Intervening with Students with Problematic Behaviors

Intervening with Students with Problematic Behaviors

Lennox School DistrictKari A. Oyen, Ed.S. NCSP

Video

• http://www.youtube.com/watch?v=lulUvYfRl_c

http://www.youtube.com/watch?v=lulUvYfRl_c

http://www.youtube.com/watch?v=lulUvYfRl_c

3

A Teacher’s Revelation“I’ve come to the frightening conclusion

that I am the decisive element in the classroom.It’s my personal approach that creates the climate.

It’s my daily mood that makes the weather.As a teacher I possess a tremendous powerto make a child’s life miserable or joyous.

I can be a tool of torture or an instrument of inspiration.I can humiliate or humor, hurt or heal.

In all situations, it is my response that decides whethera crisis will be escalated or de-escalated,and a child humanized or dehumanized.”

Haim GinottChild Psychologist

What is behavior?

• All behavior is a form of communication– To GET– To GET AWAY

• From something…

• The behavior will accomplish this!

5

Traditional Responses to Problematic Behaviors

• Reactive/Consequence Strategies• Office referral, detention, suspensions, etc.• Used to try to teach the “right way”• May actually reinforce the behavior of concern

• Individual counseling and therapy• Restrictive and segregated settings• Implement packaged programs

6

Traditional Discipline versus Positive Behavior Interventions and Supports

• Traditional Discipline: – Goal is to stop undesirable

behavior through the use of punishment

• Focuses on the student’s problem behavior

• Positive Behavior Support: – Goal is to stop undesirable

behavior by:• Replacing with a new behavior or

skill• Altering environments• Teaching appropriate skills• Rewarding appropriate behavior

7

Applied Behavior Analysis Principles

Behavior is shaped by experiences Learned

Functional relationship between behavior & environmental events Antecedent events Behavior Consequence events

8

Guiding Behavioral Principles

Human behavior is lawful Human behavior is important, understandable, &

predictable Human behavior is learned Human behavior is malleable & teachable Behavior does not occur in a vacuum…it is affected

directly by environmental events

9

Functions of Behavior

ATTENTION TANGIBLE(objects & activities)

SENSORY

GET AWAY

GET

Video

• http://www.youtube.com/watch?v=rWy9xjijaKE

http://www.youtube.com/watch?v=rWy9xjijaKE

http://www.youtube.com/watch?v=rWy9xjijaKE

From Rudolf Dreikurs

ABC’s of behavior

• A = Antecedent (What happened right before, predictor of behavior)

• B = Behavior (Specific behavior)

• C= Consequence (What happens right after the behavior has occurred)

Video

• http://www.youtube.com/watch?v=cNkp4QF3we8

• What do you think the function of this behavior is????

http://www.youtube.com/watch?v=cNkp4QF3we8

http://www.youtube.com/watch?v=cNkp4QF3we8

15

Ongoing Problem Behavior

•Traditional:•Track # of times behavior occurs

•Documentation to show:• Interventions have been

tried• Cover teacher• Proof for suspension or

expulsion

•PBS:•Discover patterns so that we can change the behavior before it results in more severe behavior or consequences (Data Collection only)

•Monitor consequences delivered to see if they are effective in modifying the behavior

16

Fundamental Rule

• You should not propose to reduce a problem behavior without identifying the alternative, desired behaviors the person should perform instead of the problem behavior (O’Neill, pg. 71).

Diana Browning Wright, 2010

17

Define Alternative Behaviors

Must meet same function as problem behavior Be in the individual’s repertoire or easily taught,

& represent the beginning point for teaching desired behavior

Have a good contextual fit with the setting & situation

Must be able to do it as easily as problem behavior


18

Reinforcement Wisdom!

“Knowing” or saying “know” does NOT mean “will do”

Students “do more” when “doing works”…appropriate & inappropriate!

Natural consequences are varied, unpredictable, undependable,…not always preventive

19

Defining Guidelines

Design antecedent strategies to make triggering antecedents ineffective. So they no longer serve as triggers

Design behavior teaching strategies to make problem behaviors inefficient. So more acceptable behaviors are easier

to do.Diana Browning Wright, 2010

Consequence Strategies

Design consequence strategies to make maintaining consequences irrelevant. So they no longer are present or Are less reinforcing

Design setting event strategies to eliminate ore neutralize effects of setting events. So they have less impact on routines and

reinforcers20


From Diana Browning Wright

What should we do instead?


