School Psychology & Behavior analysis: Collaboration for Systems Change Elizabeth Sexton, Ph.D.,...

School Psychology & School Psychology & Behavior analysis: Behavior analysis:

Collaboration for Systems Collaboration for Systems ChangeChange

Elizabeth Sexton, Ph.D., NCSPElizabeth Sexton, Ph.D., NCSP

Jody Silva, M.A., BCBAJody Silva, M.A., BCBA

Claudia Rossi, M.Ed.Claudia Rossi, M.Ed.

““ABA. . . Involves the process of systematically ABA. . . Involves the process of systematically applying interventions based upon empirically applying interventions based upon empirically

derived principles of behavior to improve socially derived principles of behavior to improve socially meaningful behavior, and to demonstrate that the meaningful behavior, and to demonstrate that the

interventions employed are responsible for interventions employed are responsible for improvement in behavior.” improvement in behavior.”

(Steege, 2007)(Steege, 2007)

ContextContext

Research on students with EBD:Research on students with EBD:

National Center for Educational Statistics:National Center for Educational Statistics:

• Approximately .96% of total school populationApproximately .96% of total school population• 51% 16 years or older drop out of high school51% 16 years or older drop out of high school

ContextContext

Of students who did graduate (Merrell & Walker):Of students who did graduate (Merrell & Walker):

• 44% had been involved with the courst by end of second 44% had been involved with the courst by end of second year after graduationyear after graduation

• Witin 3 years after graduation, more than 50% had at least Witin 3 years after graduation, more than 50% had at least 1 arrest1 arrest

• More likely to be placed in restrictive settings & drop out of More likely to be placed in restrictive settings & drop out of high schoolhigh school

ContextContext

Teachers of students with EBD:Teachers of students with EBD:

• Most have less than 5 years of experienceMost have less than 5 years of experience• Most stay less than 5 years in the professionMost stay less than 5 years in the profession

““Findings indicate that ¼ to ½ of all Findings indicate that ¼ to ½ of all beginning teachers leave teaching within beginning teachers leave teaching within

four years, and many do so because of the four years, and many do so because of the lack of an adequate system of learning lack of an adequate system of learning

supports.”supports.”(Adelman & Taylor, 2002)(Adelman & Taylor, 2002)

Behavior Analytic IronyBehavior Analytic Irony

• Functional Analysis & positive behavior support Functional Analysis & positive behavior support have been mandated by IDEAhave been mandated by IDEA


Gresham, 2004; Fox & Davis, 2005:Gresham, 2004; Fox & Davis, 2005:

• Little empirical support for external validity of Little empirical support for external validity of FBA for students with average intellectual ability FBA for students with average intellectual ability within the school settingwithin the school setting

• Interventions often don’t have empirical supportInterventions often don’t have empirical support


• Interventions chosen on basis of “personal Interventions chosen on basis of “personal appeal, popularity, ease of implementation” appeal, popularity, ease of implementation” rather than degree of researchrather than degree of research

• Integrity of behavior interventions either not Integrity of behavior interventions either not monitoredmonitored

• Research based “woefully insufficient”Research based “woefully insufficient”• Interventions that were “serendipitous in nature” Interventions that were “serendipitous in nature”

resulted in larger effect sizeresulted in larger effect size


Blood & Neal (2007) --Blood & Neal (2007) --

• Large gap between assessment of student needs & use of Large gap between assessment of student needs & use of that information to shape interventionthat information to shape intervention

• Behavior plans were “compliance documents” rather than Behavior plans were “compliance documents” rather than tools to shape behaviortools to shape behavior

• No consistent identification of:No consistent identification of:– Antecedents & consequencesAntecedents & consequences– Establishing operations or setting eventsEstablishing operations or setting events– Any instructional use of behavior function to help shape Any instructional use of behavior function to help shape

interventionsinterventions


Iwata & Worsdell (2005)Iwata & Worsdell (2005)

Few data that indicate that school personnel can Few data that indicate that school personnel can determine behavioral function reliably or determine behavioral function reliably or accuratelyaccurately

