Tier III – Individual Support NW PBIS Network Who is the NorthWest PBIS Network? Supporting educators, families and community members to implement and.

Tier III – Individual Support

NW PBIS Network

Who is the NorthWest PBIS Network?

Supporting educators, families and community members to implement and sustain positive, effective and culturally inclusive environments to achieve social and academic outcomes for All children and youth.

PBIS Events • Oct 19th – Fall PBIS Coaches Institute, Eugene, OR• Nov 3rd-4th – Fall PBIS Conference, Seattle• Nov 5th – PBIS Classroom Workshop Jessica Sprick, Seattle• Nov 5th-7th - SWIS Facilitator Training, Seattle• Nov 5th – ISIS-SWIS Facilitator Training, Seattle• Jan 30th – Winter PBIS Coaches Institute, Spokane

• Learn More at www.pbisnetwork.org

Tentative Agenda• Day 1

• Overview of ISS• District-wide Systems

of Support• FBA-BIP Process• Guiding Principles

• Day 2• Measuring Behavior• Strategies to Increase

Behavior• Strategies to Decrease

Behavior• Responding to

Escalations

OVERVIEW OF INDIVIDUAL STUDENT SYSTEMS

Purpose

• To describe considerations & procedures for developing & sustaining individual student systems

• This system will expand Tier I supports to Tier II and Tier III systems

Challenges to ISS

• Students

• Problem behaviors are high intensity &/or frequency• Too many students display significant problem

behavior at any one time• Problem behaviors are disrupting learning & teaching

environments• Problem behaviors are difficult to understand• Interventions are ineffective

• Schools

• Not enough minutes in the day to collect information and develop interventions

• Administrative leadership & support is lacking, unavailable, or underdeveloped

• Staff are unable or untrained to implement interventions

• Overemphasis on form, policy, or regulation rather than on process

• Lack of continuum of positive behavior support

Considerations

• Behavior must be considered within context in which it is observed

• As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process

• Individuals who develop & implement behavior support plans must be behaviorally competent & able to…• conduct fluently FBA-BIP• facilitate efficient development,

implementation, evaluation of BIPs• collect & analyze student performance data • develop academic & social BIPs that are

based on research validated practice.

• The longer problem behavior has been occurring, the more resistant it may be to intervention

• Staff need sustained & effective support to respond effectively & efficiently to significant problem behavior

• Efficient team-based approach & process to problem solving must be in place

Tier I - Universal

• School-wide discipline system for all students, staff, & settings that is effective for 80% of students• Clearly & positively stated expectations• Procedures for teaching expectations• Continuum of procedures for teaching expectations• Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations• Procedures for monitoring & modifying procedures

Tier II - Secondary Specialized group administered system for

students who display high-risk problem behavior & are unresponsive to universal interventions • Functional assessment based intervention decisions• Daily behavioral monitoring• Regular & frequent opportunities for positive reinforcement• Home-school connection• Individualized academic accommodations for academic success • Planned social skills instruction• Behaviorally based interventions

Tier III - Tertiary Specialized individually administered system for

students who display most challenging problem behavior & are unresponsive to targeted group interventions• Simple request for assistance• Immediate response (24-48 hours• Functional behavioral assessment-based behavior support

planning• Team-based problem solving process • Data-based decision making• Comprehensive service delivery derived from a wraparound

process

General Process1. Establish Behavior Support Team to guide/lead process

2. Secure & establish behavioral competence within school

3. Develop/strengthen three level system of school-wide behavior support:

• Universal Interventions• Secondary Interventions • Individual Interventions

4. Establish data decision system for matching level of intervention to student

• Simple & direct request for assistance process for staff• Data decision rule for requesting assistance based on number of

major behavioral incidents

5. Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency

• Are students displaying improved behaviors?• Are staff implementing procedures with high fidelity?• What can be modified to improve outcomes?• What can be eliminated to improve efficiency?

Check-in

Individual Student Systems

• Do you have a team that supports teachers with at-risk students? • Available to all staff? Parents?

• How do teachers access support?

• Strengths, challenges for this team?

• Data sources• Committee Review Worksheet, Staff Handbook,

general knowledge…

DEVELOPING DISTRICT-WIDE SYSTEMS OF ISS

Bethel Individual Student Systems Cadre (BISSC)• The purpose of BISSC is to extend the existing school-based

continuum of PBS to the district level by:• increasing communication between key individuals, • coordination of efforts, and • specialized technical assistance.

Comprehensive System

• School: (a) Training, (b) Technical assistance, (c) communication and coordination, and (b) on-going monitoring

• District: Coordinating resources, training and assessment across schools

• Community: Support that links families, school/district personnel and community agencies (e.g., juvenile justice, community mental health, etc.).

Guiding Principles

• Functional Perspective: Behavior is considered within environmental context

• Behavioral Competence: School-based individual who has expertise.

• Systems Foundation. Team-based approach to problem solving and efficient request assistance with function-based support.

• Multiple Levels: Build off SW Discipline model, intervene early.

District Example• 11 schools • 5679 students• District-wide PBS project• District-wide reading project• Beginning a District-wide math project

In general, BISSC…• Monthly School-based

• Technical Assistance, Monitoring• Quarterly District-wide

• Training, Coordination & Communication• Advisory Council

• Systems • District Leadership Team

• Connect to other initiatives (e.g., academic, multi-cultural)

Goals

• Assist schools in implementing systems for supporting students with intense needs efficiently and effectively.

