Prevent,  Teach,  and  Reinforce:    Promo4ng  Student  Use  of  Expected  

Behaviors  2014-­‐2015  Regional  Forum  

 presented  by:    

and  the    

Regional  Special  Educa4on  Technical  Assistance  Support  Center  

•  From  the  NYS  PBIS  TAC  &  the  RSE-­‐TASC  

•  Details…    1.  registra?on  

 2.  flash  drive  

 3.  handouts    

 4.  restrooms,  breaks,  lunch  

 5.  evalua?ons  

PBIS  Training  Expecta?ons  EXPECTATION   BEHAVIOR  

BE  RESPONSIBLE  

 Make  yourself  comfortable     Take  care  of  your  needs   Return  quickly  and  quietly   Tell  us  your  ques4ons  

BE  RESPECTFUL  

 Turn  cell  phones  off  or  to  “vibrate”   Listen  to  others  aZen?vely   Contribute  to  the  team   Follow  up  on  assigned  tasks    

BE    ENGAGED  

 Share  your  passion   Take  notes     Plan  with  your  team   Have  FUN!!!!  

3  

Resources  -­  Flash  drive    

Goals  •  Learn  how  to  u4lize  the  

supports  embedded  in  Tiers  Two  and  Three  of  the  PBIS  model  

•  Understand  how  the  behavior  pathway  unfolds  and  influences  the  environment  

•  Understand  how  to  u4lize  the  behavior  pathway  to  intervene  and  shape  behavior  

•  Learn  how  to  prevent,  teach,  and  reinforce  func4onally  related  replacement  behaviors  

Positive Behavioral Interventions and Supports

Tier 3: FBA process is initiated when previous interventions tried have been unsuccessful. Tier 2: Small group strategies or low level targeted interventions should be tried and data collected. Tier 1: Strong classroom management and school policy is the first line of defense for ALL students.

PRACTICES

Supporting Staff Behavior

Supporting Student Behavior

OUTCOMES

Supporting Social Competence & Academic Achievement

Supporting Decision Making

Integrated Elements

Thinking  About  Interven?on  Levels/Tiers    

Primary (T1) Secondary (T2) Intensive (T3)

Instruction/ Intervention Approach

Comprehensive research-based curriculum

Standardized, targeted small-group instruction

Individualized, based on student data

Group Size Class-wide (with some small group instruction)

3–7 students 1 student

Monitor Progress

1x per term At least 1x per month

Weekly

Population Served

All students At-risk students Significant and persistent learning needs

How can Positive Behavior Interventions and Supports (PBIS) support individuals who exhibit

challenging behavior? –  Learn how to utilize Tier Two Interventions to meet the needs of

students who are not responding to Tier 1 supports.

–  Learn how to utilize Tier Three Interventions to meet the needs of students who have not responded to the combination of Tier 1 and Tier 2 Supports.

•  Learn about the SCIENCE behind behavior –  Setting Events, Antecedents, Consequences and Functions

•  Learn about techniques to help PREVENT setting events and antecedents from triggering behaviors

•  Learn about how to TEACH functionally equivalent replacement behaviors

•  Learn how to respond to inappropriate behavior and REINFORCE the use of a replacement behavior

Data  Based  Individual  

Evalua?on  (DBI)  

1.  Secondary  interven?on  program,  delivered  with  greater  intensity  

2.  Progress  monitoring  

3.  Informal  diagnos?c  assessment  

4.  Adapta?on  

5.  Con?nued  progress  monitoring,  with  adapta?ons  occurring  whenever  needed  to  ensure  adequate  progress  

Check  In/Check  Out(CICO)  Small  group  interven4on  

•  Systema?c  performance  feedback    

•  Daily  organiza?onal  and  behavioral  support    

•  High  rates  of  posi?ve  adult  aZen?on  

•  Posi?ve  communica?on  link  between  home  and  school  

•  Sets  students  up  for  success  each  morning  and  can  be  faded  to  develop  student  self-­‐management.  

Who  is  CICO  for?  

•  Students  who  con?nue  to  demonstrate  problems  aaer  PBIS  universal  supports  are  in  place  

–  Students  with  2-­‐5  office  discipline  referrals  

•  Need  increased  levels  of  structure,    rou?ne,  and  feedback  

•  Demonstrate  paZerns  of  behavior  that  are  func?onally  related  to  obtaining  aXen4on  

•  Low  levels  of  disrup?on  –  Talk  out/Talk  back  –  Unprepared  –  Non-­‐compliant  

Basics  of  CICO  1.  Morning  Check-­‐In  (Get  

Daily  Progress  Report  DPR)  

2.  Regular  Teacher  feedback  throughout  the  day  

3.  End  of  the  day  check-­‐out  

•  Tally  and  record  points  

•  Receive  recogni?on  

4.  Data  collec?on  and  progress  monitoring  

5.  Take  DPR  home  and  return  signed  copy  

Elementary  Example  of  DPR  

0= Not Yet 1= Good 2= Excellent

Be Safe Be Respectful Be Your Personal Best Teacher initials

Keep hands, feet, and objects to self

Use kind words and actions

Follow directions Working in class

Class 0 1 2 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

Lunch 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Check-­‐in  Check-­‐out  Cycle  

Weekly  Progress  Monitoring  

Data  Based  Decisions  

Program  Update  

EXIT  

Tier  Two  Interven4on  

Morning  Check-­‐In  

A[ernoon  Check-­‐out  

Home  Check-­‐In  

Class Check in

Class Check out

Teacher Checks  

Morning  Check-­‐in  •  Consistent  loca?on  (same  place,  same  ?me)  

•  Begin  with  posi?ve  gree?ng  Hello  JaQuan  it  is  so  nice  to  see  you!  

