Positive Behavioral Interventions and IDEA 2004: New opportunities for teaching and learning PACER Executive Director: Paula F. Goldberg ALLIANCE Co-Directors:Sue

Positive Behavioral Interventions and IDEA 2004:

New opportunities for teaching and learning

PACER Executive Director: Paula F. GoldbergALLIANCE Co-Directors: Sue Folger Sharman Davis Barrett

Technical Assistance ALLIANCE for Parent CentersNational Technical Assistance CenterPACER Center, Inc.8161 Normandale Blvd. Minneapolis, MN 55437 Ph: (888) 248-0822 E-mail: [email protected] site: www.taalliance.org

Written by: Dixie Jordan

©PACER Center, 2006

There is logic behind the behaviors of children. Our challenge is to understand its context

PACER Center, Inc., 2006

Teach or re-teach the

behavior

Provide Meaningful Incentives

Provide Meaningful

Consequences


Meaningful: having significance, meaning or purpose in the child’s life (from the child’s perspective)


meandisrespectful

deliberate

angrythreatened

punishoffer ultimatum


meandisrespectful

deliberate

angrythreatened

punishoffer ultimatum

The child IS a problem….

What we do:

Teach academic skills

Control behaviors

Positive behavior is expected

Children and youth who violate behavior standards are punished


unhappydiscouraged

frustrated

supportencourage

help

concernempathy


unhappydiscouraged

frustrated

concernempathy

supportencourage

help

The child HAS a problem….

What we do:Teach academic skills Teach behavioral skills

Same strategies as for other skills

Individualization at school for intensive problems (504, IEP, BIP)

Positive behavior is expected and taught

Positive behaviors are reinforced

Negative behaviors receive consequences that

are meaningful and instructivePACER Center, Inc., 2006

“The IEP team will….“The IEP team will….

“In the case of a child whose behavior impedes the child's learning or that of

others, consider the use of positive behavioral interventions and supports,

and other strategies to address that behavior” IDEA 2004 statute


A child who is removed from his or her educational placement shall…..A child who is removed from his or her educational placement shall…..

Continue to receive services to participate in the general curriculum and work on meeting IEP goals, and

Receive an FBA, behavior interventions and modifications to address the behavior violation so that it does not recur from IDEA 2004 statute


What are positive behavior interventions?

• An approach to supporting positive behavior skills

• Children’s behavior can change if adults:

– teach the behaviors we expect to see

– model those behaviors

– consistently recognize and reward the behaviors when they occur

– consistently enforce meaningful consequences for behavioral violations


Behaviors are governed by consequences

Behaviors thatresult in desirable

consequences for the childare likely to be retained

or strengthened

Behaviors thatdo not result in

desirable consequences are discarded or

weakened

reinforced

not reinforced


Consequence

“Mary h

it An

n”

©PACER Center, Inc. 2006PACER Center, Inc., 2006

….does not teach

“This line represents Billy’s suspensions over this past year. As a senior, he will be finished with school soon, so we will send these records over to corrections to ensure a smooth transition to his adult services environment….”


Intervention

“Mary h

it An

n”

©PACER Center, Inc. 2006PACER Center, Inc., 2006

POSITIVE: Characterized by or displaying approval, acceptance or affirmation

BEHAVIOR: The manner of conducting oneself; somethingan organism does in response to its environment

INTERVENTION: To enter a course of events so as

to hinder or change it

POSITIVE BEHAVIOR INTERVENTIONS


1. We do something

2. We analyze the results of our action

3. We decide what

to do next

What we know about behavior….What we know about behavior….


Baby cries. Mom feeds himBaby cries when hungry

Baby cries. Mom is deafMom sees sad face, feeds babyBaby makes sad faces when hungry

Child gets into a fight.Teacher lectures child about fightingChild gets into a fight to gain teacher attention

What we know about behavior….What we know about behavior….


• Classroom environment -seating -noise level -disruptions

• Child-specific condition -medication -allergies -sickness -anxiety -fatigue

• Setting events -peer issue

-teacher interaction -new person(s)

• Instruction/curriculum -work too hard -work too easy

-transitions -directions

-assignment -no choices

Problem behaviors are context related(respond to environmental or ecological events)

What we know about behavior…..What we know about behavior…..