• To train at least one member of each school team to conduct FBA-BIP’s • Formal content training • Case Presentations• Practice and Modeling• On-site support

• To provide technical support for developing FBA-BIPs.• BISSC-District connection• Speech/Language, Autism Specialists, etc • On-Site support

• Increasing communication and case coordination within and between school teams

Evaluation• Team Member Survey• Student Tracking Sheet• Individual Student Systems Evaluation Tool (ISSET)- Fidelity• FBA-BIP Quality

Team Member Survey

Survey Summary

• Over the three years of implementation:• It is easier to complete the FBA-BIP process• They complete more without district or expert support • Members believe that the BIPs are more effective• As team member confidence increased, as reliance on

outside support has decreased • However, it took three years for schools to establish a

system for referring students for BISSC support

Tracking Sheet

Tracking Summary

ISSET• Fidelity of Implementation Measure

• Foundations• Targeted-Group Interventions• Intensive Interventions

• Validity• 84% Test-retest (w/i 2-weeks)• Content and Predictive Validity (this year)

FUNCTIONAL BEHAVIORAL ASSESSMENT & BEHAVIOR INTERVENTION PLANS

Objectives

• Rationale for conducting FBA-BIP• Define FBA• Describe requirements for conducting FBA-BIP• Be familiar with the main steps in FBA-BIP process

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

What is FBA?

• A systematic problem solving process for developing statements about factors that:• Contribute to the occurrence and maintenance of problem behavior,

and• More importantly, serve as basis for developing proactive &

comprehensive behavior support plans.

Use FBA when…

• Students are not successful

• Interventions need to be developed

• Existing interventions need to made more effective and/or efficient

How do I know if I have done an FBA?

• Description of problem behavior

• Identification of conditions that predict when problem behavior will and will not occur

• Identification of consequences that maintain problem behaviors (functions)

• Summary statements or testable hypotheses that describe specific behavior, conditions, and reinforcers

• Collection of direct observation data that support summary statements

FBA’s do not…

• FBAs guide the development of BIP. They do not result in• Eligibility• Placement• Manifest determination

• Can provide information that is useful for all of these of procedures

FBA Misrules

• Only one way to collect FBA information,• FBA process is basically the same• Decisions about methods for collecting

data may vary based on what information need to be collected

• Must do everything every time.• Base FBA activities on what you know.• FBA is systematic behavior support planning process.

• Everyone has to know how to do FBA.• Small # of people must have high fluency.• All people must know process & what to expect.• Some individuals must work on sustainability.

• FBA is it.• One component of comprehensive plan of behavior

support.

• FBA is only for students with disability• Process for behavior of all individuals across multiple

settings

• Power, authority, control, intimidation, bullying, etc. are functions

Two basic research validated functions• Positive reinforcement (get/access)• Negative reinforcement (avoid/escape)

Steps in an FBA1. Collect Information to determine function.2. Develop testable hypothesis or summary statements and

indicate functions.3. Collect direct observation data to confirm summary

statement.4. Identify desired and acceptable replacement behaviors.5. Develop behavior intervention plan.6. Develop comprehensive BIP to ensure high fidelity

implementation. 7. Develop on-going monitoring system.

Step 1: Collect Information

• Multiple sources• Student, parent, teacher, etc.

• Multiple settings• Where it occurs & doesn’t occur

• Strengths• Reinforcers, goals, hobbies, social skills, academic achievements, etc.

Step 1….continued

• Multiple methods• Archival review

• Office discipline referrals, behavior incident reports, etc.

• Checklist/inventory• FACTS, routine analysis

• Interview• Brief, student-guided, parent, teacher

• Direct observation• O’Neill et al., ABC, scatter plot

Aaron

• Teacher interview, student interview, record review

When Aaron sits next to preferred peers, he talks to them to gain peer attention.

Defining behavior

• Must be in operational, observable, or measurable terms.• To achieve high agreement between two people.

• No work completion• Starts, then stops, then starts, then stops, …• Completes the work and puts it in binder, forgets to turn-in• Draws flowers and rainbows on the assignment

Activity

Collect Information

• Review all information you have on your target student and determine what other information you will need to collect• Student, Teacher or Parent interview

• ODRs, other discipline records

• Academic information

• Health information

• Write an operational definition of the student’s problem behavior• Observable and measurable

STEP 2. Develop summary statement.

• Testable hypothesis (“objective guess”).• Write in observable terms.• If not confirmable, collect more information & restate.

• Developed from review of assessment information.

• Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.

Setting events• Factors that make problem behavior worse (more likely to

occur, more intense)• E.g., illness, fatigue, social conflict, change in routine,

……

• Factors that change value of current reinforcers• E.g., verbal praise less effective, peer attention more

influential,escaping work more desirable….

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

Examples of summary statements

• When he misses breakfast & peers tease him about his walk, Caesar calls them names & hits them. The teasing stops.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

Missesbreakfast.

Teasedby peers.

Name calling &

Hits.

Teasingstops.

• Camillia stares off into space & does not respond to teacher directions when she doesn’t know how to do a difficult math problem. Her teacher removes the work.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

None Preferred Peer.

Talking Gain Peer attention

• When his teacher gives him clear directions & praises him privately, Charlop completes his work.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

Cleardirections. Completes

work.

Privateteacherpraise.

Activity

Testable Hypothesis

• Develop a testable hypothesis for you target student• Operational definition of the problem behavior

• Triggering antecedent

• Maintaining Consequence

• Consider if there are Setting Events

• Put answers in the middle row of the Competing Path Analysis

STEP 3. Collect direct observation data to confirm summary statement

• Testable hypothesis• Multiple settings• Measures of

• problem behavior• triggering antecedents,• maintaining consequences, &• setting events

• Collect direction information to confirm summary statement.

