Riley and Braden Preso
Transcript of Riley and Braden Preso
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Marcia L Braden, PhD PC
Licensed Clinical Psychologist
www.marciabraden.com
Karen Riley, PhD
Associate Professor
Domain Chair Educational Research Policyand Practice
Morgridge College of Education
Behavior From the Inside Out
http://www.marciabraden.com/http://www.marciabraden.com/ -
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Goals of the Presentation Participants will understand the behavioral and
cognitive characteristics associated with FXS.
Participants will understand how to develop abehavior plan.
Participants will understand how to addressantecedents to decrease the occurrence ofbehaviors.
Participants will understand what to do whenbehaviors occur.
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Understanding Problem Behavior
Disruptive to home or school environment
Interferes with the childs ability to learn
Interferes with others ability to learn
Presents danger to self or to others Interferes with social acceptance
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In the Beginning We thought behavior occurred in isolation
We thought that one size of intervention would fitall types of children
Some believed that the behavioral problems inspecial populations was just part of the conditionand should be accepted without attempting tochange it
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And Then We Saw the Light
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Etiology Left Medicine and
Entered Education Generalists were no longer able to meet the
unique needs of all special populations
With the revision of IDEA and the accompanyingmandates, the one size fits all philosophy wasabandoned
RtI grew out of the revisions in IDEA withemphasis on research based methodology
The push from parents of children with autismdovetailed with the revisions of the new mandate
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The Balance Behavior intervention is often unnecessary when
etiology is considered
Understanding hard wiring of students makes
disciplining archaic
Supporting students individual differences
enables them to thrive, save face and take risks.Acting out, struggling for power and noncompliance then become extinct
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What Ive learned about FXS and
Behavior
They show or tell us what they need
It is our job to give them a more appropriate wayto communicate their need
We have to observe the behavior looking forfunction in order to help modify the behavior
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The behavioral cycle
Neurobiological underpinnings
Language delays
Sensory dysfunction
Cognitive delays
Response fromParent, teacher
Therapist
Running awayThrowing shoesHitting headPulling hair
AnxietyGross and fine motor delays
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Characteristics that Impact Behavior
Karen Riley, Ph.D.
Cognitive deficitsSensory integration dysfunctionSpeech and language delaysGross and fine motor delays
Physical ailmentsSocial/Psychological Characteristics
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How could cognitive deficits affect
behavior?
Boys Expectations too high = frustration
Expectations too low = boredom
Both = behavior issues
Girls
Learning disabilities and attention deficits
Awareness of being different and not being able todo what others are able to do.
Performance anxiety; social anxiety
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How could cognitive deficits affect
behavior?
video
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How could sensory integration
dysfunction affect behavior?
There are a number of ways that sensory
dysfunction contributes to behavioral issues Sensory diets, accommodations in the classroom
and regulation protocols should be consideredwhen developing behavior intervention plans
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Characteristics that ImpactBehavior
Speech and language delaysvideo
Marcia L Braden, PhD PC
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How could speech/language delaysaffect behavior?
Marcia L Braden, PhD PC
Difficulty communicating needs which likelyresults in showing an unmet need through abehavioral sequence such as this:
He gets angry and
hits his mom
Mom misunderstands
and gives him
a biscuit
The child says
I want a
drink
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Characteristics That Affect Behavior
Gross and Fine Motor Delays
video
Marcia L Braden, PhD PC
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How could gross and fine motordelays affect behavior?
Marcia L Braden, PhD PC
If you can not kick the ball, you do not play
If you cannot ride a bike, you are left out
If you cannot write your name, you look different
If you cannot tie your shoe you look different
Frustration andanger and behavioraloutbursts
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Characteristics That Affect Behavior
Physical Ailments
Prone to ear infections
Cant always tell us they are sick, but rather show
us their discomfort through their behavior
Anxiety can contribute to GI problems and/orheadaches
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Characteristics That Affect Behavior
Social/Psychological Deficits
video
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How could social/psychological
deficits affect behavior?
If you are anxious in social settings, you cantmake friends
It is easier to be with adults than age similarpeers because adults repair social interaction and
help support successful social collaboration
If you have social deficits you dislike talking onthe phone, attending social events, being withpeople you dont know, and taking social risks
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Most Common Behavior Problems inthe Classroom
Marcia L. Braden, Ph.D., P.C.