AndAndUse this information to design appropriate function-Use this information to design appropriate function-

based interventionsbased interventions

RTI & Behavior AnalysisRTI & Behavior Analysis

BA technology provides a systematic BA technology provides a systematic means by which:means by which:

assessments can be performedassessments can be performed targeted interventions can be targeted interventions can be

developeddeveloped ongoing monitoring of ongoing monitoring of

responsiveness to those responsiveness to those interventions can be doneinterventions can be done

Quantum Behavior AnalysisQuantum Behavior Analysis

““. . . What it takes to change the world . . . What it takes to change the world is one simple powerful idea”is one simple powerful idea”

J. JackleyJ. Jackley


““. . . A broad system of supports is needed . . . A broad system of supports is needed to enable the creation of a system of to enable the creation of a system of

competent behavior support. . . That will competent behavior support. . . That will be sustainable”be sustainable”

(Witt, VanderHeyden & Gilbertson, 2004)(Witt, VanderHeyden & Gilbertson, 2004)

Intersection between clinical & organizational Intersection between clinical & organizational behavior analysisbehavior analysis


Embedded in OBM & systems-level Embedded in OBM & systems-level behavior analysisbehavior analysis

““the eagle & the earthworm”the eagle & the earthworm”(Sultzer-Azaroff, 2000)(Sultzer-Azaroff, 2000)


OBM “creates a structure for OBM “creates a structure for addressing behavior needs addressing behavior needs proactively & effectively”proactively & effectively”


OBM --OBM -- creating self-sustaining systemscreating self-sustaining systems

training & education are aimed at all training & education are aimed at all levels of the organizationlevels of the organization


““putting scientific methods in the hands of teachers putting scientific methods in the hands of teachers and students, to transform classrooms into places and students, to transform classrooms into places

for data-based discovery, fully integrated with for data-based discovery, fully integrated with educational practice.”educational practice.”

(Binder, 1996)(Binder, 1996)


focus on individualized strategiesfocus on individualized strategies

ANDAND

Focus on classroom, school-wide, & school system-Focus on classroom, school-wide, & school system-wide strategieswide strategies


Entails learning how to support Entails learning how to support

AndAnd

Reinforce both teachers and studentsReinforce both teachers and students


Ultimate Goal – to affect the “broader Ultimate Goal – to affect the “broader working culture” which sustains working culture” which sustains complex and challenging behaviorcomplex and challenging behavior


Lutzker &Lutzker & WhitakerWhitaker -- -- both “big” & both “big” & “dirty”“dirty”

Big = serves multiple participants over an extended Big = serves multiple participants over an extended length of timelength of time

Dirty = among the most difficult kinds of Dirty = among the most difficult kinds of applications to carry outapplications to carry out

““. . . A broad system of supports is . . . A broad system of supports is needed to enable the creation of a needed to enable the creation of a

system of competent behavior system of competent behavior support. . . That will be sustainable.”support. . . That will be sustainable.”

( Witt, et. Al., 2004)( Witt, et. Al., 2004)


A multielement/multicomponent treatment A multielement/multicomponent treatment packagepackage


For Students – For Students – assessment of initial behavior assessment of initial behavior

repertoirerepertoire

design of behavior interventions to design of behavior interventions to expand this repertoireexpand this repertoire


For Teachers –For Teachers –

direct trainingdirect training on-site modelingon-site modeling performance feedbackperformance feedback program evaluationprogram evaluation

A system of “expert pedagogy and A system of “expert pedagogy and curricular design which involves curricular design which involves

training mentors to a high level of training mentors to a high level of behavior analytic skill, who can then behavior analytic skill, who can then

impart this expertise to other impart this expertise to other teachers”teachers”

(Greer, 2002)(Greer, 2002)

Teachers FirstTeachers First

““Effective & ineffective teachers do not differ in how Effective & ineffective teachers do not differ in how they deliver consequences for undesirable they deliver consequences for undesirable behavior. Rather, they differ in their use of behavior. Rather, they differ in their use of

antecedent strategies to prevent the occurrence antecedent strategies to prevent the occurrence of problem behaviors in the first place.”of problem behaviors in the first place.”