•  Ask  probing  ques?ons  How  was  your  night  at  home?  Did  you  get  your  homework  done?  How  are  you  feeling  today?  

•  Address  any  poten?al  sejng  events  I  can  imagine  last  night  was  difficult.  How  can  we  plan  to  have  a  good  day  today?  What  can  we  do  to  make  sure  we  are  mee?ng  expecta?ons?  

•  Prompt  the  student  to  get  DPR  

•  Reminder  of  expecta?ons  Be  Respeckul  Be  Safe  Be  a  Problem  Solver  

Throughout  the  day  •  Student  carries  DPR  

•  All  teachers  greet  and  pre-­‐corrects  as  antecedent  strategies  •  Hello  JaQuan,  nice  to  have  you  in  class  today.  •  We  want  to  make  sure  that  you  are  following  expecta?ons  in  class,  so  lets  review  

what  we  need  to  do  today.  Be  Respeckul,  Be  Safe,  Be  a  Problem  Solver  

•  Establish  criteria  for  prompts  and  points  •  If  you  raise  your  hand,  use  an  appropriate  tone  of  voice,  and  ask  for  help  when  

needed,  you  will  earn    full  points  for  being  respeckul.  •  If  you  follow  direc?ons,  keep  personal  space,  and  take  a  break  when  needed,  you  

will  earn  full  points  for  being  safe.  •  If  you  use  a  problem  solving  strategy  (look  at  the  board,  read  direc?ons,  ask  a  

peer  or  teacher  for  help)  when  you  have  a  problem,  you  will  earn  full  points  for  being  a  problem  solver.  

•  Teacher  provides  feedback  (posi?ve,  correct  ac?on,  posi?ve)and  students  earn  points  •  JaQuan  you  did  a  great  job  of  mee?ng  the  Be  Respeckul  and  Be  Safe  

expecta?ons.  •  JaQuan  you  struggled  with  being  a  problem  solver  when  you  did  not  have  all  the  

materials  for  the  ac?vity.    How  can  you  be  a  beZer  problem  solver  tomorrow?  •  JaQuan,  you  should  be  proud  of  yourself  for  earning  full  points  for  the  

expecta?ons  of  Be  Respeckul  and  Be  Safe.  

End  of  the  day  Check-­‐Out  

•  Consistent  loca?on  (same  ?me,  same  place)  

•  Adult  posi?ve  gree?ng  So  nice  to  see  you  at  the  end  of  the  day  JaQuan!  

•  Total  points,  calculate  percentage  and  enter  data  •  Your  total  points  for  the  day  are  ___________  •  Your  percentage  for  the  day  is        ___________  

•  Daily  or  weekly  reinforcements  for  mee?ng  goals  •  JaQuan  you  are  working  towards  __________  

•  Quick  debrief  with  student  •  I  see  you  meet  expecta?ons  in  English  and  Social  Studies.  What  did  you  do  to  be  

successful  there?  •  You  had  some  difficulty  in  Math.    What  were  some  roadblocks  to  being  successful  

there?  •  How  can  you  improve  your  total  points  and  percentage  tomorrow?  

•  Provide  parent  communica?on  •  Make  sure  to  share  and  talk  about  your  DPR  with  an  adult  at  home  and  get  the  

DPR  signed.    

Turn  &  Talk    

•  In  groups  of  three,  take  turns  prac4cing  the  cycle  of  Check-­‐in  Check-­‐Out  based  on  the  provided  scenario.  

•  Have  one  par4cipant  take  on  the  role  of  the  adult,  one  par4cipant  take  on  the  role  of  the  child,  and  the  third  par4cipant  will  provide  feedback  on  the  interac4on.    

•  Rotate  through  the  roles  and  stages  of  CICO  

–  Morning  Check-­‐In    

–  Throughout  the  Day  Check-­‐In  

–  End  of  the  Day  Check-­‐  Out  

Sample  Behavioral  Progression  With  Check  In/Check  Out  

20

Tier  2  ~  Small  Group  Interven?ons    (approx.  2-­‐10  students)    

Social  Skills  Groups  

•  Provides  specific  social  skills  training/instruc?on,  based  on  the  student’s  iden?fied  func?on  of  behavior    

•  Can  be  used  to  teach  replacement  social  behaviors  iden?fied  from  the  school-­‐wide  matrix  (desired  behaviors)  

