Behavior & Classroom Management

1. Behavior & Classroom Management Week 9 – Function-Based Interventions; Introduction to BSP J Geurts, M.S. Special Education Portland State University jgeurts@pdx.edu Adapted from slides by Chris Borgmeier

2. Proactive v. Reactive - REVIEWPBS v. Aversive approach

3. PBS v. Aversive Model (ABC)

4. Competencies Council for Exceptional Children: Initial Special Education Teachers of Individuals with Exceptional Learning Needs with Emotional and Behavior Disorders • Standard 5: Learning Environments/Social Interactions *** • Modify the learning environment to manage behavior • Use effective and varied behavior management strategies • Standard 7: Instructional Planning *** • Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions • Plan and implement individualized reinforcement systems and environmental modifications at the levels equal to the intensity of the behavior

5. Traditional / Punitive Approach

6. PBS Approach (ABC)

7. PBS v. Aversive Model (ABC)

8. Function Based Interventions

9. Activity 1: Function Based Interventions • 2 copies of the Pre-Test • Complete 1 (be sure your name is on it). • Keep 1 for your notes/today’s activities. • You may want to transcribe your answer from the “turn-in” copy to the “keep” copy. • Turn in Pre-Test

10. Behavior Support Planning FBA BSP The most important outcomes/characteristics of FBA: Identify the function of the problem behavior Identify the variables that predict (A) and maintain (C) the problem behavior Develop a Behavior Support Plan that addresses the function of the problem behavior Of these, the MOST IMPORTANT….and the reason for FBA: Develop a Behavior Support Plan that addresses the function of the problem behavior

11. Steps in Behavior Support Planning Step 1: Develop Competing Behavior Pathway Step 2: Develop Behavior Support Plan Step 3: Implementation Plan Step 4: Evaluation Plan Step 5: Follow-up Meetings to Review Progress Next 3 classes

12. Function-Based Interventions Start with FBA results = Summary of Behavior Summary of Behavior should include a detailed and specific description of: Targeted Routine Antecedents triggering behavior Problem Behavior Consequence/Outcome of Problem Behavior Function of Behavior

13. Analyzing the Summary of Behavior • Read over the Summary of Behavior, but pay special attention to the Function identified for the problem behavior • The Function of Behavior will be central to identifying effective interventions to address: • Antecedents • Behaviors to Teach & • Consequences/outComes

14. PBS v. Aversive Model (ABC)

15. Start w/ Summary of Behavior from FBA Targeted Routine Antecedent Maintaining Consequence & Function Problem Behavior

16. FBA: Summary of Behavior Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION FUNCTION is where student behavior intersects with the environment Function = Learning Student learns…. When (A), if I (B), then (C)… Function= how I benefit so I keep doing B

17. Competing Behavior Pathway

18. Summary of Behavior Setting Events: Antecedent: Current Behavior: Currency/outCome: This information comes from your FBA Summary Statement Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)

19. !!!Function-Based Planning!!!(Interventions at SE, A, B, and C) Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)

20. Competing Behavior Pathway Future outCome: Desired Behavior: Setting Events: Antecedent: Current Behavior: Currency/outCome: Alternate Behavior: Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)

21. Competing Behavior Pathway Completed from FBA

22. So this is what we want…. Desired Behavior Natural Consequence Targeted Routine Antecedent Maintaining Consequence & Function Problem Behavior Alternate Behavior But… Why can’t we go right to the Desired Behavior?

23. Understanding Desired Behavior • Long-term goal= to follow regular classrooms routines and norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers • Often requires a sustained, focused teaching effort to build missing skills • Academic deficits (often related to Avoiding difficult tasks) • Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap • Social Skills deficits (often related to seeking attention) • Example: student seeks negative attention due to isolation from peers and adults resulting from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context • Communication deficit • Example: student screams and rocks vigorously back and forth due to limited communication skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.) • Organizational/school skills deficits • Example: student doesn’t complete homework due to limited scheduling and organization strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