STEP 4. Developing “competing pathways” summary statement

• Components• Confirmed summary statements• Desired replacement behavior to be displayed in

problem situation (behavioral objective)• Alternative replacement behavior that could achieve

same outcome as problem behavior

Competing Behavior Pathway

Setting event

NoneAntecedent

Preferred peerProblem Behavior

Talking

Maintaining Consequence

GainPeer attention

Alternative Behavior

Peer helper

Existing Consequence

GradesMore work

Desired Behavior

Work quietly

Setting event

Job StressDeadlines

Antecedent

Family event (e.g., holiday)

Problem Behavior

Host all eventsDo all cooking

Maintaining Consequence

Control

Alternative Behavior

?????

Existing Consequence

Less work

Desired Behavior

Let others host Some events

Activity

Competing Path Analysis

• Finish completing the Competing Path Analysis for your target student

• Desired Behavior – Long term goal

• Consequence for Desired Behavior

• Alternative Behavior – Short term goal• Meets same function as problem behavior

• Easier and more effective than problem behavior

STEP 5. Develop behavior support plan.

• Tactics for • discouraging problem behavior,• teaching & encouraging desirable & acceptable

replacement behavior,• preventing & responding to emergency/crisis

situations, &• monitoring implementation effectiveness

• Emphasis on manipulation of (a) behaviors, (b) antecedents, (c) consequences, & (d) setting events

Guidelines

• Design antecedent strategies to make triggering antecedents ineffective.• So they no longer serve as triggers.

• Design behavior teaching strategies to make problem behaviors inefficient.• So more acceptable behaviors are easier to do.

Guidelines

• Design consequence strategies to make maintaining consequences irrelevant.• So they no longer are present or• Are less reinforcing.

• Design setting event strategies to eliminate or neutralize effects of setting events.• So they have less impact on routines & reinforcers.

DesiredBehavior

TypicalConsequence

Setting Event Antecedent ProblemBehavior

MaintainingConsequence

AlternativeBehavior

Setting EventManipulations

AntecedentManipulations

BehaviorManipulations

ConsequenceManipulations

Aaron

None

Neutralize

Self-managementsheet

Choice of seating

Teacher precorrection

Irrelevant

Teach Aaron to:- self-assess-self-monitor-self-recruit

Inefficient

Praise/tokens for appropriate(self & peer)

Planned correction

Ineffective

Setting Events

Triggering Antecedents

Teaching Behaviors

Maintaining Consequences

Activity

Behavior Intervention Plan

• Use the Competing Path Analysis to identify strategies for the behavior intervention plan• Neutralize setting events

• Prevent antecedents from being triggers

• Teach alternative and desired behavior

• Consequences to encourage alternative and desired behaviors

• Consequences to discourage problem behavior

STEP 6. Develop details & routines for full implementation of behavior support plan

• Logistics • E.g., schedules, people, materials, training, monitoring

• Scripts for adults to • Modify structural/routine/environment • “Neutralize” setting events• Manipulate antecedent & consequence events• Teach response/skills• Respond to emergency/crisis situations

FA-BSP Action Plan

Date of Request: ____________ Date of Initial Meeting: ________________

Teacher: ________________________ Student: ____________________________

Team Members: ________________________________________________________________

Team Coordinator/Facilitator: _________________________________

Activity Person Responsible Date Team Meeting

Assessment

Teacher Interview ___________________ _________ ________________

Parent Interview ___________________ _________ ________________

Student Interview ___________________ _________ ________________

Additional Interview ___________________ _________ ________________

Observations ___________________ _________ ________________

_________________ ___________________ _________ ________________

Behavior Support Plan

Competing Pathways ___________________ _________ ________________

BSP components ___________________ _________ ________________

Written BSP ___________________ _________ ________________

Implementation Plan

Materials ___________________ _________ ________________

Training adult(s) ___________________ _________ ________________

Training student ___________________ _________ ________________

Dissemination ___________________ _________ ________________

Evaluation criterion ___________________ _________ ________________

Monitoring and Evaluation

Observations ___________________ _________ ________________

Analysis ___________________ _________ ________________

Setting Events Antecedents Behavior Consequences

None -Give Aaron self-management sheet-Remind him to work quietly-Provide choice of seating

-Teach Aaron to self-manage, record, and recruit

Appropriate-Check and initial if correct-Give VISA tickets & praiseInappropriate-Remind him of plan-Redirect to task Weekly-Debrief-Send plan summary home

Generic Plan Template

Beginning of class -give Aaron self-management sheet-Remind him to work quietly

When Aaron raises his hand

-check his self-management sheet-initial if accurate-give Aaron VISA tickets & praise

If Aaron talks during class

-Remind him of plan-Redirect to task

At end of class -collect self-management sheet from Aaron-give him praise for efforts/successes

At end of week -debrief on weeks progress-send plan summary home to parents

Problem Behavior Pathway

HeadachesNoisePeers

TalkingNo work

Obtain Peer Attention

Setting Events

Triggering Antecedents

MaintainingConsequences

Problem Behavior

Competing Behavior Pathway

Setting event

Headaches

AntecedentNoisePeers

ProblemTalkingNo work

Maintaining consequenceObtain Peer

Attention

AlternativeAsk for

Peer buddy

Consequence

Better grades

DesiredSit quietlyDo work

Have Cary check-in with the teacher at the beginning of the day

If Cary has a headache, give him a choice of tasks

Give Cary a choice a seating

Remind Cary that he can ask to sit at the back table or move up

Give Cary a self-management

Teach Cary to ask for assistance (peer buddy)

