masp 2015 think fba: helping teachers address behavior problems in young students jamie...

MASP 2015

Think FBA:Helping Teachers Address Behavior Problems

in Young StudentsJamie Owen-DeSchryver, Ph.D.

[email protected]

Amy Matthews, Ph.D., [email protected]

Statewide Autism Resources & Training (START) projectGrand Valley State University

mailto:[email protected]

mailto:[email protected]

Quote for the Day…

Children are unpredictable. You never know what

inconsistency they are going to catch you in

next.

Henry Ward Beecher

http://www.brainyquote.com/quotes/quotes/h/henrywardb386644.html

Think FBA: Helping Teachers Address Behavior Problems

Foundations

Why Think FBA?

Thinking FBA: How to Win Friends & Influence People

Thinking FBA: Applying FBA in the Classroom

Putting It All Together:Designing the Plan with Purpose

Foundations

Behavior Intervention

Magic?

Process of thinking Ideas

Durand (2010) Presentation at the Association for Positive

Behavior Support conference

In 3-year-olds with behavior problems, what was the best predictor of future

behavior problems?

Pessimism

Examples of Pessimism

“I tried it. It didn’t work” “Oh no. Here we go again”

Emotion contagion effect

Emotional contagion effect

Blind observer ratings and self-report mood ratings both suggested emotional contagion

Contagion for positive mood was as powerful as contagion for negative mood

Implications?

Help school professionals see how emotional contagion may impact student behavior in the classroom

Optimistic Parenting (Durand, 2011)

Parents are trained in behavioral skills and strategies along with cognitive-behavioral

techniques

Optimistic Teaching (Steed & Durand, 2013)

Goal to improve specific PBIS skills related to teaching social skills and involving families. These two skill areas are two of the most underutilized aspects of PBIS and most resistant to teacher change.

Compared the impact of two interventions to improve preschool teachers’ use of PBIS and decrease young children’s social emotional difficultiesTraditional PBIS coachingTraditional PBIS + a cognitive-behavioral coaching (Optimistic Teaching)

Steed, E. A., & Durand, V. M. (2013). Optimistic teaching: Improving the capacity for teachers to reduce young children’s challenging behavior. School Mental Health, 5, 15-24.

Subjects:21 teachers350 children

Implemented for one school year

Optimistic Teaching

The cognitive-behavioral intervention used in the study addressed teachers’ attitudes toward their work, self-talk, and feelings about children’s challenging behavior, as well as

their optimism to positively impact children’s development.

Optimistic Teaching

Steed, E. A., & Durand, V. M. (2013). Optimistic teaching: Improving the capacity for teachers to reduce young children’s challenging behavior. School Mental Health, 5, 15-24.

Results•Optimistic Teaching condition: teachers implemented significantly more PBIS skills related to teaching children social skills and involving families in their children’s social emotional development

•Teachers in the Optimistic Teaching condition reported significantly fewer children with serious social emotional difficulties post-intervention.

•Most effective for “high adopters” identified as inexperienced teachers with high self-efficacy or experienced teachers with low self-efficacy. High adopters implemented significantly more indicators associated with having predictable schedules and routines, teaching children to express emotions, and supporting children’s friendship skills.

Why Think FBA?

Why Think FBA? FBA is an evidence-based practice

NPDC; National Standards Project IDEA (2004)

However, conducting FBAs can be time-consuming

With young children, we want to intervene quickly before behaviors become entrenched

Prevention-Teaching-Responding Model

Preventing Teaching Responding

Prevention-Teaching-Responding Model

Preventing Teaching Responding

Change the antecedents or triggers so that problem behaviors no longer occur

Behaviors or skills that you teach so the student meets his/her purpose in a more acceptable way

How do you respond to the problem behavior in a way that doesn’t “feed into” the student’s purpose? How will you handle a crisis situation?

