Behavior & Classroom Management Week 9 – Function-Based Interventions; Introduction to BSP J Geurts, M.S. Special Education Portland State University.

Behavior & Classroom Management

Week 9 – Function-Based Interventions; Introduction to BSP

J Geurts, M.S. Special EducationPortland State [email protected] from slides by Chris Borgmeier

mailto:[email protected]

mailto:[email protected]

Proactive v. Reactive - REVIEWPBS v. Aversive approach

PBS v. Aversive Model (ABC)

A B CPBS (Positive Behavior Support) – Proactive

Interventions to prevent problem behavior

Explicitly Teach Alternate and Desired behavior

Reinforcement of Alternate and Desired behavior

Traditional Aversive/Punitive Model - Reactive approach

Limited focus on Antecedent Interventions

Little focus on teaching behavior

Emphasis on punitive response to problem behavior

CompetenciesCouncil 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

Traditional / Punitive Approach

A B CTraditional Aversive Model - Reactive approach

No intervention: repeatedly ask student to do problem on board; “should be able to do it just like everyone else”

No focus on teaching: student “would have learned it if he was paying attention in class or tried harder”

Find punitive response: send student to hallway, Behavior Intervention Center, or office

Student Situation & what the student has learned

Asked to do math problem at the board, in front of the whole class

1st time…tried to do the problem and struggled

Peers laughed and said “that one’s easy”.

Ever since…student refuses loudly and/or is silly at the board

Teacher sends student out & calls on someone else to do the problem.

PBS Approach (ABC)A B C

PBS (Positive Behavior Support) – Proactive approach

Set up Success: 1. Provide problem

in advance (and help if needed)

2. Tell student when they’ll be called up

Teach & Practice:1. How to politely

request a “pass”2. Math skills

needed to tackle that problem

Reinforce student for

1. Politely requesting a “pass”.

2. Attempting the math problem (at desk or at board)

Student Situation & what the student has learned

Asked to do math problem at the board, in front of the whole class

1st time…tried to do the problem and struggled

Peers laughed and said “that one’s easy”.

Ever since…student refuses loudly and/or is silly at the board

Teacher sends student out & calls on someone else to do the problem.










Function Based Interventions

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

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

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

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

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










Start w/ Summary of Behavior from FBA

Maintaining Consequence & Function

Problem Behavior

Antecedent

Targeted Routine

FBA: Summary of Behavior


Problem Behavior

Antecedent

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

Targeted Routine

Competing Behavior Pathway

Summary of 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)

Setting Events:

Antecedent:Current Behavior:

Currency/outCome:

This information comes from your FBA Summary Statement

!!!Function-Based Planning!!!(Interventions at SE, A, B, and C)

SETTING EVENTS ANTECENDENT BEHAVIOR CURRENCY

Describe:• Makes student’s day worse.• Outside the environment you control.

Prevent:• Change the environment to prevent known trigger from setting off problem behavior.

Teach Alternate:• Immediate replacement behavior you will teach the student. • How and when will you teach; review?

Reinforce alternate behavior:• Contingent response to alternate behavior. • Reinforces student use of replacement behavior you taught.

Minimize:• You can’t change…but you can minimize the effects. • Ex: Hungry food; Conflict check in; Forgot supplies offer extras.

Prompt alternate behavior:• Cue the alternate behavior before a behavior choice has been made by the student.

Teach Desired: • Behavior you will eventually teach the student to improve upon the immediate replacement/alternate behavior.

Correct misbehavior:• How will you respond if the problem behavior occurs?




Setting Events:

Antecedent:

Alternate Behavior:

Current Behavior:

Desired Behavior: Future outCome:

Currency/outCome:


Completed from FBA

So this is what we want….


Problem Behavior

Alternate Behavior

Antecedent

Targeted Routine

Desired Behavior

Natural Consequence

But… Why can’t we go right to the Desired Behavior?

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

Why the Alternate Behavior?

Success, another problem

Sent back to table (escape task)

Complete math problem

Throws a Tantrum

Raise hand & ask for break

Given double digit addn problems

None identified

1. This is what we’re asking the

student to do.

2. This is what the student wants now.

3. Look how different this is

from what’s happening now

4. The student is going to need to gain the math skills before being able

to do this like peers

5. So… in the meantime we use

the alternate behavior

Function Based Interventions


Problem Behavior

Antecedent

FUNCTION

Function should guide selection of alternative/ replacement behaviors

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

And we work B-A-C wards

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

Essential Characteristics of Replacement / Alternate Behavior

An appropriate Alternate/Replacement Behavior:

1. Serves the same function as the problem behavior

2. Is easier to do and more efficient than the problem behavior Alternate Behaviors require less physical effort & provide quicker,

more reliable access to desired outcome/response than problem behavior

3. Is more socially acceptable than the current (problem) behavior

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?

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

1. Serve same


adult attn?


?

3. Is Behavior socially

acceptable?

Competing Behavior Pathway: Alternative Behavior

Example: Jason (from previous example)

Antecedent Problem Behavior Consequence Avoid/Escape

Difficult TaskCrying

Asking for an easier task/ worksheet

Asked to do difficult tasks

NOTE: This antecedent is not specific enough

Identifying the Alternate Behavior

1. Serve same


adult attn?


?

3. Is Behavior socially

acceptable?

Yes or No?

Why?

What are the critical

features of an Alternate Behavior?


Activity 2

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

BR

EA

K5 minutes

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.ALTERNATE/REPLACEMENT BEHAVIOR

Practice #1

Click icon to add picture


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.

ALTERNATE/REPLACEMENT BEHAVIOR

Practice #2



problem behavior

BEHAVIOR: Head down, refusing to follow directions.

FUNCTION: Avoid adult attention.

MY ANSWER: 5 minutes head down coupon.


Practice #3



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


Developing Function-Based Interventions

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

!!!Function-Based Planning!!!(Interventions at SE, A, B, and C)

SETTING EVENTS ANTECENDENT BEHAVIOR CURRENCY

Describe:• Makes student’s day worse.• Outside the environment you control.

Prevent:• Change the environment to prevent known trigger from setting off problem behavior.

Teach Alternate:• Immediate replacement behavior you will teach the student. • How and when will you teach; review?

Reinforce alternate behavior:• Contingent response to alternate behavior. • Reinforces student use of replacement behavior you taught.

Minimize:• You can’t change…but you can minimize the effects. • Ex: Hungry food; Conflict check in; Forgot supplies offer extras.

Prompt alternate behavior:• Cue the alternate behavior before a behavior choice has been made by the student.

Teach Desired: • Behavior you will eventually teach the student to improve upon the immediate replacement/alternate behavior.

Correct misbehavior:• How will you respond if the problem behavior occurs?


Behavior & Classroom Management Week 9 – Function-Based Interventions; Introduction to BSP J Geurts, M.S. Special Education Portland State University.

Documents

problem behavior slide

problem behavior ddevelop

problem behavior iidentify

problem behavior oof

teaching behavior emphasis

w summary of behavior

behavior disorders sstandard

behavior uuse effective