Academic  Interven4on  Groups  

•  Teach  students  specific  skills  that  they  should  be  using  in  place  of  the  inappropriate  behaviors.    For  example,  how  to  use  graphic  organizers  or  a  step  sheet  to  support  work  comple?on  

Who  are  these  interven?ons  for?  Social  Skills  Group  

•  Students  who  consistently  demonstrate  the  inability  to  interact  appropriately  with  peers  or  adults  in  academic  and  non  academic  sejng  

•  Students  who  would  benefit  from  direct  instruc?on  on  targeted  skills  

Academic  Interven4on  Groups  

•  Students  who  consistently  demonstrate  inappropriate  or  escape/avoid  behaviors  when  presented  with  a  specific  academic  task  

•  Students  who  benefit  from  direct  instruc?on  on  targeted  academic  skills  to  help  remove  the  “academic  antecedent”  

Set  up  of  Small  Interven?on  Groups  •  Focus  on  one  skill  

interven4on  at  a  4me  –  Provide  3  or  4  adapta4ons  of  skill  

•  3  to  6  students  

•  Min.  45  mins/Max.  60  mins  

•  2  or  3  x  per  week  for  8  weeks  

•  Booster  sessions  every  2  –  4  weeks  

       AZendance  

       Punctuality  

       Par?cipa?on  

       Confiden?ality

 

       Good  Listener

 

       Correc?ve  Feed

back  

       Homework    

Social  Skills                  and/or            Academic  Deficit?  •  Peer  rela4ons    

•  Complimen?ng  others,  offering  help,  invi?ng  peers  to  play  

•  Self-­‐management  skills    •  Controlling  temper,  following  rules,  

compromising  

•  Academic  skills    •  Comple?ng  work  independently,  

listening  to  teacher  direc?on,  producing  acceptable  quality  work  

•  Compliance  skills    •  Following  direc?ons,  following  rules,  

using  free  ?me  appropriately  

•  Asser4on  skills    •  Ini?a?ng  conversa?on,  

acknowledging  compliments  

•  Acquisi4on  Deficit  •  Absence  of  knowledge  for  

execu?ng  skill  or  failure  to  discriminate  which  skills  are  appropriate  in  specific  situa?ons  (can’t  do)  

•  Performance  Deficit  •  Skill  is  present  in  repertoire,  

but  student  fails  to  perform  at  acceptable  levels  (won’t  do)  

•  Fluency  Deficit  •  Lack  of  exposure  to  sufficient  or  

skilled  models,  insufficient  rehearsal    or                                      low  rates  or  inconsistent  delivery    of  reinforcement  of  skilled  performances  

Sample  Social  Skills  Session   Time  

Greet  students  and  introduce  session  goal(s)   5  

Define  the  featured  social  skill   3  

Ini?ate  “Tell”  phase  1.  Provide  learning  objec?ve  for  featured  social  skill  2.  Introduce  the  skill  by  asking  how  it  will  be  helpful  to  students  and  situa?ons  in  which  they  could  

use  the  skill.  3.  Define  a  specific  skill.  4.  Discuss  why  the  skill  is  important.  5.  Outline  steps  for  performing  the  behavior.  

5  

Ini?ate  “Show”  phase  1.  Model  the  behavior  (posi?ve  and  nega?ve)  2.  Model  discreetly  each  of  the  major  steps  for  enac?ng  the  featured  skill.  3.  With  student  helper,  direct  a  role  play  of  a  typical  situa?on.  4.  Lead  a  discussion  of  alterna?ve  behaviors  to  accomplish  the  social  behavior  objec?ve.  

10    

Ini?ate  “Do”  phase  with  role-­‐play  1.  Ask  students  to  define  the  skill  2.  Ask  students  to  state  the  steps  required  to  accomplish  the  skill  3.  Repeat  cri?cal  steps  for  enac?ng  the  behavior.  4.  Ask  students  to  model  the  skill  in  role  plays.  5.  Ask  other  students  to  provide  feedback  for  the  student  using  the  skill  in  the  role  plays  

15    

Review  and  provide  homework  assignment   5    

Provide  feedback  about  group’s  performance  and  specify  date/?me  for  next  session   2    

Sample  Academic  Interven4on  Session   Time  

Greet  students  and  introduce  session  goal(s)   5  

Define  the  featured  academic  skill   3  

Ini?ate  “Tell”  phase  1.  Provide  learning  objec?ve  for  featured  academic  skill  2.  Introduce  the  skill  by  asking  how  it  will  be  helpful  to  students    3.  Define  a  specific  academic  skill.  4.  Discuss  why  the  academic  skill  is  important.  5.  Outline  steps  for  performing  the  academic  skill.  

