Assessment and Intervention Strategies for Teachers PROBLEM BEHAVIOR IN THE CLASSROOM Abby Twyman, M.Ed., BCBA, LBA Director of Behavioral Services.

Assessment and Intervention Strategies for Teachers

PROBLEM BEHAVIOR IN THE CLASSROOM

Abby Twyman, M.Ed., BCBA, LBADirector of Behavioral Services

Who am I and what do I do?Who are you and what do you do?Today we’re going to be learning:

Basic principles of behavior How to assess behavior problems How to identify the function of problem behavior How to intervene when the function is ACCESS (Day 1) or

ESCAPE (Day 2)Behavioral expectations of participants:

Ask questions Be respectful Create connections Discuss ideas

INTRODUCTION

Applied Behavior Analysis (ABA) is the science of learning

All learning happens through a 3-term contingency

ABCs of learning

A = Antecedent: the instruction or environmental cue

B = Behavior: the response to the antecedent

C = Consequence: the result of the behavior

The consequence following the behavior either makes the behavior more likely or less likely to occur again

If the consequence is good then the behavior is likely to happen again; this is called REINFORCEMENT

If the consequence is bad then the behavior is not likely to happen again; this is called PUNISHMENT

BASIC PRINCIPLES OF BEHAVIOR

Whether a consequence is REINFORCING or PUNISHING is in the eye of the beholder

Consider these examples:

John leaves the toilet paper roll empty. The next time Jane goes into the bathroom she changes the roll, yells at John about how inconsiderate he is and then gives him the silent treatment.

Paula did not study for her spelling test. As the spelling test is about to start she pushes Nick and calls him a mean name. Mrs. Twyman sends Paula to the office to speak with the principal.

Zeke wants the basketball that Jordan is using. He runs up to Jordan, grabs the ball, pushes him and runs away. The recess teacher makes Zeke apologize for pushing, then lets him go play basketball.

Discuss: What did each person receive as a consequence of their behavior? Will the behavior happen again?


Behavior is more likely to occur if it is REINFORCED

Reinforcement comes in 2 forms: Positive and Negative

Positive reinforcement is when the person receives something desirable as a consequence for their behavior (ACCESS)

Negative reinforcement is when the person avoids something undesirable as a consequence for their behavior (ESCAPE)

Discuss: In the classroom, what examples can you think of related to positive and negative reinforcement?


ACCESS or ESCAPE can either be direct or socially-mediatedDirect Access

Open up the cabinet to gain access to the chipsSocially-Mediated Access

Ask mom for some chips and she gets them out of the cabinetDirect Escape

Walk out of the room when it’s too loudSocially-Mediated Escape

Tell the teacher it’s too loud and the teacher instructs students to talk quietly

In the classroom we are usually seeing problem behaviors which are SMA or SME, so our discussion will focus on these


Motivating Operations are environmental events which alter the reinforcing or punishing effectiveness of consequences

Motivating Operations can be divided into two types

Establishing operations (EO) – value of an outcome is increased

Abolishing operations (AO) – value of an outcome is decreased

An example of this related to behavior to gain access to toys

EO: A student will be more motivated to engage in behavior related to gaining access to toys when they have not had access to the toys in a while and if there are not a lot of toys available

AO: A student will be less motivated to engage in behavior related to gaining access to toys when they have had access to the toys recently and if there are a plethora of toys available


When a pattern of problem behavior is identified, we…

Conduct an assessment

Identify the function of the behavior

Modify behavior by making environmental changes

Setting event strategies: modifying motivational operations to change the value of reinforcers and punishers

Antecedent strategies: modifying instructions or environment to increase likelihood of appropriate behavior

Replacement behaviors: choose functionally equivalent, pro-social behaviors to teach the student

Consequence strategies: plan for reinforcement of desired behavior and punishment of problem behavior


Before we begin the assessment process we need to determine if intervention is necessary.

Screening questions:

Does the individual’s behavior pose a danger to himself or others?

Does the behavior pose a health or safety hazard to the student or others?

Does the behavior affect the student’s welfare in the current environment?

Does the behavior prevent the individual from accessing the general education curriculum or less restrictive environments in the school, home or community?

If the answer is yes to any of the questions, assessment and intervention is warranted!

