behavior
Change the antecedent so student will no longer need to use problem behavior (make the problem behavior Irrelevant)
The best choices for Antecedent changes:
1. Directly address the identified antecedent
2. must address the function the problem behavior is serving
Antecedent Interventions Directly address the identified antecedent
Antecedent = Asked to read aloud in class Potential options that more directly address the antecedent
Do not ask student to read aloud in class Give student passage in advance to practice pre-reading Let student read 1 sentence directions they are familiar with, instead
of entire paragraphs from the text
Non-examples (do not directly address antecedent) Move student closer to the teacher Attend a counseling group about anger management Check-in with teacher before reading group
Now, why is Function important?
Antecedent interventions must address the function the problem behavior serves
Antecedent = Asked to read aloud in class + Function = Avoid any public presentation (not about
reading difficulty; more related to social anxiety)
Does the Intervention address the Function of Behavior Do not ask student to read aloud in class (or respond publicly) Give student passage in advance to practice pre-reading Let student read 1 sentence directions they are familiar with, instead
of entire paragraphs from the text
Does the intervention address the function of behavior?
Does the intervention directly address:
a) the antecedent?b) the Function of the
problem behavior?
Antecedent Interventions
Yes or No?
Why?
Critical features of Antecedent
Interventions to prevent the
Problem Behavior?
Antecedent Interventions
A B C Instead of giving Dexter the class math assignment of
multi- digit multiplication & division problems, let’s give him an assignment he can be more successful with (e.g. 4 single digit mult/div problems for every 1 multi-digit problem)
*By changing A, we can PREVENT Dexter’s need to engage in negative behavior, making it Irrelevant
Activity 4
With a partner go through each of the Antecedent Interventions options in Pre-Test #2 Yes or No & Why
2. Next, identify ways to prompt/
precorrect the alternate &
desired behavior
Consequence Interventions
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTION
Function should guide selection of prevention strategies
Function should guide selection of alternative/
replacement behaviors
Function should guide selection of
consequences: (+) and (-)
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Consequence InterventionsReinforcing Behavior
Reinforcement should focus on 2 different sets of behaviors Alternative Behavior & Desired Behavior
1. Reinforcing the Alternative Behavior When the student engages in the alternative behavior, quickly
provide the student with an outcome that matches the outcome/ function of the problem behavior
E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment
Consequence InterventionsReinforcing Behavior
2. Reinforcing the Desired Behavior(s), or approximations of the desired behavior The ultimate plan is to have the student move beyond the
alternative behavior to using the desired behavior Reinforcing this progression should start from the beginning of
the intervention
Consequence InterventionsReinforcing Behavior
Considerations for Reinforcing Desired Behavior
The goals & expectations for desired behavior must be reasonable Reasonable expectations of student behavior
EXAMPLE: on a daily basis the student is out of seat & off task the entire period & has not turned in any work the entire term
Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets
More Reasonable approximations (Start Small & Build on Success): Turns in assignments 50% completed On task and trying to complete work for 15 minutes each period
Consequence InterventionsReinforcing Behavior
Considerations for Reinforcing Desired Behavior The timeframe for goals & expectations for desired behavior must be
reasonable
In the Beginning try to Reinforce Every occurrence or approximation
Reasonable timeframes for Reinforcement Probably NOT Reasonable Timeframes for reinforcement
If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday If student is in seat and on-task for the entire period, he will earn a candy bar
More Reasonable Timeframes for reinforcement If student completes 5 problems, he can choose 3 problems to cross off the worksheet If student is on task for 10 min., he will earn 4 min. of computer time
Consequence InterventionsReinforcing Behavior
Considerations for Reinforcing Desired Behavior The reinforcer must be valued by the student
The function of behavior is a good place to start when identifying valued reinforcers
e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention
e.g. if the function of behavior is to Avoid Difficult Task the reinforcer could be a “Free Homework Pass”
Consequence Intervention: Reinforcing Positive Behavior
1. Identify an intervention to Reinforce the
Alternate Behavior
Yes or No?
Why?
Critical features of Reinforcers?
2. Identify an intervention to Reinforce the Desired Behavior
Steps in Identifying
Reinforcers?
a) Is reinforcer valued? (start w/ function of behavior)
b) Are expectations & timeframes reasonable for the student?