5  

Ini?ate  “Show”  phase  1.  Model  the  academic  skill  2.  Model  discreetly  each  of  the  major  steps  for  enac?ng  the  featured  skill.  3.  Lead  the  student  through  guided  prac?ce  of  mul?ple  demonstra?ons  of  the  academic  skill.  4.  Lead  a  discussion  of  alterna?ve  academic  skills  that  could  also  be  used  to  achieve  the  objec?ve  

10    

Ini?ate  “Do”  phase    1.  Ask  students  to  define  the  skill  2.  Ask  students  to  state  the  steps  required  to  accomplish  the  skill  3.  Repeat  cri?cal  steps  for  the  academic  skill.  4.  Ask  students  to  model  the  skill  through  independent  prac?ce.  5.  Provide  feedback  for  the  student  on  their  independent  use  of  the  skill  

15    

Review  and  provide  homework  assignment   5    

Provide  feedback  about  group’s  performance  and  specify  date/?me  for  next  session   2    

                                   Turn  &  T

alk  

•  Within  your  groups,  develop  a  “sample  lesson  plan”  for  a  social  skills  group.    

•  Develop  the  “tell,  show,  and  do”  components  of  the  skill.  

Pick  from  one  of  the  social  skills    

•  Peer  rela4ons    •  Self-­‐management  skills    

•  Academic  skills    •  Compliance  skills    

•  Asser4on  skills    

Small  Group    Interven?on  Progression  

Tier  Three  Supports  •  Behavior  Interven?on  Plan  (BIP)  

•  Wraparound    

•  Student  Targeted  Aggression  Replacement  Training  (START)  

•  Rehabilita?on,  Empowerment,  Natural  Supports,  Educa?on,  and  Work  (RENEW)  

•  Special  Educa?on    Services  –  Individualized  Educa?on  Program  

We  will  be  focusing  on  the  behavior  pathway  and  the  development  of  a  BIP  because  the  other  Tier  Three  Supports  are  

mul?-­‐dimensional  and  beyond  the  scope  of  this  training  

What is behavior? •  An observable activity in a human that unfolds

in a predictable sequence

•  Most behaviors are externally observable (can be seen) – Smiling – Hitting – Crying –  Laughing

•  Behaviors that are observable can be clearly defined and measured (counted or timed)

Behavioral Pathway

Setting Event Triggering

Antecedent Problem Behavior

Maintaining Consequence

Problem Behavior

Hypothesis: When (setting event) occurs, and (the antecedent happens) the (problem behavior) because in order to (function).

Behavioral  Pathway  

5.  FUNCTION  

Why  the  student  

engages  in  the  behavior  

4.  Sedng  Events   2.  Triggering  Antecedents  

3.  Maintaining  Consequences  

1.  Problem  Behavior  

Following  events  that  maintain  

behaviors  of  concern  

Preceding  events  that  trigger  or  occasion  

Set  of  related  

behaviors  of  concern  

Infrequent  events  that  affect  value  of  main.  conseq.  

Hypothesis: When (setting event) occurs, and (the antecedent happens) the (problem behavior) because in order to (function).

Se#ng  Events  

“Could  someone  help  me  with  these?      I’m  late  for  math  class.”  

Sejng  Events  Sedng  events  help  explain  why  people  respond  differently  at  different  

4mes  when  presented  with  the  same  set  of  events  or  triggers.  

•  Fa?gue  (lack  of  sleep)    •  Staffing  paZern  •  Previous  conflict    •  Transi?ons  

–  Changes  in  rou?nes  •  Time  of  day  

–  Mornings/Aaernoons  

•  Day  of  Week    –  Mondays  and  Fridays  

•  Feelings  of  inadequacy  •  Changes  in  other  

environments  –  Spending  the  night  with  one  

parent  versus  another  

•  Challenges  due  to  a  disability  

•  Hunger  (lack  of  food)  •  Illness/Allergies  •  Medica?ons  

–  Side  Effects  –  Wearing  Off  

•  Trauma?c  event  •  Seasonal  

–  Winter  Months  

–  Holiday  Time  

–  Rainy/Gloomy  Weather  

Antecedents  

Factors    Antecedents  trigger    behaviors.      

Observable  and  measurable  characteris4cs  of  the  environment  that  are  present  (immediately)  prior  to  the  occurrence  of  the  behavior  

Physical  Sejng   Over/under  sensory  s?mula?on:  noise,  crowding,    temperature;  missing  or  present  materials,  furniture  configura?ons,  work  and  space  organiza?on  

Social  Sejng   Guest  teacher,  people  present  or  absent,  interac?on    paZerns  in  or  around  the  student  

Academic  Factors   Mismatch  between  instruc?onal  materials/teaching  strategies  and  student  learning  profile.  

Scheduling  Factors   Lack  of  explicitly  stated/taught    procedures,  absence  of  a  visual  schedule,  unan?cipated  changes  to  t  he  rou?ne,  specific  ?mes  within    the  schedule  (daily  or  class)  

Degree  of  Independence  

Mismatch  between  the  level  required  to  complete  a  task  independently  and  student  ability  

Degree  of  Par?cipa?on  

Group  size  (too  large/too  small),  subject,  loca?on  (class,  teacher),  frequency  of  par?cipa?on  (expecta?on  too  high/too  low)  

Social  Interac?on   Mismatch  between  student  need:  to  communicate  with  peers  and  ?me  alloZed  to  do  so;  to  receive  peer  aZen?on,  social  status,  or  respect  

Degree  of  Choice   Lack  of  choice-­‐making  opportuni?es,  choice  op?ons:  too  many,  too  broad  

Antecedents  have  a  directly  func?onal  cause/effect  (if  this,  then  that)  rela?onship  to  the  

occurrence  of  a  targeted  behavior  

WHERE  and  WHEN    the  behavior  occurs.  

