behavior & classroom management

Behavior & Classroom Management

Week 10 – Function-Based Interventions; BSP Continued

J Geurts, M.S. Special EducationPortland State [email protected] from slides by Chris Borgmeier

mailto:[email protected]

mailto:[email protected]

Teaching Behavior Interventions

Teaching BehaviorTeaching

1) Identify skill(s) to teach Dual focus when teaching behavior

Alternate Behavior Desired Behavior

ALWAYS START with the Alternative Behavior

-FIRST - Teach the alternate behavior you identified in Competing Behavior Pathway

-Teaching = Review & practice regularly

-THEN – teach the Desired Behavior

-this may be something to focus on immediately, or only after the student is fluent with the alternative behavior

Teaching BehaviorDon’t assume student already has Alternate Behavior in

their skill set

Develop an observable definition of behavior Identify examples & non-examples

Model/ Lead/ Test

Schedule Review & Practice of Skill/ Behavior Regularly

Just like the BEHAVIOR LESSON from assignment 1….but for an individual student.

Teaching Behavior

1. First teach the Alternate Behavior

What are the critical

features of Teaching

Interventions?

Does Alt. Beh.:a) Serve same

Function?b) Is it Easier?c) Socially

acceptable?

Yes or No?

Why?

Example: Teaching Behavior

A B CTeach Dexter to raise his hand & ask for a break, instead of engaging in negative behavior.

* By teaching Dexter an easier alternate behavior to get what he wants, we’re making the problem behavior Inefficient.

* Dexter will need frequent practice , precorrections, and prompts to help him get in the habit of using the alternate behavior

With a partner go through each of the Teaching Behavior options in Pre-Test #2 Yes or No & Why

Activity 3

Teaching Interventions: Desired Behavior

Achieving the Desired Behavior most often requires a sustained, focused teaching effort to build missing skills Academic deficits (often related to Avoiding difficult tasks)

Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap

Social Skills deficits (often related to seeking attention) Example: student seeks negative attention due to isolation from peers and adults resulting

from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context

Communication deficit Example: student screams and rocks vigorously back and forth due to limited communication

skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)

Organizational/school skills deficits Example: student doesn’t complete homework due to limited scheduling and organization

strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

2. Next, teach content

required to support student to achieve the

Desired Behavior

What do we need to teach student to achieve the

desired behavior?

Example: Teaching Behavior

A B C We also may want to provide additional instruction in multi-digit multiplication & division to help Dexter gain confidence in completing math problems independently

*By providing Dexter additional instruction in multi-digit multiplication & division, we can eventually make the problem behavior unnecessary.

BREAK5 minutes

Antecedent InterventionsPrevent & Prompt

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

Function should guide selection of prevention strategies

Function should guide selection of alternative/

replacement behaviors

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Antecedent InterventionsPreventing Problem Behavior

Prevention- Change the trigger that sets off the problem behavior

Examine the Antecedent & Function of the Problem Behavior Change the antecedent so student will no longer need to use

problem behavior (make the problem behavior Irrelevant) The best choices for Antecedent changes:

1. Directly address the identified antecedent

2. must address the function the problem behavior is serving

Antecedent Interventions Directly address the identified antecedent

Antecedent = Asked to read aloud in class Potential options that more directly address the antecedent

Do not ask student to read aloud in class Give student passage in advance to practice pre-reading Let student read 1 sentence directions they are familiar with, instead of entire

paragraphs from the text

Non-examples (do not directly address antecedent) Move student closer to the teacher Attend a counseling group about anger management Check-in with teacher before reading group

Now, why is Function important?

Antecedent interventions must address the function the problem behavior serves

Antecedent = Asked to read aloud in class + Function = Avoid any public presentation (not about

reading difficulty; more related to social anxiety)

Does the Intervention address the Function of Behavior Do not ask student to read aloud in class (or respond publicly) Give student passage in advance to practice pre-reading Let student read 1 sentence directions they are familiar with, instead

of entire paragraphs from the text

Does the intervention address the function of behavior?

Does the intervention directly address:

a) the antecedent?b) the Function of the

problem behavior?

Antecedent Interventions

Yes or No?Why?

Critical features of Antecedent

Interventions to prevent the

Problem Behavior?

