AHAA Seis 2 nd Half Scoring Behavior Plans. Try ignoring him.

AHAA Seis 2nd Half

Scoring Behavior Plans

Key Concept:

The behavior plan must specify reactive strategies across four stages:

2) Mid-behavior stage: The problem behavior is fully present and now requires staff to handle the behavior safely through an individualized, careful deescalating of the behavior. This might include specific techniques, calming words, presenting of choices, distraction, and redirection. Each technique will likely be unique to the student. What has worked in the past is important to discuss. Some staff deescalate the student better than others and this should be considered.

Key Concept:

The behavior plan must specify reactive strategies across four stages:

3) Problem-solving/Debriefing stage: Debriefing with the student is to review what happened, practice the alternative behavior again, and plan what to do next.

4) Required consequences stage: Clearly written consequences or other team determined actions because of the behavior are important, e.g., school and district disciplinary required actions; calling parents; notifying probation department; attendance at special seminars, detention, and so forth.

Requirement:

All implementers must be clear on specifically how to handle behavior to assure safety of all and that the intervention matches the stage of escalation.

Method:

The behavior team will need to discuss what has worked in the past to alter the problem behavior, and what interventions are required at all four stages of problem behavior.

Example of reactive strategies:

Billy

Billy’s Behavior Support Plan includesthe four stages of reactive strategies as follows:

Howard Knoff, Stop & Think Social Skills Program, www.sopriswest.com

1. Beginning Behavior Stage: Use gestures Billy has been taught that are cues to Billy to use the alternative protest, i.e., call the teacher over to protest hard work. Follow the “Stop and Think” gestural system taught to teachers and students at this school.


Billy

Billy’s Behavior Support Plan includes the four stages of reactive strategies as follows:

2. Mid-behavior Stage: Increase proximity to Billy, point to the work on the floor, get on eye level, use calm voice requiring work to be replaced on desk, wait patiently for compliance and praise in accordance with the teacher training on “4 step procedure-One Minute Skill Building.” If Billy is too agitated to work, invite him to take a “Time Away” in a specified classroom area. Praise his return when he is ready to work.


Billy


3. Debriefing Stage: Ask Billy why he chose the old form of protest rather than his new alternative. Have Billy help fill out the daily report card communicating the poor choice he made and what Billy and the teacher will do next time to help assure the new behavior to protest is selected.


Billy’s Daily Report Card

DAILY REPORT CARD

NAME: Billy

DATE: 1/06/04

TEACHER: Mrs. Wright IMPORTANT BEHAVIORS: YES NO

COME TO CLASS ON TIME? x

BRING SUPPLIES? x

WORK WITHOUT DISRUPTING OTHERS IN CLASS?

X 2 reminders

ASK FOR ASSISTANCE WITHOUT DELAY? X 1 reminder SPEAK COURTEOUSLY? x

COMPLETE AN ADEQUATE AMOUNT OF WORK? x

QUALITY OF WORK PRODUCED WAS ADEQUATE? x

OTHER: steady progress made today using alternative behavior

TOTAL POINTS 5


Billy


4. Consequences Stage: If the behavior escalates to loud swearing, Billy will be sent to the counselor to complete a written process, “My Inappropriate Behavior,” which may or may not result in a suspension or other school disciplinary procedures given by the Vice Principal for the disruptive behavior.


Billy’s “My Inappropriate Behavior” (see handouts)

Student Billy Date 1/09/04 Assisting Staff Mrs. Wright

Thinking About My Inappropriate Behavior

1. When did my inappropriate behavior happen? Where was it and who was present at the time?

“Mrs. Wright’s 3rd period at my desk, everyone was there.”

2. What bad choice did I make? (Undesirable behavior)

I said, “I hate this class and I’m not going to do any work. Then I refused to talk to Mrs. Wright.”

3. What negative outcomes might occur (or did occur) if or when I use this unacceptable behavior?

“I won’t get any work done. I won’t learn the lesson. I won’t get a good grade and I won’t get my points.”

4. What could I have done instead? (put an X by the one(s) you might do next time if a similar situation occurs)

X 1. “I could have asked Mrs. Wright to help me.” 2. “I could have put my head down. 3. “I could have asked to see the counselor.”

5. What might happen that is positive if I choose an appropriate behavior to handle my problem?

“I could have finished my work, learned about multiplication and earn all my points.”

Positive Behavioral Support Principle:

On-going communication needs to be between all important stakeholders in the student’s life.

Key Concept:

The behavior plan must specify who communicates with whom, how frequently and in what manner. Two-way communication between message senders and recipients is important.

Requirement:

The communication needs to be frequently enough to result in the continuous teaming necessary to achieve success.