(Witt, et al, 2004)(Witt, et al, 2004)


Treatment IntegrityTreatment Integrity = the degree to = the degree to which an independent variable is which an independent variable is implemented as intendedimplemented as intended


Integrity of plan implementation requires –Integrity of plan implementation requires –

data collectiondata collection analysis of interventions implemented to analysis of interventions implemented to

decrease likelihood of behavior’s occurrencedecrease likelihood of behavior’s occurrence teacher’s response to target behaviorteacher’s response to target behavior

Lack of treatment integrity results in Lack of treatment integrity results in increased behavioral intensity and increased behavioral intensity and persistencepersistence


School Psychologist Consultant role –School Psychologist Consultant role –

ensure plan implementationensure plan implementation ensure sustainability of systemensure sustainability of system function asfunction as teacherteacher

trainertrainer

modelermodeler


School Psychologist Consultant Role –School Psychologist Consultant Role –

provision of supervisory support at a level to reduce provision of supervisory support at a level to reduce stress & increase self-efficacy for supersieesstress & increase self-efficacy for supersiees

embed an understanding of principles that govern basic embed an understanding of principles that govern basic behavior analytic technologybehavior analytic technology

““There’s no failure, only feedback”There’s no failure, only feedback”


Performance FeedbackPerformance Feedback

Components –Components – frequent data reviewfrequent data review praise for correct implementationpraise for correct implementation corrective feedbackcorrective feedback addressing questions as they ariseaddressing questions as they arise

Data collection SheetData collection SheetTeacher 1Teacher 1

Confirmation of Behaviors

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

1.60

1.80

2.00

Teac

her

Aide OT FI ME TA

Manners

Ignore RB AC

Disagre

e PC PSW

C

Physica

lVerbal PD OS OT

Blurt

Opportunity

Confirmed

Teacher 2Teacher 2

Confirmation of Behaviors

0.00

0.50

1.00

1.50

2.00

2.50

Teac

her

Aide OT FI ME TA

Manners

Ignore RB AC

Disagre

e PC PSW

C

Physica

lVerbal PD OS OT

Blurt

Opportunity

Confirmed

Teacher 1Teacher 1

Percentage of Positive Behaviors Consequated

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 240.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

9.00

Percent Confirmed

Aim

Total Behaviors

Teacher 2Teacher 2


0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 250.00

2.00

4.00

6.00

8.00

10.00

12.00

Percent Confirmed

Aim

Total Behaviors

Teacher 1Teacher 1

Percentage of Response Cost Behaviors Consequated

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 230.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

9.00

Percent Confirmed

Aim

Total Behaviors

Teacher 2Teacher 2


0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 250.00

2.00

4.00

6.00

8.00

10.00

12.00

Percent Confirmed

Aim

Total Behaviors

Behavior Framework SpecificsBehavior Framework Specifics

It’s all PBSIt’s all PBS

It’s all behavior analytic technologyIt’s all behavior analytic technology

Increases in interventions and support, based on Increases in interventions and support, based on data & needs of the studentdata & needs of the student

Tier 3

Tier 2 – Secondary PreventionSmall group interventions Systems-level (anger management, conflict coaching

Resolution) Begin Check in/Check Out individual

Tier 1 – Primary PreventionAntecedent Intervention Systems-level CoachingEO/MO manipulationFunctional Communication TrainingToken Economy

NCR Individual DRO/A/I coachingResponse cost Systems-Planned ignoring level


““The task of designing a reinforcement-The task of designing a reinforcement-based intervention thus becomes one of based intervention thus becomes one of determining which conditions to change, determining which conditions to change, how to limit reinforcement for problem how to limit reinforcement for problem

behavior, and how to strengthen behavior, and how to strengthen alternative behavior.”alternative behavior.”

(Iwata & Worsdell)(Iwata & Worsdell)


Essential features of intervention programs –Essential features of intervention programs –

reinforcement basedreinforcement based decrease behavior by –decrease behavior by –

-- -- altering antecedent conditions to make behavior less altering antecedent conditions to make behavior less susceptible to reinforcementsusceptible to reinforcement

-- eliminating reinforcement for the behavior-- eliminating reinforcement for the behavior

-- reinforcing the absence of problem behavior or -- reinforcing the absence of problem behavior or occurrence of an alternative behavioroccurrence of an alternative behavior

Behavior change methodologyBehavior change methodology

Behavior Analytic FundamentalsBehavior Analytic Fundamentals

antecedent interventionantecedent intervention Establishing/motivating operation manipulation Establishing/motivating operation manipulation

