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Goals/ ObjectivesDefine features of an effective behavior
support plan
Define process for using competing behavior pathway to identify elements of a behavior support plan
Define “Alternative Behavior” Team process for problem solving
Define process for monitoring and adapting implementation of a behavior support plan.
Effective Behavior Support Plans FBA presented in a Competing Behavior
Pathway
Elements of a Support Plan Prevention (change context) Teaching Alt/Desired Behavior Reward system for desired behavior Extinction system for problem behavior
Plan for implementation who will do what?
Plan for monitoring Fidelity and impact Adaptation process
Use Science to:
Guide selection of locally relevant and practical
procedures
NOT to select a pre-defined “package”
Effective Environments Problem behaviors are irrelevant
◦ Aversive events are removed◦ Access to positive events are more common
Problem behaviors are inefficient◦ Appropriate behavioral alternatives available◦ Appropriate behavioral alternatives are taught
Problem behaviors are ineffective◦ Problem behaviors are not rewarded◦ Desired behaviors ARE rewarded
Team Process Agree on hypothesis Build competing behavior pathway Discuss how to prevent problem situations (schedule,
staffing, curriculum) Select an “alternative behavior” if appropriate Define how to each “alternative behavior” and/or
“desired behavior” Select consequences (personal, age-appropriate,
practical)◦ Reward◦ Extinction◦ Safety
Consider contextual fit Define implementation plan Define evaluation and adaptation plan
Behavior Support Elements
Problem Behavior
Functional Assessment
Content of Support Plan
Fidelity of Implementation
Impact on Behavior and Lifestyle
*Team*Specialist
*Hypothesis statement*Competing Behavior Analysis *Contextual Fit
*Implementation Plan
*Technical Adequacy* Strengths
* Preferences
* Lifestyle vision
Competing Behavior Pathway
Make the problem behavior irrelevant
----------------------------------
Remove antecedents that trigger the
problem behavior,
Change schedule, tasks, transitions
Make the problem
behavior in efficient
-----------------Teach a better
alternative
Teach Desired Behavior
Make the problem behavior
ineffective----------------------
---Elevate reward for Alternative
and Desired Behavior
Eliminate rewards for
Problem Behavior
This is what we want…
Natural Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternative Behavior
Antecedent
Targeted Routine__________
Setting Event
Why the Alternative/Replacement Behavior?
Success, teacher acknowledgment
Sent to hall to ‘calm down’
Function: escape task
Complete math
assignment
Crying, pushing
papers off desk
Raise hand & ask for break
Given double-digit addition
problems
Routine: Language Arts
1. This is what we’re asking the
student to do.
2. This is what the student is
currently obtaining.
3. Look how different this is
from what’s happening now
4. The student is going to need to gain writing skills before being able to do
this like peers
5. So… in the meantime we use
the Alternative behavior
Nadia
Prior instructional
failure
Understanding Alternative/ Replacement Behaviors
Alternative/ Replacement Behaviors are:◦an immediate attempt to reduce
disruption & potentially dangerous behavior in the classroom
◦designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable Replacement behavior
Essential Characteristics of a Alternative/ Replacement Behavior
An appropriate Alt/ Replacement Behavior:◦Serves the same function as the problem
behavior
◦Is easier to do and more efficient than the problem behavior Replacement Behaviors require less physical
effort & provide quicker, more reliable access to desired outcome/response than problem behavior
◦Is socially acceptable
Which of the Following are Appropriate Alternative/ Replacement Behaviors?
Leslie is 12, has severe intellectual disabilities, does not use words, and screams during independent work times in the Life Skills classroom. Screaming is maintained by adult attention.
Which is the best Replacement Behavior• Put head down on her desk and sit quietly• Sign “more” to another student• Take completed work up to show the teacher• Move to sit by another student• Use picture communication system to
request teacher help
1. Serve same Function? Does it provide adult attn?
2. Is Behavior easier to do than problem behavior?
3. Is Behavior Socially Acceptable?
Which of the Following are Appropriate Replacement Behaviors?
Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping difficult tasks.
Possible Replacement Behaviors:• More rewards for doing tasks• Ask for an easier task/ worksheet• Ask to play w/ his Gameboy• Appropriately request adult attention• Ask to have soda after tasks are done
1. Serve same Function? Does it provide escape from difficult task?
2. Is behavior easier to do than problem behavior?3. Is Behavior socially acceptable?
Competing Behavior Pathway: Replacement BehaviorExample: Jason (from previous
example)
Antecedent Problem Behavior Consequence
Avoid/Escape Difficult TaskCrying
Asking for an easier task/ worksheet
Asked to do difficult tasks
NOTE: This antecedent is not specific enough
ApplicationUse YOUR hypothesis statementSelect a “replacement behavior”
◦Socially acceptable◦More efficient than problem behavior◦Results in same reinforcer as problem
behaviorSelect “desired behavior” and
current consequenceBuild top section of Competing
Behavior Pathway.