Antecedent Interventions A B C Instead of giving Dexter the

class math assignment of multi- digit multiplication & division problems, let’s give him an assignment he can be more successful with (e.g. 4 single digit mult/div problems for every 1 multi-digit problem)

*By changing A, we can PREVENT Dexter’s need to engage in negative behavior, making it Irrelevant

Activity 4

With a partner go through each of the Antecedent Interventions options in Pre-Test #2 Yes or No & Why

2. Next, identify ways to prompt/

precorrect the alternate &

desired behavior

Consequence Interventions



Problem Behavior

Antecedent

FUNCTION

Function should guide selection of prevention strategies

Function should guide selection of alternative/

replacement behaviors

Function should guide selection of

consequences: (+) and (-)

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Consequence InterventionsReinforcing Behavior

Reinforcement should focus on 2 different sets of behaviors Alternative Behavior & Desired Behavior

1. Reinforcing the Alternative Behavior When the student engages in the alternative behavior, quickly

provide the student with an outcome that matches the outcome/ function of the problem behavior

E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment


2. Reinforcing the Desired Behavior(s), or approximations of the desired behavior The ultimate plan is to have the student move beyond the

alternative behavior to using the desired behavior Reinforcing this progression should start from the beginning of

the intervention


Considerations for Reinforcing Desired Behavior

The goals & expectations for desired behavior must be reasonable Reasonable expectations of student behavior

EXAMPLE: on a daily basis the student is out of seat & off task the entire period & has not turned in any work the entire term

Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets

More Reasonable approximations (Start Small & Build on Success): Turns in assignments 50% completed On task and trying to complete work for 15 minutes each period


Considerations for Reinforcing Desired Behavior The timeframe for goals & expectations for desired behavior must be

reasonable

In the Beginning try to Reinforce Every occurrence or approximation

Reasonable timeframes for Reinforcement Probably NOT Reasonable Timeframes for reinforcement

If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday If student is in seat and on-task for the entire period, he will earn a candy bar

More Reasonable Timeframes for reinforcement If student completes 5 problems, he can choose 3 problems to cross off the worksheet If student is on task for 10 min., he will earn 4 min. of computer time


Considerations for Reinforcing Desired Behavior The reinforcer must be valued by the student

The function of behavior is a good place to start when identifying valued reinforcers

e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention

e.g. if the function of behavior is to Avoid Difficult Task the reinforcer could be a “Free Homework Pass”

Consequence Intervention: Reinforcing Positive Behavior

1. Identify an intervention to Reinforce the

Alternate Behavior

Yes or No?Why?

Critical features of Reinforcers?

2. Identify an intervention to Reinforce the Desired Behavior

Steps in Identifying

Reinforcers?

a) Is reinforcer valued? (start w/ function of behavior)

b) Are expectations & timeframes reasonable for the student?

Activity 5

With a partner go through each of the Consequence Interventions options in Pre-Test #2 Yes or No & Why

Consequence InterventionsResponding to Problem Behavior

Responding to Problem Behavior should focus on 2 things: Redirecting to the Alternative Behavior Active Extinction of the Problem Behavior

Do NOT let the problem behavior be effective in giving the student what they want

1. Redirecting to the Alternative Behavior When the student engages in the alternative behavior, quickly provide the

student with an outcome that matches the function of the problem behavior This should also help to prevent escalation

E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment

Consequence Interventions Responding to Problem Behavior

2. Active Extinction of the Problem Behavior Make sure the problem behavior no longer works for the

student… If using a consequence as a response to negative behavior, make sure the consequence is not providing the desired function for the student

Consequence InterventionResponding to Problem Behavior

1. Prompt the Alternate Behavior at earliest signs of problem behavior

Yes or No?Why?

2. Identify a response to problem behavior that does not reinforce the Problem Behavior

Steps in Identifying

Responses to Problem

Behavior?

Example: Consequence Interventions

A B C We must refuse to (C) let Dexter avoid difficult math tasks by (B) engaging in disrespectful behavior & Instead prompt him to raise his hand and (C) reward him for (B) raising his hand & asking for a break (Alternate Behvior)

* By not providing Dexter w/ what he wants when he engages in disrespectful behavior we are making the problem behavior Ineffective.

