Changing Challenging Changing Challenging BehaviorBehavior
Changing Challenging Changing Challenging BehaviorBehavior
Caryn A. CoyleCaryn A. Coyle
CCRESACCRESA
November 27, 2007November 27, 2007
Authority/Guidance• State Board of Education PBS
Policy (September 2006)
• Seclusion & Restraint Document (December 2006)
What is PBS?
PHILOSOPHY
ROAD MAP w/Strong Research-Based
Foundation
Educational Approach to Problem Behavior
A Brief History of Positive Behavior Support
– Since mid to late 80’s– Oregon/Kansas/Florida– International Positive Behavior Support
Association– PBS Committee in Michigan (late 90’s)– MiBLSi– State Board Policy (September 12,
2006)
PBS is NOT:• NEW• Intervention Package• Specific Strategy• Consequence-based• Punishment-based
Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000)Horner, R.H. (2000)Janney, R. & Snell, M.E. (2000)Sugai, et. al. (2000)
What is Positive Behavior Support (PBS)?
• A Philosophical Shift of Epic Proportion– From “bad; naughty” to “needs to be met”– Looking for the “why” of behavior so that new
behavior can be taught.
• Functional Behavioral Assessment– Identification of Behavior– Data Collection (ABC)– Hypothesis re: cause of behavior
• What is being communicated?• What is the function of the behavior?• What need is the behavior satisfying?
What is PBS?• Plan developed to:
• Address environmental/antecedent changes• Address teaching of new skills to student• Address the need to respond to current behavior.• Embrace discipline rather than punishment• Collect data to measure effectiveness of plan• Meet regularly to assess effectiveness of plan
Components of PBS• COLLABORATIVE Problem-Solving
– TEAM Problem-Solving Approach– Meeting Mechanics Tool
• Data-Driven– Use of Functional Behavioral Assessment– Using data to guide decision-making
• Use of Evidence-Based Strategies
• Focus on PREVENTING Challenging Behaviors (proactive)
• Focus on TEACHING new skills (educational)
Adapted in part from Janney, R. & Snell, M.E. (2000) and Positive Behavior
Support for ALL Michigan Students (MDE, 2000)
If a child doesn’t know how to read…….we teach.If a child doesn’t know how to swim…...we teach.If a child doesn’t know how to multiply..we teach.If a child doesn’t know how to behave… we punish?
John Herner
How do we TYPICALLY deal with child misbehavior?
How do we TYPICALLY deal with child misbehavior?
Use of some form of PUNISHMENT
What’s wrong with THAT?
Old vs. New ThinkingOld vs. New Thinking
Old Thinking
Views the PERSON as the problem
Attempts to FIX the child
Emphasizes REDUCING Behavior
Relies on NEGATIVE consequences
Expectations of a QUICK fix
Designed by an “EXPERT”
OBJECTIVE: MANAGEMENT
New ThinkingViews the SYSTEM/SETTING &
SKILL DEFICIENCY as the problem
Adjusts Systems/Settings & Improves Skills
Emphasizes INCREASING Behavior
PRIMARILY relies on POSITIVE approaches
Goals of SUSTAINED results
Focus on TEAM approach
OBJECTIVE: TEACHING
Adapted from Positive Behavior Support for ALL Michigan Students (MDE, 2000)
Functions of BehaviorFunctions of Behavior
GET Something (we like) AVOID Something (we don’t like)
INTERNAL
RelaxationSelf-StimulationJustice/FairnessSensory Input Enjoyment
EXTERNAL
AttentionChoice
Objects/$Praise
INTERNAL
FailureSensory Input
EmbarrassmentBoredomAnxiety
EXTERNAL
TaskPeers/Teacher
HomeworkChores
Positive Behavioral Interventions
Positive Behavioral Interventions
COMMUNICATIONWhat is Behavior?
What is Behavior?
What is Behavioral Intervention?
What is Behavioral Intervention?
INSTRUCTION (Discipline)
What is “Discipline”?
Education/Teaching
Bloom’s Taxonomy• Knowledge:
– Label, list, memorize, recall, name, order
• Understanding: – Classify, describe, explain, restate
• Application:– Apply, choose, demonstrate, dramatize
• Analysis:– Analyze, appraise, compare, contrast, criticize,
differentiate
• Synthesis:– Assemble, collect, compose, construct, create, design
• Evaluation:– Appraise, argue, assess, attach, defend, judge, predict
Piaget’s Stages of Cognitive Development
• Preoperational Period (2-7 years)• Speech is egocentric (2-4)• Symbolic (pretend) play begins (2-4)• Intuitive grasp of logical concepts in some
areas (4-7)• Reality not firm (4-7)• Child not able to show principles
underlying best behavior; rules of game are not developed, simple do’s/don’ts imposed by authority.
