ASSESSMENT AND INTERVENTION FOR INDIVIDUAL STUDENTSPBIS SUMMER INSTITUTE 2012

Objectives

Identify basics of behavior.

Understand factors that contribute to problem behaviors.

Establish why it is important to determine the function of a behavior when choosing interventions.

Participant Expectations

Be Responsible Return promptly from breaks Be an active participant Use electronic devices appropriately

Be Respectful Maintain cell phone etiquette Listen attentively to others Limit sidebars and stay on topic

Be Kind Enter discussions with an open mind Respond appropriately to others’ ideas

Attention Signal

Please make note of time limits and watch your clocks!Trainer will raise his/her hand.

Finish your thought/comment.

Participants will raise a hand and wait quietly.

Positive Behavior Support

A systems approach for establishing the social culture and individualized

behavioral supports needed for schools to be effective learning environments for all students

- Rob Horner, Ph.D.

Co-Director National Technical Assistance Center for Positive Behavior Support

Defining & Teaching Expectations

Routines & ProceduresReinforcement SystemsEffective Consequences

CONTINUUM OFPOSITIVE

BEHAVIOR INTERVENTION

AND SUPPORT

Social Skills MentoringCheck In

Self ManagementClassroom Based

Intervention

FBA/BIPDe-escalation

5%

80%

15%

SYSTE

MS

SYSTE

MS

PRACTICESPRACTICES

DATA

DATA

SupportingSupportingStaff Staff

BehaviorBehavior

SupportingSupportingDecisionDecisionMakingMaking

SupportingSupportingStudent BehaviorStudent Behavior

OUTCOMESOUTCOMES

PositivePositiveBehavior Behavior Intervention Intervention and and SupportSupport

Social Competence &Academic Achievement

BEHAVIOR BASICS

Behavior Basics: Scenario

Teacher asks student to

leave the class

There is a quiz today

Student puts head down on desk and

refuses to complete quiz

Student leaves

Student is tired

Behavior Basics: Analysis

Antecedent

Teacher Behavior Student BehaviorStudent Behavior

Consequence

Consequence

Behavior Basics: Assumptions

Behavior is learned. Every social interaction you

have with a child teaches him/her something.

Relationships matter! Behavior alters when those

involved have a prior positive relationship.

Behavior Basics: The ABCs of Behavior

Understanding the purpose of behavior comes from repeated observation of:

A: Antecedent: stimulus before the behavior

B: Behavior: observable and measurable act

C: Consequence: what occurs after the behavior that serves to maintain or increase frequency of behavior

Behavior Basics: Antecedents Antecedents are events that

happen before the behavior.

There are two types of antecedents:

Conditional

Situational

Behavior Basics: Conditional Antecedents

May occur anywhere

Increase the likelihood that behavior will occur Oversleeping Medication or lack of medication Hunger Conflict with a particular person

Behavior Basics: Conditional Antecedents

Home

Community

Disability

School

Activity 1: Conditional Antecedents How have you seen conditional

antecedents impact behavior in your school?

Pair with a fellow workshop participant.

Share your ideas. Be sure that each person gets to share.

Behavior Basics : Situational Antecedents Behavior triggered by specific event

Changes to regularly scheduled events due to bomb threats, fire drills, etc.

Teasing/sarcasm/threats Challenged by others

May be consistent Group work Math

May be unique to one situation Field trips to the zoo Substitute teacher

Behavior Basics: Situational Antecedents

Social

Environment

Personal

Academic

Activity 2: Situational Antecedents With a colleague, brainstorm

possible situational antecedents.

List them on your activity sheet.

Be sure that each person gets to share ideas.

Behavior Basics: Behavior

Behavior is…anything that we say or do. how we react to situations

and/or conditions. learned because a purpose

or function is served. repeated because a desired

outcome occurs.

Behavior Basics: Consequences Consequences are:

The outcome of the behavior The responses of adults and/or

peers to the behavior

Consequences that reinforce behavior lead to repetition of the behavior.

Behavior Basics: Consequences

Behavior is affected by its consequences:

Emily raises her hand. Emily’s teacher calls on her to share. She is likely to continue to raise her hand to share ideas.

