Got Behavior? Are you Programming for it ?

1. Got Behavior? Are you Programming for it? Tajuana Williams, Ed.S, NCC, LPCCoordinator of Behavior ServicesDesoto County Schools

3. Objectives(Before Lunch) • Participants will gain a basic understanding of accountability and programming for behavior • Participants will gain a basic understanding of function of student behavior • Participants will learn how to address behavior through the IEP • Participants will gain knowledge of writing measureable behavior intervention plans

4. Objectives(After Lunch) • Participants will learn best practices for providing interventions for behaviors in the classroom setting • Participants will learn how to teach replacement behaviors in a classroom setting • Participants will gain a basic understanding of how to utilize social skills training to increase desired behaviors

5. The Parking Lot

6. Why is the important? Before IDEA Reauthorization the primary content of an IEP was student academic goals and objectives. Now students with behaviors impeding learning must have a behavior support plan in their IEP which specifies not only what the students will do, but what educators will do to alter the environments and/or teach new behaviors necessary for that student’s success. *The Behavior Plan is a Teaching Plan

7. Have you ever said: • I’ve tried everything! • He needs to be somewhere else. • Nothing set him off • He just needs a good spanking. • Nothing Works! • He could do better if he wanted to. • We punish him but it just doesn’t work! Group Actvitty 6

8. Whose Job is it? Teachers (Sped & Gen ED)AdministrationSupport StaffStudentParentsSchool CounselorSchool PsychologistMental Health ConsultantPositive Behavior SpecialistBehavior technicianConsulting StaffSpeech Pathologist Occupational Therapist • Whose Job is it Anyway?

9. What is behavior? • Anything a person does that can be observed, measured, described, recorded • Behavior is learned and serves a specific purpose • Related to the content within which it occurs • Can be overt or covert and have an impact on the environment

10. Why Do People Behave? Access?Obtain?Attention?Learned? Sensory? Why Do People Continue Behaving? IT WORKS!

11. Accountability & You • Litigation • Case Law • Integrity and Fidelity • Progress Monitoring • Student Achievement • The Bottom Line

12. Let’s Look at Case Law Patrick B. v. Paradise Protectory and Agricultural Sch. Inc., 59 IDELR 162 (M.D. Pa. 2012) A parent alleged that district officials acted with “intentional discrimination” by using physical restraint to subdue a second-grade boy. The crux of the parent’s complaint was the allegation that the district had failed to conduct a functional behavior assessment (FBA) after her son exhibited at least a dozen incidents of escalating physical aggression at school. The parent argued that the school would not have had to resort to physical restraint if it had properly assessed the child’s behavior and developed interventions to address the behaviors. Money Damages and Liability

13. Case Law Continued.. Coventry Pub. Schs. V. Rachel J. and Williams J., 59 IDELER 277 (D.R.I. 2012). A Rhode Island school district that included only academic goals in the IEP for a student with ADHD and ODD was liable for the costs of placing the teenager in an out-of-state therapeutic residential facility. The court found that the district failed to provide FAPE by its failure to address the student’s social and behavior deficits in his IEP. “The record is abundantly clear the (the student’s) behavioral disabilities act like a bounder that block his way from making academic and educational advancements, “U.S. District Judge John J. McMconnel Jr. Wrote. The court held that the IDEA requires school districts to address all of an eligible student’s disability-related needs in an IEP, not merely those that directly relate to the identified educational disability.

14. Final Look K.L. v. New York City Dep’t of Educ. 59 IDELR 190 (S.D.N.Y. 2012). Failure to conduct a Functional Behavior Assessment for an 8-year-old girl with autism did not violate the IDEA, ruled the federal court in New Your. The girl often shredded her clothing with her teeth as a result of anxiety and her inability to communicate. The district had successfully managed this behavior in the past by assigning a 1:1 aide for the girl, and her current IEP contained goals for eliminating this behavior and a Behavior Intervention Plan to address the behavior. In addition, having the district psychologist read the draft IEP goals and ask for comment from members of the IEP team, including the child’s parents, was consistent with the requirements of the IDEA.

15. Individuals with Disabilities Education Act (IDEA) (2004) Section 614 (d) The IEP Team Shall: address behavior that impedes a student’s learning or “that of others” to consider “positive behavior interventions, strategies and supports” as supplementary aids and supports”

16. Therefore if… The student had these “impeding behaviors” clearly in evidence, and yet no IEP team had developed a plan to address these behaviors, it can be concluded during a “manifestation determination” meeting that the IEP did not have all necessary supports in place.

17. Integrity and Fidelity • Progress Monitoring • Data Collection • Tracking Progress • Making Changes as Needed • BIP • IEP

18. Student Achievement • Is the behavior of concern being programmed for in a way that it no longer has a negative impact on the student’s academic progress • More time in class

19. Where does Programing Start? • With the IEP • Recognizing Behavior in the PLP(Present level of performance) Defining it and it’s impact on the student’s academic/social performance • Example: Johnny will exhibit non-compliant behaviors during transition or when there is an unexpected change in routine or schedule. This is evidence by him shutting down (putting his head down, falling to the ground), refusing to comply, and saying “no”.