(EO/MO)(EO/MO) Functional Communication Training (FCT)Functional Communication Training (FCT) Token EconomyToken Economy


planned ignoringplanned ignoring response costresponse cost NCRNCR DRO/ADRO/A ExtinctionExtinction

SSIPIP

NCR Individual Teacher

DRO/A/I Support/Coaching

Response cost Planned ignoringFunctional Communication Training

Antecedent Intervention Systems-level coachingEO/MO manipulation Begin Individual TeacherToken Economy coachingResponse cost

Function based InterventionsFBA/BIP

Incre

ase in

terv

en

tion

&

inte

nsity

of in

terv

en

tion

DRAFTIntensive, Function-based Tier 3 Intervention


antecedent interventionantecedent intervention Establishing/motivating operation manipulationEstablishing/motivating operation manipulation Functional Communication TrainingFunctional Communication Training Token EconomyToken Economy


planned ignoringplanned ignoring response costresponse cost noncontingent reinforcement (NCR)noncontingent reinforcement (NCR) differential reinforcement (DRO/A)differential reinforcement (DRO/A) ExtinctionExtinction


Understanding reinforcementUnderstanding reinforcement

Positive vs. negativePositive vs. negative

Social vs automaticSocial vs automatic


• highly positive – positive praise, highly positive – positive praise, positive interaction, positive positive interaction, positive reinforcementreinforcement

• attention withheld to extinguish attention withheld to extinguish target behaviorstarget behaviors


Level SystemLevel System Token EconomyToken Economy System of Positive RewardsSystem of Positive Rewards Response cost, planned ignoring, Response cost, planned ignoring,

extinctionextinction

““. . . Behavior maintained by . . . Behavior maintained by reinforcement occurs because the reinforcement occurs because the

presence of some antecedent event presence of some antecedent event makes a reinforcer valuable. . .”makes a reinforcer valuable. . .”

(michael, **)(michael, **)

Antecedent events – Antecedent events –

contextual or ecological variablescontextual or ecological variables setting eventssetting events stimulus controlstimulus control

Scale up/scale downScale up/scale down

Work Completion

0102030405060708090

100

8/3

1/0

9

9/7

/09

9/1

4/0

9

9/2

1/0

9

9/2

8/0

9

10

/5/0

9

10

/12

/09

10

/19

/09

10

/26

/09

11

/2/0

9

11

/9/0

9

11

/16

/09

11

/23

/09

11

/30

/09

12

/7/0

9

12

/14

/09

12

/21

/09

12

/28

/09

1/4

/10

1/1

1/1

0

Date

Pe

rce

nta

ge

Series1

Excellent, Satisfactory, and Unstisfactory Days

0

1

2

3

4

5

6

7

Date

Daily S

core

Series1


Establishing operations/motivating Establishing operations/motivating operationsoperations

= any antecedent that alters the = any antecedent that alters the effectiveness/value of a reinforcereffectiveness/value of a reinforcer


Effects of EOs are diminished when responding Effects of EOs are diminished when responding produces reinforcementproduces reinforcement


EO for positive reinforcement = deprivationEO for positive reinforcement = deprivation

EO for negative reinforcement = aversive stimuliEO for negative reinforcement = aversive stimuli


Goal = to capture positive behavior Goal = to capture positive behavior and reinforce it & break the pattern and reinforce it & break the pattern of negative respondingof negative responding

= to replace negative behavior = to replace negative behavior with positive behaviorwith positive behavior


Functional Communication TrainingFunctional Communication Training

FCT = teaching behaviors that are FCT = teaching behaviors that are functionally equivalent to the student’s functionally equivalent to the student’s challenging behaviorchallenging behavior

FCTFCT

Provides the student a “more efficient way of Provides the student a “more efficient way of obtaining the consequences that maintain obtaining the consequences that maintain

problem behaviorproblem behavior

Use of alternative behavior reduces the use of Use of alternative behavior reduces the use of challenging behaviorchallenging behavior

(Durand & Carr, 1991)(Durand & Carr, 1991)

““The logic of this approach is that if The logic of this approach is that if the student has another, more the student has another, more efficient way of obtaining the efficient way of obtaining the

consequences that maintain his or consequences that maintain his or her problem behavior, the use of the her problem behavior, the use of the

alternative behavior will alternative behavior will simultaneously reduce the use of simultaneously reduce the use of

challenging behavior.”challenging behavior.” (Durand & Carr, (Durand & Carr, 1991)1991)