Reinforcers should have:

POWER


FREQUENCY&

IMMEDIACY


VARIETY

Reinforcement VS Bribe!

• What’s the difference???

Let’s talk about JUNK BEHAVIOR!!!!!

Any age-typical behavior that may be annoying, but is not harmful to self, others, property, or animals.

WHY????????• To get you to respond or react.• To make you angry (get even).• To get you to give in to them.• To get you to comfort them.• To make you go away.• To get you to do it for them.• Because it is just a habit.• Because it is what kids do at this age.

34

Adapted from “The making of a problem behavior” For further information, contact [email protected]

35


36


37

Identifying Patterns of Behavior

• What are the recurring behaviors? • When are the behaviors occurring? • What are the classroom interventions that

have been used? • Are these interventions working or does

something else need to be utilized?• Why is the behavior occurring?

38

Patterns of Behavior• Once you have identified patterns of behavior:

– Proactive (Environmental): try to prevent the behaviors from recurring; look at the antecedents and environment

– Educative (Replacement Behaviors): teach/re-teach desired behavior; teach a replacement behavior

– Reinforcement (Encourage appropriate behaviors and discourage problem behaviors): only reinforce those behaviors we desire, address the function of the behavior, make sure we are not reinforcing the undesired behavior

39

Additional Supports

• When a teacher has tracked a behavior repetitively without successfully modifying the behavior, it may require the assistance of a “Behavior Team.”

• “Behavior Teams” can assist the teacher by:• Reviewing the tracking forms • Offering alternate solutions for modifying the behavior in

the classroom

Video

• http://www.youtube.com/watch?v=Ahg6qcgoay4

http://www.youtube.com/watch?v=Ahg6qcgoay4

http://www.youtube.com/watch?v=Ahg6qcgoay4

41

A context for Behavior Intervention Plans

Behavior support is the redesign of environments, not the redesign of individuals

It is about what WE can do differently!!!


Researched-Based Interventions

http://www.promisingpractices.net/

http://www.colorado.edu/cspv/blueprints/index.htmlhttp://www.ecu.edu/cs-cas/psyc/rileytillmant/EBI-network-homepage.cfm

http://www.findyouthinfo.gov/

http://evidencebasedprograms.org/wordpress/

http://www.challengingbehavior.org/

http://ies.ed.gov/ncee/wwc/

http://nrepp.samhsa.gov/

http://www.interventioncentral.org/

Behavioral Interventions

Prevention Emphasis on teaching Environmental redesign Antecedent manipulations

Function-based support Comprehensive interventions Systems change


“Stay Close”

You create a safe, positive environment & establish yourself as a source of caring,

empathy, & reinforcement.

Tools for Positive Behavioral Change Glenn Latham, 2008

Staying Close

Means….Showing you care.Being attentive.Listening.“Just” talking.Matching emotions.Being near.Touching.

Does not mean….• Lecturing.• Setting the record

straight.• Moralizing.• Being judgmental.• Problem solving.


When to Stay CloseRoutine times during the day.Meal times, car rides.Brief moments between other things.Between school & an appointment, after the soccer game, before washing up for dinner.Special times you are spending just with them.Spending the day together shopping, fishing, or just talking.When you are upset with them or someone else; after you have calmed down.


How to “Stay Close”1. Get physically close.2. Touch appropriately.3. Match facial expressions.4. Use the appropriate tone of voice.5. Use relaxed body language.6. Ask open-ended, positive questions.7. Listen while the child speaks.8. Use empathy statements.9. Avoid reacting to junk behavior.10. Stay cool throughout the process (No coercives).

A Correction Strategy explained…

Check-in Check-outStudent meets with astaff person to review

target behavior &receive encouragement &

self monitoring datasheet in a.m., & reviews

results in p.m.)

Wright, D.B. (2011). Removing Barriers to Success. Retrieved from pent.ca.gov

Rob Horner, George Sugai, Anne Todd, Celeste Rossetto Dickey, Cindy Anderson,

Terry Scott

Check In Check Out

Wright, D.B. (2011). Removing Barriers to Success. Retrieved from pent.ca.gov

Some examples…

Another Example


Terry Scott

Adaptations for Younger Students…


Terry Scott

Setting Expectations

You let the child know what behavior is expected & what the consequences arefor meeting & not meeting the expectation.