20. Measureable Goals • Over the course of 36 weeks, Johnny will follow changes in an established routine on 4 out of 5 trials. • Johnny will use a verbal cue from the teacher to follow changes • Johnny will use a visual schedule to follow changes • Johnny will use a predetermined signal from the teacher to follow changes • Johnny will use the example set by a peer to follow changes

21. Need A Plan? • Behavior Support Plan • Detailed Description of Target Behaviors • Preventive Techniques • Strategies (Teaching Replacement Behaviors) • Environmental Changes • Positive Reinforcements • Method of Data Collection (Progress Monitoring)

22. When Do I Need to Write a Behavior Plan? When there is a Pattern of Behavior that is Non-Responsive to Consistent Positive Interventions and Reinforcers

23. WHO CONDUCTS A BEHAVIOR SUPPORT PLAN? • Sped Teacher • Counselor • School Psychologist • Positive Behavior Specialist • Clinical Psychologist • Mental Health Professional

25. BSP Components • Strengthens of Student • Define &Identify Target Behavior • Identify Function (Summary/Hypothesis Statement) • Intervention Plan 1. Prevention Techniques 2. Replacement Behaviors 3. Positive Reinforcements 4. Who will do what & how often 5. Planned consequences & Review Data & Progress

26. What do I Need? • Target Behavior -Operational Definition • Need Data -ABC Form • Need Function -What do I need to Replace Behavior With

27. What are Target Behaviors • High Intensity • High Frequency • Impedes Academic Progress the Most

28. Behaviors Must Be • Observable: The behavior is an action that can be seen. • Measurable: The behavior can be counted or timed. Define behaviors so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!

29. Operational Definitions • Can you count the behavior (e.g., number of times it occurs, minutes it takes, latency)? • Will a stranger know what to look for when you give the definition? • Can you break the definition into smaller components that are more specific and observable?

30. Defining Target Behaviors

33. ABCs of Behavior • Antecedent: What happens just before a problem behavior occurs. Time of day, who is present, during what event/subject/task • Setting events: happen further away in time but still contribute to the problem behavior: Lack of sleep, hunger, medication. • Behavior: What the student does that is observable. Written in concrete terms • Consequences: What typically happens after the behavior occurs. Indicates what maintains the behavior. 43

34. Why Look at Function? The basis of functional assessment is the acceptance that all behavior is a form of communicationand allbehavior serves a purpose. T 27

35. Teach Acceptable Behaviors That Serve the Same Function As the Misbehavior Replacement behavior -Must be more efficient -Must be equally effective -Must produce same results EX: Asking for a break is easier than engaging in a tantrum but can serve the same function of escape.

36. Can you find Function without a FBA?

37. Tools to Help Find Function • FACTS • (Functional Analysis Assessment Tool) • MAS • (Motivational Assessment Scale) • PBQ • (Problem Behavior Questionnaire)

38. Typical Functions of behavior • Attention: peer attention, adult attention • Escape: get out of an activity or away from other students/staff. • Sensory stimulation-self reinforcing behaviors such as thumb sucking • Access to materials or activities-something tangible the student wants. • T 45

39. IDEA & FBA/BIP? IDEA 1997 states that a FBA and (BIP) may be required forstudents with a disability: • Who are exhibiting a pattern of behavior that may lead to 10 days of suspension • Who knowingly carry weapons or possess or use illegal drugs or sell or solicit the sale of a controlled substance while at school or a school function

40. When To Complete A FBA/BIP? And is required when: • A student is suspended from school for a total of 10 days or more • A student is being considered for an interim alternative educational placement

41. Best Practices Best practice suggests that FBA’s are more effective when used proactively: • When behavior is difficult to understand • When a pattern of office referrals appear • When behavior strategies that are currently in place are not effective towards increasing appropriate behavior

42. Physiological Sensory Attention Seeking Escape /Avoid Obtain Functions What is the function?Why is the student doing ____? Exercises All behaviors serve a function

44. What Are Functions Of Challenging Behavior? To get something (positive reinforcement) • Social Attention • Assistance with task • A tangible object • Sensory stimulation • Belong to a peer group • Revenge To avoid or escape (negative reinforcement) • Academic tasks • Demands • Environmental stress/social stress • Failure • Boredom

45. Skill DeficitsVS Performance Deficits Skill Deficits The students does not know how to perform the desired skill. Performance Deficits The student knows the desired skill but is unable to perform the skill on a consistent basis.

46. FBA SAMPLE Mary Activity

47. Let’s Talk Replacement Behaviors • Big Bang

48. 3 Opportunities to change Behavior • BEFORE the behavior occurs: a proactive teaching strategy • DURING the occurrence of the behavior: an immediate intervention • AFTER the behavior occurs: a consequence to the behavior