Preventing Behavior

Meaningful, interesting activities that keep them engaged

Structure the environment to reduce problems Use visuals to support activities (schedules,

rules, first-then charts) Incorporate student interests within activities Incorporate choices within activities Movement activities interspersed throughout the

day

Preventing Behavior Consider the length of activities Consider timing of snacks and lunch Present easy tasks before hard tasks

(behavioral momentum) Provide transition cues Increase reinforcement for positive behavior Establish expectations

Preventing Behavior:Student Expectations

“Almost 30 years of research and experience has demonstrated that the education of students with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent

possible”

The Universally Designed Classroom

(2005)

Expectations

John Hattie 2012

General Expectations for Students across the School Day

Expectations to and from the bus Expectations for snack time Expectations for circle time Expectations for playground/gym Expectations for lunch Expectations for bathroom

Expectations from the Bus

Carry own backpack Walk to and from classroom Take lunch and notebook out of

backpack Take folder to teacher’s desk Hang up backpack Take off outer garments and hang

up

Helping Students Meet Expectations Independently

Expectations for Circle time

Sit in chair Raise hand for a turn Wait for your turn to be

called on Motor imitation on request Greet and identify peers Pass items to peers on

request

Expectations data sheet

What does every child need to know? Ask for help

Wait

Ask for food or drink

Choice making (yes/no)

Request a break

Teaching Alternative Behaviors

Teaching Alternative Behaviors Teach Functional Communication:

“I need help”“I need a break”“I want to be alone”“I want _______”“Play with me”“Look at me”“What’s next?”“I need predictability. What’s going on?”“It’s too loud/ I’m over-stimulated”“I’m under-stimulated/ bored”

Teaching Alternative Behaviors

Teach Calming/Coping Skills: Relaxation (count to 10)

Counting to Calm Down

Responding to Behavior

Have a set plan (e.g., “thinking spot”), written plans are more likely to be implemented

Use a quiet, calm voice but provide minimal verbal directions (use visual supports, if needed)

Do NOT offer the child preferred items following the behavior Do NOT provide sensory feedback following the behavior

(hugs, squeezes, rubbing the back, etc.) Quietly praise calming behavior (“that’s good calming down”) After the student is calm, follow through on the initial demand

(whenever possible)

Thinking FBA: How to Win Friends and

Influence People

FBA

Thinking FBA

My friend says, “You should join my belly-

dancing class with me; It’s on Tuesday nights and it’s only $100 for a

ten-week session”

Do you have a guess what myresponse was?

In order to change my behavior (in this case, to get me to say “yes”) my friend needs to understand why I

said “no”

My friend needs to…

“Think FBA”

The Goal

Figure out the real meaning behind my behavior in order to identify and implement the RIGHT intervention to change my behavior

My behavior (saying, “no”) might mean many things…

Understanding the Purpose of Behavior in order to Develop Intervention

So, if my “no” means:

ANXIETY• I’m a bit anxious about

the idea of belly-dancing, I don’t have any idea of what to expect at a class. What if I’m not good enough?

Then here’s a “Thinking FBA” intervention:

• Reduce anxiety/ Pre-teach skills: My friend teaches me some moves ahead of time, or I watch a class before I sign up; this reduces my anxiety



COST/ EFFORT• $100 is too much

money, there are many other things I would rather spend that money on


• Accom./Mod to Reduce Effort: My friend offers to pay half the cost of the class for me



COST/ EFFORT• It might be fun, but I

really don’t have time for this. I can’t give up another evening of work time to go to belly-dancing class


• Provide Supports: My friend offers to watch my children another evening so that I can complete the work I would miss during Tuesday night belly-dancing sessions



SETTING EVENT/MOOD• I still have some bad

feelings after our disagreement last week, and the last thing I want to do is join a class with you right now


• Increase Positive Mood/Pairing: My friend asks me to go out for dinner at San Chez so that we can talk through and resolve our differences



LOW MOTIVATION• I have no desire to

ever belly-dance. That’s just a ridiculous past-time! Why would I want to do that?


