Post on 18-Jan-2016
Interventions to Support Student Interventions to Support Student Behavior: Behavior:
How to select and implement function-How to select and implement function-based strategies in the classroombased strategies in the classroom
Scott SpauldingScott Spaulding
Annie McLaughlinAnnie McLaughlin
Carol Ann DavisCarol Ann Davis
Understanding and Arranging the Environment
Understanding and Changing Instructional Modifications
UnderstandingAntecedents
and Consequences
Increase in Teacher Time
and Level of Intrusiveness
SWPBiS FoundationsSWPBiS FoundationsUniversal supports in the classroomUniversal supports in the classroom
SWPBiS FoundationsSWPBiS FoundationsUniversal supports in the classroomUniversal supports in the classroom
General Guidelines: Why is it important to understand the purpose of a
behavior? The research indicates it as best practice.The research indicates it as best practice.
Placed in “time out”
Reinforced
Child hits to escape circle time
Asked to apologize and stay in circle
Not Reinforced
Make Problem Behavior Irrelevant, Ineffective, and Inefficient
Irrelevant student no longer needs to use problem behaviors to
achieve wants/needs
Ineffective Problem behavior no longer enables the student to
achieve the function of his/her behavior
Inefficient Problem behaviors require much more effort and time
to achieve purpose compared with acceptable behavior.
Positive Behavior Support Plan
Analyze the data --- determine the function. Develop hypothesis statements. Identify a situation in which you can consistently
implement an intervention. Based on that situation or problem behavior
(hypothesis), menu a variety interventions Choose one set of interventions Make sure that you have buy in
Case Study
Introduction to Alison
Positive Behavior Support Plan
Analyze the data --- determine the function. Develop hypothesis statements. Identify a situation in which you can consistently
implement an intervention. Based on that situation or problem behavior
(hypothesis), menu a variety interventions Choose one set of interventions Make sure that you have buy in
During extended teacher-led whole group instruction (10+ minutes) or during extended independent work times (10+ minutes) Alison will begin to engage in the target behaviors to obtain adult attention. These behaviors are more likely to happen when Alison has had more than one sitting activity in a row. They are also more likely to happen when Alison comes in upset from recess (i.e., not smiling or laughing).
Positive Behavior Support Plan
Analyze the data --- determine the function. Develop hypothesis statements. Identify a situation in which you can consistently
implement an intervention. Based on that situation or problem behavior
(hypothesis), menu a variety interventions Choose one set of interventions Make sure that you have buy in
Independent worktime so she can move around the room and attend to Alison and the other students
Positive Behavior Support Plan
Analyze the data --- determine the function. Develop hypothesis statements. Identify a situation in which you can consistently
implement an intervention. Based on that situation or problem behavior
(hypothesis), menu a variety interventions Choose one set of interventions Make sure that you have buy in
What do we know about What do we know about successful intervention successful intervention
plans?plans? Running around room
Teacher attention
Raising his hand to signal the T.
Problem behavior and replacement behavior need to serve the same function
All behavior is analyzed by looking at what All behavior is analyzed by looking at what happens before the behavior and what happens before the behavior and what happens after the behaviorhappens after the behavior
This gives us three areas to create This gives us three areas to create interventions for the challenging behaviorinterventions for the challenging behavior
Antecedent Strategies for AlisonAddress immediate antecedent events in the student’s environment that predict or trigger problem behavior.
Pre-specified Reinforcers
State the reinforcer to be delivered prior to the completion of a task or activity in which a problem behavior occurs.
Examples “If you will finish the first task, then you can
pick a friend to read with”
Pre-specified Reinforcers
Steps for Implementation
1. Assess preferences and reinforcers.
We know that Alison likes attention and reading is a way to give her attention in a structured fashion
2. Deliver the request by stating the reinforcer to be delivered when the request is completed.
Remember, when you first the first activity, you can read with a friend
3. Child receives reinforcer AFTER engaging in and completing the activity.
Collaborative ActivitiesExamples “If you do the
first three problems, I will sit with you and do the next one.”