•To get something (power, attention, approval)

•To avoid (escape) something (teachers, class work, a situation)

•To have control

The function of a behavior is not theproblem - new behaviors that aretaught should serve the same function

Problem behaviors serve a function



Problem behaviors have multiple causes

More than one need is often met

through one behavior


Billy hits

Teacherattention

Escape

Revenge

Peer attention

Power

Avoidance


• Fixing problems does not lead to desired outcomes:

“If you stop swearing, you will have a job….” “Finishing work will get you a friend……”

• If we do not teach children what to do instead of what they are doing,

they will continue to do what they do –ooooooooooo


and get better at it


Aantecedent

Aantecedent

BbehaviorB

behavior

Cconsequence

Cconsequence


The consequence of a behavior affects whether

it happens again

We can manipulate antecedents in the environment to:Increase positive behaviorReduce misbehavior

Aantecedent

Aantecedent

BbehaviorB

behavior

Cconsequence

Cconsequence


Aantecedent

Aantecedent

A cause, course, or event that influences the development of a behavior or behaviors:•Size of an environment•Number of people in it•Specific event, time of day, etc.


Bbehavior

Bbehavior

What one does in response to the event, cause or condition. Behavior (positive or negative) fulfills a specific need for a child

Antecedent: The work is too hard (I don’t want to do it)

Behavior: I throw my chair


Cconsequence

Cconsequence

What happens as a result of a behavior that affects whether it is likely to happen again

If the consequence of a behavior meets a need, the behavior is likely to be repeated

Antecedent: The work is too hard Behavior: I throw my chair

Consequence: The teacher gets angry. I get sent to the office. I do not do the work

What can we predict about this behavior?

Did the behavior meet a need?


Aantecedent

Aantecedent

A classmate took John’s lunch money, then told him that a group of friends would be “waiting for him” as soon as school was out


John had an incident while waiting for the bus for school:

Bbehavior

Bbehavior

John refused to work in his math class that morning. When prompted to get on task, he told the teacher to “get lost,” then swore and left the room

Antecedent: The bus stop incident, and implied threat

Behavior: John was rude, swore, left the room


Cconsequence

Cconsequence

John was suspended from school for the balance of the day and three additional days for swearing, leaving the classroom, and refusing teacher direction

Antecedent: The bus stop incident and implied threatBehavior: John was rude, swore, and left the room

Consequence: Suspension from school for 3 ½ days


What alternative consequences might be tried? C

consequence

Cconsequence

How likely is it that this behavior will be repeated?

What lesson is John likely to learn from his consequence?

Why did John misbehave?

Do we really know?

A few questions…..


Begin with simple rules (2-5)

– e.g. Be respectful of others

– Describe what the rules mean in specific terms

• Respect means speaking in normal voice tone

• Respect means hands/feet to yourself

– Provide instruction about what to do instead

State your expectations for behavior

Provide examples of expected behavior

Teach the behavior you expect…..Teach the behavior you expect…..


Discuss and model the expected behaviors:– At home and in the actual locations – Re-teach regularly

Be sure the expectation is positive:– “once you have finished your chores,

you may go to Mary’s house”– not “you cannot go to Mary’s house until

the chores are finished…”

Teach the behavior you expect…..Teach the behavior you expect…..


Homework, school work, and chores Time management

• Define and teach routines the child will use– Provide a checklist of activities that child can

mark off as completed– Begin on time (other tasks out of the way)– Have materials ready– Stay with the task until completed

Teach children to self manage behaviorTeach children to self manage behavior


Teach children to self manage behaviorTeach children to self manage behavior


Homework, school work, and chores Attitude

• Be respectful (demonstrate!)• Have materials ready for

the work being addressed• Ask for help when needed

Teaching is not always enough to change behavior over the long haul

Children need to be recognized and rewarded when they are meeting the expectations that have been established

Positive recognition (rewards, other reinforcements, praise) must occur more frequently than negative recognition (at least a 4 to 1 ratio)

Provide meaningful positive incentivesProvide meaningful positive incentives


It is a way of collecting data on why a child has problem behaviors

Problem behaviors generally occur in relationships between the child and the

environment

Functional Assessment: Because…..


©PACER Center, Inc. 1999

IEPs should include behavior goals andpositive behavior interventions

Positive behavioral interventions are based on functional behavioral assessment



©PACER Center, Inc. 1999

Special education decisions are to be driven by data, not opinion or belief systems

Where’s the Data?



Functional assessment: when?Functional assessment: when?


When a child’s behaviors do not respond to the interventions used with all students, or

When the team cannot provide data that supports why inappropriate behaviors occur, or

When a child is repeatedly disciplined for behaviors that do not improve, then

The team should request FBA as part of

initial or ongoing evaluation

Functional behavior assessmentFunctional behavior assessment


NOT a list of misbehaviors, but an effort to determine why a behavior occurs

FBA:• helps the team to understand the

purpose that a behavior serves for a child• guides decision-making• leads to intervention strategies• required for removals beyond 10 days• useful when behaviors have not responded to

standard interventions

Identify the behavior of concern

Where does it occur and not occur?

