Initial line of inquiry how to recognize effective behavior plans for students
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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. R eview the basic components of the Initial Line of Inquiry (ILI)

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Initial line of inquiry how to recognize effective behavior plans for students

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


Today participants will

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…


Entry activity

  • 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


Rationale for change

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


Initial line of inquiry how to recognize effective behavior plans for students

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?


Initial line of inquiry how to recognize effective behavior plans for students

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.


Initial line of inquiry how to recognize effective behavior plans for students

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.


Define target behavior

  • 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


Initial line of inquiry how to recognize effective behavior plans for students

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.


Initial line of inquiry how to recognize effective behavior plans for students

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.


Initial line of inquiry how to recognize effective behavior plans for students

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.



Environmental impact

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




Function

When we talk about function, what exactly are we discussing?

Student behavior

Adult behavior

Both

Neither

Function

FUNCTION IS THE GOAL OF BEHAVIOR


Function1

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


Function2

Who’s in control? Who’s the adult? misbehavior.

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



Function3

So misbehavior., 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


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of misbehavior.Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of misbehavior.Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of misbehavior.Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of misbehavior.Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of misbehavior.Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of misbehavior.Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of misbehavior.Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of misbehavior.Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of misbehavior.Inquiry


Reinforcement strategies

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


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of can be reinforcing for students. Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of can be reinforcing for students. Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of can be reinforcing for students. Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of can be reinforcing for students. Inquiry


Initial line of inquiry how to recognize effective behavior plans for students

An Initial Line of can be reinforcing for students. Inquiry


Exit activity

  • We’re doing the plan, why isn’t it working? can be reinforcing for students.

    • 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


Content in packet
Content in Packet can be reinforcing for students.

  • 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


Questions comments
Questions? can be reinforcing for students. Comments?