Video: http://sdpbis.wikispaces.com/Links+%26+Resources

http://sdpbis.wikispaces.com/Links+&+Resources

Steps to Setting Expectations

1. Pick a TimePlan the Time•You are both calm.•Away from the behavior.•Convenient for both of you.•Adequate length of time.

2. Pick a PlacePlan the Place•That is quiet.•Where you will not be interrupted.•That is neutral.


3. Set a Positive ToneThink about it first:•This is more than just being cheerful when talking to the child.•A positive tone also means making POSITIVE STATEMENTS about APPROPRIATE BEHAVIOR.•Praise the child for doing the expected behavior in the past. Say something like, “I really liked it when you washed and dried all of the dishes right after dinneron Thursday night.”•If the expected behavior has never happened, think of something similar.



4. State the Expectation•Tell the child clearly what specificappropriate behavior you expect.•Say in a calm manner, “ I expect you to ________”, or •“I want you to __________.”

5. Briefly Reflect theChild’s Feelings (Empathy)•If there is a negative response or protest, acknowledge it briefly with an empathy statement.•Say something like, “It seems like you are frustrated by this.”•Do this only one time.

6. Benefits to the Child•Be prepared to briefly explain to the child why it is good for them to do this behavior (health, safety and well-being).•This motivates the child to listen in what might be a difficult situation.

7. Clearly Statethe Consequences . . .•Consequences should be:•Positive (giving instead of taking away, not a threat)•Reasonable, controllable, & non-punishing to you•Appropriate to the situation, as possible•If the expectation is not met, the child does not earn the positive consequence.

8. Negotiate as Necessary•Remember, past behavior is the best predictor of future behavior.•If the child has been responsible in the past, then maybe you can negotiate the terms.•If the child usually does things other than what you want, then wait to negotiate until after the child has been doing the behavior you want for a period of time.

9. Ask the Child to Restate the Behavior & Consequences•Have the child tell you the whole plan.•Remember: They are not earning the positive consequence by not doing the expected behavior. You are not taking it away.



10. Acknowledge & Praise theChild’s Restatement•Praise this even if they tell you with an “attitude,” grudgingly, or sullenly.

11. Avoid Reacting toJunk Behavior•Avoid using coercives such as arguing, lecturing, or being sarcastic.•Return to the expectation.

12. Stay Cool!•Use empathy & understanding, but keep cool & stay on course. (No coercives!)•If the child protests more than three times, terminate the discussion.•Try again later, when emotions are calm.

Behavioral Contract

You make a written agreement with the child that identifies the expectations & consequences for meeting & not meetingthe expectations.

When to Use a Behavioral Contract

When Setting Expectations is not enough:The child’s behavior continues to be inconsistent after you Set Expectations.The child needs more structure.When the child has a history of compliance with contracts.When you want the behaviors to be done more independently.

A contract helps you stay on track.When you need a written record for documentation.When you have multiple students & multiple expectations.Helps you stay organized.

What to Include In a ContractThe “expectations,” including:Appropriate behaviors. State as positives (do’s, not don’ts). Include only a few,

no more than four.When & how often the appropriate behaviors are

expected.The short-term & long-term “consequences” for:Meeting the expectations stated in terms of what will be

earned, not taken away.Not meeting the expectations.

Contract beginning and ending dates.Review times:DailyWeekly

Signatures (if appropriate).

How to Write a ContractWrite with child, including all previous stated required informationMake the expectations & consequences “positive”Use positive behaviors (do’s, not don’ts).Include only a few behaviors, no more than four.Tell what consequences they’ll earn, not what you’ll take away.Make the consequences fair & worth it.Make contract public & age-appropriate

Handling MAJOR behavior problems

Types of Reinforcement…

Considerations regarding the use of punishment…

Discussion

• What items can you take away from today’s training and use in your position?

• How might you respond to a child with problematic behaviors?

• Questions?

Questions…

Intervening with Students with Problematic Behaviors

Documents

Transcript of Intervening with Students with Problematic Behaviors