Antecedents (what happens beforehand)?

Possible reasons for the behavior (hypotheses)?

What does the student “get” from it (the reinforcer)?

What replacement behaviors can be taught to the child that serve the same function?

Is there a consistent pattern? Is it predictable?

FBA: Typical StepsFBA: Typical Steps© PACER Center Inc., 2006

Make changes in the environment (seating, etc.)

Opportunities to make choices

Adaptations/modifications in curriculum

Teacher adapts instructional style

Teach appropriate pro-social behaviors

Behavior intervention plan or crisis plan, using the data acquired through functional assessment

Reinforcement for appropriate behavior

General interventionsGeneral interventions© PACER Center Inc., 2006

© PACER Center Inc., 2006

Section of FBA: NOT “Billy is disruptive”Section of FBA: NOT “Billy is disruptive”

During one observation, Billy was asked by another student to return to his seat; he then threw that student’s papers onto the floor

During one observation, Billy was asked by another student to return to his seat; he then threw that student’s papers onto the floor

BUT: Billy is out of his seat an average of 6x per class hour (class average .75). The greatest frequency (9x) is in math and geography, the lowest (2x) is in art

BUT: Billy is out of his seat an average of 6x per class hour (class average .75). The greatest frequency (9x) is in math and geography, the lowest (2x) is in art

When out of his seat, Billy tries to engage other children in conversation. If ignored, he pokes at or touches them or their belongings

When out of his seat, Billy tries to engage other children in conversation. If ignored, he pokes at or touches them or their belongings


Billy pokes at other kids when they ignore him…..Billy pokes at other kids when they ignore him…..

Hypotheses:Billy does not know how to make friendsBilly is trying to get attention (from the teacher or students)

Hypotheses:Billy does not know how to make friendsBilly is trying to get attention (from the teacher or students)

Hypotheses:Math is too hardBilly does not understand directionsBilly cannot read the math bookToo many problems on page; Billy is overwhelmedBilly needs breaks during academic activities

Hypotheses:Math is too hardBilly does not understand directionsBilly cannot read the math bookToo many problems on page; Billy is overwhelmedBilly needs breaks during academic activities

Billy has a hard time staying seated during math…Billy has a hard time staying seated during math…


Billy stays in his seat more during art…..Billy stays in his seat more during art…..

Hypotheses:Billy likes art, or is good at artBilly needs hands-on activitiesBilly works well with color

Hypotheses:Billy likes art, or is good at artBilly needs hands-on activitiesBilly works well with color

Hypotheses:Billy is boredBilly wants the teacher’s attentionBilly wants the other children to like himBilly does not have good problem-solving skills

Hypotheses:Billy is boredBilly wants the teacher’s attentionBilly wants the other children to like himBilly does not have good problem-solving skills

Billy tries to engage other children in talking. If ignored, he pokes at them or their belongings ….

Billy tries to engage other children in talking. If ignored, he pokes at them or their belongings ….


Required in IDEA

Builds positive relationships

Encourages new behaviors

Reinforces skills (maintenance)

Increases self-satisfaction and optimism among youth, parents, and teachers

Why Focus on Positive Interventions?Why Focus on Positive Interventions?


Positive Interventions.…Positive Interventions.…

Teaching by itself does not change behavior Behaviors take time to become habits Children need positive reinforcement over time Must be used more frequently than punishment

Teaching by itself does not change behavior Behaviors take time to become habits Children need positive reinforcement over time Must be used more frequently than punishment

And Meaningful Consequences….And Meaningful Consequences….

Help change and maintain behavior across time Consequences must —

Be clearly stated and communicated Be logical – bear a relationship to the behavior Apply universally to all

Help change and maintain behavior across time Consequences must —

Be clearly stated and communicated Be logical – bear a relationship to the behavior Apply universally to all


Building the IEP Building the IEP

Do the goals address:

academic support? mental health needs?behavioral needs?

Does the child need:an FBA?related services? a behavior intervention

plan (BIP)?a crisis plan?