Method:

Communication ideas: sent home in writing, through messages on email or voice mail, through posting on a teacher’s answering machine in school (if information can be communicated in codes to assure confidentiality) or face-to-face.

Example of Communication between important stakeholders:

Billy

Billy’s team decided on the following communication provisions:

1. Communication between: parents, teacher, school counselor, therapist from Department of Mental Health, school principal



2. Frequency:

a. Daily: Report card on use of replacement behavior will be sent home; parents report back on praise or other reinforcers for accomplishment they gave Billy each day.

b. Weekly: Teacher will send weekly summary of Billy’s behavior to principal, school counselor, parents and therapist through email.



2. Frequency:

c. Per Incident: Episodes of protest that include throwing furniture or loud swearing will be reported to the school counselor, who will debrief and send “My Inappropriate Behavior” analysis sheet to the principal, therapist, family, teacher. Therapist and parents will communicate any discussions with Billy about the incident which have yielded important insights about future interventions to counselor, who will inform others as needed.



3. Manner:

a. Daily: written report hand carried by Billy to parents

b. Weekly: email summaries using a report chart

c. Per Incident: paper copy to principal, teacher. Email scanned copy to therapist, family

What does the BSP QE measure?

Extent to which this plan reflects a team developed plan in alignment with principles of behavioral change from the field of applied behavior analysis

Those are the behavior

change principles we just

reviewed !

What the QE does NOT measure

What the QE does NOT measure

Whether the new behaviors, interventions, environmental changes, and reinforcers fit

the student Whether this plan is

developmentally appropriate

for this student

Who is this student? Current developmental stage Skill mastery levels Personality, temperament, and

other unique characteristics Team members must know the student

well to develop an effective plan

What the QE does NOT measure Whether the hypothesized function is correct

What the QE does NOT measure Whether the plan was or will be implemented

consistently and skillfully

The BSP QE Analysis Areas

_____ A. Problem Behavior

_____ B. Predictors of Behavior

_____ C. Analyzing What is Supporting Problem Behavior

_____ D. Environmental Changes

_____ E. Predictors Related to Function

_____ F. Function Related to Replacement Behaviors

_____ G. Teaching Strategies

_____ H. Reinforcement

_____ I. Reactive Strategies

_____ J. Goals and Objectives

_____ K. Team Coordination

_____ L. Communication

_____ Total Score (X /24)

The BSP QE Analysis Results Fewer than 12 points = Weak Plan

This plan may affect some change in problem behavior but the written plan only weakly expresses the principles of behavior change. This plan should be rewritten.

13 – 16 points = Underdeveloped Plan

This plan may affect some change in problem behavior but would require a number of alterations for the written plan to clearly embody best practice. Consider alterations.

17 – 21 points = Good Plan

This plan is likely to affect a change in problem behavior and elements of best practice are present.

22 – 24 points = Superior Plan

This plan is likely to affect a change in problem behavior and embodies best practice.

Area Eval-uated

& BSP

Line

A-L

Scoring Criteria

0-2

Actual

Examples

Student who refuses to do work

Key

Concepts

Clarify scoring or extend

your understanding

Layout of the Scoring Guide

Scoring SuggestionsLook at the criteria for 2 first.

If it’s not met, look at 0. Figure a 1 from there.

Components to Evaluate Scoring Examples:

All examples below relate to the same student and same behavior

Key Concepts

B. PREDICTORS OF BEHAVIOR (line 5)

Predictors (Triggers) of problem behavior(s) present “What are the predictors for

the behavior?”

2 = Predictors described with at least one detail, e.g., time, place, people present or absent, task difficulty, specific curricula, etc.

1 = Predictors described with no

details, e.g., time, place, people present or absent, task difficulty, specific curricula, etc.

0 = No specific predictors of problem

behavior, or only predictors from other environments

2 = “Requested to do work: after recess, by himself, when there is a substitute teacher, for any seatwork that is longer than 10 minutes.”

1 = “Requested to do work.” 0 = “Anytime,” or “His parents won’t

take him to counseling,” or “He doesn’t get along with his brothers.”

When can you most expect the behavior to occur? Be as specific as possible.

By identifying predictors, you have clues necessary to find why the behavior is occurring.

Sometimes the predictors will be obvious to casual observations and interviews; other times data collection will be necessary.

Scoring Problems When there is lots of extraneous information,

such as curriculum adaptations not relevant to the problem behavior

IGNORE IT!!