• Increase Rewards: My friend assures me that it’s not about the belly-dancing, it’s about having drinks and dinner after each class. She says, “It’s a social event, not belly-dancing.”


So, if my “no” means:EMBARRASSMENT• Are you kidding me?

Maybe if I looked like

but you’re asking me to put THIS body in a belly-dancer outfit– NO WAY!


• Reduce embarrassment:

My friend says that the instructor will set up a private screen behind which I can hide and participate, but I will not be visible to anyone else

The purpose of the behavior has to be matched to the intervention

• Are you kidding me? Put this body in a belly-dancer outfit– NO WAY!

• And this is the intervention:

• My friend offers to pay half the cost of the belly-dancing lessons

How likely will I be to attend belly-dancing classes?

If this is the purpose of my “no”:

The Importance of Matching

This is why it’s important to think FBA when we develop interventionsA reward alone may not be enough

This is also why an intervention that worked fabulously for Child A, doesn’t work so well for Child B…

So…. What will make Jamie decide to take the belly dancing class?A multicomponent intervention

$100, plus dinner & drinks, PLUS the screen

Thinking FBA: Applying FBA in the Classroom

FBA

Step 1: Be a Good Observer

Observation: ZachDate & Time

Antecedent Behavior Consequence

10/10

10:30Sitting at circle time, other children were participating in songs, Zach wasn’t doing hand motions

Crying, laying on floor, leaning against peers, kicking chairs

Aide sat behind Zach, rubbed his back; he slowly began to participate, chose the next song

Observation: NickDate & Time


11/21

11:15-11:35

Asked to put away train and get chair for circle time

Threw toys, knocked book off shelf, crying and kicking

Stayed in quiet area for 20-min, then came to last few minutes of circle time

Observation: Johnny

Date & Time


11/30

10:00 – 10:12

Sitting at circle time, other students were being asked to take turns, Johnny wasn’t called on and was reprimanded for shouting the answer

Crying, kicking, squirming away from his area

Moved to quiet area because he was disruptive to peers, returned to circle about 10:14, participated

The Purpose of Problem BehaviorSimilarities For all 3 students the problem behaviors were fairly similar

(crying, kicking, dropping to the floor) For all 3 students problem behaviors were connected with

circle time

Differences The purpose of the behavior was different for each of the

three students It’s very likely that the same “Circle Time Intervention

Package” will likely NOT be effective for all 3 students

Step 2: Be a Detective

A deductive genius with addiction problems

Scatterbrained, but brilliant

Quirky and loveable

Classic

The Purpose of Zach’s Behavior?

• I want adult attention and support

• I want sensory input to calm me down (back rub)

• I don’t know how to do the hand motions


Sitting at circle time, other children were participating in songs, Zach wasn’t doing hand motions

Crying, laying on floor, leaning against peers, kicking chairs

Aide sat behind Zach, rubbed his back; he began to participate, chose the next song

The Purpose of Nick’s Behavior?• I don’t want to go

to circle time• I want my train• I don’t understand

what’s happening, where am I going now?

• When do I get my train again?


Asked to put away train and go to circle time

Threw toys, knocked book off shelf, crying and kicking

Stayed in quiet area for 20-min, then came to last few minutes of circle time

The Purpose of Johnny’s Behavior?

• I want attention; I want everyone to know how smart I am

• I don’t want to be reprimanded

• I don’t know how to wait

• I don’t like it when other people are wrong and I know the right answer


Sitting at circle time, other students were being asked to take turns, Jonny wasn’t called on and was reprimanded for shouting the answer

Crying, kicking, squirming away from his area

Moved to quiet area because he was disruptive to peers, returned to circle about 10:14, participated

Step 3: Be a Match-Maker

Purpose of behavior

Intervention

Interventionfor Zach

Response Strategies

Do not provide sensory input in response to problem behavior

Praise appropriate sitting and participation

Prevention Strategies

Offer sensory items to hold/play with/ sit on during circle time (koosh, squishy seats)

Use high sensory input reinforcers paired with praise for good responding

Incorporate movement activities with sensory feedback into circle time

Provide visuals (video modeling) & prompts to support hand motions

The purpose of Zach’s behavior?I

want adult attention and support

I want sensory input to calm me

down (back rub)

I don’t know how to do the hand motions

Teaching Strategies

• Teach Zach to request sensory input (“back rub,” “scratch”, or “sit with me,” etc.)