–  Where=  Rou?nes  where  the  problem  behavior  is  most  likely    

–  When=  Specific  events  within  a  rou?ne  that  predict  the  problem  behavior    

–  Where  (Rou?ne),    When  (Antecedent)    Student  does  (Behavior)    

Examples  –  During  lunch,  when  told  to  shut  up  by  a  peer,  Ben  hits  the  student  

–  During  language  arts,  when  asked  to  read  aloud  in  class,  Tracy  gets  up  and  tells  jokes  

–  During  circle  :me,  when  praised  Jessie  starts  crying  

Consequences  or  Response  to  Behavior  

Consequences  or  Response  to  Behavior  

•  They  are  observable  and  measurable  events  in  the  environment  that  occur  following  behavior  

•  Consequences  are  func4onally  related  to  behavior.    The  behavior  is  said  to  prompt  environmental  consequences  (response  or  reac4on).  

•  Consequences  may,  in  turn,  sustain  or  strengthen  that  behavior  (reinforce),  or  weaken  or  suppress  that  behavior  (punish).  

Common  Responses  to  Behavior  Depending  on  the  func?on  of  the  student’s  behavior,  each  of  

these  responses  can  serve  to  either  reinforce  or  suppress  the  

behavior,  therefore  we  must  consider  func?on  carefully.  

•  teacher  aZen?on  (smiles,  prompts,  scolds)  

•  peer  aZen?on  

•  being  ignored  or  lea  alone  

•  being  sent  away  

•  gejng  a  toy,  or  a  good  grade  

•  a  sa?sfying  level  of  physical  ac?vity  

Func?on  

Behavior

Gain/ Obtain

Avoid/ Escape

Sensory Social Tangible or Preferred Activity

Adult Peer

Function Based Thinking “The WHY of Behavior”

Most  Common  Func?ons  of  Behavior  

 Obtain/  Get  :  

•  Peer  aZen?on  (posi?ve  or  nega?ve)  

•  Adult  aZen?on  (posi?ve  or  nega?ve)  

•  Desired  ac?vity  

•  Desired  object/  items  

•  Sensory  s?mula?on:  auditory,  

tac?le,  etc.  

To  Avoid/  Escape:  

•  Difficult  Task  

•  Boring  Task  

•  Easy  Task  

•  Physical  demand  

•  Non-­‐preferred  ac?vity  

•  Peer  

•  Staff  

•  Reprimands  

•  Sensory  S?mula?on  

•  Obtain/Get  Reinforcers  –  I  yell  because  others  look  at  me  –  I  fight  because  others  listen  to  me  –  I  wander  because  people  talk  to  me  –  I  hit  in  order  to  get  toys  from  other  

kids.  

•  Escape/Avoid  Aversives  –  I  cry  when  work  gets  hard  because  

someone  will  help  me  –  I  throw  a  book  during  math  class  

because  the  teacher  will  remove  me  from  class  

–  I  stand  out  of  the  way  during  PE  because  the  other  game  par?cipants  will  avoid  throwing  me  the  ball.  

Examples  of  Func?on  in  School  

Behavior  Pathway  Diagram    Elementary  Example  (JaQuan)  

Setting Events Triggering Antecedents

Maintaining Consequences

Problem Behavior

1 2 3 4

Slaps peer on the back

Sees peers playing with one another

Get/Obtain peer’s

attention (peer yells at

student)

No attention from peers

Func?on:  Get/Obtain  Peer  AZen?on  

Turn & Talk

Setting Events Triggering Antecedents

Maintaining Consequences

Problem Behavior

1 2 3 4

Function:

Read the following student scenarios and map the student’s behavior and determine the function of the student’s behavior

When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.

Setting event Antecedent Behavior Consequence

Misses 12:30 medication

Teachers make

multiple task demands

Sequoia makes negative self- statements &

writes profane language

Teacher sends Sequoia to

office for being disrespectful

What function? Avoid difficult tasks

Setting event Antecedent Behavior Consequence Caesar is

teased several times about his

hair by his friends before

class

His teacher stares at his hair in class

Caesar asks his teacher what she’s staring at

His teacher sends him to

in-school detention

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.

What function? Escape adult & peer attention

After developing a function based hypothesis....

We can then begin to consider:

•  How to prevent behaviors from occurring

•  Teach replacement behaviors

•  Use the principles of reinforcement to change behavior

Prevention-Setting Events & Antecedents What is OUT of your control in terms of classroom systems?

What is IN your control in terms of classroom systems?