Behavior Basics: Consequences

Behavior is strengthened or maintained by reinforcement:

Adam correctly completes his assignments. He is allowed extra time on the computer. He will likely continue to complete his assignments again because he enjoys computer time.

Behavior Basics: ConsequencesBehavior is weakened by withholding consequences that have maintained it:

Riley constantly fidgets and taps her pencil to get the teacher’s attention. Instead of scolding her, the teacher gives positive attention to another student sitting quietly. Riley is more likely to sit quietly to get the teacher’s attention.

Behavior Basics: Consequence

To understand the consequences of a behavior, observe what happens in the environment immediately after the behavior.

What is the pay-off?

What does the student get?

What does the student avoid?

Activity 3:Behavior Basics Quiz Complete the quiz on your own. Pair with a neighbor. Compare answers. Discuss relevance of this

information to planning effective interventions for students.

Watch for the attention signal.

UNDERSTANDING FUNCTIONS OF BEHAVIOR

Functions of Behavior

The function is the purpose or reason that the behavior occurred.

Why is it important for us to know the function of the problem behavior?

To understand the need behind behavior To find an appropriate replacement

behavior To target appropriate antecedents and

consequences to alter To develop the best behavior support plan

Functions of Behavior

Behavior has two major functions:To get something

preferred task or activity attention of an adult or peer a specific item or object sensory input

To avoid something a specific task or activity an adult or child a specific item or object sensory overload

Functions of Behavior

SENSORY

GET

TANGIBLESATTENTION

AVOID

Functions of Behavior

One behavior can have multiple functions:

John throws a tantrum at home in order to avoid cleaning his room, and he throws a tantrum at school to get adult attention.

Functions of Behavior

Several behaviors can have the same function:

Mike might cuss, walk away, and/or put his head down in order to avoid completing writing assignments.

Assessing the Function: Process

Step 1: Prioritize concerns and define one target behavior.

Step 2: Collect data.

Step 3: Develop a hypothesis.

Assessing the Function: Process

Step 1: Select and define behaviors. List all problem behaviors and determine the

behavior to target.

Operationally define the behavior: Measurable

Observable

Objective

Assessing the Function: ProcessStep 2: Collect Data

To determine the function, you must collect data about target behavior.

Data should be collected in a reasonable time frame

Data can be collected through: indirect methods

direct observation tools

Assessing the Function: Process

Indirect methods for data collection:

Interviews

Anecdotal records

Assessment tools

Assessing the Function: Process

Direct data collection involves repeated planned observation of antecedents, behaviors and consequences.

Context: Under what conditions does the behavior occur?

Frequency: How often does it happen?

Duration: How long does it go on?

Intensity: How disruptive or damaging is it?

Chafouleas, Riley-Tillman & McDougal, 2002

Assessing the Function: Process

Direct data collection tools ABC observations Frequency counts Duration recording Intensity recording

Wright, 2011; Jenson, Rhode, Reavis, 1994

Activity 4: Assessing the Function, Steps 1 and 2Read the paragraph about Rachel on your activity sheet and answer the following questions:

1. Which behavior would you target first?

2. How would you define the behavior?

3. What data collection tools would be helpful in determining the possible function of the target behavior?

Assessing the Function: Process

Step 3: Form a hypothesis about the problem behavior.

Use data to determine if the main purpose of the behavior is to gain or avoid something.

Refine broad category into a specific hypothesis statement.

Assessing the Function: Hypothesis

Once you have determined whether the purpose of the behavior is to avoid or gain, then you can create a specific hypothesis.

The goal of the hypothesis is to generate a statement regarding the conditions in which the behavior is most likely to occur.

Assessing the Function: Hypothesis

Hypothesis Template: During ______ , when/and _____ (antecedent) occurs, the student does _____ (behavior) in order to gain or avoid _________ (consequences/outcomes).

Assessing the Function: Hypothesis

Sample:During independent or small group work, when Pat is left unattended by a teacher for longer than 5 minutes, Pat leaves the seat or area to gain adult attention.

Activity 5: Assessing the Function, Step 3

Using the word bank on your table, write them on the template to create up to three hypotheses that contain the antecedent, behavior, and consequences/outcomes.

CREATING EFFECTIVE INTERVENTIONS

Function Based Interventions: Rationale

Understanding the function or purpose of the problem behavior is essential in developing an effective behavior support plan.