• Teach Zach to request “help” with the hand motions

Interventionfor Nick

Response Strategies

If Nick tantrums, remove the train; continue to follow the schedule; use quiet area, as needed

Praise when he transitions successfully


Provide warnings before the transition (countdown cards, verbal cue)

Allow Nick to take his train to circle; save it in a special circle time “roundhouse”

Incorporate the train theme into circle time

Provide a schedule showing Nick when he may access his trains again

Use first-then

The purpose of Nick’s behavior?“I don’t want to go to circle time”“I want my train”“I don’t understand what’s happening, where am I going now? When do I get my train again?”

Teaching Strategies

• Teach Nick to negotiate (“1 more minute, please”) or request (“more train”)

• Teach Nick to count down from 5 to 1 when it is time to transition

Interventionfor Johnny

Response Strategies

• If Jonny engages in problem behavior, he must wait an additional turn; use quiet area, as needed

• High reinforcement (praise) for good waiting


• Social book about getting answers wrong (“it’s OK to be wrong…”)

• Practice waiting in small groups, gradually increase group size

• Waiting card to indicate when Jonny’s waiting, hands it to teacher when he’s called on

• Allow Jonny to call on other students (or draw names) for the next turn after he has had his turn

• Teacher creates a hand signal or cue to replace the verbal reprimand

The purpose of Jonny’s behavior?I

want attention; I want everyone to know I’m smart

I don’t want to be reprimanded

I don’t know how to wait

I don’t like it when other people are wrong and I am right

Teaching Strategies

• Teach Jonny to use self-talk (“it’s not my turn yet,” “my turn soon”)

• Teach Jonny to sing a quiet “waiting” song

• Teach Jonny to ask when it’s his turn

Does Think FBA work as a consultative model with teachers?

Observation: Mrs. BentonDate & Time


10/10

8:30School psychologist / behavior consultant suggests daily data collection to assess child’s disruptive behavior

Looks down, sighs, says she can’t take data that often

School psychologist agrees to come in daily and collect the data for the next two weeks

The Purpose of Mrs. Benton’s Behavior?

• I can’t focus on just one child

• I don’t know how to collect that kind of data

• The data sheets are too complicated

• I don’t know what to do with the data once collected


School psychologist / behavior consultant suggests daily data collection to assess child’s disruptive behavior

Looks down, sighs, says she can’t take data that often

School psychologist agrees to come in daily and collect the data for the next two weeks

Interventionfor Mrs. Benton

Response Strategies

Give encouragement

Offer assistance to support her data collection effort

Agree to check in 3 times during first two weeks of data collection


Design data sheets that are simple to use

Use data sheets that are self-graphing

Create a system to collect data on more than one student at a time

The purpose of behavior•I can’t focus on just one child•I don’t know how to collect that kind of data•The data sheets are too complicated•I don’t know what to do with the data once collected

Teaching Strategies

Provide a data collection training once a week at lunch time in September

Teach the classroom parapro how to collect the data

Show the teacher how to summarize the data and look for patterns

Putting It All Together:Designing the Plan with Purpose

Designing the Plan

1. Be a good observer2. Be a detective

Think FBA – what is the purpose of the problem behavior?