Setting Events may be out of our control but we can try to lessen the impact of some common setting events

Setting Event Strategy Missed Breakfast

Make sure child has breakfast (i.e. school breakfast program)

Up late playing video games

Talk with parent about appropriate bed times & help them set up a “bed-time” reinforcement system at home Allow child to rest during “free times”

Evicted from home

Contact the school’s McKinney-Vento Coordinator

Running temperature

Have child check in with nurse

Did not take ADD medication

Provide alternative tasks Have nurse give medication at school

Transition Provide child a schedule and use predictable routines Preset a child 5 minutes prior to transition

Argued with peer at breakfast

Check in with adult in the cafeteria before the school day begins

Using  Posi?ve  Interac?ons  to  Prevent  or  Lessen  the  Impact  of  Antecedents  

•  Be  explicit  about  direc?ves  –  I  need  students  to  raise  their  hands  and  wait  to  be  

called  on  during  group  discussion.  

•  Acknowledge  students  who  are  complying  with  direc?ves  

–  I  like  how  Dylan  got  his  materials  out  and  is  wai?ng  quietly.  

•  Provide  a  non-­‐verbal  visual  or  cue  to  indicate  to  a  student  that  they  need  to  modify  their  behavior  

–  Tug  of  ear  

–  Hand  raised    

•  Try  to  maintain  at  least  a  4:1  ra?o  –  For  every  correc?ve  statement,  make  four  posi?ve  

statements  

Antecedent  Preven?on~  Can  I  add  or  modify?  Time   •  More/less  of  the  assignment  

•  Breaks  •  Chunking  •  Pacing  techniques  

Space   •  Proximity  •  Assigned  buddy  •  Study  carrel  •  Work  areas  clearly  iden?fied  

Instruc?on/  Materials  

•  Ability  level  •  Hands  on  •  Manipula?ves  •  Sequencing  trays  •  Notebook  organizers  •  Enlarged  print  

Interac?ons   •  Suppor?ve  •  Voice  volume  and  words  •  Posi?ve  self-­‐talk  •  Verbal  praise  

Func?onally  Equivalent  Replacement    Behaviors  (FERBs):  

•  Should  be  as  easily  performed  as  the  problem  behavior  

•  Should  be  taught  and  reinforced  

–  Behavior  skills  must  be  taught  as  inten?onally  and    systema?cally  as  academic  skills  are  taught  

•  May  become  unnecessary  once  environmental  supports  are  in  place  OR  the  student  has  learned  new  skills  OR  becomes  more  proficient  than  the  inappropriate  behvior  

•  Problem  behaviors  are  irrelevant  when  –  Child  doesn’t  need  to  escape  

anymore  –  Child  has  access  to  posi?ve  events  

more  commonly  

•  Problem  behaviors  are  inefficient  when  –  Alterna?ve  behavior  is  available  –  Alterna?ve  behavior  is  taught  

•  Problem  behaviors  are  ineffec4ve  when  –  Problem  behavior  NO  LONGER  

works-­‐  it  does  not  get  the  child  what  they  want  to  obtain  or  what  they  want  to  avoid.  

Func4on   Replacement  Behaviors  

Escape/Avoid   Ask  for  help  Ask  for  a  break  Express  need/concern  using  appropriate  words,  cards,  pictures,  or  signals  Ask  for  a  different  sejng  ,  choice  of  an  alterna?ve  task,  or  responsibility  Use  daily  or  weekly  “opt  out”  card  (a  pass  for  an  ac?vity  or  task)    Use  arm  gestures  to  express  need  for  personal  space  Request  ?me  with  teacher  or  counselor  

Seek  out  a  trusted  friend  

AXen4on   Raise  hand  Request  counseling  ?me  Ask  to  work  with  a  peer  Ask  for  a  high  five  Ask  for  a  turn  Request  opportunity  to  lead  lesson,  state  opinion,  help  others  etc  

Sensory   Use  appropriate  words  to  communicate  about  overwhelming  elements  Request  a  whole  class  or  individual  stretch  break  Use  predetermined  deep  ?ssue  ac?vity  (stress  ball,  hand  massage  etc)  Use  agreed-­‐upon  card,  picture,  or  signal  to  request  appropriate  item  Request  predetermined  food  or  other  item  for  oral  input    Use  self-­‐management  statements    

Tangible   Ask  for  item  politely  Ask  teacher  for  assistance  with  obtaining  tangible  item  Select  another  ac?vity  un?l  it  is  his  or  her  turn  

Teach Replacement Behaviors through Explicit Direct Instruction

•  Model how to demonstrate skill

•  Provide explicit instructions

•  Rehearse skill

•  Provide feedback

•  Practice in natural setting

•  Reinforce students for demonstrating the skill

Asking for Assistance •  Model how to demonstrate skill

–  Model how to raise one’s hand quietly –  Demonstrate using examples and non-examples

•  Example – Hand raised in the air, eyes on the teacher, mouth closed, ears open

•  Non-example – Hand waving in the air, eyes wandering, shouting the person’s name

•  Provide explicit instructions for demonstrating skill –  Raise hand high enough to be seen by others & hold hand still –  Eyes directed towards the person, mouth closed, ears open –  When acknowledged, ask in a calm tone of voice “Can you

please help me?” or some variation of this question –  Wait patiently (explain what patiently looks like) for a response

Asking for Assistance Continued..