Competing Behavior Pathway
Make the problem behavior irrelevant
----------------------------------
Remove antecedents that trigger the
problem behavior,
Change schedule, tasks, transitions
Make the problem
behavior in efficient
-----------------Teach a better
alternative
Teach Desired Behavior
Make the problem behavior
ineffective----------------------
---Elevate reward for Alternative
and Desired Behavior
Eliminate rewards for
Problem Behavior
Critical Features of BSP
Replace problem behavior by Teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function
Prevent problem behaviors by directly addressing triggers & prompting replacement behaviors based on the function of behavior
Reinforce replacement & desired behaviors based on function/pay off for the student
Redirect problem behaviors by quickly & effectively redirecting student to replacement behavior
Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior)
Prevention Strategies: Prompting the Replacement/Desired Behavior
Example: Pam’s problem behavior is maintained by
escape from difficult math assignments.◦ When handing out assignments, Pam’s teacher will
remind her that she can raise her hand and request an easier task (Replacement behavior).
◦ Pam’s math assignments will include specific visual prompts to help her successfully complete the tasks (desired behavior).
After the Replacement behavior has been taught, Prompts and Pre-corrections are used to support and help remind the student to use Replacement/desired behavior.
Selecting Prevention Strategies: Modifying the Triggers
When identifying preventive antecedent strategies:
- Eliminate or alter the trigger so student will no longer need to use problem behavior
The BEST antecedent MODIFICATIONS directly address:
#1. The identified ANTECEDENT
#2. The FUNCTION of the problem behavior
Prevention Interventions Directly address the identified antecedentWhen asked to read aloud in class, Kyle makes
inappropriate comments and pushes his book off his desk ◦ Antecedent = Asked to read aloud in class
Potential options that more directly address the antecedent Give student passage in advance to practice pre-reading Do not ask student to read aloud in class Let student read 1 sentence directions that he is 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
Does the Intervention address the Function of Behavior Give student passage in advance to practice pre-
reading Do not ask student to read aloud in class (or respond
publicly) Let student read 1 sentence directions they are
familiar with, instead of entire paragraphs from the text
• When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk to avoid public speaking (not related to reading
difficulty; related to extreme social anxiety).
Teaching BehaviorTeaching 1) Identify skill(s) to teach
◦ Dual focus when teaching behavior Replacement Behavior Desired Behavior
ALWAYS START with the Replacement Behavior-FIRST - Teach the Replacement 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 Replacement behavior
NOTE: In most cases the student already
can DO the alternative/replacement behavior, but
does not know WHEN to do it.
Teach what to do AND when to do it.
Teaching Behavior
Don’t assume student already has Replacement Behavior in their skill set
1) Develop an observable definition of behavior
◦ Identify examples & non-examples
2) Model/ Lead/ Test
3) Schedule Review & Practice of Skill/ Behavior Regularly
Critical Features of BSP
Replace problem behavior by Teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function
Prevent problem behaviors by directly addressing triggers & prompting replacement behaviors based on the function of behavior
Reinforce replacement & desired behaviors based on function/pay off for the student
Redirect problem behaviors by quickly & effectively redirecting student to replacement behavior
Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior)
Reinforce Positive Behavior
Reinforcement should focus on 2 different sets of behaviors
Alternative/Replacement Behaviors & Desired Behaviors
1. Reinforce the Replacement Behavior
When the student engages in the replacement 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
2. Reinforce Desired Behaviors
Reinforce the Desired Behavior(s), or approximations of the desired behavior
The ultimate plan is to have the student move beyond the replacement behavior to using the desired behavior
Reinforcing this progression should start from the beginning of the intervention
Considerations for Reinforcing Desired Behavior
C. 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”
Problem BehaviorPre-empt and redirect to correct
behaviorMinimize reward for problem
behaviorUse negative consequences only
if necessary (e.g. reprimand)Safety
Your TurnDefine an example of a problem
behavior, the maintaining consequence, and a response that will be effective.
For your example… define how you might prevent inadvertent reinforcement of the problem behavior.
Behavior Support Planning
Identify a range of interventions that address prevention (A), teaching (B) & consequences (C)
You may not use them all, but it is good to identify multiple interventions options across A, B & C
One Support Plan FormatCompeting Behavior PathwaySupport Plan OptionsSpecific Support Plan Elements
Prevention Teaching Rewards Extinction (of problem behavior) Correction Safety
Implementation PlanEvaluation Plan
Implementation PlanAction Who By When
Prevention
Teaching
Reward
Extinction/ Correction
Safety
Evaluation/ Data
Corrections/ Punishment
Safety
Implementation Plan
Evaluation
Your TurnUse the Behavior Support Template to
propose options for intervention with your target person.
◦Prevention◦Teaching◦Enhance rewards◦Extinction/Correction◦Safety (if needed)
How might you assess
Fidelity of implementation and impact on
student outcomes?