Reinforcement maintains behavior.

It is more efficient for people to use existing behaviors.

If you keep doing what you are doing, you will keep getting what you are getting.

Creating Effective Interventions: Rationale

Connect directly to hypothesis by applying interventions that are logically related to function.

Focus on adult and environmental roles. Identify proactive strategies that prevent, rather

than suppress, undesirable behaviors. Provide strategies to teach desired skills. Teach replacement behaviors that serve a similar

function. Plan to help student generalize new behaviors to

all settings.

Creating Effective Interventions: Guidelines

Creating Effective Interventions: Steps

Develop a replacement behavior and acceptable alternatives.

Choose strategies that meet functional need through a pro-social skill.

Consider how to affect the behavior using the ABC format.

Function can be met with two or more different behaviors.

Desired replacement behavior should serve the function in a more acceptable and socially appropriate way.

Creating Effective Interventions: Replacement Behavior

Horner, Sugai at www.pbis.org

Must be stated in measurable, observable, and positive terms.

Context/Setting Events…when, where, with whom? Learner…who? Behavior…what? Criterion…how much?

Creating Effective Interventions: Replacement Behavior

During language arts class, when the teacher is providing direct instruction, John will raise his hand and wait to be called on three out of five opportunities for responses.

Creating Effective Interventions: Replacement Behavior Acceptable alternatives

Once you have an ideal replacement behavior, consider acceptable alternatives.

There is a wide range of possible behaviors that meet the function.

Alternatives need to be better than the problem behavior.

Allowing alternatives helps the student feel successful as he/she moves towards the goal.

Setting Events

Antecedents

DesiredReplacement

ProblemBehavior

AcceptableAlternative

Determining Replacement Behaviors and Alternatives

Outcome of the Behavior

Function Based Interventions: Function of Avoidance Student behavior may be overt or

subtle.

Usually occurs when a student is facing an undesirable task or class.

Behavior reoccurs in specific situations.

Function Based Interventions: Examples of Avoidance Behaviors Saying “I don’t want to do this!” Complaining of being sick Making excuses Asking unrelated comments Putting head down Asking to use the bathroom Asking to see another teacher Being tardy Finding other things to do in class

Function Based Interventions: Strategies for Avoidance Behaviors

Modify instruction and give student choices.

Teach students what to do when faced with a situation they are trying to avoid.

Provide attainable goals. Create appropriate methods for

taking a break.

Function Based Interventions: Strategies for Avoidance Behaviors

Collect data to help determine what student is avoiding.

Talk privately with student to reveal the reasons for frequent escapes.

Avoid embarrassing student and escalating situation.

Function Based Interventions: Function of Gaining Student behavior may be overt or

subtle.

Student could seek to gain attention, tangible item, or an activity.

Attention could be desired from peers and/or teacher.

Function Based Interventions: Examples of Gaining Behaviors Frequently needs feedback from

adults

Whines, cries or complains

Focuses on others’ sensitive issues

Enjoys being class clown

Is disrespectful or hostile

Hoarding or stealing items

Spending time on preferred activity instead of assigned task

Function Based Interventions: Strategies for Gaining Behaviors Teach appropriate behaviors to gain

attention, items, or activity.

Reinforce desired behavior and use planned ignoring for misbehavior.

If behavior cannot be ignored, rather than acknowledge student individually, remind the class of expectations.

Plan a time to give the student feedback on a regular basis.

Activity 6: Function Based Interventions Practice

Choose one of the scenarios to read. List antecedents, behaviors, and

consequences. Note possible function(s) of the

behavior(s). Answer the following question: Given

the scenario, what is likely to happen the next time the situation occurs?

Describe at least two possible intervention strategies.

Creating Effective Interventions: Choosing Strategies Effective plans… identify potential triggers and ways

to avoid them. teach acceptable replacement

behaviors to mastery. create outcomes that increase use

of replacement behaviors and reduce use of problem behaviors.

Creating Effective Interventions: Choosing StrategiesStrategies need to include changes to the antecedents, behavior, and consequences or outcomes.