Teach Cary to ask to sit at the back table, and how to move up

Teach Cary how to monitor his own behavior

When Cary talks give reminder and/or ask him to take a breakWhen Cary asks for assistance/change seatingimmed. respondGood day/weekgive Cary praise and summary to take home

Setting Events

Triggering Antecedents

Teaching Behaviors

Maintaining Consequences

Problem Behavior Pathway

Prior “upsetting”

event

Difficult WorkGroups

Head downAWOL

Escape Difficult work

Setting Events

Triggering Antecedents

MaintainingConsequences

Problem Behavior

Competing Behavior Pathway

Setting eventPrior

“upsetting” event

AntecedentDifficult Work

Groups

ProblemHead down

AWOL

Maintaining consequence

Escape Difficult work

AlternativeAsk forBreak

ConsequenceBetter grades

Friends

DesiredParticipateDo work

Home and school phone if possible upsetting event

Meet Sean at door/bus

Give options for schedule

Reading instruction

Stress Thermometer

Art Basket

Establish Cool down areas

Give choice to be part of group from desk

Teach Sean to use Cool down

Teach Sean to use art basket

Teach Sean to ask for alternative activityTeach Sean to use Stress Thermometer

When Sean has good day let him choose “medal”

When Sean is becoming upset remind him aboutbreak options

If Sean is walking around room, redirect to desk or break area

If Sean leaves area, begin search & call home

Setting Events

Triggering Antecedents

Teaching Behaviors

Maintaining Consequences

Activity

BIP Implementation

• Decide how you will summarize the BIP so that all individuals can easily understand and implement• Two column summary

• FAQ

• Flow-chart

• Identify what materials will need to be developed before the BIP can be implemented

STEP 7. Monitor & evaluate implementation of behavior support plan.

• Data• Impact on

• student behavior, lifestyle outcomes• significant others

• Fidelity of implementation

Consider contextual fit (Albin, Lucyshyn, Horner, & Flannery, 1996)

• Characteristics of person for whom plan is designed.

• Variables related to people who will implement plan.

• Features of environments & systems within which plan will be implemented. (p. 82)

Aaron

0

10

20

30

40

50

60

70

80

90

100

1 3 6 8 10 12 14 17 20 22 24 26 28 32 34 36 37 39 41 43

Preferred PeerAlone

Non-Preferred Peer

AB L

AB L

BFunctional Analysis

AB L

CIntervention

CSelf-management

Observations

How do I know if I’ve done an FBA?

• Develop testable hypothesis statement• Confirm hypothesis with direct observations• Develop behavior support plan• Develop implementation plan• Monitor/evaluate implementation

Big Ideas

• FBA-BIP is a process designed to increase the effectiveness and efficiency of individualized behavior support planning.

• FBA-BIP is appropriate for all students and all types of problem behavior.

• Intensity of FBA-BIP should match intensity of problem and needs of students.

Guiding Behavioral Principles

Guiding Behavioral Principles

• Human behavior is important, understandable, & predictable

• Human behavior is learned• Human behavior is malleable & teachable• Behavior does NOT occur in a vacuum….it is

affected directly by environmental events

Why use positive reinforcement?

• Teach new behavior• Encourage/establish infrequent & non-

fluent behavior• Establish positive relationship between the

individual, others, & learning environment• Strengthen specific replacement behaviors

that compete with habitual undesirable behavior

Consequence(Wolery, Bailey, & Sugai, 1988)

• Events that occur after the behavior and serve to affect the probability of that behavior occurring again in the future under similar conditions

Manipulation of Stimuli

• Adding or taking away a consequence (Action)• May be presented (give) • May be withdrawn (take)• May be withheld

• What happens to behavior (Effect) • Increase or decrease in behavior• No effect on behavior

• Aversive stimulus• When given, decreased likelihood of behavior in future

• Positive punishment• When removed, increased likelihood of behavior in future

• Negative reinforcement

• Reinforcing stimulus• When given, increased likelihood of behavior in future

• Positive reinforcement• When taken, decreased likelihood of behavior in future

• Negative punishment

A Matter of Perspective

Action

E ffect

Behav ior

Person

•Always define the who and what you are interested in.

Definitions• “Positive” = add or give• “Negative” = take away or remove

• “Punishment” = decrease• “Reinforcement” = increase

Reinforcement v. Punishment• Positive Reinforcement

• a behavior has an increased likelihood of occurring again if something is given after it occurs

• Example 1: When Cleo yells out for teacher help during class, her teacher tells her to keep her voice down and try to figure it out on her own. Cleo’s yelling increases.

• Example 2: When Caesar helps the teacher or a peer with an activity and he is praised by the teacher, he helps more often.

• Negative Reinforcement• behavior has an increased likelihood of occurring again if

something is taken away after it occurs

• Example 3: When Hidalgo throws his work assignments on the floor, his teacher picks them, marks a zero on them, and takes them away. His throwing of work assignment increases.

• Example 4: When Mana comes in the room, she notices that her teacher glares at her. As soon as she puts her homework immediately in the assignment box, her teacher stops glaring. Mana turning in of homework assignment at the beginning of class increases.

• Example 5: When kids tease her, Petunia hits and kicks them, and the teasing stops. Petunia increasingly uses hitting and kicking when she is teased.

• Positive Punishment • behavior has a decreased likelihood of occurring again if

something is given after it occurs

• Example 6: Whenever Ivar tries to answer a question in class, the other students make fun of his accent. Ivar frequency of answering questions in class decreases quickly.

• Example 7: Every time Rodrigo visits the counselor’s office, the counselor makes him say something positive about himself. Rodrigo has stopped going to the counselor.