Sharing the responsibilities of the task or activity in which a child typically exhibits challenging behaviors.
Collaborative ActivitiesSteps for Implementation
1. Identify activity.
2. Split the responsibilities of the task.
If Alison is working on a 20 item worksheet, you can split the worksheet into 4 sections.
3. Prior to the child’s engaging in challenging behavior, present the task demand in a collaborative fashion.
Tell Alison, “When you finish five problems, I will help you with the next five problems.”
NOTE: This intervention is effective for those children that engage in challenging behavior to escape from an activity and obtain attention.
Tolerance for Delay of Reinforcement
Examples During instructional
time and after 10 minutes in which Alison sits, the teacher tells her she can walk up to the office to give Ms. San the lunch tickets.
Teaching the child to (a) stay engaged in a task/activity, or (b) wait for a desired object for longer periods of time.
Tolerance for Delay of Reinforcement
Steps for Implementation
1. Identify the situation
2. Identify the shortest amount of time that the child will wait before exhibiting behavior. (CTP)
3.Choose a delay signal and a release signal.
4.Engage the child in the activity.
Tolerance for Delay of Reinforcement
Steps for Implementation (cont.)
5. Deliver the delay signal prior to the critical time period.
6. Continue engagement for a short time longer.
7. Deliver a release signal and reinforcement (e.g., release student from task, deliver requested object/tangible).
8. Gradually increase time child has to wait between signal and delivery of activity/object
Teaching Strategies for Alison
Teaching to Request Help or Attention
Steps for implementation
1. Determine how long the child will stay with the task before engaging in the problem behavior
We know that Alison will sit in her seat for approximately 10 minutes
2. Just prior to arriving at this point, provide the child with help or attention (depending on which you are teaching).
At 9 min and 30 sec, tell Alison that you are going to help her.
Teaching a Request for Help
Steps for implementation (cont.)
3. Once the task has been associated with reinforcement (release from the task), prompt the child to request at the critical point before problem behavior occurs.
The next time she is working independently and when she has been doing this for 9 min and 30 sec, verbally prompt her by saying, “If you need help, remember to raise your hand.” Physically prompt her to raise her hand.
4. After a correct response, the child should be immediately provided the action to match the response
Provide Alison with help for that item or activity
Teaching a Requesting Response
Steps for implementation (cont.)
5. Over time, fade the prompts necessary for the child to make the desired request
Over the next few times, fade out your verbal prompt by walking by her and waiting for the correct response, or by signaling her to raise her hand without a verbal prompt, etc
Consequence Interventions for Alison
Remember we want to make the behavior irrelevant, inefficient, and ineffective
This is done by managing the consequences
ConsequencesConsequences
Choose consequences:Choose consequences: Reinforcement Reinforcement Time out from positive reinforcementTime out from positive reinforcement ExtinctionExtinction
Positive Reinforcement (SR+)
► The contingent presentation of a consequence immediately following a response that INCREASES the probability of the response occurring in the future
Administered contingently upon production of target behavior
Administered immediately to establish contingently
ExtinctionExtinction
Time-out from Positive ReinforcementTime-out from Positive Reinforcement -- -- access access
to reinforcement is removed for a period of timeto reinforcement is removed for a period of time
CharacteristicCharacteristic gradual reduction of behaviorgradual reduction of behavior
AdvantagesAdvantages can be easy to implement for minor can be easy to implement for minor
incidentsincidents DisadvantagesDisadvantages
difficult to implement for larger childrendifficult to implement for larger children
Implementing TOPRImplementing TOPR
Identify reinforcer that maintains behavior.Identify reinforcer that maintains behavior. Make the time-in as reinforcing as Make the time-in as reinforcing as
possible.possible. Keep time-out period short.Keep time-out period short. Follow guidelines.Follow guidelines. Release child from TO contingent on Release child from TO contingent on
acceptable behavior.acceptable behavior. Try teaching acceptable behavior first.Try teaching acceptable behavior first.
Implementing TOPRImplementing TOPR
We know that Alison is reinforced by attention.
