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ASAP Support Team MeetingAugust 27th, 2014
ASC
Netherland Rm
First things first....
The SST/IEP team develops a Behavior Intervention Plan (BIP). The special education teacher and/or school psychologist can assist with this process.
SST/IEP team needs to implement BIP procedures for a designated period of time before considering a change of placement- remember, our goal is to keep children in their home school, whenever possible.
Before a student is ever placed in an ASAP program they would have a Functional Behavior Assessment and a Behavior Intervention Plan completed and in place, with data collected over a reasonable period of time to document the student’s failure to make adequate progress under the BIP.
Cont:
ASAP teachers can be called to schools early in the process to assist with designing interventions so that students can be successful at their home school. The Special Education Department Chairperson would know who to contact for support.
SST/IEP teams conducts follow-up meetings to review behavior tracking data, make changes to the BIP as needed, and make a referral for a comprehensive evaluation as indicated or if the student is already eligible an IEP team can meet to make palcement decisions.
cont:
ASAP programs are geared toward students with average or near average intellectual functioning, however there are always exceptions based on how the student presents. Teaching methods mirror those used in general education settings, with academic instruction geared toward grade level curriculum standards, though with smaller pupil-teacher ratios and increased levels of support.
When students are initially placed in the ASAP program they should be totally self-contained. As students begin experiencing behavioral and academic success, based on data/evidence, the process of including students with support can be initiated.
Present Level of Performance
• What overall classroom/behavior management system is in place in your classroom? Level system, token economy
• What are the understandings regarding program purpose and transition planning of students, parents, general education teachers, administrators, etc.?
• How do we monitor progress? How do we know when students are ready to be included?
• What instructional supports are in place to help students develop social and emotional skills necessary to be successful in the general education setting (and in life)?
• How do you go about understanding the unique needs of your student’s behaviors and their ability to work through their behavior intervention plan?
Essential Components of the ASAP Classroom
Classroom Structure- Physical arrangment of the classroom, rules clearly posted, schedules, clear procedures and routines, basic TIER I classroom management components
Explicit social emotional skills training program- i.e., Second Step, I Can Problem Solve, Competent Kids- Caring Communities, etc.
Following individualized Behavior Intervention Plan
Method to collect data and monitor progress
Transition plan
The Behavioral Intervention Plan
An action plan for adults Describes how adults will:
Proactively support and teach general positive behaviors
Change the environment to better support the student
Teach functionally equivalent replacement behavior
Skillfully react to problem behavior
Behaviors of Concern = Target BehaviorPrioritize – Assess overall importance of the behavior for school success
Ambiguous Language- Characteristics, Adjectives Aggressive
Defiant
Disruptive
Hyperactive
Objective, Observable Language - Verbs Initiates physical attack on peer or
adult
Makes verbal threats to harm peer/adult
Leaves seat without permission
Destroys work/instructional materials
Calls out with non-instructional comments
Throws objects
Screams at high volume
THE A-B-C Model
Current Predictors/Triggers = Antecedents WHEN does this tend to
happen?
WHERE does this tend to happen?
(Situations in which the behavior is likely to occur: people, time, place, subject, etc.)
Outcome for Student = Consequences Obtains teacher attention
Obtains peer attention
Gets power/control in interaction with peer
Escapes difficult task
Escapes situation
Escapes interaction
Fulfillment of physical need, e.g., sleep
Perceived Purpose or Function“Best Guess”
Get/Obtain Peer Attention
Adult Attention
Desired Activity
Desired Object
Sensory Stimulation
Escape/Avoid Difficult Task
Boring Task
Non-Preferred Activity
Physical Demand
Person
Environmental/Curricular Strategies and Modifications- Changes in time/space/materials/interactions to remove likelihood of behavior
Scheduling - More/less time on task, Break after ___ minutes of work, Signals to warn of coming transition
Physical setting - Preferential seating in large group, Different work areas will be clearly identified, Different work spaces for different tasks, Study carrels provided to avoid distractions
Instructional strategies, curriculum, activities – Hands-on learning or manipulatives will be increased; Visual schedule provided on student’s desk; Provide pictures for use in communicating needs and wants; Increase amount of personal assistance; Adapt skill level of task
Interactions - Cue the student to use previously taught coping strategies when changes to routine create anxiety; Model positive self-talk language and teach a calming count down, 10 to 1, to aid relaxation; Verbally praise student’s use of “time away” and give “walking away” praise and points; Teach peers to provide a specific interaction; Provide more reassurance before the lesson, e.g., “Remember to tell me if you want help.”