* It is important that we work hard to Reinforce Dexter for engaging in the alternate behavior, or he is likely to go back to & escalate the problem behavior

Activity 6With a partner go through each of the Consequence

Interventions options in Pre-Test #2 Yes or No & Why

Dexter’s Function-Based Intervention

Activity 7 Complete Post-test



Problem Behavior

Antecedent

FUNCTIONAVOIDING DIFFICULT TASK

PreventMake task

less difficult to avoid

difficult task

Alternate behavior

Must allow student to

avoid difficult task

Consequence(+) Reinforce (a) alternate

behavior w/ oppt’y to avoid task & (b) desired behavior

(effort on task)(-) problem behavior should not result in avoiding task;

redirect to Alt. behavior

When generating interventions we use Function to develop ideas to change A, B & CTargeted Routine



Problem Behavior

Antecedent

FUNCTIONGETTING ADULT ATTENTION

PreventProvide adult Attention in advance &

often

Alternate behaviorMust give student

access to adult attention

Consequence(+) Reinforce both alternate behavior & desired behavior

w/ adult attention(-) problem behavior should not result in adult attention;

redirect to Alt. behavior

When generating interventions we use Function to develop ideas to change A, B & CTargeted Routine

Antecedent Interventions

Proactive (PBS) InterventionsAttention Seeking

A - PREVENTIONInterventions occurring before the behavior occursPrevention (give attention early for positive)

Check-in – provide adult attention immediately upon student arrivalGive student leadership responsibility or a class ‘job’ that requires the student to interact w/ staffPlace student in desk where they are easily accessible for frequent staff attentionGive student frequent intermittent attention for positive or neutral behaviorPreCorrect - Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention

Proactive (PBS) InterventionsAvoid Task

A - PREVENTIONInterventions occurring before the behavior occurs

Prevention (modify task or provide support)Modify assignments to meet student instructional/skill level (adjust timelines,

provide graphic organizers, break in to smaller chunks, etc.)Assign student to work with a peerProvide additional instruction/supportProvide visual prompt to cue steps for completing tasks student struggles withProvide additional support focused on instructional skills (Homework Club, study

hall, etc.) PreTeaching contentPreCorrect - Frequently & deliberately remind student to ask for help

Teaching BehaviorInterventions

Proactive (PBS) InterventionsAttention Seeking

B - TEACH Behaviors to use instead of the problem behavior

Teach student more appropriate ways to ask for adult attentionIdentify and teach specific examples of ways to ask for attention -Raise hand and wait patiently for teacher to call on you -likely need to differentiate (large group, small \ group, work time, etc.)

Proactive (PBS) Interventions Avoid Task

B - TEACH Behaviors to use instead of the problem behavior

Teach student more appropriate ways to ask for help from teacher or peersProvide additional instruction on skill deficitsIdentify and teach specific examples of ways to ask for help -Raise hand and wait patiently for teacher to call on you -teach student to use a break card -likely need to differentiate (large group, small \ group, work time, etc.)

Proactive (PBS) Interventions Avoid Task

B - TEACH Desired Behaviors

Provide academic instruction/support to address student skill deficits

-More focused instruction in class - Additional instructional group - Special Education support for academic deficit - additional support and practice at home -additional assessment to identify specific skill deficits

Consequence Interventions

PBS InterventionsAttention Seeking

RESPONSE TO BEHAVIOR Intervention occurs after (in response to) positive

or negative behaviorRespond quickly if student asks appropriate for adult attentionGive the student frequent adult attention for positive behaviorStudent earns ‘lunch w/ teacher’ when student earns points for paying attn in class & asking appropriately for attentionEliminate/minimize the amount of attention provided to a student for engaging in problem behavior

•Limit verbal interaction – create a signal to prompt the student to stop the problem behavior•Avoid power struggles

C -

PBS InterventionsAttention SeekingC

Sometimes students need additional encouragement to engage in the desired behavior…When using additional incentives to encourage student positive behavior

If students desire adult attention, use it as an incentive-lunch with teacher-1:1 game with favorite staff, etc.-special teacher assistant

PBS Interventions Avoid Task

RESPONSE TO BEHAVIOR Intervention occurs after (in response to) positive

or negative behaviorRespond quickly if student asks for help or for a breakReward students for on task, trying hard, work completion & for asking for a break or help appropriately

Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior

•However, need to make sure student is capable of doing work… or provide support/instruction so student can complete the work

C -

PBS Interventions Avoid Task

CSometimes students need additional encouragement to engage in the desired behavior…When using additional incentives to encourage student positive behavior

If students is attempting to avoid tasks, you might use free homework passes or reduced numbers of problems as an incentive

BREAK5 minutes

Start with the Short Term GoalsIncreasing the Alternate Behavior & Decreasing Problem Behavior

Use Competing Pathway to Identify Outcome Measures

Typical Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternate Behavior

AntecedentSetting Event

Summary of Behavior

Immediate Short Term Goals• Reduce Problem Behavior

• Increase use of Alt. Behavior

Why the Alternate Behavior? Why can’t we go right to the Desired Behavior?

Success, another problem

Sent back to table

(escape task)

Complete math

problem

Throws a Tantrum

Raise hand & ask for break

Given double

digit addn problems

None identified

1. This is what we’re asking the

student to do.

2. This is what the student wants now.

3. Look how different this is

from what’s happening now

4. The student is going to need to gain the math skills before being able

to do this like peers

5. So… in the meantime we use

the alternate behavior

Desired Behavior Long-term goal = to follow regular classrooms routines and

norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers

So… back to a short term goal Develop a goal to review in 2 weeks at initial follow-up

meeting

Focus on: Reducing problem behavior Increasing use of alternate behavior

How can we measure this in a feasible, but effective way?

Short term Goal Reduce frequency of problem behavior

Increase use of alternative/replacement behavior

How do we measure this? Depends on the frequency & type of problem

behavior

Identifying an Appropriate way to Measure

Must measure specific targeted/ prioritized behavior(Fighting, disruption, off task, attendance, work completed, etc.)

Best way to measure (Objective v. Subjective) Frequency Duration Subjective rating (point card)

Balancing Accuracy & Feasibility of Data Collection Measure must be a feasible form of data collection for teachers/staff

What is the baseline?

Using Point Cards Point cards are an easy way to track progress with a

behavioral plan

Good for helping students learn to monitor their own behavior

Easily linked with Reinforcement Program

Flexible & feasible for teachers

Alternate BehaviorReduce Problem Behavior

Measure Reduced Problem Behavior

Measure Use of

Alternate Behavior

Use Existing Data Forms when possible

Try to be consistent with point card forms that might be in use for Check-In/Check-Out programs if possible

Individualized Point CardFill in more specific behaviors

Identify a Short-term Goal & Data Collection Plan & Format

Short-term Goal -- Where to start:1. Reduction in Problem Behavior2. Increase in Alternate Behavior

Do we have any baseline data?


Short-term Goal -- Where to start:Do we have any baseline data?

• Point cards?• Discipline referral?

• Teacher estimates of frequency/duration

Use data/estimates to set a reasonable goal


Short-term Goal -- Where to start:Use data/estimates to set a reasonable goal

• Set initial goals that the student is able to achieve (early success)• Link incentives to data & reasonable student progress (so goals

must be reasonable)

Questions for Evaluation Plan Does your evaluation plan focus on the prioritized

behaviors of concern? Reduction in problem behavior Increased use of alternate and desired behaviors?

If the student meets the goal, will there be a noticeable difference in student behavior?

Is the evaluation plan clearly linked with the reinforcement program?

Is data collection feasible?

Daily Point Card Specific goals

Do a few things well

Provide feedback Celebrate success U-Turn

Collect data Decision making Reporting on IEPs

Communicate with parents Daily Trends over time

Social Skills Celebration vs. boasting Accepting corrective

feedback Self-Advocacy

Daily Behavior Report (Top)

Daily Behavior Report (Bottom)

Mid-Class Break & the U-Turn

Elementary ExampleACTIVITY

GOALS

Reading

Music

Lunch

Writing

Points

Quiet Hands Ask for

Help

Take Turns

Total out of 36: ____

119

1030

Trends Over Time

Incentive Plan - Behavior

Incentive Plan - Attendance

Tracking Chart - Attendance

Student Name

behavior & classroom management

Documents

negative behavior

teaching behavior options

behavior lesson

aggressive behavior

easier alternate behavior

teaching dexter

problem behavior inefficient

teaching school skills