3. Be a match-maker Which interventions will you include that match the purpose

of the problem behavior? Attempt to include a teaching intervention (replacement skills

such as communication, coping skills, other skill-building)

Some Possible Purposes of Problem Behavior1. Student doesn’t UNDERSTAND the task/ activity2. Student doesn’t LIKE the task/activity3. Student wants an item that’s not available4. Student is easily upset by mistakes or something that is

not “right”5. Student has difficulty with transition from preferred to non-

preferred6. Student has difficulty with change or unusual events7. Student desires interaction, but uses inappropriate

strategies to gain attention from others8. Student avoids interaction with others9. Student’s behavior appears to be comforting or internally

pleasing

Handout

Identifying Interventions

Prevention Strategies Teaching Strategies Responding Strategies Use a mini schedule/

task organizer that breaks down and depicts task steps

Pre-teach the task in a non-threatening environment (home, 1:1 setting)

Use accommodations/ modifications to modify the task to match student level

Teach student to communicate “help” to request support

Teach the student to perform the task/activity

Increase reinforcement for effort

Prompt to success

1. Student doesn’t UNDERSTAND the task or activity

Mini Schedule/ Task Organizer Name Cut Glue Backpack

2. Student doesn’t LIKE the task or activity

Prevention Strategies Teaching Strategies

Responding Strategies

Use behavioral momentum (begin with easy tasks then move to more difficult/less-preferred tasks)

Use first-then with cues for choices following the task

Offer choices Use accommodations/ modifications

to make task more interesting Incorporate student interests within

the activity (e.g., math problems are superimposed on student’s favorite animal)

Start with participation in the activity in small increments (minutes or less), followed by breaks; gradually increase participation requirements

Start with participation for only the last few minutes of the activity rather than the entire activity

Teach student to appropriately request “break”


Use first-then with cues for choices following the task

Offer choices Use accommodations/ modifications to

make task more interesting Incorporate student interests within the

activity (e.g., math problems are superimposed on student’s favorite animal)

Start with participation in the activity in small increments (minutes or less), followed by breaks; gradually increase participation requirements

Start with participation for only the last few minutes of the activity rather than the entire activity

First: Sandbox Then: Swing

Break Cards

Bear Takes a Break

Incorporating student interests

3. Student wants access to an item or activity that’s not available

Prevention Strategies Teaching Strategies Responding Strategies

Provide a visual schedule (written or pictorial) with a representation for when the preferred activity will be available

Use first-then (preferred activity is “then”)

Incorporate student interests within the activity (e.g., math problems are superimposed on student’s favorite animal)

Use visual cues for waiting Create a special location to

“store” the item until it’s available

Teach the student to appropriately request the item/activity

Teach the student to appropriately wait

Implement token reward system with the preferred item available as a reward when task is completed

Special Location Waiting

Token Puzzle Chart

4. Student has low frustration tolerance becomes easily upset by his/her mistakes



Create and implement a social facts/mistake book

Use calming supports (e.g., visual cues to relax)


Teach relaxation strategies (e.g., count to 10 when upset)

Teach verbal phrases to induce calm (e.g., “it’s OK)

Teach student to communicate “help” to request support when frustrated

Verbally reinforce calming behavior

Increase reinforcement for effort, rather than performance

Use humor to diffuse frustration

Mistake Book

Joey's Mistake Book Joey made a mistake. He used the wrong color

crayon. He said the wrong answer. He couldn't find something he

needed. But he didn't get upset. He stopped and thought. Joey said, "I made a mistake,

I'm silly!". He asked for help. He felt better.

Another Mistake Book

Make a good choice

THINK

5. Student has difficulty with transition from preferred to non-preferred



Use first-then Provide a visual schedule (written or

pictorial) with a representation for when the preferred activity will again be available

Provide transition supports (e.g., countdown cards, visual timers, auditory timers)

Provide student with a transition object to carry during transition (e.g., koosh ball, train)

Provide verbal or auditory precorrects and warnings (“we’re going to ______ soon, we’ll walk quietly through the hall”)

Teach student negotiation (student communicates “one more minute please,” or “not yet” in age-appropriate manner)

Follow through on transition once initiated

Transition Objects

Visuals to Support TransitionsCountdown Cards

6. Student has difficulty with change or unusual events



Use social facts/social story book about change

Provide verbal or auditory precorrects about change (“Sometimes things change, but it’s OK”)