Antecedents

Behavior

Consequence or Outcome

Creating Effective Interventions: Choosing Strategies

Antecedents Remove or modify the antecedents that prompt problem

behavior. How could the problem behavior be prevented?

Behavior Teach replacement behaviors that require less effort to meet the

need. What appropriate behaviors can we teach the student to meet

the need?

Consequence/Outcomes Decrease access to outcomes that maintain problem behavior

and increase access to outcomes that support acceptable behavior.

Can we respond with consequences that provide a learning or practice component of the desired behavior?

Creating Effective Interventions: Choosing StrategiesManipulating the Antecedents:

Provide attention on your terms before he gets it on his terms.

Spend extra time with student to review expectations.

Alter lesson or activity. Modify environment. Provide additional support.

Creating Effective Interventions: Choosing Strategies

Manipulating the Behavior: Ensure behavior goal is attainable. Teach social skills that are directly related to

desired behavior. Help student discover connection between

desired behavior and desired outcomes.

Creating Effective Interventions: Choosing StrategiesManipulating the Consequences/ Outcomes: Use planned ignoring. Respond to behavior in a way that does not

embarrass student. Reinforce desired behavior and acceptable

alternatives. Provide indirect acknowledgement or

correction when direct acknowledgement is not effective.

Allow student to earn what she/he wants through demonstration of desired behavior or acceptable alternatives.

Creating Effective Interventions: Choosing Strategies

Planned check-ins by teacher Precorrects for hand raising Move seat closer to adult

Teach skills to get help, occupy wait times, and tolerate delays

Ignore calling out Reinforce raising hand Respond consistently and quickly to appropriate requests and approximations

If it has been determined that a student calls out in order to obtain adult attention, strategies might include:

A

B

C

Creating Effective Interventions: Choosing Strategies

Alter lessons to meet student’s abilities Start lessons with review Preview work with student individually Allow him other ways to participate in lesson to keep engaged

Teach student how to get help, approach challenging material, handle frustration, and accept errors

Reinforce approximations Contract for breaks Become tutor for someone else Positive reinforcement for staying engaged and completing task

If it has been determined that a student puts his head down and/or falls asleep in class to avoid independent written work, strategies might include:

Activity 7: Design Interventions

Work in groups to create interventions for the student below by filling in the boxes on your worksheet.

Hypothesis Statement:

During unstructured social times, when interacting with peers, Brittany uses inappropriate language in order to gain peer attention.

Creating Effective Interventions: Implementation

An effective plan includes : tools for assessing progress

data collection schedule

defined steps to goal

roles and responsibilities

plan for reinforcement

methods for ensuring fidelity

Creating Effective Interventions: Evaluation

Steps for Evaluation1. Determine if behavior has improved.

2. If yes, choose one of the following options: Modify criteria for mastery Choose another behavior to address End individualized plan

3. If not, choose one of the following options: Evaluate fidelity of implementation Re-evaluation function Find ways to adjust the plan

Creating Effective Interventions: Generalization Practice plan in all applicable settings. Include a variety of adults when

developing the plan. Continue implementing plan for a

sufficient amount of time. Encourage use of replacement

behavior and all acceptable alternatives.

Tertiary Level Strategies: Review

Understand PBIS team role in supporting individual student needs.

Coordinate with other existing resources. Use data to determine function. Develop achievable replacement behavior and

alternatives. Support the use of desired behavior by

manipulating the ABC. Promote consistency among school staff. Practice plan in all settings. Evaluate regularly.

Review:It’s Simple Really…

Antecedent is going on, Behavior happens, and Consequence follows.

Does C cause B to occur again? Can A change to stop B? Can C change to deter B? Can you teach an acceptable

replacement for B? Can C be altered to only reinforce

the replacement behavior?

References and Resources George, H & Kincaid, D. "Basic Principles of

Behavior” Power Point Presentation. Florida's Positive Behavior Support Project: University of South Florida. Presented at First International Conference on Positive Behavior Support. Orlando, Florida 2003

“Functional Behavior Assessment”. Power Point Presentation. Behavior Specialist Team, Special Education Services Wake County Public School System

“Secondary and Tertiary Strategies for PBIS”. Power Point Presentation. 2nd Annual Conference on Secondary and Tertiary Interventions. Naperville, IL, 2006

New Mexico Public Education Department