Activity 5
With a partner go through each of the Consequence Interventions options in Pre-Test #2 Yes or No & Why
Consequence InterventionsResponding to Problem Behavior
Responding to Problem Behavior should focus on 2 things: Redirecting to the Alternative Behavior Active Extinction of the Problem Behavior
Do NOT let the problem behavior be effective in giving the student what they want
1. Redirecting to the Alternative Behavior When the student engages in the alternative behavior, quickly provide
the student with an outcome that matches the function of the problem behavior This should also help to prevent escalation
E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment
Consequence Interventions Responding to Problem Behavior
2. Active Extinction of the Problem Behavior Make sure the problem behavior no longer works for the
student… If using a consequence as a response to negative behavior, make sure the consequence is not providing the desired function for the student
Consequence InterventionResponding to Problem Behavior
1. Prompt the Alternate Behavior at earliest signs of problem behavior
Yes or No?
Why?
2. Identify a response to problem behavior that does not reinforce the Problem Behavior
Steps in Identifying
Responses to Problem
Behavior?
Example: Consequence Interventions
A B C We must refuse to (C) let Dexter avoid difficult math tasks by (B) engaging in disrespectful behavior &
Instead prompt him to raise his hand and (C) reward him for (B) raising his hand & asking for a break (Alternate Behvior)
* By not providing Dexter w/ what he wants when he engages in disrespectful behavior we are making the problem behavior Ineffective.
* It is important that we work hard to Reinforce Dexter for engaging in the alternate behavior, or he is likely to go back to & escalate the problem behavior
Activity 6
With a partner go through each of the Consequence Interventions options in Pre-Test #2 Yes or No & Why
Dexter’s Function-Based Intervention
Activity 7
Complete Post-test
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTIONAVOIDING DIFFICULT TASK
PreventMake task
less difficult to avoid
difficult task
Alternate behavior
Must allow student to
avoid difficult task
Consequence(+) Reinforce (a) alternate
behavior w/ oppt’y to avoid task & (b) desired behavior
(effort on task)
(-) problem behavior should not result in avoiding task;
redirect to Alt. behavior
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTIONGETTING ADULT ATTENTION
PreventProvide adult Attention in advance &
often
Alternate behaviorMust give student
access to adult attention
Consequence(+) Reinforce both alternate behavior & desired behavior
w/ adult attention(-) problem behavior should not result in adult attention;
redirect to Alt. behavior
When generating interventions we use Function to develop ideas to change A, B & CTargeted Routine
Antecedent Interventions
Proactive (PBS) InterventionsAttention Seeking
A - PREVENTIONInterventions occurring before the behavior occurs
Prevention (give attention early for positive)Check-in – provide adult attention immediately upon student arrivalGive student leadership responsibility or a class ‘job’ that requires the student to interact w/ staffPlace student in desk where they are easily accessible for frequent staff attentionGive student frequent intermittent attention for positive or neutral behaviorPreCorrect - Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention
Proactive (PBS) InterventionsAvoid Task
A - PREVENTIONInterventions occurring before the behavior occurs
Prevention (modify task or provide support)Modify assignments to meet student instructional/skill level (adjust timelines,
provide graphic organizers, break in to smaller chunks, etc.)Assign student to work with a peerProvide additional instruction/supportProvide visual prompt to cue steps for completing tasks student struggles withProvide additional support focused on instructional skills (Homework Club, study
hall, etc.) PreTeaching contentPreCorrect - Frequently & deliberately remind student to ask for help
Teaching BehaviorInterventions
Proactive (PBS) InterventionsAttention Seeking
B - TEACH Behaviors to use instead of the problem behavior
Teach student more appropriate ways to ask for adult attentionIdentify and teach specific examples of ways to ask for attention -Raise hand and wait patiently for teacher to call on you -likely need to differentiate (large group, small \ group, work time, etc.)
Proactive (PBS) Interventions Avoid Task
B - TEACH Behaviors to use instead of the problem behavior
Teach student more appropriate ways to ask for help from teacher or peersProvide additional instruction on skill deficitsIdentify and teach specific examples of ways to ask for help -Raise hand and wait patiently for teacher to call on you -teach student to use a break card -likely need to differentiate (large group, small \ group, work time, etc.)