Make sure that when students are not in independent work the activity is highly reinforcing. For example, the activity could begin with asking the students to pair up and talk about the answers (i.e., turn and talk)
TOPRTOPR
We could use a time out card, so when she is running around the room, time out card, and talking to her peers or getting attention from the paraprofessional is not available
Antecedent StrategiesAddress immediate antecedent events in the student’s environment that predict or trigger problem behavior.
Antecedent StrategiesAntecedent Strategies
Instructional AdaptationsInstructional Adaptations Preferred item as a distractorPreferred item as a distractor Choice makingChoice making Non-contingent reinforcement (NCR)Non-contingent reinforcement (NCR) High probability requestsHigh probability requests
Instructional AdaptationInstructional Adaptation
Changes to learning task requirements, Changes to learning task requirements, such as changes to the instructional such as changes to the instructional content, teaching methods, materials or content, teaching methods, materials or physical environmentphysical environment
These changes are usually temporary or These changes are usually temporary or reduced over timereduced over time
InstructionalInstructional
ContentContent Task difficultyTask difficulty Add preferenceAdd preference
PresentationPresentation Length of taskLength of task Varied activitiesVaried activities ChoiceChoice MaterialsMaterials
ContentContent Add a peer buddyAdd a peer buddy Small groupingsSmall groupings
PresentationPresentation Oral presentationOral presentation Varied activitiesVaried activities ChoiceChoice Interactive materialsInteractive materials
Preferred Activities or Objects as a Distractor
Engaging a student in an activity or object to distract him/her from the event in which the student usually engages in challenging behavior.
Examples•Giving students markers to work with while waiting for other students to finish work.•Letting a student listen to a tape recorder while riding in the car/bus.
Preferred Activities or Objects as a Distractor
Steps for Implementation
1. Identify objects that are preferred.
2. Identify objects that do not interfere with the target activity.
3.Engage student with the preferred object before beginning target activity or at a point prior to which challenging behavior will occur.
Preferred ItemPreferred Item
Choice Making
Examples
“Do you want to do the worksheet first or the reading first?”
“Do you want to brush your teeth or wash you face?”
“Do you want to use the markers or the crayons?”
Offering choices of materials to be used, components of an activity, or undesired activities when presenting a request.
Choice Making
Steps for Implementation:1. Identify activities in which choices can be
offered
2. Identify an array of choices within activity.
3.Offer choices prior to the student engaging in challenging behavior.
Non-contingent Attention (NCR)Non-contingent Attention (NCR)
Reinforcer that maintains a problem Reinforcer that maintains a problem behavior is delivered on a schedule behavior is delivered on a schedule INDEPENDENTINDEPENDENT of the student’s behavior of the student’s behavior
NCR decreases the effectiveness of a NCR decreases the effectiveness of a consequenceconsequence Providing attention to a student every 15 Providing attention to a student every 15
minutes decreases the likelihood that he will minutes decreases the likelihood that he will engage in shouting out in order to gain the engage in shouting out in order to gain the teacher’s attention.teacher’s attention.
How Does NCR work?How Does NCR work?