Piaget, continued• Concrete Operations (7-11 years)
• Evidence for organized, logical thought• Perform multiple classification tasks• Concrete problem-solving• Some reversibility now possible (math
problems)• Categorical labels such as “animal” or
“number” now available
Piaget, continued• Formal Operations (11-15 years)
• Abstract thought• Multiple hypotheses• Formal logical systems: proportions,
algebraic manipulation, other purely abstract processes.
• Prepositional logic (if/then steps)
Consequence-Based Behavior Intervention
Pros• Fast• Vindication
Cons• Too Fast• Doesn’t teach
replacement behavior
• Other behavior arises-usually worse
Designing Behavior Support Plans using the ABC Paradigm
ANTECEDENT BEHAVIOR CONSEQUENCE
PREVENTION
Alter Environment to Foster Success
Eliminate / Reduce / Change
Environmental Variables that Predict
Failure
Implement Supports the Predict Success
TEACHING
Behavior Alternatives
Social Skills
Coping / Tolerance
Independence Skills
RESPONDING
Reinforce use of alternative skills
Reduce effectiveness of target behavior
Crisis Management (separate plan)
Adapted in part from: Knoster, T & Tilly, D. Designing Effective Behavior Support Plans for Students with Problem Behavior
Sample Behavior Support PlanSample Behavior Support Plan
.
Antecedent / Setting Event Strategies
Teaching (Prompting & Reinforcing) Alternative
Behaviors
Consequence / Reactive Strategies
Provide opportunity to debrief first thing about
the weekend.
Set up a morning routine to minimize
tardiness.
Provide a social story on work anxieties.
Provide choices regarding which
assignments and how much.
Help with first, middle and last problem or
item.
Teach Laurie strategies (words, hand raising) to
use to get assistance.
Teach Laurie strategies to appropriately
wait when teacher is busy.
Teach Laurie to follow “coping”
social story.
Praise for independent
work (Differential
Reinforcement)
Visually prompt hand raising to ask
for help.
Visually prompt coping
strategies identified in social story.
Supporting Student Supporting Student Behavior: Standards for Behavior: Standards for the Emergency Use of the Emergency Use of
Seclusion and RestraintSeclusion and Restraint
Supporting Student Supporting Student Behavior: Standards for Behavior: Standards for the Emergency Use of the Emergency Use of
Seclusion and RestraintSeclusion and Restraint
Adopted by the Michigan State Adopted by the Michigan State Board of EducationBoard of Education
December 12, 2006December 12, 2006Compiled by
Caryn A. Coyle, M.Ed., Clinton County RESA
Background
• Statewide Referent Group Convened May 2004
• Representing parents, advocates, educators, policy makers, and service providers.
Charge• Develop seclusion/restraint standards to
replace Standards for Policy and Procedure Development in the use of Behavioral Interventions
• Recommend substantive strategic directives
• Recommend implementation to SBE
Referent Group Consensus
• Promote care, safety, welfare, security of school community
• Require the use of proactive/effective strategies & best practices to reduce/eliminate seclusion and restraint
• Clearly define the terms “seclusion” and “restraint”
• Clearly state procedures for the use of seclusion and restraint
Positive Behavioral Support
• Board Policy (September 12, 2006) that each school district in Michigan implement a system of school wide Positive Behavior Support (PBS)
• PBS is – effective– research-based– addresses challenging behavior in a
collaborative, comprehensive, research-validated, and humane manner.
Positive Behavior Support
• Building relationships• Creating routines• Teaching skills/rules/expectations• Identifying replacement behavior for
behavior that interferes with learning• Making problem behavior less effective,
efficient, and relevant• Making desired behavior more functional,
efficient, and adaptive.
Positive Behavior Support
Definition of Time Out
Time out is a behavior intervention in which a student, for a limited and specified time, is placed in an environment where access to positive reinforcement is unavailable.
Time out should be brief and used ONLY to interrupt behavior so that it can be redirected.
Definition of Time Out
Time out should not be confused with seclusion because in a time out setting, a student’s movement is not physically restrained.
Time Out
Time out lies within a continuum of procedures that help students self-regulate and control their behavior.
Time Out Continuum• Planned ignoring-systematic withdrawal of social attention.
• Withdrawal of materials-materials the student is using are removed.
• Contingent observation-student remains in a position to observe the group without participating or receiving reinforcement
• Exclusionary time out-student is removed from the immediate instructional setting. Can take place within the classroom or nearby with adult supervision
Prohibited PracticesThe following are prohibited under all
circumstances, including emergency situations:• Corporal punishment as defined in section
380.1312(1) of the Revised School Code, 1976 PA 451• The deprivation of basic needs• Anything constituting child abuse• Seclusion of preschool children• Mechanical restraint• Chemical restraint• Intentional application of any noxious substance or
stimuli which results in physical pain or extreme discomfort. A noxious substance or stimuli can either be generally acknowledged or specific to the student.
Prohibited Practices• Any restraint that negatively impacts
breathing
• Prone restraint (school personnel who find themselves involved in the use of prone restraint as the result of responding to an emergency must take immediate steps to end the prone restraint)
Questions?