•  Rehearse social skill –  Practice it through role play

•  Provide feedback on social skill –  Let students know what they have done well first and then

give points for improvement

•  Practice social skills in natural setting to promote generalization –  Practice the raising the hand in the classroom

•  Reinforce students for demonstrating social skill –  Provide verbal positive reinforcement when students raises

their hands or approximates the behavior

Turn & Talk •  Pick a FERB

–  Ask for a break (escape/avoid)

–  Ask to work with a peer (get/obtain attention)

–  Use appropriate words to communicate about overwhelming elements (escape/avoid sensory)

–  Ask for an item (get/obtain tangible)

•  Plan an Explicit Direct Instruction Sequence for the FERB

–  Model how to demonstrate skill

–  Provide explicit instructions

–  Rehearse skill

–  Provide feedback

–  Practice in natural setting

–  Reinforce students for demonstrating the skill

Response to Behavior

•  Pre-correct with explicit directives

•  Use prompts/cues to signal to the student to use the FERB

•  Ignore negative behaviors when possible (especially attention seeking behaviors)

•  Immediately recognize positive behaviors (especially approximations)

•  Praise others for appropriate behaviors to encourage other students to comply

•  Model positive thinking –  “I am capable of completing this assignment if I use my strategies”

Response to Behavior •  Showcase students strengths

–  “Nina demonstrated problem solving skills when she used a strategy to help her solve the math problem”

•  Encourage students to engage in self-assessment regularly of their behavior

–  Use transition time as a check point

•  Use “wait time” after giving a request to avoid power struggle

•  Teach and model self-talk strategies –  “I can solve this problem” –  “I can use my replacement behavior”

•  Offer two choices of ways to perform work that will still achieve the objectives of the assignment

Reinforcement Behavior acts on the environment Produces a consequence Consequence strengthens behavior

Posi4ve  Reinforcement  

•  There  is  an  occurrence  of  a  behavior  

•  There  is  an  ADDITION  of  a  s?mulus  (object,  event,  person)  or  increase  in  intensity  of  the  s?mulus  (Consequence)  

•  Results  in  strengthening  behavior  

Nega4ve  Reinforcement  

•  There  is  an  occurrence  of  a  behavior  

•  There  is  a  REMOVAL  of  a  s?mulus  (object,  event,  person)  or  decrease  in  intensity  of  the  s?mulus  (Consequence)  

•  Results  in  strengthening  behavior  

Positive Reinforcers

•  Giving (adding) –  Praise –  Stickers –  Privileges –  Attention –  Tokens –  Good grades –  Free time –  Time with preferred person –  Extra credit –  A prize –  An award –  Food –  A smile –  Positive feedback

Negative Reinforcers

•  Taking away (removal) –  A deadline –  An assignment –  A quiz/test –  A consequence –  Criticism –  Poor grades

•  Removing an aversive stimulus –  Stopping one’s ridicule –  Stopping one’s teasing –  Stopping one’s yelling –  Stopping one’s crying –  Stopping one’s whining –  Stopping one’s staring –  Stopping one’s pouting –  Stopping laughing at someone

Positive or Negative? •  A teacher smiles at a student and

praises him when he stays in his seat and pays attention in the classroom. As a result, the student is more likely to sit in his seat and pay attention.

–  Positive Reinforcement

•  A teacher passes out an in-class assignment and a student immediately states: “I’m not doing this” and throws the assignment on the floor. The teacher immediately sends the learner to the principal’s office. The next day, when the teacher hands out the assignment, the student states: “I’m not doing this” and throws the assignment on the floor. The teacher sends the student out again.

–  Negative Reinforcement

•  A teacher passes out an in-class assignment to a class and states: “Any student who finishes this now, won’t have homework tonight.” All of the students immediately begin working on the assignment.

–  Negative Reinforcement

•  A student is answering study guide questions. When she can’t figure out an answer to a question, she asks her teacher. Her teacher tells her the correct answer. As a result, she is more likely to ask her teacher for answers to questions she doesn’t know.

–  Positive Reinforcement

Considerations when Using Positive or Negative Reinforcement

•  Immediacy • How quickly the reinforcer

follows the behavior

•  Contingency • How often the reinforcer

follows the behavior

•  Magnitude •  Intensity of reinforcer

•  Individual Differences • Not all stimuli are equally

reinforcing to everyone

Acquisition Reinforcement Schedule •  Reinforcer (verbal or tangible) should be given or taken away immediately

after the behavior is demonstrated or approximated

–  Student asks for help and the teacher gives help immediately.

–  Student asks for a break and the teacher takes away the demand immediately.

•  Every time the behavior is demonstrated or approximated the reinforcer should be given or taken away

–  Student asks peer for a turn. The teacher verbally praises the student every time the student asks appropriately for a turn.

–  Student asks for a choice in assignment. The teacher takes away the demand and provides an alternative way to complete the same assignment.

•  The reinforcer should be perceived to be of high value to the student

–  Student uses their FERB and earns extra free time with an adult every time they demonstrate the behavior (i.e. 1 minute for every demonstration of behavior).