• Negative Punishment• behavior has a decrease likelihood of occurring again if

something is taken away after it occurs

• Example 8: For every minute that she is out of her seat, Camilla’s teacher takes away 1 minute of the computer lab time that she has earned. Camilla’s out of seat behavior decreases.

• Example 9: Alexxa really enjoys being in music class. When she is verbally aggressive, her teacher gives her a 2 minute visit to the room next door. Alexxa’s verbal aggressions decrease.

ACTION

Give Take

Increase

EFFECT

Decrease

ACTION

Give

Take

EFFECT

Increase

Positive Reinforcement

Negative Reinforcement

Decrease

Positive Punishment

Negative Punishment

• When the hallway supervisor catches Kleat running in the hallway, she stops him and tells him, “NO running? If I catch you again, you’re really goin’ to be in trouble. Kleat’s behavior is explained by ________________________________

• “Nice work, Petunia. You’re really staying on task today.” Petunia’s on-task behavior decreases. Petunia’s behavior is explained _____________________________.

• Rem skipped two class periods. The office assigned him 6 hours of community service with the custodian. The next week Rem skips 5 classes. Rem’s behavior is explained by _______________________________.

• “Rhus, you owe me seven minutes of your recess time because you’ve been talking to your neighbors instead of working.” Rhus’ teacher notices that he doesn’t talk to his neighbors as much. Rhus’ behavior is explained by ________________________.

• Jungo has learned that if continues to say “whine,” his mother eventually gives him what he wants. Sometimes he has to whine for 15 minutes, but eventually it works. Jungo’s behavior is explained by ________________________________ and Jungo’s mother’s behavior is explained by ___________________________.

• As Floret walks done the hallway, she bumps into kids, pushes them aside, and yells at them to move. The other kids tell her to stop acting like an animal. Floret’s behavior is explained by _______________________________.

• Whenever Ms. Taken gives the class an easy assignment for homework, they cheer and turn the homework in on time. Ms. Taken assigns more and easy assignments, especially on Friday. Ms. Taken’s behavior is explained by ______________________.

Measuring Behavior

Objectives• Be familiar with why we use measurement• Know the different types of measurement procedures

• Permanent Product• Anecdotal• Event and Time-Based

Measurement• Process of assignment numbers, values, units to some

feature(s) of an eventJohnston & Pennypacker (1993)

• Researchers • operationalize empiricism• Achieve a scientific understanding

• Practitioners• Optimize effectiveness and resources• Ethical and accountable

What can be measured?• Anything observable.

• Anything with dimensions:• Frequency/Rate• Topography• Locus• Duration• Latency• Force or intensity

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

Information

Social Significance of Behavior• Consider whose behavior is being assessed and changed and

why?• To what extent will the behavior change improve the person’s

life?

• Habilitation• Short and long term functionality/benefit• Access natural reinforcement –

Relevance of Behavior Rule• Both ethical and pragmatic perspsective

Guidelines• Is this behavior a necessary prerequisite for a useful skill?

• Phonemic awareness leads to reading• Will this behavior increase access to environments where other

important behaviors can be learned?• Least restrictive environments

(e.g., local school, general educ., afterschool activities)• Will this behavior predispose others to interact with the individual

in a more appropriate manner?• Address needs of significant others, create social support

• Is the behavior age appropriate?• Focus on real not developmental age

• If reducing behavior, what appropriate behavior is being taught to replace it?• Never remove w/o giving another way to meet a need

• Is this behavior the actual problem or goal or just indirectly related?• On-task v. active engagement, work completion, correct academic

responding

• Is this just talk or the real behavior of interest?• Knowing and doing are not the same• Verbal behavior poorly correlated with behavior• Skill or performance deficit

• What if the goal of the program isn’t a behavior?• e.g., Weight loss, getting good grades, job satisfaction• Goal is to change the behaviors that will ultimately meet the

individuals goal

Prioritizing Behavior Selection• Danger to self and others• Frequency of behavior or opportunity• History• Benefit (short and long term)

• Increase success, reduce failure• Benefit to others (family, peers, co-workers)• Difficulty and cost (resources)• Response class and behavior chains

Ranking behavior• Many ways to go about this• List behaviors rate against criterion• 3 Columns

• Must be changed• Can wait, but important• Can live with

• Done as group or individually then compared

Behavioral Assessment• Variety of methods

• Direct observations, checklists, interviews, tests• In addition to defining behavior, assessment should

• Discover resources, assessment and significant others• Identify competing contingencies• Inform about potential reinforcement/punishment• Focus on facilitating maintenance and generalization

• Provide the analyst with a “road map”

Interviews – indirect method• Often a first step

• Primarily what and when questions

• Can interview the individual and/or significant others

• Can focus further assessment methods

Checklists - indirect• Provides a description of the behavior and the conditions

under which it occurs• E.g.,

• CBCL• FACTS• Guess & Check• MAS• PBQ

Standardized Tests• Same format, questions, presentation, order, etc. • Norm-referenced Tests

• Limited use for behavior analysis• How the person compares to typical

• Criterion-referenced & Curriculum-based• Specific skills mastered and needed• Student performance of daily tasks

Direct Measures

• Analyzing written records.• Anecdotal reports

• Observing tangible products.• Permanent product

• Observing a sample of behavior.• Event based - record when occurs• Time based - record when set time passes

Anecdotal reports

• Characteristics• A description of the students behavior in a

particular setting• Examples

• Notes, A-B-C data• Advantages

• Provides a narrative (not isolated tallys), general impression

• Disadvantages• Cannot make pre/post comparison decisions

Antecedents Behaviors Consequences

Take out your math

I’m not done with my art

Rips up art project and throws on the floor

Starts to cry and runs out of the room

You will need to finish that latter

Peers start to laugh. Teacher moves closer to Amanda.