Proactive (PBS) Interventions Avoid Task
B - TEACH Desired Behaviors
Provide academic instruction/support to address student skill deficits
-More focused instruction in class - Additional instructional group - Special Education support for academic deficit - additional support and practice at home -additional assessment to identify specific skill deficits
Consequence Interventions
PBS InterventionsAttention Seeking
RESPONSE TO BEHAVIOR Intervention occurs after (in response to) positive
or negative behavior
Respond quickly if student asks appropriate for adult attentionGive the student frequent adult attention for positive behaviorStudent earns ‘lunch w/ teacher’ when student earns points for paying attn in class & asking appropriately for attentionEliminate/minimize the amount of attention provided to a student for engaging in problem behavior
•Limit verbal interaction – create a signal to prompt the student to stop the problem behavior•Avoid power struggles
C -
PBS InterventionsAttention SeekingC
Sometimes students need additional encouragement to engage in the desired behavior…When using additional incentives to encourage student positive behavior
If students desire adult attention, use it as an incentive-lunch with teacher-1:1 game with favorite staff, etc.-special teacher assistant
PBS Interventions Avoid Task
RESPONSE TO BEHAVIOR Intervention occurs after (in response to) positive
or negative behaviorRespond quickly if student asks for help or for a breakReward students for on task, trying hard, work completion & for asking for a break or help appropriately
Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior
•However, need to make sure student is capable of doing work… or provide support/instruction so student can complete the work
C -
PBS Interventions Avoid Task
CSometimes students need additional encouragement to engage in the desired behavior…When using additional incentives to encourage student positive behavior
If students is attempting to avoid tasks, you might use free homework passes or reduced numbers of problems as an incentive
BR
EA
K5 minutes
Start with the Short Term GoalsIncreasing the Alternate Behavior & Decreasing Problem Behavior
Use Competing Pathway to Identify Outcome Measures
Typical Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternate Behavior
AntecedentSetting Event
Summary of Behavior
Immediate Short Term Goals• Reduce Problem Behavior
• Increase use of Alt. Behavior
Why the Alternate Behavior? Why can’t we go right to the Desired Behavior?
Success, another problem
Sent back to table
(escape task)
Complete math
problem
Throws a Tantrum
Raise hand & ask for break
Given double
digit addn problems
None identified
1. This is what we’re asking the
student to do.
2. This is what the student wants now.
3. Look how different this is
from what’s happening now
4. The student is going to need to gain the math skills before being able
to do this like peers
5. So… in the meantime we use
the alternate behavior
Desired Behavior Long-term goal = to follow regular classrooms routines and
norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers
So… back to a short term goal
Develop a goal to review in 2 weeks at initial follow-up meeting
Focus on: Reducing problem behavior Increasing use of alternate behavior
How can we measure this in a feasible, but effective way?
Short term Goal
Reduce frequency of problem behavior
Increase use of alternative/replacement behavior
How do we measure this? Depends on the frequency & type of problem
behavior
Identifying an Appropriate way to Measure
Must measure specific targeted/ prioritized behavior(Fighting, disruption, off task, attendance, work completed, etc.)
Best way to measure (Objective v. Subjective) Frequency Duration Subjective rating (point card)
Balancing Accuracy & Feasibility of Data Collection Measure must be a feasible form of data collection for teachers/staff
What is the baseline?
Using Point Cards
Point cards are an easy way to track progress with a behavioral plan
Good for helping students learn to monitor their own behavior
Easily linked with Reinforcement Program
Flexible & feasible for teachers
Alternate BehaviorReduce Problem Behavior
Measure Reduced Problem Behavior
Measure Use of
Alternate Behavior
Use Existing Data Forms when possible
Try to be consistent with point card forms that might be in use for Check-In/Check-Out programs if possible
Individualized Point CardFill in more specific behaviors
Identify a Short-term Goal & Data Collection Plan & Format
Short-term Goal -- Where to start:1. Reduction in Problem Behavior2. Increase in Alternate Behavior
Do we have any baseline data?
Identify a Short-term Goal & Data Collection Plan & Format
Short-term Goal -- Where to start:Do we have any baseline data?
• Point cards?• Discipline referral?
• Teacher estimates of frequency/duration
Use data/estimates to set a reasonable goal
Identify a Short-term Goal & Data Collection Plan & Format
Short-term Goal -- Where to start:Use data/estimates to set a reasonable goal
• Set initial goals that the student is able to achieve (early success)• Link incentives to data & reasonable student progress (so goals
must be reasonable)
Questions for Evaluation Plan
Does your evaluation plan focus on the prioritized behaviors of concern? Reduction in problem behavior Increased use of alternate and desired behaviors?
If the student meets the goal, will there be a noticeable difference in student behavior?
Is the evaluation plan clearly linked with the reinforcement program?
Is data collection feasible?
Daily Point Card
Specific goals Do a few things well
Provide feedback Celebrate success U-Turn
Collect data Decision making Reporting on IEPs
Communicate with parents Daily Trends over time
Social Skills Celebration vs. boasting Accepting corrective
feedback Self-Advocacy
Daily Behavior Report (Top)
Daily Behavior Report (Bottom)
Mid-Class Break & the U-Turn
Elementary ExampleACTIVITY
GOALS
Reading
Music
Lunch
Writing
Points
Quiet Hands
Ask for Help
Take Turns
Total out of 36: ____
11
9
1030
Trends Over Time
Trends Over Time
Incentive Plan - Behavior
Incentive Plan - Attendance
Incentive Plan - Attendance
Tracking Chart - Attendance
Student Name
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