Positive Behavior to be Taught – Functionally Equivalent Replacement Behavior
All behavior, whether desirable or undesirable to those around the person,
generally serves one of two functions for the individual:
1) Get Something—e.g., an object; attention from peers or adults; an
activity, self-stimulation, money, desirable comments from peers
2) Reject Something—Avoid, Escape or Protest Something Undesired—
e.g., escape an assigned task the student states is “too long, too hard,
too boring, not meaningful, or too easy and I don’t want others to see me
doing this,” to protest negative peer comments or interactions, to protest
an adult’s public comment on the student’s low skills.
Positive Behaviors to be Taught
Swears at teacher: protesting a lack of attention
Fights: protesting not getting his way during a recess game
Screams: protesting an unexpected activity
Runs from room-escaping hard work
Gains sustained positive peer attention for assaultive behavior
Loud verbal requests for alternate activity, to get a choice of which activity to perform
Verbally state a desire for attention from the teacher
Use protest language taught in verbal conflict resolution training
Use the printed schedule to protest and then negotiate about an upcoming unexpected activity
Go to time away/break center
Gain sustained positive peer attention for prosocial behavior
Express desired activity through demonstrating task order using picture cards
Teaching Strategies/Curriculum/Materials
Evidence Based Interventions for not only reading, writing and math but also social-emotional development and behavior
HANDOUTS
Reinforcement Procedures Physical: High-five/low-five, pat-on-the-back, or hand shake coupled with adult
smiling at the student, delivered immediately following each task completed.
Verbal: Use specific praise, e.g. “I bet you are proud of this work!” “You Made a Good Choice! You worked very carefully on that assignment”; Teachers and aides will recognize (praise) the student’s strengths and talents in front of peers; Employ a peer-recognition system where peers praise progress
Activity Access: Desired activities contingently available following the completion of less preferred activities, e.g., time on the computer; free time; listening to music; sitting at teacher’s desk; first to leave at break time; headphones for five minutes.
Tangibles: Positive phone calls or notes or certificates sent home; small toys.
Tokens and points: Design a system to frequently recognize student for using positive behavior through delivery of a symbol standing for progress toward accessing desired outcomes: activities, tangibles, privileges and other reinforcers.
Privileges: Passes or immediate verbal permission to: exempt an assignment; get an extra point on the quiz of your choice; permission to sit where you want for one period.
Reactive Strategies (Response to Problem Behavior)
Redirect to task with additional supports
Prompting the student to switch to the Positive Replacement Behavior that has been taught
Managing the problem behavior safely
Be directive—Use a gentle/firm “Stop/No” command”; consider presenting a structured choice
Maintain the safety of peers and student, removing the audience or the student if appropriate
Utilize authorized, approved procedures if student is a physical danger to self or others
Contact law enforcement if behavior is a serious danger to self/others
Debriefing and/or additional practice of the replacement behavior after the problem is over
Consequences or punishment may or may not be required or desired by the team
Monitoring Progress
Consider 3 Types of Goals
1. Increasing the general positive behavior expected of all students
2. Decreasing or eliminating the specific problem behavior
3. Replacing problem behavior with a more socially acceptable replacement behavior
Monitoring Progress
1. How often will data be collected?
2. In what context(s) will data be collected?
3. At what times will data be collected?
4. Who will collect the data?
5. When and how will the data be entered to allow for evaluation?
Data Collection Methods
SystematicDirect
Observation
Direct Behavior
Rating (DBR)
Systematic Direct Observation
Behavior can be measured in terms of the following: Frequency – Number of times behavior occurs Rate – Number of times in occurs within a given
period (e.g., 10 times per hour) Duration – Amount of time the behavior lasts Latency – Temporal relation of behavior to other
events (e.g., time to respond) Intensity – The magnitude or strength of the
behavior
Direct Behavior Rating - www.directbehaviorrating.org
The premise of DBR is that teachers can reliably and accurately rate student behavior on a continuum following some specified period of time.
Roles and Responsibilities of Instructional Assistant
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Review ASAP Document-