Teacher sighs and shakes her head

Permanent product

• Characteristics• Outcomes of behavior

• Examples• Test grades, homework, work samples

• Advantages• Durable sample

• Disadvantages• Do not directly observe behavior

Observing Sample of Behavior

• Event Based• Record after behavior (event) occurs• Tally, Latency, Duration

• Time Based• Record after passage of time• Partial, Whole, Momentary

Event based: Tally

• Characteristics• Direct method that can be computed to rate,

behaviors should be equal duration• Examples

• Words read, screams, compliance to requests• Advantages

• Easy, can be used with many behaviors (academic and social)

• Disadvantages• Not appropriate for high rate or unequal duration

Simple Tally

Circle Read Art Math Total Talk-outs

9

Hand-raises

2

Scatter Plot

M T W H F M T W H F 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30

Event based: Two methods

Controlled presentations

• teacher controls number of opportunities

• monitor progress by evaluating progress for each session

Trials to criterion

number of trials before pre-established accuracy level reached

useful for planning instruction time

Event based: Latency • Characteristics

• How long it takes behavior to begin after request • Examples

• Respond to teacher request, begin to answer a question

• Advantages• Provides information about temporal boundaries

• Disadvantages• Useful with limited number of behaviors

Event based: Duration

• Characteristics• Length of time behavior occurs, used with discrete

behaviors (clear ending and beginning)• Examples

• Time on task, length of tantrum• Advantages

• Provides information about temporal nature of behavior• Disadvantages

• Behavior must have clear beginning and ending

Duration: Two methods

Average duration

• measure each occurrence• compute average

provides average amount of time

• e.g. 3 mins, 6 mins, and 4 mins. - 13 mins/3 occur. = 4.3 mins. average

Cumulative duration

measure each occurrence

sum measures provides amount or

percent of time e.g. 3 mins, 6 mins,

and 4 mins = 13 mins. =

22% of an hour

Interval recording andTime sampling

• Characteristics• Estimate of behavior, recorded at end of the interval,

intervals predetermined and equal length• Examples

• Partial interval, whole interval, momentary time sampling• Advantages

• Multiple behaviors or multiple students• Disadvantages

• Only provides an estimate

Three Types• Partial Interval

• Record if behavior occurs an any time during the interval

• Whole Interval• Record if behavior occurs throughout the entire

interval

• Momentary Time Sampling• Record if behavior occurs at end of interval

Activity

A B C D %

Partial

Whole

Momentary

A B C D

Student Teacher 1= Appropriate 1= Attention 2= Not engaged 2= No Response 3= Talking 3= Reprimand 4= Disruptive 4= Removed from Area 5= Inapp. Loc 6= Threats 1 2 3 4 5 6 1 2 4 4 5 6 Stud 1

1 1 1 2 2 Stud 1 1 1 1 1 2

Tchr 2

2 2 2 2 2 Tchr 1 1 2 2 2 2

1 2 3 4 5 6 1 2 4 4 5 6 Stud 2

3 4 1 2 2 Stud 5 4 4 6 6

Tchr 2

2 3 2 2 1 Tchr 3 3 3 3 4

Guidelines (Sugai & Tindal, 1993)

• Develop measurable and operational definitions.• Develop as many (multiple) measures as is practical.• Develop “well-calibrated” measurement system.• Identify specific times and settings to collect the data.• Develop observation systems that are as direct and

formative as possible.• Practice using the observation procedure.

Convert to Common Metric

• Raw data to comparable units • Allows you to compare observations of unequal lengths

or combine multiple observations• Tally = rate (e.g., talks out 15 times per hour)• Duration/Latency = average length (out of seat average

of 11 minutes)• Time based = percent of intervals (appropriate 67% of

10 second intervals)

Big Ideas

• Measurement maintains an empirical and ethical perspective to both research and pratice

• There are many ways to measure a behavior. Choose the one that most accurately measures the behavior of interest

Activity

Measurement

• Decide how you will collect direct observation data on your target student• Think through who will collect the data and how

often

• What appropriate and inappropriate behaviors will be collected

• Determine a process for sharing the data with the teacher, parents and the behavior support team for decision-making

STRATEGIES TO INCREASE BEHAVIORS

When selecting a specific practice:

• Base selection on need identified by competing behavior pathways analysis• Setting events, antecedents, teaching behaviors, consequences to

increase and decrease behavior

• Match practice to function of problem behavior• Gain social or item/activity, escape social or demand, automatic

• Match practice to context• Skills, resources, values, etc.

• Choose the practice that is least intrusive, yet effective• Balance between intrusive and effective• Begin where you believe you will be successful

Token Economy• A contingency management system that allows students to

earn tokens that can be exchanged at a latter time for specific back-up reinforcers. (Wolery, Bailey, & Sugai, 1988).

Everyday Examples• Airline mileage programs• Bread, coffee, donut,…”free one” card• Academic course credits & grades• Shirakiya toy points•

Token Reinforcement

• Token = anything that can be readily dispensed contingent upon behavior• Examples: points, credits, poker chips, stickers, play

money, weaving hoops

• Back-up Reinforcer = previously identified activities, objects, events, or privileges that have reinforcing value• Examples: free time, school store, discount, parking

privileges, CD, computer time, music, edibles

Establishing a Token Economy

• Identify target behaviors• Define tokens• Identify incentives for appropriate behavior• Plan an exchange system• Plan procedures for fading tokens• Developing monitoring system• Establishing operating guidelines

Requirements• Clearly defined expected behaviors. • Effective back-up reinforcers. • Instruction on expected behaviors. • Instruction on token system/procedures. • Data-decision rule for fading and modifying. • Planned correction procedures.

