beth urbanczyk, msccc behavior analyst
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Form Ever Follows Function: Classroom-based Behavioral Interventions for Children and Youth with TBI. Beth Urbanczyk, MSCCC Behavior Analyst. Functional Analysis and Assessment of Behavior. - PowerPoint PPT PresentationTRANSCRIPT
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Form Ever Follows Function:Classroom-based Behavioral Interventions for Children and
Youth with TBIBeth Urbanczyk, MSCCC
Behavior Analyst
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Functional Analysis and Assessment of Behavior
• A set of processes for defining the events in an environment that reliably predict and maintain problem behaviors. (O’Neill, et al 1997)
• Methods: interviews, rating scales, direct observation, etc.
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Functional Behavioral Assessment and Analysis
• Outcomes include:
• Clear description of challenging behaviors
• Identification of who, what, where, etc that predict when behavior(s) will/won’t occur
• Identify consequences that maintain behavior(s)
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Functional Behavioral Assessment and Analysis
• Collection of direct observation data that support summary statements.
• Data Collection: Scatterplot with an embedded rating scale
• See samples in handouts
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Values and Functional Assessment
• Conduct behavioral support with dignity of the person as primary concern.
• A person’s behavior is functional.
• Conduct FAB to understand the structure/function of those behaviors so we can teach/promote effective alternatives.
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Values and Functional Assessment
• Process for looking at relationships between behavior and the environment.
• Not simply a review of the person with challenging behaviors.
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Approaches to FA
• Informant Methods:
Talk to individual with ABI and other key stakeholders (e.g. teachers, SLP, Principal, Art teacher, family, etc.)
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Approaches to FA
• Direct Observation by Behavior Consultant, teachers, assistants, etc.
• Train staff to be good observers!
• A-B-C (don’t forget Setting Events)
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Review of Data
• Review your data.• Please see sample in
your handouts.• Provide precise
descriptions of problem behaviors.
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Precise Behavioral Descriptions: NOT!
• Out of chair
• Hitting others
• Running in hall
• Crawling on knee’s in hall
• Not staying in seat (café)
• Changing Centers
• Getting Water (not asking)
• Off Rest Mat and on and on
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Precise Behavioral Descriptions
• How many categories can you reduce the previous list of behaviors to?
• Thoughts and suggestions:
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Summary Statements
• This is where you develop your hypothesis.
• Get staff and other stakeholders thinking about function of behavior not topography.
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Form Ever Follows Function
• List and describe the functions of the child’s behaviors.
• Escape, attention, access, sensory, etc.
• Finally, identify a plan!
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Positive Behavioral Momentum
• Preferred Activities• Choices and Control• Positive Emotional
States• Positive Routine• Activity Engagement
and Completion
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Positive Setting Events (Feeney, 2001)
• Environmental support• Choices• Positive routines• Positive emotional
states• Positive roles• Control• Preferred activities
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Positive Setting Events (Feeney, 2001)
• Success with meaningful tasks tend to result in:– Activity engagement
– Completion of tasks
– Positive environment
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Proactive Communication
– Always give information. Tell the person:
• Where you are going.• How much you want
the person to do.• How long you want the
person to do something.
– Write things down.
– Don’t say “no”, say “try again”.
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Even More Proactive Communication
Ask Questions & Give Choices
• “What did I say?”• “Do you remember?”• “What can you do
now?”• “What should you do
now?” • “Is this going to help
you?”• “How do you want me
to help you?”• “What do you want?”
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Antecedent Management
Instructional Control (Luria, 1961; Russo, Cataldo, & Cushing, 1983)– Identify a cue which means
“STOP”.– Cue the person to “stop” at
a “natural” time.– Repeat this procedure
throughout the daily routine.
– Use when the person demonstrates problem behaviors. Instructional Control (Luria, 1961; Russo, Cataldo, & Cushing, 1983)
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Teach how to behave
Direct Instruction (Engelmann & Carnine, 1982)– General Case Responding
(Becker & Emgelmann, 1978)– General Case Programming
(Horner, McDonnell, & Bellamy, 1986)
• Define instructional universe.
• Define range of acceptable variation within universe.
• Select teaching examples.• Sequence examples.• Teach examples.
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Teach how to behave
• Label Behaviors– Identify and reflect.
• Objectively label the behavior(s).
• Use one or two word descriptors of the behavior(s).
• Reflect the behavior(s) back to the person.
– Identify alternatives.– Identify feelings and
emotions.
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Natural Consequences (not punishment)
– Motivational Assessment (Durand, 1989)
• Identifying a range of naturally occurring reinforcers.
• Providing a range of reinforcers.
– Activity or object acquisition.
– Demand avoidance.– Attention.– “Grandma’s Rule”.– The “You could do
that . . .what will happen” Approach
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Non-Aversive Approaches to Challenging Behavior: C
Self Monitoring and Self Evaluation– Self Evaluation Scale
(Feeney, 1990)• Self evaluation (1-10)• Peer evaluation (1-10)• Staff evaluation (1-10)
– What helped / What didn’t help
• Guided• Self generated
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Personal Metaphors
• Brett Favre is the Quarterback for the Green Bay Packers.
• Brett Favre is my hero.
• A hero is someone I like a lot. A hero does good things.
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Brett Favre does good things. Some of those good things are
– exercises, eats well and takes care of himself.
– Brett Farve makes a plan for the Packers before each play. The plan lets the players know what to do and when to do it.
– Brett Farve takes care of his hands so they don’t get hurt - HE KEEPS HIS HANDS TO HIMSELF.
– Brett Farve follows the Coach’s directions.
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Brett Favre and Scott
• I want to be a big man like Brett Favre. To be a big man like Brett Favre, I need to:
• Follow the teachers directions. My teachers are like Brett Favre’s coaches.
• I will keep my hands to myself. I have to take care of my hands like Brett Favre takes care of his hands.
• I will make a plan with my teacher before each class. Brett Favre and his coaches make plans for the Packers before each class.
I will try my best each day to act like Brett Favre.
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Managing Behavioral Crises
• Keep a “Stoneface”.• Redirection.• Active Listening &
Supportive Questioning– Ventilation
– Empathy
– Identification – Problem Solving
– Reflection• Manage the environment.
– General space.– Personal space.
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Managing Crises (Some Don’ts)• Plant an idea for a
negative behavior.– “I know you’re mad
but, you better not . . .”
– “Don’t even think about . . .”
• Threaten with consequences.
– Creating confrontation.
– “I dare you.”– Creates negative
emotions.• Present commands as
questions.– “Would you like to?”
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There is no magic!
• Hard work• Involvement of school
personnel, family and child
• Consistency• Commitment• Sense of humor
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Thanks for your time!
• If you want to contact me: Try this way:
• [email protected] or 615-319-2473