Introduce change card into schedule (initially change is the surprise implementation of a preferred activity, over time this is faded to a change to a less-preferred activity)

Teach student verbal phrases to induce calm, e.g., “change is OK”

Teach relaxation strategies

Verbally reinforce calming behavior

Practicing change in schedules

7. Student is interested in others, but uses inappropriate strategies to gain attention of peers or adultsPrevention Strategies Teaching Strategies Responding Strategies

Provide and practice rules/ expectations

Provide visual cues for waiting, turn-taking, sharing, conversation, etc.

Show the student video models appropriately initiating to others

Teach skills such as sharing, playing appropriately, waiting, turn-taking, attention gaining (e.g., tapping arm, raising hand)

Teach conversation starters: “can I play?,” “can I have a turn?,” “what are you doing?,” joke-telling, etc.)

Teach scripts to use during play/social activities

Teach game play and age-appropriate activities

Reduce attention for inappropriate behavior (adult and peer)

Increase attention for appropriate attempts to gain attention

Conversation Starters

What are you playing?

Do you have a pet?

What’s your favorite movie?

Can I play?

Hi / Bye

Conversation Starters

8. Student avoids engagement/ interaction with othersPrevention Strategies Teaching Strategies Responding Strategies

Train others to engage in social and non-social activities that match student interests and age (e.g., chase, discussion of preferred topics, games)

Temporarily reduce demands to reduce negative pairing of others with work tasks

Teach peers/ others to initiate interactions and engagement with the student

Teach student to appropriately request “break” (to avoid engagement)

Teach student to appropriately indicate preference to be alone, (e.g., “not now”)

Consistently pair people and praise with the student’s preferred reinforcers

Pair peers with the student’s reinforcers

Activities that Match the Student’s Interests

9. Behaviors are stereotypic; appear to be comforting or internally pleasing



Provide access to an alternative behavior that serves the same, or a similar function (e.g., vocal stereotypic behavior is replaced with music/headphones or oral motor activity, visual stereotypic behavior is replaced with toys with lights/visual feedback)

Systematically shape the stereotypic behavior into a more appropriate alternative (e.g., flicking ears is shaped into clapping)

Systematically shape the stereotypic behavior into an incompatible behavior (e.g., table tapping is prevented by teaching the student to place his hands in his pockets instead of tap)

Create a schedule with designated opportunities and places to engage in the stereotypic behavior-- “time and place” strategy (for example, the student is taught that s/he can engage in the behavior one 10-min period per hour, in a specified location, such as the guidance counselor’s office)

Provide appropriate sensory activities on a specific schedule (swings, trampoline, weighted vests, etc.)

Teach student to verbally request the opportunity to engage in his/her preferred stereotypic behavior (e.g., “break area”), or an appropriate alternative that provides similar feedback (e.g., “swing,” “headphones”)

Use token system to reinforce student for NOT engaging in the target behavior (reinforcement is provided on a DRO schedule)

Use response cost system (loss of tokens) when student engages in target behavior

After stereotypic behavior occurs for a pre-determined period of time, implement visual cues to indicate that behavior must be stopped (e.g., placing picture of stereotypic behavior in envelope, erasing a depiction of the behavior on a wipe-off board)

Do NOT provide sensory activities (e.g., swinging) immediately following the target behavior.

Addressing Stereotypic Behavior

Shaping Behavior

Ear-flicking

Clapping hands

Hand-flapping

Hands in pockets

Time & Place

Replacement

Behavior

What do the teachers you work with need in order to Think FBA? Training? Strategies? Optimism ? Support with data collection? Someone to help discuss possible functions?

What is your action plan?

masp 2015 think fba: helping teachers address behavior problems in young students jamie...

Documents

challenging behavior

inexperienced teachers

teachers attitudes

preschool teachers

student behavior

behavioral skills

think fba

specific pbis skills