Session 12 Agenda

• Doug presents on behavior planning• Individuals work on their plan• Pairs share with one another• BREAK• Reports

– Problems or Barriers with Behavior Planning

• Final Farewells

Building Behavior Plans for Students

Doug Cheney

University of WashingtonSeattle, WA

www.depts.washington.edu/beacons1

Deciphering Difficult Behavior: The Behavior PathwayIt is as easy as “ABC”

“Problem” Behavior

Antecedent

Consequence

& Function

Possible Functions

• To Get/Gain• To Avoid/Escape• Sensory Stimulation

(O’Neill et al., 1996)

• Power/Control

• Escape/Avoidance

• Assertion/Differentiation

• Acceptance/affiliation

• Self-expression

• Gratification

• Justice/revenge

(Neel & Cessna, 1992)

Summary Statement

Antecedent + Behavior + Consequence

“When A occurs B begins, which results in C.”Once a summary statement has been determined the team must take steps to determine whether it is accurate or not

Summary Statements Presenta Story or NarrativeAntecedent + Problem Behavior +

Maintaining Consequence

“When given an academic demand that is difficult or confusing to Cassandra, she becomes off task and then disruptive which results in gaining attention while avoiding the task.”

PBS Strategies are determined for each link in the Behavior PathwayPooPossib

Setting Events Strategies

Triggering Antecedent Strategies

Behavior Teaching Strategies

Maintaining Consequence Strategies

1. More information about Cass./personal info.

1. Assignment change 2. Providing choices for how where to complete work 3. Providing different directions, or more personal directions

1. Use a Break Card for Cass. 2. Conferencing and determing other possible positive solutions

1. Stop sending to office 2. Teache r signal when disruptive. 3. Positive Attention/Reinforcement for when doing well

These strategies are defined, data collection measures are determined, and responsibilities clarified, becoming the PBS Plan.

Setting Event

Desired

The Complete Behavior Pathway

Problem

Acceptable

Behaviors

Antecedent Consequence

Consequence

Maintaining

Setting EventIEP,Low Academic Skills, Perceived Task Difficulty

AntecedentAcademic Demand,

Directions

ConsequencePeer/Adult Attention, Control

Work Avoidance

DesiredIncrease On

Task Behavior

Consequence+

Reinforcement and

attention

Cassandra’s Behavior Pathway Summary

ProblemDisruption, Off Task

AcceptableBe in seat with less disruption

Behaviors Maintaining1/10/02

Key Strategies in FBA (Stage & Quiroz, 1998)

• Antecedent Strategies– Cueing & Prompting– Self-monitoring– Instructional Modifications

• Behavior Teaching– Social Skills Instruction

• Consequent Strategies– Differential Attention– Individual or Group Contingencies

Antecedent StrategiesStrategies that PRECEDE a behavior and serve to decrease or divert it.

• Stimulus Cues- – Giving the student clear cues, signals, or reminders

– Presenting an outline of expectations before the behavior will be required,

– Set the student up for success (i.e. The teacher says, “Remember students who are in their seats quietly will be asked to line up for recess.”).

Antecedent Strategies

• Instructional Modifications- – Changing instructional presentation or work requirements of a student to make it easier for the student to successfully complete a task or an assignment.

– Examples: (requiring only 1/2 the number of math problems, tape recording story ideas etc.).

Antecedent Strategies

• Self- Management– Actively involving the student in identifying, monitoring, and reinforcing their use of positive skills

– Example: a student circles a smiley face each time he completes an assignment throughout the day. The smiley faces are then counted and goals set for reinforcement/acknowledgement.

Behavior Teaching Strategies• Give the student a clear understanding of what behaviors are expected and appropriate for success.

• These behaviors are designed to replace the problem behavior and meet student needs.

• Define It, Teach It, Model It, Practice It, and Reinforce It- regularly for Success!

Behavior Teaching Strategies

• Social Skills Instruction– Providing the student with direct training on necessary prosocial skills which address particular problem areas for the student

– Examples (classroom or non-classroom expectations, peer to peer skills, anger management, I statements, etc.).

Behavior Teaching Strategies

• Note: Remember, before you can expect a student to demonstrate a behavior you must:

• Define It, Teach It, Model It, Practice It, and Reinforce It- regularly!

Consequent Strategies Strategies that occur AFTER a behavior and increase or maintain it. • Differential Reinforcement (Attention) - – Providing attention and praise for appropriate behaviors while not responding to problem ones

– Example: The teacher sits by a student when she sees the student working at the assignment rather than when the student is not working.

Consequent Strategies

• Group Contingencies- – Used when a student CAN perform a skill but chooses not to and the student is motivated by peer attention.

– Creating a plan in which a group earns a specific reinforcer when a student or the group reaches criteria

– Example: Earning a pizza party after students have turned in all assignments for 2 weeks

Your Turn

• Individually attempt to complete the Behavior Support Plan Form.

• Share in a Pair, and discuss each other’s student with a partner.

• Identify problems/barriers for completing the final assignment