Behavior Intervention Plan Behavior Intervention Plan

Effective re-teaching of the expected behavior Rewards and consequences that are personally

meaningful to a child (no two plans are alike) Opportunities to self-manage behaviors

Positive behaviors are not maintained over time with mood rings and stickers

Self-management skills facilitate pro-social skills Self-management skills lead to generalization

Effective re-teaching of the expected behavior Rewards and consequences that are personally

meaningful to a child (no two plans are alike) Opportunities to self-manage behaviors

Positive behaviors are not maintained over time with mood rings and stickers

Self-management skills facilitate pro-social skills Self-management skills lead to generalization

BIP, PBI, BSP, etc.: A plan by any name, should be positive and instructive, based on FBA, and address—

BIP, PBI, BSP, etc.: A plan by any name, should be positive and instructive, based on FBA, and address—


Developing a BIP: ConsiderationsDeveloping a BIP: Considerations

Are changes needed in the classroom (seating arrangement, instructional approach, grouping, curriculum, etc.)?

Are changes needed in the classroom (seating arrangement, instructional approach, grouping, curriculum, etc.)?

Is the child able to perform the desired replacement behaviors? Is the child able to perform the desired replacement behaviors?

Will the child receive as much reinforcement from using the replacement behaviors as from using the problem behaviors?

Will the child receive as much reinforcement from using the replacement behaviors as from using the problem behaviors?

Do the replacement behaviors serve the same function as the problem behaviors?

Do the replacement behaviors serve the same function as the problem behaviors?

Will replacement behaviors be specifically taught, reinforced? Will replacement behaviors be specifically taught, reinforced?

Will new behaviors be reinforced across environments? Will parents, teachers and others use similar reinforcement systems?

Will new behaviors be reinforced across environments? Will parents, teachers and others use similar reinforcement systems?


Positive interventionsPositive interventions

Many high school youth with behavior issues dislike authority, including the police. In one classroom, a teacher invited a mother to bring her baby to school and talk with the students about her dreams and plans, and the kind of community she wanted for her child.

The entire class had the opportunity to play with the baby and ask questions of the mother.

Two weeks later, the mother returned to the school - in her police patrol uniform.

She used the new visit to talk about her expectations for students if they were stopped by the police for any reason.

Many high school youth with behavior issues dislike authority, including the police. In one classroom, a teacher invited a mother to bring her baby to school and talk with the students about her dreams and plans, and the kind of community she wanted for her child.

The entire class had the opportunity to play with the baby and ask questions of the mother.

Two weeks later, the mother returned to the school - in her police patrol uniform.

She used the new visit to talk about her expectations for students if they were stopped by the police for any reason.


Positive interventionsPositive interventions

A teacher kept a money jar in her classroom. For positive student acts, she put a nickel in the jar.

When the jar was full, students could spend the money. The catch: half was to be spent on someone the students professed not to like (often the assistant principal).

The students had to learn about the person they chose, and had to research what they thought that person would like. They purchased and presented a box of doughnuts with an accompanying note from the class.

Later, students found their note framed, hanging on the wall of the recipient.

A teacher kept a money jar in her classroom. For positive student acts, she put a nickel in the jar.

When the jar was full, students could spend the money. The catch: half was to be spent on someone the students professed not to like (often the assistant principal).

The students had to learn about the person they chose, and had to research what they thought that person would like. They purchased and presented a box of doughnuts with an accompanying note from the class.

Later, students found their note framed, hanging on the wall of the recipient.


Planned ignoring: plan ahead of time to ignore specific behaviors that are directed at gaining the attention of the teacher or others. Do not use for peer problems. Ignoring takes practice - you must plan to do it! Planned ignoring may work for-

calling out answers in class not having materials ready for class interrupting the teacher whistling or humming

Provide the attention a child is seeking when he or she displays appropriate behaviors.

Planned ignoring: plan ahead of time to ignore specific behaviors that are directed at gaining the attention of the teacher or others. Do not use for peer problems. Ignoring takes practice - you must plan to do it! Planned ignoring may work for-

calling out answers in class not having materials ready for class interrupting the teacher whistling or humming

Provide the attention a child is seeking when he or she displays appropriate behaviors.

Interventions that workInterventions that work



Preventive cueing (signal interference) - to alert the child who is doing something unacceptable

A frown, shake of the head, making eye contact, pointing to a seat for a wandering student, or snap of the fingers can convey the need to pay attention or to stop behaviors before they escalate

Do not show approval when using preventive cueing

Preventive cueing (signal interference) - to alert the child who is doing something unacceptable

A frown, shake of the head, making eye contact, pointing to a seat for a wandering student, or snap of the fingers can convey the need to pay attention or to stop behaviors before they escalate

Do not show approval when using preventive cueing



Proximity control - stand closer to the child who is beginning to have a problem with behavior. Less effective, move child closer to the teacher

Be sure that proximity is not seen as a threat to the child

Use during question/answer periods or when giving directions; may pair this interventions with “preventive cueing” for some students

Proximity control - stand closer to the child who is beginning to have a problem with behavior. Less effective, move child closer to the teacher

Be sure that proximity is not seen as a threat to the child

Use during question/answer periods or when giving directions; may pair this interventions with “preventive cueing” for some students



Touch control - light, non-aggressive physical contact, such as

placing a hand on the shoulder of student or

taking a child’s hand to lead him or her back to the desk, etc.