24. Why the Alternate Behavior? 4. The student is going to need to gain the math skills before being able to do this like peers 3. Look how different this is from what’s happening now 1. This is what we’re asking the student to do. Complete math problem Success, another problem Given double digit addn problems Sent back to table (escape task) None identified Throws a Tantrum 2. This is what the student wants now. Raise hand & ask for break 5. So… in the meantime we use the alternate behavior

25. Function Based Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior And we work B-A-C wards FUNCTION Function should guide selection of alternative/ replacement behaviors

26. Understanding Alternate/ Replacement Behaviors Alternate Behaviors are: an immediate attempt to reduce disruption & potentially dangerous behavior in the classroom Take some of the pressure off the teacher designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable alternate behavior

27. Essential Characteristics of Replacement / Alternate Behavior An appropriate Alternate/Replacement Behavior: Serves the same function as the problem behavior Iseasier to doandmore efficient than the problem behavior Alternate Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior Is moresocially acceptable than the current (problem) behavior

28. Which of the Following are Appropriate Replacement Behaviors? Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior hide under her desk and be ignored sign for “more” to another student take completed work up to show the teacher move to sit by another student Use picture communication system to request teacher help Start w/ the Function 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable?

29. Which of the Following are Appropriate Replacement Behaviors? Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping difficult tasks. Possible Replacement Behaviors: More rewards for doing tasks Asking for an easier task/ worksheet Asking to play w/ his Gameboy Requesting adult attention Asking to have soda after tasks are done Start w/ the Function 2. Is Behavior easier to do than problem behavior? 1. Serve same Function? Does it provide adult attn? 3. Is Behavior socially acceptable?

30. Competing Behavior Pathway: Alternative Behavior Example: Jason (from previous example) Antecedent Problem Behavior Consequence Asked to do difficult tasks Avoid/Escape Difficult Task Crying Asking for an easier task/ worksheet NOTE: This antecedent is not specific enough

31. Identifying the Alternate Behavior Yes or No? Why? What are the critical features of an Alternate Behavior? 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable?

32. Competing Behavior Pathway

33. Activity 2 • With a partner go through each of the Competing Behavior Pathway options in Pre-Test #2 Yes or No & Why

34. 5 minutes BREAK

35. Identify an appropriate REPLACEMENT BEHAVIOR: • Same function as problem behavior • Easier to do than problem behavior • More socially appropriate than problem behavior • BEHAVIOR: Scribbles all over, then tears up math paper. • FUNCTION: Avoid math work. • MY ANSWER: Cross out odds or evens. Practice #1 ALTERNATE/REPLACEMENT BEHAVIOR

36. Identify an appropriate REPLACEMENT BEHAVIOR: • Same function as problem behavior • Easier to do than problem behavior • More socially appropriate than problem behavior • BEHAVIOR: Gets out Reading HW when time to do planner. • FUNCTION: Gain adult attention. • MY ANSWER: Signal (cue card, hand signal) for adult to watch him/her write in planner. Practice #2 ALTERNATE/REPLACEMENT BEHAVIOR

37. Identify an appropriate REPLACEMENT BEHAVIOR: • Same function as problem behavior • Easier to do than problem behavior • More socially appropriate than problem behavior • BEHAVIOR: Head down, refusing to follow directions. • FUNCTION: Avoid adult attention. • MY ANSWER: 5 minutes head down coupon. Practice #3 ALTERNATE/REPLACEMENT BEHAVIOR

38. Identify an appropriate REPLACEMENT BEHAVIOR: • Same function as problem behavior • Easier to do than problem behavior • More socially appropriate than problem behavior • BEHAVIOR: Blurting out jokes during quiet work time. • FUNCTION: Gain peer attention. • MY ANSWER: Student reads assignment directions to whole class. Practice #4 ALTERNATE/REPLACEMENT BEHAVIOR

39. Developing Function-Based Interventions

40. Behavior Support Planning Identify a range of interventions that address prevention (A), teaching (B) & consequences (C) You may not use them all, but it is good to identify multiple interventions options across A, B & C

41. !!!Function-Based Planning!!!(Interventions at SE, A, B, and C) Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)