In the case of NCR…In the case of NCR… Noncontingent access to Noncontingent access to attention attention
decreases the reinforcing effectiveness of decreases the reinforcing effectiveness of attentionattention
Noncontingent access to Noncontingent access to escapeescape decreases the reinforcing effectiveness of decreases the reinforcing effectiveness of escape escape
Noncontingent access to Noncontingent access to sensory sensory stimulationstimulation decreases the reinforcing decreases the reinforcing effectiveness of sensory stimulation effectiveness of sensory stimulation
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Guidelines for Using NCRGuidelines for Using NCR You MUST know the function of the You MUST know the function of the
challenging behaviorchallenging behavior Must stop reinforcing challenging behaviorMust stop reinforcing challenging behavior
If screaming gained access to tangible, you If screaming gained access to tangible, you must stop giving the tangible if the student must stop giving the tangible if the student screamsscreams
Determine initial interval*Determine initial interval* Total duration of all baseline sessions/total Total duration of all baseline sessions/total
number of occurrences of the PBnumber of occurrences of the PB• Set the initial interval slightly below thisSet the initial interval slightly below this
Initial time interval should be dense and then Initial time interval should be dense and then thinnedthinned
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Example of Initial Steps of NCRExample of Initial Steps of NCR
Duration of math # of Challenging Behaviors
30 4
32 2
30 2
30 3
31 4
Total: 153 15
153/15 = 10.2 minutes 10:12
NCRNCR AdvantagesAdvantages
Easy to useEasy to use Creates positive Creates positive
learning environmentlearning environment If used with If used with
extinction, can extinction, can reduce extinction reduce extinction burstburst
Chance pairing of Chance pairing of productive behavior productive behavior and NCR could and NCR could strengthen the strengthen the productive behaviorproductive behavior
DisadvantagesDisadvantages Free access to Free access to
NCR stimuli may NCR stimuli may reduce motivation reduce motivation to engage in to engage in adaptive behavioradaptive behavior
Chance pairing of Chance pairing of non-productive non-productive behavior and NCR behavior and NCR could strengthen could strengthen the non-productive the non-productive behaviorbehavior
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High‑Probability Requests
A set of simple requests delivered just prior to a request in which the student typically does not comply.
Teacher Student Consequences
Alan, give me five. Gives five Teacher gives praise
Touch your ears. Touches ear Teacher gives praise
What is on your shirt?
Says “Batman” Teacher gives praise
Sit in your chair. Sits in chair. Teacher gives praise
HPR Academic ExampleHPR Academic Example
Teacher Student Consequence
Get out your worksheet Student takes out worksheet
Teacher delivers reinforcement “nice”
Find your pencil Student picks up pencil Teacher delivers reinforcement “perfect”
Point to number one Student points to number one
Teacher delivers reinforcement “yep!”
Complete number one Student writes the answer to the problem
Teacher delivers reinforcement “Awesome”
High‑ProbabilityRequests
1. Identify those requests that the student typically will complete. These tasks should be easy and quick to complete (High‑p requests). Usually over 80%
2. Identify those requests in which the learner will not complete. Usually under 40% of the time.
3. Validate those requests by taking data on them.
4. Deliver three high-p requests immediately prior to delivering the low-p request.
5. Provide some type of feedback (i.e., praise, gesture, tangible) after EACH high-p and low-p request
HPR EXAMPLEHPR EXAMPLE
Teaching StrategiesTeaching Strategies
Teaching Strategies
Address the communication, social, and adaptive living skill deficits and needs of students with disabilities or behavioral challenges.
Strategies are linked to the skill deficits that are associated with the occurrence of problem behavior.
Teaching StrategiesTeaching Strategies
ReplacementReplacement RequestingRequesting RejectingRejecting
Strategies Teaching Replacement Behavior
General Rules for Implementing
Do not continue to reinforce the problem behavior
Minimize the probability that a problem behavior will occur prior to the acceptable communicative response
If possible, select a new response that is already part of the student’s existing repertoire.
Try to incorporate the natural maintaining contingencies offered by the natural environment
Teaching a Requesting Response
A socially acceptable request to: withdraw from an uncompleted task with the
expectation of returning (requesting a break)
gain someone’s attention (request attention)
gain help from someone (request assistance)
solicit praise or confirmation of completed work (request a work break)
Teaching a Rejecting Response
A socially acceptable response to avoid contact with an undesired activity, person, or object.
When given a multiplication worksheet, Allison says, “This is too hard and I need help.” She is given the help.
Right before gym time, Ryan signs “all done” and does not have to go to gym.
Teaching a Rejecting Response Continued
Steps for implementation1. Identify the earliest possible at which the
student attends to the approach of the undesired event without engaging in problem behavior
2. Reinforce the absence of problem behavior3. Prompt or model the desired response in the
presence of the undesired event
Teaching a Rejecting Response
Steps for implementation Continued4. Shape successfully better approximations or
gradually reduce the student’s reliance on prompts.
