Initial Line of Inquiry: How to Recognize Effective Behavior Plans for Students

1. Presented by: Robin Hammer David Martin Patti Wilson Jacquelynn McDonough-Dority Department of Exceptional Children Services Initial Line of Inquiry: How to Recognize Effective Behavior Plans for Students

2. Review the basic components of the Initial Line of Inquiry (ILI) Learn to recognize linkages between function – strategy – reinforcement Review examples/non-examples Today Participants will…

3. Read the case study and ILI • Write two things you like about it • Write two things you dislike about it • Do you think it will change the target behavior? • Why? • Why not? Entry Activity

4. Lower redundancy (removal of hypothesis) Reduction in overall length Improvements to layout, now flows left to right Increase in utility; streamlines to one behavior Change of language and addition of heading descriptors Inclusion of prompts to facilitate use of instrument Shifts focus to environmental changes and positive reinforcement as opposed to child-based changes and punishments Rationale for change

5. An Initial Line of Inquiry Strengths of student: What does the student do well? Student’s strengths, gifts, & talents. What are there interests? What do they like to help others?

6. An Initial Line of Inquiry Strengths of student: Sam performs well on academic tests and shows considerable knowledge of academic concepts. He is involved in Boy Scouts and is very knowledgeable of Civil War History. Sam also enjoys playing the guitar and is actively involved in his church.

7. An Initial Line of Inquiry Strengths of student: Sam makes friends at school and gets along well with peers. He plays the guitar well and makes good grades in Math, Science and Social Studies. He is involved in Boy Scouts and is very knowledge able of Civil War History.

8. Pinpoint the major behavior of concern • Avoid the pitfall of working on too much at one time • Be sure to describe what the behavior looks like – helps to facilitate data collection • How will everyone know when they see the behavior? • Vagueness is not your friend – avoid oversimplification, such as “noncompliance” Define Target Behavior

9. An Initial Line of Inquiry Strengths of student: Sam makes friends at school and gets along well with peers. He plays the guitar well and makes good grades in Math, Science and Social Studies. He is involved in Boy Scouts and is very knowledge able of Civil War History.

10. An Initial Line of Inquiry Strengths of student: Sam makes friends at school and gets along well with peers. He plays the guitar well and makes good grades in Math, Science and Social Studies. He is involved in Boy Scouts and is very knowledge able of Civil War History.

11. An Initial Line of Inquiry Strengths of student: Sam makes friends at school and gets along well with peers. He plays the guitar well and makes good grades in Math, Science and Social Studies. He is involved in Boy Scouts and is very knowledge able of Civil War History.

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13. Ask yourself: Exactly what happened immediately after the student exhibited the behavior? Who did what? Did peers give some form of attention (for example: laughing, staring, etc.)? Did adults give some form of attention (for example: attempted to redirect, gave choices, etc.)? Where they able to get out of doing the assignment or not complete the task? Environmental Impact

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16. When we talk about function, what exactly are we discussing? Student behavior Adult behavior Both Neither Function FUNCTION IS THE GOAL OF BEHAVIOR

17. Function is the GOAL of behavior, or in many cases, misbehavior. Some of the more common functions of behavior: Attention – Power and Control – Revenge – Escape/Avoidance Easy ways to identify function See handout Function

18. Who’s in control? Who’s the adult? As adults, WE control the environment. It is the manipulation of the environmental factors that influence behavior. Therefore, adult behaviors have asignificant impact on student behaviors. Function

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20. So, when you examine an I.L.I. as a principal, you are looking specifically for an identified function, and a match between ADULT strategies (prevention/teaching/ reinforcement) and the function. Yeah…right. Easier said than done! Function

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30. Be cautioned that sometimes what we perceive as punitive, can be reinforcing for students. Consider the Function of the behavior when coupling punitive strategies with reinforcement strategies. For example: some students sent to ISS find this a preferable setting as it is quiet and relatively free from distractions. If Mr.Favoriteis the ISS teacher then we would not put the child in that environment as a punishment. Reinforcement Strategies

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36. We’re doing the plan, why isn’t it working? • Do strategies reinforce replacement behaviors? • Is Function misidentified? • Recognizing Extinction Burst (gets worse before better) • Are all adults following the plan with fidelity? • Behavior consultant involvement… Exit activity

37. Content in Packet • The Story of Melissa Fickshun • Melissa’s I.L.I. • Revised I.L.I. • I.L.I. Generic and Frequent Recommendations • Antecedent Interventions • Reactive Interventions • Teaching Strategies • Responding to Misbehaviors in the classroom • Data Chart Examples • I.L.I. Protocol • I.L.I. Checklist • I.L.I. Interviews: Student, Parent, Teacher • Request for Behavior Consultant Services Form

38. Questions?Comments?