Components to Evaluate Scoring Examples:

All examples below relate to the same student and same behavior

Key Concepts

C. ANALYSIS OF WHAT SUPPORTS THE PROBLEM BEHAVIOR IS LOGICALLY RELATED TO PREDICTORS (line 6 links to 5)

Identified antecedent environmental variables influencing behavior “What supports the student

using the problem behavior, i.e., What is in or missing in the environment and/or the instruction” AND “Any current predictors for behavior?”

2 = The features of the environment (line 6) are logically related to the identified predictors (line 5)

1 = Features of the environment,

whose absence or presence affect the behavior, are identified (line 6) BUT are not logically related to the identified predictors (line 5)

0 = What is described as supporting

problem behavior (line 6) is not a feature of the environment described as predictors (line 5)

2 = Missing in Environment: “The classroom has not yet been

structured to provide peer buddy during seatwork.” (line 6) is logically related to predictor listed, e.g., “whenever he is required to work alone, without peer support.” (line 5)

Present in Instruction: “He expresses the desire to work

on his own”(line 6) matched with “an adult closely monitors each seatwork task” (line 5)

1 = Missing in Environment: “The classroom has not yet been

structured to provide peer buddy during seatwork.” (line 6) is not logically related to predictor listed, e.g., “after he has been with his non-custodial parent on the weekend.” (line 5)

0 = “His older brother supports his

acting tough at home,” or, “Nothing, he should take responsibility for his work like everybody else.”

It is not enough to describe the situation or predictors of problem behavior. (line 5) The team must analyze what it is about that situation that results in the likelihood of problem behavior. Example: “He acts out every math class” is not enough. (line 5) “He acts out during math class because math is hard for him and accommodations have not yet been implemented” established the logical link. (line 6) Line 6 is the summative statement that drives development of interventions to address environmental conditions. The purpose of environmental changes are to remove the need for the student to use this problem behavior.

Scoring Problems

“Logically related” means that you can grasp the connection between the items.

DON’T OVERANALYZE!

Scoring Suggestions Score leniently if you have reason to believe

that the principles and key concepts are there.

Scoring Problem Writing a “gold standard” goal and objective in the

era of accountability 6 Key Components for Scoring A Complete Goal

or Objective

1) observable and measurable,

2) specifies what the student will do,

3) by when will criteria be reached,

4) under what conditions,

5) at what level of proficiency,

6) how and by whom mastery will be measured

Example Goals: What is the score? Mike will stop fighting on the playground By 1.04.03 Mike will use appropriate

behaviors on the playground By 1.04.03 Mike will substitute

appropriate behaviors (seeking help, walking away or verbally problem-solving as taught by the counselor) in lieu of physical aggression as measured by counselor observations and recording on an IEP team designed record sheet for 90% of yard observations.

Symbols

Function“CommunicativeIntent”

Problem Behavior

FFFF

PBPBPBPB

Scoring Problem 1

Student uses multiple behaviors for one function

# each of the problem behaviors

Correlate behavior #s with interventions and reactive strategies appropriate for each behavior

Write your plans with these correlations.

FFFF

PBPB11PBPB11 PBPB22PBPB22 PBPB33PBPB33

Example of Reactive Strategies correlated with each behavior:1. When he screams - remind to

use the new behavior2. When he hits - block hit, then

use student specific calming words3. When he runs away - use student specific

enticements, do not chase

Scoring Problem 1

Screams, hits, runs away to escape

FFFF


Two Strands for PositiveBehavioral Support

Teach an alternative – a new behavior to

express need

Environment – change tasks, use visual

schedules, provide more reinforcement,

etc.

Multiple behaviors for one function

FFFF


Scoring Problem 2

Student uses one behaviorfor multiple functions

Correlate function #s with interventions #s and reactive strategies #s

matches intervention

matches intervention

Write one plan, number the functions and correlate with the interventions, or, write a separate plan for each function.

FF11FF11

PBPBPBPB

F1F1F1F1

F2F2F2F2

1111

2222

FF22FF22

Example for Scoring Problem 2:

Screams for multiple functions

1. When it is for Attention

• Teach - 1. guide to

use hand raising to get attention,• Environment - 1. Recognize & reinforce frequently (>2x in

15 min), • Reactive Strategy - 1. use gestures to prompt hand

raising, guide hand raising, initiate new task

FF11FF11

PBPBPBPB

FF22FF22

Example 2:

Screams for multiple functions

2. When it is for Escape

• Teach - 2. teach asking for a break • Environment - 2. Reduce task demands• Reactive Strategies - 2. use student specific

enticements, do not chase

FF22FF22

PBPBPBPB

FF11FF11

Scoring Problem 3

Student uses multiple behaviorsfor multiple functions

Number the behaviors

Correlate each behavior with each function then match to interventions and reactive strategies

Consider writing multiple plans, or write one plan for each behavior/function. Focus on Pivotal Skills

FF11FF11

FF22FF22

PBPB

22

PBPB

22

PBPB

11

PBPB

11

Example 3:

Behavior 1 Screams Function 1 Attention

• Teach - 1. Remind to use the new behavior of calling teacher over to his desk to get attention.