Distractibility/ Lack of Interest
Skill Level Incompatible with ClassroomExpectations Causing Behavioral Excesses
Anxiety that manifests in withdrawal, self abuse,hand flapping or other motor excesses
Hyperactivity caused by over stimulation
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Most Common Behavior Problems inthe Classroom
Marcia L. Braden, Ph.D., P.C.
Poor impulse control
Lack of visual supports cause confusion and
frustration Lack of support for transitions
Anticipation of schedule changes, novel tasks andenvironmental chaos
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How could poor impulse control andhyperactivity affect behavior?
Marcia L Braden, PhD PC
Difficult to stay focused on the lesson
The need to move from the desk, stand up, walkaround could interrupt the learning of others
Touching things that are interesting- taking othersthings without permission could cause others
distress
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Neurobiological Factors
Marcia L Braden, PhD PC
CHANGE IN ROUTINE ANDTRANSITIONSEasily upset by changes in schedule, routine and
people or perceived expectations. Transitions createanxiety
School has many transitions inherent in the setting.As children get older there are more and more
transitions in their day.Transitions require students to trust the environmentand what is coming next sometimes without warning
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Transitions
Marcia L Braden, PhD PC
Video of Preston in TX before and after a BIP waswritten and instituted
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How could difficulty with transitionsaffect behavior?
Marcia L Braden, PhD PC
Going to recess (outside to play) Leaving the classroom to eat lunch
Coming to school and leaving school
Many other times during the day
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Behavior Plan for Transitions
Marcia L Braden, PhD PC
videos of Cade pre post BIP
Desensitizing him to the
group
Gradually building trust and
Making it fun with music
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How to Create A Behavior
Intervention Plan
1. Define observable behavior (What).
2. Identify events that predict When & Where thespecific behavior occurs.
3. Identify Why a student engages in the specificbehavior.
4. Construct hypothesis statements that summarizethe What, When, Where, & Why of a studentsbehavior
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Practical FBA process
D.A.S.H.
Define behavior in observable and measurable terms
Ask about behavior by interviewing staff & student-specify routines where & when behaviors occur
-summarize where, when, & why behaviors occur
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Practical FBA processD.A.S.H.
See the behavior-observe the behavior during routines specified
-observe to verify summary from interviews
Hypothesize: a final summary of where, when &why behaviors occur
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ABCs of Understanding Why studentsengage in problem behavior:
Finding out the Pay-off or Function ofBehavior
A= Antecedent(s). Find out the events that occur right
beforethe behavior.
Allows you to predict: Where(During routine)? &
When(Trigger event)?
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ABCs of Understanding Why students engage i
problem behavior:Finding out the Pay-off or Function of Behavior
B=Behavior. Find out whatis the observable problem
behavior?
C=Outcome/ Consequence. Find out what happens
afterthe behavior occurs? WHY?
A B C
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How do we address the antecedents?
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What is RTI?
Response to Intervention Part of the Reauthorization of IDEA in 2004
Move away from the test-deficit-place
Two different approaches
Problem solving
Standard protocol
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Hallmarks of RTI
Tiered approach Increase of intensity of intervention as one moves
up the tiers
Problem solving
Progress monitoring
Collaborative approach
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What are the potential pitfalls?
Immediate assignment to the top tier
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IntensiveIntensive, individualized interventions for students who have an insufficient
response to evidence-based interventions in the first two tiers.
Targeted
Targeted, specific prevention or remediation interventions for studentswhose academic performance or behavior lag behind the norm for their
grade and educational setting
UniversalHigh quality instructional and behavioral supports for all
students in general education
Cherry Creek Schools Achievement Services
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Behavior
Intervention Plan
Individual
Child Specific modifiedcurriculum, classroom
accommodations such assensory tools, preferential
seating
Interventions for Children withBehavior Challenges
Support and supervision for socialinteraction, clear behavioral
expectations, specific & consequencesbehavioral follow through
Universal Strategies and Interventions
Strategies that are good for all students, , Structure,predictability, basic accommodations, integratedcurriculum, research based strategies, common
behavioral programs such as Love and Logic
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RtI as a means for advancing
research for FXS
Case study design in educational research
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Universal Level
Best practice at all levels
Includes all domains
Empirically substantiated methodology
The type of intervention is determined by the overallfocus of the pyramid along with the function of the
application Pyramids have been used for educational strategies
along with health and behavioral interventionprograms
What we know is good for all children
Do not assume that these are all in place
f
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Tier 2 could change education for our
boys.