To use touch control, a teacher must be sensitive to the needs of individual students, as some may perceive any form of touch as aggression!

Touch control - light, non-aggressive physical contact, such as

placing a hand on the shoulder of student or

taking a child’s hand to lead him or her back to the desk, etc.

To use touch control, a teacher must be sensitive to the needs of individual students, as some may perceive any form of touch as aggression!



Nonverbal warnings - Place cue cards inconspicuously on a youth’s desk as a reminder to change the behavior, or point to the posted rules.

Discipline privately, whenever possible, not before the child’s peers. Students can gain power from daring to “take on” the teacher in a disagreement

Humor - a lighthearted comment or joke (never ridicule) can let a student “save face” who is in a confrontational situation with an adult.

Nonverbal warnings - Place cue cards inconspicuously on a youth’s desk as a reminder to change the behavior, or point to the posted rules.

Discipline privately, whenever possible, not before the child’s peers. Students can gain power from daring to “take on” the teacher in a disagreement

Humor - a lighthearted comment or joke (never ridicule) can let a student “save face” who is in a confrontational situation with an adult.



Positive phrasing: Let a child know exactly what behavior is expected, not just what is not expected

State the reinforcement for carrying out the desired behavior “You will be able to go outside

with friends during recess if you keep your hands on the desk during discussion” or

“I will call on you to answer as soon as you raise your hand”

Positive phrasing: Let a child know exactly what behavior is expected, not just what is not expected

State the reinforcement for carrying out the desired behavior “You will be able to go outside

with friends during recess if you keep your hands on the desk during discussion” or

“I will call on you to answer as soon as you raise your hand”



Use “I” Messages. A 3-part verbal intervention to help child understand impact of behavior:

Describe the behaviorDescribe its effect on parent, teacher or othersDescribe your feelings about the misbehavior When you interrupt, I can’t hear others I am unhappy because I want everyone to have

a chance to have a turn Caution: When children do not like their teacher,

“I” messages may cause an increase in the behavior

Use “I” Messages. A 3-part verbal intervention to help child understand impact of behavior:

Describe the behaviorDescribe its effect on parent, teacher or othersDescribe your feelings about the misbehavior When you interrupt, I can’t hear others I am unhappy because I want everyone to have

a chance to have a turn Caution: When children do not like their teacher,

“I” messages may cause an increase in the behavior



Behavioral Shaping: Reinforce behavior that is close to the desired behavior, then raise the criteria for reinforcement in small steps until reaching desired goal

Reinforce learning. Go over rules and expectations daily, demonstrate if necessary. Remind child of the rules, “Remember, the rules say that you are not to interrupt others.” Reminders that do not redirect the behavior must be followed with meaningful consequences

Behavioral Shaping: Reinforce behavior that is close to the desired behavior, then raise the criteria for reinforcement in small steps until reaching desired goal

Reinforce learning. Go over rules and expectations daily, demonstrate if necessary. Remind child of the rules, “Remember, the rules say that you are not to interrupt others.” Reminders that do not redirect the behavior must be followed with meaningful consequences



Give attention to children who are performing well, so that other children can hear

Encourage youth to ask for help but do not withhold it for youth who are too shy or angry to ask

Find opportunities for child to be of service - line leader, food drives, etc.

Provide advance notice of a change in activities; give reminders

Give attention to children who are performing well, so that other children can hear

Encourage youth to ask for help but do not withhold it for youth who are too shy or angry to ask

Find opportunities for child to be of service - line leader, food drives, etc.

Provide advance notice of a change in activities; give reminders



Place low priority behavior before high priority behavior - such as scheduling spelling before recess

Teach youth how to keep track of their own behaviors (self-monitoring; a check sheet to show frequency and occurrence of a specific behavior)

Move about the classroom. Acknowledge anything a child has done acceptably well

Place low priority behavior before high priority behavior - such as scheduling spelling before recess

Teach youth how to keep track of their own behaviors (self-monitoring; a check sheet to show frequency and occurrence of a specific behavior)

Move about the classroom. Acknowledge anything a child has done acceptably well

Documents

Positive Behavioral Interventions and IDEA 2004: New opportunities for teaching and learning PACER Executive Director: Paula F. Goldberg ALLIANCE Co-Directors:Sue