5. Make sure that rejecting is used conditionally (i.e., the student only has the item/activity removed when he/she asks appropriately)
Rejecting Response
COMMON MISTAKES Adults intermittently remove the item/activity
Teacher ‘pushes’ too far because the student ‘needs’ to do it.
Math teacher removes the item/activity but instructional assistant does not.
Prompts are not faded quickly enough
Consequence Consequence InterventionsInterventions
We must change the consequences if we want to We must change the consequences if we want to change behaviorchange behavior
ConsequencesConsequences
ReinforcementReinforcement
Choose effective reinforcers:Choose effective reinforcers: Reinforcement historyReinforcement history Deprivation stateDeprivation state Perceived value of the reinforcerPerceived value of the reinforcer ConsistencyConsistency Age appropriatenessAge appropriateness
Prevent or Delay SatiationPrevent or Delay Satiation
1.1. Allow students to select reinforcers and Allow students to select reinforcers and have a variety (3 or 4) for the student to have a variety (3 or 4) for the student to choose fromchoose from
2.2. Assign a particular reinforcer to a particular Assign a particular reinforcer to a particular task or behaviortask or behavior
3.3. Decrease the size of the edible reinforcerDecrease the size of the edible reinforcer4.4. Decrease the amount of time the student Decrease the amount of time the student
accesses the reinforcer (lower amount of accesses the reinforcer (lower amount of iPad time)iPad time)
5.5. Use multiple reinforcers across time even Use multiple reinforcers across time even though the student is highly motivated by though the student is highly motivated by access to a certain preferred reinforcer.access to a certain preferred reinforcer.
ReinforcementReinforcement
Token EconomiesToken Economies ContractingContracting
Token EconomiesToken Economies
A behavior change system which involves A behavior change system which involves identification of specific behaviors to be identification of specific behaviors to be reinforcedreinforced
Three Aspects:Three Aspects:
1.1. Clearly defined behaviors Clearly defined behaviors
2.2. A medium of exchangeA medium of exchange
3.3. Back up reinforcersBack up reinforcers
Token Economies ContinuedToken Economies Continued
A token will only work if: It is consistently paired with backup reinforcers Individual must have strong motivation for the
back up reinforcer Advantages of token economies:
Provides explicit, concrete reward that can simplify intervention and provides representation of child’s progress.
Structures interactions in a consistent manner (prevents focus on negative behaviors since must reward positive behaviors).
Token Economies ContinuedToken Economies Continued
Disadvantages of token economies: Requires extra time to initiate/maintain Can be intrusive (most natural environments
don’t have a token system) Needs back-up reinforcers.
Implementing Token EconomiesImplementing Token Economies
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ContractingContracting
Placing the contingency for reinforcement into Placing the contingency for reinforcement into a written documenta written document
The contract should contain:The contract should contain: If…then… statementIf…then… statement the behaviorthe behavior the conditionsthe conditions the criterionthe criterion the reinforcerthe reinforcer dates for interim and final reviewdates for interim and final review
Typically for students who have average Typically for students who have average cognitive levelscognitive levels
Advantages of ContractsAdvantages of Contracts
Provides a permanent document that records Provides a permanent document that records the variables of the original contingencythe variables of the original contingency
Allows the student to be an active participant Allows the student to be an active participant through the negotiation process to set up the through the negotiation process to set up the contractcontract
Emphasizes the individualization of Emphasizes the individualization of instructioninstruction
Provides interim documents that state current Provides interim documents that state current objectives between IEP meetingsobjectives between IEP meetings
CONTRACT
The following is an agreement between ___(student)___ and __ (teacher)___. The terms of the agreement are as follows:
The student will__________________________________________________________ _______________________________________________________________________
In return the teacher will ___________________________________________________ _______________________________________________________________________
The following conditions apply:
1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
This contract is rendered void if the student fails to achieve the designated goal. The contract will be reviewed on ___(date)___.
Student Signature_______________________________________
Teacher Signature_______________________________________
Witness Signature_______________________________________
Date____________________
Adding a PunisherAdding a Punisher
Case studyCase study