Introduction to Understanding Patterns of Repeated Behavior Problems

1. Introduction to Understanding Patterns of Repeated Behavior Problems

2. Purpose • The purpose of this presentation is to provide you with an introduction to: • The variables that contribute to patterns of behavior problems • What is meant by function of behavior and why function is ultimately is the key to implementing effective interventions • Methods used to gather information

3. Our School’s Participation in the PBSIS Initiative • As you know, we are receiving 2-years of training and technical assistance support through the PBSIS initiative • The training we have, and continue to receive is helping us to create positive learning and social environments in our school • As we learn new things – we begin to change our practices

4. Research Suggests that Schools with Positive Student Outcomes: • Prevent behavior by defining, teaching, and recognizing positive student behaviors • Intervene quickly when problem behavior pattern begins to emerge • Match interventions selected to the underlying reasons why a pattern of behavior is occurring

5. To Promote Use of These Three Key Practices We are Learning to Implement the School-Wide Positive Behavior Support Intervention Model

6. School-Wide Positive Behavior Support Is an evidence-based practice Addresses a continuum of behavior intervention needs through multiple intervention tiers Is being implemented in more than 7000 schools around the United States, including schools in New Jersey Is emphasized by the Federal Department of Education as a best practice for schools to implement

7. Intervention Tiers of School-Wide Positive Behavior Support Tier 1: Universal interventions for all students, staff, and settings Tier 2: Secondary interventions for a small subset of students with repeated behavior problems Tier 3: Individualized interventions for a few students with disabilities with the most intensive behavior support planning needs

8. Source: Walker, Horner, Sugai, Bullis, Sprague, & Bricker (1996)

9. Part 1:The Variables that Contribute to Behavior Patterns

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11. A Simple But Common Example • Context: The student has academic difficulty (e.g., problems with reading) • Trigger: The student is given a challenging assignment (e.g., completing math word problems independently) • What Happens: Student engages in off task, refusal, or disruptive behavior • The Result Is: Teacher addresses student in some way (e.g., redirects, gives help, sends to office)

12. What Does the Student Learn? When I am frustrated, I act out. When I act out, Someone comes and helps me OR When I act out, I’m sent out of the room and avoid the work

13. Understanding Behavior Patterns Why do students act out? What does it get them? What does it get them out of? Why is that some students act out and others don’t? What makes a student resilient? What places a student at risk of failure?

14. Understanding Behavior Patterns “Problem behavior” (e.g., being disruptive) is only ONE part of a larger pattern that is happening To really help students, we have to understand the whole pattern

15. Understanding Behavior Patterns • The context • And quality of • The student’s • life, for example: • Characteristics • of a disability or • medical issue • Relationships • with adults and • Peers • Success at • school or other • activities Immediate events in the environment that happen right before the student engages in a behavior Sometimes referred to as the straw that breaks the camel’s back What the student does or says Described using verbs not adjectives What people say or do in response to the student’s Actions Also referred to as the reinforcement or payoff for the behavior 15 15

16. Part 2: Function of Behavior

17. Understanding Behavior Patterns Key Lessons About Behavior Behavior – whether positive or negative nets us a payoff… The more a behavior provides us with a desired outcome, the more likely we are to emit that behavior again in the future Behavior is logically connected to the environment in which the student is functioning

18. Understanding Behavior Patterns Most behaviors serve one of two functions: To get something (obtain) Such as: attention, objects, sensory regulation To get out/ away from something (escape) Such as: tasks, embarrassment, people Once we understand the function….we can come up with interventions 18

19. Think of it this way:Problem Behavior is a Symptom Negative Life Experiences Social failure Academic failure Poor self esteem Loss of control Limited opportunities Extensive critique and very little social praise Function Behavior Serves: Protection Compensation Defense Power and control The “behavior” meets a need

20. Understanding Behavior PatternsAbigail Example • Adults who use • an authoritative • interaction style • Lacks • confidence • self-doubting • Scattered, • disorganized • Time to • do work • Unprepared • Confronted by • a teacher • Transitions • Difficult work • Given an • ultimatum • Talks or calls • out • Asks to leave • Argues • Walks away • from teacher • Says she • won’t do the • work • Calls peers • names • Verbal • redirection, or • correction • Calls home • Loss of points • Sent to office • Social • Attention from • peers • assistance • from staff 20 20

21. Understanding Behavior Patterns • Basically, Abigail engages in problem behavior because it results in • Escaping out of work (even if this means getting a reduced grade on the assignment) and • Adult / peer attention (even if this is not always positive attention)

22. Understanding Behavior Patterns To what extend does looking at the behavior this way: Give you a clear picture of what is happening with this student? Help you relate to the student’s issues? Suggest a direction for possible interventions? 22

23. Understanding Behavior Patterns When we have a student engaging in problem behavior we have to ask ourselves – “Why is the behavior necessary? What is it that the student needs to resolve the issue?” Stronger social network? Skills to handle situations that triggers behavior? Improve concept of self and future? Improve academic achievement and sense of competence?

24. Understanding Behavior Patterns • So really, intervention planningis addressing the students needs on two levels: • The underlying issues that seem to be causing the behavior in the first place AND • The specific variables that are in play when a behavior incident occurs • Let’s take a look at what Abigail needs and how that translates into strategies….

25. Understanding Behavior Patterns Abigail needs supports that… builds relationships with adults and provides adults with strategies to respond to positive and unwanted behaviors; teaches her skills to recognize and handle difficult situations in socially appropriate ways; helps her develop a positive self- concept and confidence; and helps her develop a sense of academic competence and provides supports for productive participation in academic activities.

26. Let’s Look at Interventions that Match Abigail’s Needs • Connect her • with a mentor • who will • provide • encourage- • ment • Work on • relationships • with teachers • Modify work • demands • Modify the • way we • interact with • her • Add some • structure to • transitions • Organization • skills • Self monitoring • to improve • awareness of • her actions • Social skill • instruction to • target key • skills • Incentives for • doing well and • meeting goals • Being less • obvious in our • responses • when she acts • out 26 26

27. Intervention Selection: Bottom Line Select interventions that: Pass the function test Use what you already know works Address each facet of the behavior pattern Match everyone’s (student and staff) comfort level Are easy and efficient to use Address the underlying reasons why behavior is occurring……… 27

28. Part 3: Methods for Gathering Information

29. Problem Behavior = Unmet NeedOur job, collectively, is to figure out what the unmet need is and come up with strategies that resolve the issue for the student

30. We Have to Collect Some Information We use a process called a Functional Behavior Assessment at which point we learn about: Student strengths and conditions that work for the student The frequency and intensity of behavior Context information to understand the student’s perspective (settings events) Antecedents that trigger behavior How staff and students respond when behavior occurs (positive and negative consequences)

31. We Get This Information Using Multiple Methods • Observations of the setting and student • Talking with people who know the student and are familiar with situations when behavior occurs • Talking with the student • Reviewing the student’s records (e.g., IEP, conduct referrals, etc.) • Having team discussions

32. You May Be Asked to: • Complete a checklist or feedback survey • Talk with someone from the team • Participate in a planning meeting • Try out and report back on intervention strategies

33. How You Can Help Make the Process Effective • Get in contact with us early – before the behavior becomes a big deal • Assist us by documenting information • Ask for help and support • Suspend judgment and be open minded • Participate in team meetings/discussions to come up with strategies • Be willing to try strategies and stick with it

34. For More Information • We encourage you to ask questions and seek out assistance with a student • Call, email, or stop by: [insert personnel info]