• Environment - 1. Call on student more frequently, allow to work with a buddy.

• Reactive Strategies -1. Use gestures to signal “stop and think” how the student can get teacher attention appropriately.

FF11FF11

FF22FF22

Multiple behaviors with multiple functions

PB1 Screams, PB2 Runs away

PBPB11PBPB11 PBPB22PBPB22

Example 3:

FF11FF11 FF22

FF22

PBPB

22

PBPB

22

PBPB

11

PBPB

11Multiple behaviors with multiple functions

PB1 Screams, PB2 Runs away

Behavior 2 Runs away Function 2 Escape

• Teach - 2. Teach how to use a time away spot.• Environment - 2. Establish time away spot.• Reactive Strategies - 2. Use gestures then

verbal prompts to orient student to use the time away spot when he is about to escape.

Activity Scoring “Ralph’s” BSP

Ralph - A. Line 1; B. Line 5; C. Lines 6 & 5

Not For Display - For Teacher/Staff Use Only

Behavior Support Plan For Behavior Interfering with Student’s Learning or the Learning of His/Her Peers

This BSP attaches to: IEP date: 12/01/09 504 plan date: Team meeting date:

Student Name Ralph Today’s Date 12/01/09 Next Review Date 12/01/10 1. The behavior impeding learning is (describe what it looks like) serious verbal threat to harm peers, (I want to have my friends kill you), escalating aggression pattern (physical fighting , teasing peers (e.g. You sure are fat!) (for others, see file)

PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES

Ob

serv

atio

n &

A

nal

ysis

What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)

5. Behavior occurs in general, when an audience is available to observe his actions, which appears to give Ralph opportunities to exhibit social dominance; Following verbal reprimands by adult; during peer conflict. At time of verbal threat, peer audience observing his threat.

What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the environment curriculum that needs changing?) 6. In the environment: negative peer models for acting out behavior and interactions available to Ralph: status is earned for behavior from those peers. Curriculum/interventions missing: No training in conflict resolution yet, no mentoring by appropriate models has yet been received.

Note: Numbers correspond with the scoring system on the BSP Quality Evaluation Guide

Ralph - D. Lines 6 & 7

Ralph - E. Lines 5 & 8

Ralph - F. Lines 8 & 9

Ralph - G. Lines 9 & 10

Ralph - H. Line 11

Ralph - I. Line 12

Ralph - J. Line 13

Ralph - L. Line 14

Tom

5th grader, General Education student

ADHD with 504 plan

Swears, refuses to do work

Tom - A. Line 1; B. Line 5; C. Lines 6 & 5

Line 1: Work refusal, esp. written work he thinks will take a long time to complete. Work refusal often escalates to defiance, e.g., You can’t make me!” Also, verbal aggressionCan occur, such as swearing, calling the teacherNames and asking challenging questions, such as“Why do I have to do this dumb work, huh, HUH!!

Line 5

Teacher assigning work, especially work he thinks will take a long time to complete

Line 6 Tasks are not yet being broken down and

sequenced for Tom. There is currently no agreed upon way for Tom to express his inability to structure the task himself. Verbal negotiation skills have not yet been taught. Opportunities for choice within a structure is not yet offered.

Tom - D. Lines 6 & 7

Tom - E. Lines 5 & 8

Tom - F. Lines 8 & 9

Tom - G. Lines 9 & 10

Tom - H. Line 11

Tom - I. Line 12

Tom - J. Line 13

Tom - L. Line 14

Mary

7 year old, Severe Disabilities and Autism

Non-symbolic communicator

Cognitive development 18 months

Screams, hides under table

Fictitious picture

Mary - A. Line 1; B. Line 5; C. Lines 6 & 5

Mary - D. Lines 6 & 7

Mary - E. Lines 5 & 8

Mary - F. Lines 8 & 9

Mary - G. Lines 9 & 10

Mary - H. Line 11

Mary - I. Line 12

Mary - J. Line 13

Mary - L. Line 14

You can always email or phone me for clarification or assistance.

[email protected]

Business cell # 626 487 9455

AHAA Seis 2 nd Half Scoring Behavior Plans. Try ignoring him.

Documents

behavior team

alternative behavior

inappropriate behavior

new behavior

disruptive behavior

stages of problem behavior

midbehavior stage

example of reactive