CHAPTER 4: Prevention through Effective Instruction Behavior Management: Principles and Practices of Positive Behavior Supports Third Edition John J. Wheeler

CHAPTER 4:Prevention through Effective

Instruction

Behavior Management:Principles and Practices of Positive Behavior Supports

Third EditionJohn J. WheelerDavid D. Richey

Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved

4-2

Objectives• Understand the relationship between setting events and

antecedents

• Recognize the importance of antecedent management as a means of preventing challenging behavior

• Describe the methods most commonly used in the assessment of antecedents

• List and describe antecedent management strategies

• Provide examples of specific strategies such as environmental engineering, design and delivery of instruction

• Discuss antecedent management strategies that can be used, such as environmental strategies, instructional strategies including Response to Intervention (RTI)


4-3

Setting Events

• Physical, social and environmental variables that serve to establish operations or “set the stage” for challenging behavior to ensue.

• Three common types of setting events include:

• Biological: thirst, hunger. Fatigue, medication side effects


4-4

Setting Events continued…

•Biological: thirst, hunger. Fatigue, medication side effects

•Environmental: Clutter in the classroom, disruptions in routine, unplanned transitions, overcrowded work areas, room temperature (too hot or too cold)

•Social Interpersonal: Disagreements with others, communication difficulties


4-5

Effective Learning Environments

• Engineering learning environments is a mainstay of PBS and includes:

–Behavioral expectations are defined ad shared by all within the school–Expectations are published and visible throughout the school–Appropriate behaviors by students are reinforced and celebrated


4-6

Points to Consider

• Is the environment pleasant?

• Is ample space available within the classroom?

• Are classroom schedules posted?

• Do learners understand the behavioral expectations and are they reinforced for their attempts at adhering to them?


4-7

Two Major Classes of Learning Problems

• Skill deficits-the learner does not possess the sufficient skill set to perform the task

• Performance problems-the learner does not attempt performance at his/her level of ability, also linked to motivation


4-8

Pre Instructional Considerations

• What are the individual learning strengths of the student?

• What are the specific teaching/response formats that have been used successfully in the past?

• What are the learner’s preferred activities?


4-9

Modifying Instructional Antecedents

• Task Design–Make tasks relevant to the learner–Match tasks to learner’s abilities–Build in opportunities for choice–Determine the appropriate length of activities–Vary activities–Use of activity schedules


4-10

Modifying Instructional Antecedents continued…

• Task Presentation:–Use of clear and consistent cues–Use of embedded cues within the task–Interspersed requesting–Systematic instruction–Use of naturally occurring reinforcers


4-11

Four-term Contingency

• Setting Events○Antecedents○Behavior○Consequences


4-12

Methods Used in the Assessment of Antecedents

• Functional Behavior Assessment–Structured Interview–Observational recording–Scatter-plot analysis–A-B-C Recording–Interval recording–Functional analysis

Documents

CHAPTER 4: Prevention through Effective Instruction Behavior Management: Principles and Practices of Positive Behavior Supports Third Edition John J. Wheeler