Token Economy, misc.

• A token economy can give immediate feedback on behavior, yet presentation of the reward can be delayed.

• Avoid satiation of reinforcers.

Group Contingencies

• Making consequences either contingent on group behavior or by letting an individual student’s behavior affect consequences for the entire group (Wolery, Bailey, & Sugai, 1988).

Three Variations

• Dependent Group-Oriented- Performance of selected members results in

consequences for whole group

• Independent Group-Oriented- Each member same criterion consequences based on

their performance

• Interdependent Group-Oriented- Each member same criterion but consequences based

on group performance

Examples

• For every homework assignment that is turned in on time a marble is added to a jar. When the jar is full, the class gets an afternoon movie.

• Inter-dependent

Examples

• Chloe earns a pop-bead for every 3 minutes she cooperates with peers during free play. When she has 10 pop-beads, the class gets to have 10 minutes of extra break time.

• Dependent Group

Example

• Chloe earns a point for every 3 classes she is “on-time.” When she has 10 points, the whole class gets a no homework weekend.

• Dependent Group

• Students who come to class (a) on time and (b) prepared (homework, pen/paper, and text book) for an entire week can go to the gym for “Afternoon Bash.”

• Independent Group

Advantages

• Learn within a social context• Efficient• Build positive peer relations and interpersonal

social skills

Disadvantages

• Peer pressure/ridicule• Social status of “subverters”• Fairness• Increased supervision and administration

Behavior Contract Written &/or verbal agreement or arrangement between two

or more individuals that designates conditions, consequences, & responsibilities for improving behavioral performance

Prerequisites• Ability to problem solve & achieve agreement• Fluency with desired behavior(s)• Ability to establish relationship with others

Elements

1. Behavior(s) for improvement• identify 1-2 functional, useful, & socially important behaviors• describe in observable & measurable• focus on desired, achievable behavior

2. Level of improvement• set achievable performance criteria• focus on accomplishments• initially reward small approximations frequently

3. Strategies for achieving improvement• teacher-directed• self-managed• other-managed

4. Consequences for acknowledging improvement• assessment based reinforcers• indicate specific consequences for all levels of behavior

• desired• undesirable• exceptional

• specify immediate & delayed reinforcers

4. Individual responsibilities• indicate who does

• what• when • where• how

5. Record keeping procedure• establish clear data decision rules

• e.g., “3 day rules”• arrange for continuous monitoring & evaluation

Other considerations• Involve student• Include “witnesses”• Use understandable language/terms• State positively• Monitor, review, & revise continuously

Why use contracts?• Increase proactive interactions between individuals• Increase participation & accountability• Structure behavioral programming• Promote transfer of behavioral programming from teacher to

student• Improvement of performance• Teach “responsibility”

Activity

Strategies to Increase

• Go back to the BIP you started on yesterday

• Add or modify the strategies for decrease problem behavior

• Ensure that your selected strategies match the identified function of behavior

BEHAVIOR REDUCTION PROCEDURES

Behavioral Assumptions• Human behavior is important, understandable, & predictable• Human behavior is learned• Human behavior is malleable & teachable• Behavior does NOT occur in a vacuum….it is affected directly

by environmental events

Prerequisites• Behavioral perspective

• Examine behavior & context in which it occurs• Proactive teaching emphasis

• Teach prosocial alternatives• Data-guided decision making

• Use performance to make decisions

• Group-based decision making• Work with others

• Regular monitoring & evaluation• Check daily

• Research validated practices• Use what works (evidence of effectiveness)

• Positive reinforcement of alternative behavior• Strengthen replacement behaviors

Punishment guidelines• Cause no physical pain, injury, or humiliation.• Always use least aversive most effective• Always pair with positive reinforcement of

alternative behavior• Always take data to monitor effectiveness• Always implement with high fidelity & by

expert• Always involve student, family, etc. in decision

making

Timeout• Decrease in future probability of behavior occurrences

associated with contingent removal of opportunity to earn positive reinforcement

Guidelines for timeout

• Must have reinforcing “time-in” environment• Keep at 5-10 minutes or less• Teach how & when to take timeout• Keep business-like & objective• Debrief/discuss after timeout consequence• Reinforce compliance• Teach/reinforce alternative response• Have plan/response in place for

escalations/crises

Response cost

• Decrease in future probability of behavior occurrences associated with contingent removal of positive reinforcers.

Guidelines for response cost• Give multiple & opportunities to earn contingent positive

reinforcers• Be sure backup reinforcers are really “positive reinforcers

DRO/DRI/DRL• Differential reinforcement

• Contingent positive reinforcement and extinction

• DRO = differential reinforcement (DR) for occurrence of all alternatives behaviors except problem behavior

• DRI = DR for occurrence of a specific alternative behavior• DRL = DR for progressively lower rates of problem behavior

Extinction• Removal of previously maintaining positive reinforcers• Responding under extinction conditions

• gradual change intensity/frequency• increase before decrease in intensity/frequency• “spontaneous” recovery

• Never use extinction without positive reinforcement (DR)

Big Ideas• Always do a functional assessment• Always teach & positively reinforce alternative behavior that