–  Student uses their FERB and a part of a homework assignment is taken away (i.e. 1 problem is taken away for every demonstration of behavior).

Putting all the pieces together… •  Utilizing the behavior pathway to understand the

function of the student’s behavior

•  Using the function of the student’s behavior to select a FERB

•  Use the FERB to develop a competing pathway

•  Use the competing pathways to develop a BIP

Behavior  Pathway  Diagram    Elementary  Example  ~  JaQuan  

Setting Events Triggering Antecedents

Maintaining Consequences

Problem Behavior

1 2 3 4

Slaps peer on the back

Sees peers playing with one another

Peer yells at student No attention

from peers

Func?on:  Get/Obtain  Peer  AZen?on  

Compe?ng  Pathway  

No attention

from peers

Sees peers playing with one another Slaps peer on

the back Get/obtain

peer attention

Asks peer for attention appropriately

Taps peer on shoulder

Get/obtain peer attention

Get/Obtain Function-Based Solutions To lessen the impact of a lack of peer attention for this student, set up

opportunities for this student to interact with their peers positively. Setting Event Antecedent Behavior Consequence Set up a peer mentoring program with an older child to interact/model appropriate behavior with student during non-academic situations (free time area, cafeteria, hallways, specified time period)

Consistent adult supervision

1 minute check in with a peer during independent activities

Sit student next to peers who are most likely to have positive interactions with the student

Partner student with a peer for group activities

Teach the student to ask peers for attention by tapping the peer on the shoulder

Teach the student to respond to both positive and negative peer responses

Use a peer model to demonstrate how to ask for attention appropriately

Practice with asking for attention and responding to peers

Verbally reinforce the student when he uses the FERB and students who have responded appropriately

Use acquisition reinforcement schedule with a student selected reinforcer

If the student reverts to slapping, remove the student from student attention (i.e. time away)

When involved in a situations where the BIP strategies are unsuccessful, deescalate the situation and promote safety..

  Isolation or removal of involved student

  Allow time for student to “cool down.”

  Removal of other students for safety reasons

  Utilize calm, detached responses to student

  Speak respectfully   Use simple language   Acknowledge cooperation   Withdraw if problems escalate   Give student space   Do not communicate “urgency to gain

control”

  Contact appropriate support staff, administration, and parents

Progress monitoring

•  Implement a plan and check to see if it working

– Ask yourself, how will we know if the plan is effective?

– What measureable goal can be set for the student and be reasonably monitored?

– How often should progress be checked?

Over _________________ (time period)

__________ (student) will

______________ (demonstrate what behavior)

in ____ out of ____ (measurement) to

________________ (why)

Quick Ways to Progress Monitor

How to Progress Monitor

•  Checklists

•  Direct Observations

•  Tally charts

•  Graphs

•  Student self-assessment

•  Daily Progress Reports

•  Others?

How often to Progress Monitor

•  Daily

•  Weekly

•  Bi-weekly

•  Monthly

•  Quarterly

Goals, Progress Monitoring, Reinforcement

•  Goal –  Over a three day period, JaQuan will tap peers on the

shoulder when requesting attention in 7 out of 10 occurrences to secure peer attention appropriately.

•  Progress Monitoring Method –  Checklist (did JaQuan use the strategy or not) during

peer activities

•  Acquisition Reinforcement Schedule –  Verbal praise after every use of FERB –  Extra free time with peers earned when goal is

achieved

We also need to monitor fidelity..

Task Analysis of Intervention

Did the implementer complete the step?  

PREVENT Component  1.   Yes No  2.   Yes No  3.   Yes No  4.   Yes No  5.   Yes No  6.   Yes No  

TEACH Component  1.   Yes No  2.   Yes No  3.   Yes No  4.   Yes No  5.   Yes No  6.   Yes No  

REINFORCE Component  1.   Yes No  2.   Yes No  3.   Yes No  4.   Yes No  5.   Yes No  6.   Yes No  

TOTAL (# Yes / # Total)  

Percent Score  

Questions to ask ourselves..

•  Have we addressed the setting events by using the setting event strategy?

•  Have we used the preventative practices to address antecedents?

•  Have we taught students what to do instead? Have we reviewed? Rehearsed? Practiced? Reinforce?

•  Are our responses to the behavior matching the function? Are we reinforcing appropriate behavior?

Final Thoughts •  Understanding how behavior unfolds will help you to

engage in better problem solving. When in doubt, map the pathway!

•  Use the pathway to develop your solutions. A one to one correspondence will help you to identify the problem and pick an effective solution.

•  Set realistic goals and progress monitor. If they are being achieved, raise the bar. If not, go back to the pathway.

•  Make sure you are holding up your end of the bargain. A plan that treats all aspects of the problem is more likely to succeed. Check fidelity!

Acknowledgements  

•  PBIS  OSEP  Technical  Assistance  Center  •  Na?onal  Center  on  Intensive  Interven?on  •  Missouri  PBIS  

•  Illinois  PBIS  •  Behavior  Management  Interven?on  Manual  

•  Teacher’s  Encyclopedia  of  Behavior  Management  

•  Office  of  Educa?on  –  Ventura  County