FCT Positive SkillsFCT Positive Skills

POSITIVE SKILLSPOSITIVE SKILLS -- -- Positive skills are taught and Positive skills are taught and demonstrated through direct instruction and modeling. Games like “Skills demonstrated through direct instruction and modeling. Games like “Skills Bingo,” “Skills Charades” and “Around the World” have also been Bingo,” “Skills Charades” and “Around the World” have also been developed, to provide ongoing modeling of target skills. Skills become developed, to provide ongoing modeling of target skills. Skills become increasingly complex as the student moves through levels, with each level increasingly complex as the student moves through levels, with each level incorporating more basic skills, and adding more complex skills. These incorporating more basic skills, and adding more complex skills. These skills include the followingskills include the following::

– Teacher Attention (TA)Teacher Attention (TA)– Following Instructions (FI)Following Instructions (FI)– Calm Person (CP)Calm Person (CP)– Accepting Criticism (AC)Accepting Criticism (AC)– Accepting No (AN)Accepting No (AN)– Problem Solving (PS)Problem Solving (PS)– Peer Cooperation (PC)Peer Cooperation (PC)

FCTFCT

• General Skills –General Skills –– IgnoringIgnoring– DisagreeingDisagreeing– TransitionTransition

• Daily skills –Daily skills –– Work CompletionWork Completion– On-taskOn-task

Catch them doing something good!!!Catch them doing something good!!!

NCRNCR

““the main advantage of NCR is that it may reduce the main advantage of NCR is that it may reduce problem behavior even though reinforcement for problem behavior even though reinforcement for

problem behavior is still available”problem behavior is still available”

NCRNCR

EO’s can be lessened prior to problem EO’s can be lessened prior to problem behavior by providing noncontingent behavior by providing noncontingent

access to reinforcementaccess to reinforcement

Differential ReinforcementDifferential Reinforcement

NCR & extinction do not explicitly strengthen NCR & extinction do not explicitly strengthen alternative behaviors that are less alternative behaviors that are less

dangerous and more socially acceptabledangerous and more socially acceptable

Differential ReinforcementDifferential Reinforcement

DRA/O/I. . .DRA/O/I. . .

ExtinctionExtinction

Target BehaviorsTarget Behaviors BlurtingBlurting out of seatout of seat verbal aggressionverbal aggression physical aggressionphysical aggression property destructionproperty destruction destruction of point sheetdestruction of point sheet stealingstealing

ExtinctionExtinction

Extinction = the reduction of behavior by Extinction = the reduction of behavior by withholding reinforcementwithholding reinforcement

Response Costs

02468

101214161820

8/31

/09

9/7/

099/

14/0

99/

21/0

99/

28/0

910

/5/0

910

/12/

0910

/19/

0910

/26/

0911

/2/0

911

/9/0

911

/16/

0911

/23/

0911

/30/

0912

/7/0

912

/14/

0912

/21/

0912

/28/

091/

4/10

1/11

/10

Date

Freq

uen

cy

Blurting

Out of Seat

Verbal Aggression

Physical Aggression

Property Destruction

Major

Putting It All TogetherPutting It All Together

Operationalize everythingOperationalize everything

Common Language/common behaviorsCommon Language/common behaviors

System for ongoing training and System for ongoing training and feedbackfeedback

Manual OverviewsManual Overviews

Scaling Up & Scaling DownScaling Up & Scaling Down

SSIPIP

NCR Individual Teacher

DRO/A/I Support/Coaching

Response cost Planned ignoringFunctional Communication Training

Antecedent Intervention Systems-level coachingEO/MO manipulation Begin Individual TeacherToken Economy coachingResponse cost

Function based InterventionsFBA/BIP

Incre

ase in

terv

en

tion

&

inte

nsity

of in

terv

en

tion

DRAFTIntensive, Function-based Tier 3 Intervention

My Best Piece of PoetryMy Best Piece of Poetry

Target Behavior

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25

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Day

# o

f O

ccu

rren

ces

blurt

out of seat

School Psychology & Behavior analysis: Collaboration for Systems Change Elizabeth Sexton, Ph.D.,...

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