“competes” with problem behavior• effort, efficiency, effectiveness

• Always take data, and look at effect on target & other behaviors

• Do no harm• Use least aversive & most effective

Activity

BIP Implementation

• Decide how you will summarize the BIP so that all individuals can easily understand and implement• Two column summary

• FAQ

• Flow-chart

• Identify what materials will need to be developed before the BIP can be implemented

DEFUSING ANGER AND AGGRESSION

Goal = Continuum of Procedures• Minor = staff managed• Major = administration/office managed

• Consequences • Procedures • Record Keeping

Minor Infractions• Staff managed infractions• Less serious/severe

• Not … dangerous, violent or illegal• Managed using low-level consequences• Could be different for different schools

• Responses to Misbehavior• Correcting/reminding• Contacting parent/family• Loss of privileges• Time out in another classroom• Problem solving • Restitution, apology, notes, etc.• Mentoring program

Strategy One: Reteaching• Signal that error has occurred

• State rule and expected behavior

• Ask student to state/show expected behavior

• Give positive feedback

Strategy Two: Off-Task • Acknowledge students on-task• Redirect student’s group• Privately redirect student to task• Stay with direction until on-task• Acknowledge cooperation• Continue to prevent off-task by acknowledging on-task

Strategy Three: Disrespectful/provacative• Speak privately, calmly, respectfully• Identify the problem• Minimize body language• Present reasonable options (focus on expected

behavior• Be brief• Give student chance to comply, acknowledge• Do not become involved in escalation

Strategy Four:Reducing Agitation• Recognize agitation• Focus on expected behavior• Remind student of options• Allow space

• Attend to other students• Monitor from nearby• Assist student to begin work (possibly independent task)

In General…• Work to prevent problem behavior

• “positive time-in environment”• Remain calm and respectful• Address issues privately• Follow-through• Be consistent, no surprises

• Preteach time-out or other procedures

Team Activity• Possible activities

• Office v. Staff managed• Toolkit of responses for staff managed• Refine ODR process

Time

Beh

avio

r In

ten

sity

The Escalation Cycle

High

LowCalm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

Colvin & Sugai, 1989

Purpose

• Enhance our understanding of & ways of responding to escalating behavior sequences.

Assumptions

• Behavior is learned.• Behavior is lawful.• Behavior is escalated through successive interactions (practice).• Behavior can be changed through an instructional approach.

Outcomes

• Identification of how to intervene early in an escalation.• Identification of environmental factors that can be manipulated.• Identification of replacement behaviors that can be taught.

The Model

High

Low CALM

1. Calm

• Student is cooperative.

• Accepts corrective feedback.• Follows directives.• Sets personal goals.• Ignores distractions.• Accepts praise.

Calm

• Intervention is focused on prevention.• Arrange for high rates of successful academic & social

engagements.• Use positive reinforcement.• Teach social skills.

• Problem solving• Relaxation strategy• Self-management

• Communicate positive expectations.

The MODEL

High

LowTRIGGER

2. Trigger

• Student experiences a series of unresolved conflicts.

• Repeated failures• Frequent corrections• Interpersonal conflicts• Timelines• Low rates of positive reinforcement

Trigger

• Intervention is focused on prevention & redirection.

• Remove from or modify problem context.• Increase opportunities for success.• Reinforce what has been taught.

The MODEL

High

Low

AGITATION

3. Agitation

• Student exhibits increase in unfocused behavior.

• Off-task• Frequent start/stop on tasks• Out of seat• Talking with others• Social withdrawal

Agitation• Intervention is focused on reducing anxiety.

• Make structural/environmental modifications.• Provide reasonable options & choices.• Involve in successful engagements.

The MODEL

High

Low

ACCELERATION

4. Acceleration

• Student displays focused behavior.

• Provocative• High intensity• Threatening• Personal

Acceleration • Intervention is focused on safety.

Remember:

• Escalations & self-control are inversely related.

• Escalation is likely to run its course.

Acceleration

• Remove all triggering & competing maintaining factors.

• Follow crisis prevention procedures.

• Establish & follow through with bottom line.

• Disengage from student.

The MODEL

High

Low

PEAK

5. Peak • Student is out of control & displays most severe

problem behavior.

• Physical aggression• Property destruction• Self-injury• Escape/social withdrawal• Hyperventilation

Peak • Intervention is focused on safety.

• Procedures like acceleration phase, except focus is on crisis intervention

The MODEL

High

Low

DECELERATION

6. De-escalation • Student displays confusion but with decreases in severe

behavior.

• Social withdrawal• Denial• Blaming others• Minimization of problem

De-escalation

• Intervention is focused on removing excess attention.• Don’t nag.• Avoid blaming.• Don’t force apology.• Emphasize starting anew.

The MODEL

High

Low RECOVERY

7. Recovery • Student displays eagerness to participate in non-engagement

activities.

• Attempts to correct problem.• Unwillingness to participate in group activities.• Social withdrawal & sleep.

Recovery • Intervention is focused on re-establishing routines & activities.

• Follow through with consequences for problem behavior.• Positively reinforce any displays of appropriate behavior.

Recovery • Debrief

• Purpose of debrief is to facilitate transition back to program.• Debrief follows consequences for problem behavior.• Goal is to increase more appropriate behavior.

Recovery

• Problem solving example:• What did I do? (define the problem)• Why did I do it? • What could I have done instead? (create possible solutions)• What do I have to do next? (make a plan)• Can I do it?• If not, whose help would I like?

The MODEL

High

LowCalm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

Three Key Strategies • Identify how to intervene early in an escalation.• Identify environmental factors that can be manipulated.• Identify replacement behaviors that can be taught.

Final Thought

It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around” (Geoff Colvin,1989).