Infusing etiology into intervention a model fortranslational research in education, (Riley, 2011)
Match etiology to intervention
Research
N of 1 studies
Di l i R di
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Dialogic Reading
(Hear and Say)
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Video Dialogic Reading
S:\My Videos\dialogicreading (2).mpg
http://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpg -
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Additional Reading Approaches
Edmark
http://www.proedinc.com/customer/ProductView.aspx?ID=1068
Reading Recovery http://www.readingrecovery.org/reading_rec
overy/facts/index.asp
See and Learn
http://www.seeandlearn.org/en/gb/
Logo Reading or Word Builder
http://marciabraden.com
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Consistent approach
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Math games
http://mindresearch.net/media/edu/demoFolder/demo/games/JiJiCycle/html/Unicycle6LI.html
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Inclusion is not geography
Presented with ermission
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What to do when addressing the
antecedent is not enough?
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Why do most behavior plans fail?
They assume behavior occurs in isolation. They are not holistic in their approach.
They are too complicated.
Do not address the foundations of the behavior.
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The answers to these questions guidethe intervention:
Which one of these antecedents is primary? What is your goal?
This can differ over time, but defining is paramount.
Needs to be pragmatic.
Needs to be realistic and attainable.
Assumes that appropriate supports are in place.
If the antecedent is not addressed you will be ableto change a behavior however another behavior will
surface.
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Consequences
Must be based on thegoals for the child andthe situation.
Must address thefunction of the behavior.
Behavior does notcontinue unlesssomehow reinforcing.
If truly consistent in thebehavior plan re-
examine the function ofthe behavior not allreinforcements areexternal.
Can be positive andnegative.
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What about when the behavior occurs?
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Total Melt Down
Keep the child and others safe, includingyourself
Calming techniques and sensory integrationactivities will not work at this time
Remove them from the cause or remove thecause from them if possible unless this is acontrolled burn
View it as a learning experience What did you learn from this ?
What did the child learn from this ?
Make a plan for the next time
What is the most important thing to
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What is the most important thing to
teach at this age?
I mean what I say Limit the rules
Limit the threats
Follow through Follow through even if
you think you might bewrong.
Consistency
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What about adolescents and
adults?
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Teens and Young Adults
Video interview
Adolescents with Developmental Disabilities: A 20-Year
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Adolescents with Developmental Disabilities: A 20 YearOverview (2005) Matson, J.L., Dixon, D.R., Matson, ML.
54 studies on assessment and 62 on treatment werefound.
All of the assessment studies and 34 of the treatmentstudies met methodological criteria for this review.
22 assessment studies using checklists and 32 using
behavioral observations. Of the In treatment studies 32 used behavioral interventions
and two used pharmacological interventions.
The most commonly used treatments were functionalcommunication training and differential reinforcement
of other behavior. While there are still relatively few methodologically
sound assessment and treatment studies, the numberof viable publications is increasing.
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The Rs Realize and Recognize
Realizing and recognizing ones emotions is critical to effective emotionalregulation.
Labeling
Remove He should remove himself from the situation. This is not punishmentit
is a way to deal with negative emotions. You may need to tell him to do it
initially, but hopefully, he will come do it himself over time. Relax
Figure out activities that he finds relaxing. He could listen to music, read amagazine, or draw. Or he might just want to lie on his bed. He should haveseveral options available in his room.
Refocus Your adolescent should have a physical activity that allows him to refocus
before rejoining the group. He may want to swing, go for a bike ride, orgo for a walk.
Make sure he has more than one choice.
Rejoin
Dixon-Webber
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Questions.
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Recommended Websites
http://www.nectac.org/contact/contact.asp#groups http://www.directionservice.org/cadre/
http://www.nectac.org/contact/contact.asphttp://www.nectac.org/contact/contact.asp -
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