Texas Behavior Support Initiative: Module 3 1 Module 3: Individual Interventions

Texas Behavior Support Initiative: Module 31

Module 3: Individual Interventions



Module 3: Agenda

• Foundational Concepts• Designing Interventions

– Operational Definitions– Data Collection– A-B-C Chain– Functions of Behavior

• Specific Intervention Strategies


Foundations

All behavior is learned

Behavior serves a function

Environment impacts behavior

Skill deficits impact

behavior

Team approach is

critical

Relationship matters!


Foundations

All behavior is learned


Foundations

Behavior serves a function


Foundations

Environments impact

behaviorEnvironment

Behavior


Foundations

Skill deficits impact

problem behavior


Foundations

Team approach is critical


Foundations

Relationships matter!


Operational Definition

Observable

Measurable


Operationalized Description

Vague Description Operationalized Description

Chad is lazy

Chad completes

1/5 assignmen

ts




Susan is mean

Makes derogatory

comments to peers, such as

“you’re stupid”




Thomas doesn’t

care about school

Absent average of

2 days/week




Manuel doesn’t

play nicely

Grabs toys out of peers’ hands


Data Collection

Frequency

Duration

Latency

Intensity

Baseline Intervention


ABCs of Behavior

Antecedent

Behavior Conseque

nce


Identifying Antecedents

Antecedent Resulting Behavior

Academic tasks

Given task

Group work

Walking around room

Verbal refusal

Talking to peers


Identifying Antecedents

Antecedent Resulting Behavior

Independent work

Transitions

Unstructured situations

Playing in desk

Loud verbalizations

Physical interactions w/ peers


Consequences

• Student given time-out• Teacher gives

praise/attention• Peers laugh• Has free time• Teacher reprimands

student• Teacher redirects student• Student gets good grade

BEHAVIOR


Functions of BehaviorInternal External

Obtain

Escape/ Avoid

Rocking in chair for soothing effect

Walk out of class to avoid

embarrassment

Cussing to get peer attention

Hitting teacher to escape task


Functions for Most Problem Behaviors:

• Get peer attention• Get adult attention• Get reward or

tangible item

• Gain access to preferred activity

• Get sensory stimulation

• Escape or delay a difficult task or non-preferred activity

• Escape or avoid a demanding situation


ABCs of Behavior

Antecedent

Behavior

Consequence

Independent work in

subject that is difficult

Throws paper and

yells

Sent to office

(where given no attention)


ABCs of Behavior

Antecedent

Behavior

Consequence

Large group

activity

Yells out and

makes off-subject

comments

Teacher gives mild reprimand; peers laugh


How do I determine the function of a behavior?

Talk to people who know the student

Observe the student in environments where behavior most likely to occur

Talk to the student


Replacement Behavior

• Appropriate behavior to replace problem behavior

• Should serve the same function as the problem behavior

Problem Behavior

Replacement Behavior


Reinforcers


Variables that Make Reinforcers More Effective

• Immediately• Frequently• Enthusiasm• Eye contact • Description of the

behavior• Anticipation• Variety


Components of a Good Behavior Support Plan

Strategies for:• Increasing desired

behavior• Changing the

antecedents• Providing positive

consequences• Managing inappropriate

behavior


Modify the Antecedent

Antecedent Behavior Consequence Function

Difficult assignme

nt

Throws paper

Teacher corrects,

peers laugh

Gain attention (peers

& teacher

)

Modify assignment, Group assignme

nt

Student complete

s the assignm

ent

Teacher gives good grade and attention, group gets good grade


& teacher

)


Modify ConsequenceAntecedent Behavior Consequence Function

Difficult assignme

nt

Throws paper

Teacher corrects,

peers laugh

Gain attention (peers & teacher)

Difficult assignme

nt

Throws paper

Teacher and peers

ignore,(Give

attention to on-task

behavior)

Does not get

attention for

throwing (Extinction

)Attention only for on-task


Teach Replacement Behavior


Difficult assignme

nt

Throws paper

Teacher corrects,

peers laugh


& teacher

)

Difficult assignme

nt

Teach student to raise hand for

help

Teacher helps

student when hand

raised


& teacher

)


Function and StrategiesFunction: Get access to desired activities or

tangibles

Strategy: • Deny access to the activity or tangible after a

problem behavior (consequence)• Teach acceptable alternatives to obtain access

(replacement)


Function and StrategiesFunction: Escape or avoid unpleasant activities, tasks or

persons

Strategy:• Reinforce the student for compliance to your instructions

(consequence)• Teach the student how to seek help (replacement)• Teach acceptable alternatives to escape (replacement)• Reinforce the student for the absence of the problem

(reward appropriate behavior) (consequence)• Initially remove or reduce demands and then gradually

increase them (antecedent)


Function and Strategies

Function: Get attention from peers or teachers

Strategy:• Increase attention for appropriate behaviors

(consequence)• Ignore problem behavior (consequence)• Teach acceptable alternatives for attention

(replacement)


Function and Strategies

Function:

Get sensory stimulation

Strategy:• Interrupt and redirect the student (antecedent)• Use reinforcement when behavior is not occurring

(consequence)• Increase access to alternative sources of stimulation

(antecedent)


Activity: ABC Interventions


Independent work

Makes noises

Teacher has student put head down

on desk

Escape task


Develop Action Plan

What can go

wrong…will go

wrong!!


Implement Plan and Collect Data

• Simple• Same method as

baseline


Evaluate Effectiveness

Modify Intervention


Big Ideas!

• All behavior is learned

• Behavior serves a function

• Environment impacts behavior

• Skill deficits impact behavior

• Team approach is critical

• Relationships matter!!

Documents

Texas Behavior Support Initiative: Module 3 1 Module 3: Individual Interventions