ISPA BIP â Comprehensive Understanding in 90min · Microsoft PowerPoint - ISPA BIP â...
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10/3/2017 1 + BIP – Comprehensive Understanding in 90min Andrew Miller – Owner Miller Behavior Group MA – Special Ed BCBA + Competing behavior Pathway Diagram the contingencies at play The hypothesis of behavior The foundation of the BIP + COMPETING Behavior PATHWAYS 3 BEHAVIOR SUPPORT PLANNING Setting Event Strategies Antecedent Strategies Teaching Strategies Consequence Strategies Desired Natural Acceptable alternate When… Student will… Resulting in… More likely when…
Transcript of ISPA BIP â Comprehensive Understanding in 90min · Microsoft PowerPoint - ISPA BIP â...
10/3/2017
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BIP – Comprehensive Understanding in 90minAndrew Miller – Owner Miller Behavior Group
MA – Special EdBCBA
+ Competing behavior Pathway Diagram the contingencies at play
The hypothesis of behavior
The foundation of the BIP
+ COMPETING Behavior PATHWAYS 3
BEHAVIOR SUPPORT PLANNING
Setting EventStrategies Antecedent Strategies Teaching Strategies Consequence Strategies
Desired Natural
Acceptablealternate
When… Student will… Resulting in…More likelywhen…
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+AntecedentAntecedent BehaviorBehavior ConsequenceConsequence
Natural Cue Target skill Reinforcement
ResponsePrompt
Stimulus Prompt Doable Similar Skill
SuccessiveApproximation
Successive Approximations
Error CorrectionProcedure
Systematic Instruction
Maintained by Natural reinforcer
IncrementalIncrease in delay
IncrementalIncrease in delay
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4 Section Approach
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Section 1 • Setting events
+ Setting Event “Events that change the momentary value of reinforcers & punishers” (Horner, Vaughn, & Ard, 1996, p. 382).
Common school examples Headache changes the value of work completion Being tired changes the value of peer attention Having an argument with Mom before coming to school Getting an “F” grade on a test affects the value of teacher’s verbal praise Eyes are irritated makes escape from work more valuable
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+ Powerful Events• Setting Events have an effect on the Reinforcer• Drastically reduce the need for the CB
Acceptablealternate
When… Student will… Resulting in…More likelywhen…
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+ How to SE’s Neutralize This means completely eliminating the effects for the event Example – Student is hungry, - feed them = Hunger now gone!
Minimize This means reducing the effect Often times this is for rising events. Example: Recess!!!
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+ Minimize the Setting Event Suzie does not like adults in close proximity. During food (lunch/snack) this tends to agitate her. If staff gives her a directive during eating activities it is far more
likely to trigger screaming and yelling. Staff feed Suzie bite by bite because she is messy. Staff tend to stay close to Suzie throughout the day to try and keep her quite.
Neutralize Minimize
+ Neutralize the Setting Event Example: Austin is a very active 5 year old. He spends 90 min on the bus every morning before school. How could you neutralize? How could you minimize
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Section 2 • Antecedent
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+ Antecedent interventions Strengthen Cue for desired behavior Stimulus prompts Contingency map If I choose route A ______ If I choose route B ______
Picture of the alternative Pre-Corrections
Weaken the Cue Ask questions instead of directives (Escape) Pre-correct before having a side conversation (attention)
+ Antecedent interventions Strengthen Cue for desired behavior Make sure intervention matches student need If/Then Good for work contracts Not good for Escape contracts
Pre-Corrections Most pertinent for current moment.
Weaken cue for CB Change the modality of the cue Reduce effort Length of task
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Section 3 • Behavior
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+ Teaching Use the alternative identified in the behavior pathway Identify specific plan for teaching the identified alternative Clear and measurable Step by step instruction
Be ready to error correct
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This ability is a crucial skill for all of us to learn, and is necessary as soon as we begin sharing environments.
Tolerance for Delayed Access to Reinforcement (TDAR)The ability to tolerate postponed access to desired materials or prolonged aversive conditions.
School Examples:• Wait for assignments to be completed• Wait for a class period to be over• Wait for another student to finish first• Wait for next scheduled opportunity for activity
+ Relationship BetweenTDAR & Schedule of ReinforcementSchedules are used to strengthen behavior:
Strengthen association to target SD Improve fluency with skill
TDAR is necessary to teach to prepare student for appropriate participation in school activities Develop acceptance of school-based scheduled access (Often identified as natural reinforcement)
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+ In a way, we are shapingSelect a minimum, an increase until goal is reached!
A;A;Escape from math5 Min
(3 problems)
15 min (end of section 1 on worksheet)
1 Min (1 problem)
+ Hints for Thinning Schedules of Reinforcement It is better to thin slower than may be necessary because it ensures success.
If you thin too quickly, you will see re-occurrence of CB If you thin too quickly just backstep until mastery is established (eg: jump forward 2
steps in task analysis, step back all the way, and increase by 1 step after mastery is re-established).
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Section 4 • Consequences• AKA: Reactive strategies
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+Begin with Reinforcement
Reinforcement first
1The foundation of everything
2Best practice
3Student first approach
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Reactive Strategy
• ineffective or inefficient• extinction (difficult)
Most commonly we respond to behavior each time it occurs.
• Accurate so that the right contingencies occur for teaching.
Our definition and detail in responding
+ Behavioral Economics
ContextContext• Activity• Conditions• Natural SR• Functional equivalence
EfficiencyEfficiency• Effort • Duration• Fluency
EffectivenessEffectiveness• Contingent nature of SR
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Economics
Couch potato theoryPeople take the shortest path to reinforcement
Challenging Behavior (CB)Is usually high effort
Has a long history of being reinforced Student is comfortable using itTakes longer to reach the reinforcer
Looking for these variables points us towards an appropriate alternative.
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+ Responding to behavior Plan to respond accurately to each type of behavior Desired Reinforcement plan When and how to fade
Replacement Reinforcement plan When and how to fade
Precursor Cue for appropriate behavior
Challenge Safety Extinction Crisis
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+ Competing Behavior Pathway
Setting eventNone AntecedentPreferred peer Problem BehaviorTalkingMaintaining ConsequenceGain
Peer attention
Alternative Behavior
Peer helper
Existing ConsequenceGradesMore work
Desired BehaviorWork quietly
Alternative Behavior
Peer helper
+AntecedentAntecedent BehaviorBehavior ConsequenceConsequence
Natural Cue Target skill Reinforcement
ResponsePrompt
Stimulus Prompt
Doable Similar Skill
SuccessiveApproximation
Successive Approximations
Error CorrectionProcedure
Systematic Instruction
Maintained by Natural reinforcer
IncrementalIncrease in delay
IncrementalIncrease in delay
+ 2. After the first replacement is established begin shaping to your target skillAllow all approximations to access reinforcement until a criterion is reached.
Use break card in PECS
Hand Break card to staff
Touch Break card
5 minute break from activity
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+ Provide explicit instruction on how and when to use the replacement (I do) Provide Explicit instruction with
models out of setting (we do) Provide guided/independent
practice to mastery (you do) Provide practice in setting before
required use
Start out of setting Teach all responders what, how, and when
to do it Remove aversives from setting when you
first move back in
Explicit Instruction Considerations
The Cycle of Teaching BehaviorsDEFINESimplyDEFINESimply
MODELMODEL
PRACTICEIn SettingPRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
ContinuouslyMONITOR &
ACKNOWLEDGEContinuously
Sugai, 2011
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+Thank You!