ASSESSING PROBLEM BEHAVIOR

Before beginning the student assessment:

Conduct Classroom-Management Self-Assessment

If there are areas in which improvement is needed, address those first before focusing attention on the individual student

Five steps to collecting functional behavior assessment data:

Obtain a baseline measurement of observable problem behaviors

Conduct a functional behavior assessment

Perform a discrepancy analysis

Review educational records

Review previous treatments

Review health and medical records


Classroom Management Self-Assessment

Maximize structure and predictability in classroom

Positively stated expectations are posted, taught and reinforced

Students actively engaged in observable ways

Continuum of strategies to acknowledge appropriate behavior

Continuum of strategies to respond to inappropriate behavior

Conduct assessment and identify if there are areas in which you need to improve related to classroom management

Problem behaviors could be attributable to problems with classroom management, not a problem with the student

If classroom management strategies are excellent and student behavior is still a problem, proceed with student assessment of problem behavior


Baseline measurement of observable problem behaviors

Define the behavior in observable and measureable terms

What does the behavior LOOK like?

Does it have a clear beginning and end?

What are examples of the behavior?

What are non-examples of the behavior?

How are you going to collect data on the behavior?

Frequency? Duration? Percentage/Interval?

Collect baseline data for a week unless the problem behavior presents a danger to the student or others

How many times per day/week is the behavior occurring?


Conduct a functional behavior assessment

Direct observation is essential

Assessment methods:

Behavioral interview

A-B-C descriptive analysis

Scatterplot

Assessment attempts to answer:

Under what conditions is behavior more/less likely?

During which parts of the day is the behavior more/less likely?

What usually happens as a consequence of the students behavior?

What strategies work to prevent the behavior from occurring?

What strategies work to stop the behavior once it has started?


Perform a performance discrepancy analysis

Many times it is helpful to analyze the discrepancy between the performance of peers and the performance of the student

Questions to ask/answer:

How often do same-aged peers engage in the target behavior?

What constitutes an acceptable level of behavior?

Collect same data on peer group across a week to determine an average number of behaviors

This data assists teacher in developing reasonable goals


Review educational records

What is the history of the behavior?

Does the student have academic problems?

Review previous treatments implemented

What has/has not worked in the past?

Review health and medical records

Are there medical/psychological issues which may be increasing the likelihood of behavior occurring?

Is a referral for outside services warranted?


The information gathered during the assessment process should elucidate how often, when and why a behavior is occurring

Most behaviors you’ll encounter in the classroom will serve the function of Socially-Mediated Access (SMA) or Socially-Mediated Escape (SME)

Day 1 – Interventions for SMA problem behaviors

Day 2 – Interventions for SME problem behaviors

IDENTIFY THE FUNCTION OF BEHAVIOR

Intervention strategies for the classroom

FUNCTION: SOCIALLY-MEDIATED ACCESS

Socially-Mediated Access (SMA) to:

Adult/staff attention

During independent work time, Anna will get out of her seat and wander the classroom. When this occurs the teacher typically has her sit at the table by her desk and interacts with Anna while she works.

Peer attention

At recess, Billy will run across the soccer field and bump into other kids. The other kids typically start chasing him and yelling at him which Billy seems to enjoy as evidenced by the big smile on his face.

Tangible reinforcers

During free-choice time, if a student has something she wants Carla will become physically aggressive (e.g., hit, kick, pull hair) with the other student. The other student will typically move away from the area and Carla usually gets access to the preferred item or activity.


Behavioral definition: Anna is considered to be “out of her seat” when she is supposed to working independently and she did not ask permission. If she asks to get out of her seat, this will not be counted.

Type of data: Frequency

Baseline data: 25 times per day

Discrepancy analysis: 3 time per day

ASSESSMENT DATA FOR ANNA

Scatterplot data:

A-B-C data:

ASSESSMENT DATA FOR ANNA

Activity Frequency

Morning Work

5

Math 7

Reading 3

Writing 5

Free Choice

5

A B C

Morning work Anna gets up 5 times

Teacher talks to her day

Math assignment

Anna gets up 7 times

Teacher prompts to sit down

Reading assignment


Teacher tells to come to front table to read

Writing assignment


Teacher has sit at front table

Free choice Ann gets up 5 times

Teacher goes over and does puzzle with her

Socially-Mediate Access to Adult Attention During independent work time, Anna will get out of her seat and

wander the classroom. When this occurs the teacher typically has her sit at the table by her desk and interacts with Anna while she works.

Setting event strategies Abolishing Operation – provide Anna with extra attention throughout

the day to decrease the value of attention as a reinforcerAntecedent strategies

Prior to independent work time, remind Anna that she needs to work at her desk and that she can raise her hand if she needs help

Replacement behavior Teach Anna to raise her hand and ask to sit at the table next to the

teacher’s deskConsequence strategies

Provide Anna with attention for engaging in the desired behavior Provide Anna with attention for engaging in the replacement behavior Do not provide Anna with attention for engaging in the problem

behavior

INTERVENTION PLAN FOR ANNA

Behavioral definition: Bumping into peers is defined as his body touching the body of a peer while walking or running past them. Accidental bumps will not be counted.



Discrepancy analysis: 1 time per day

ASSESSMENT DATA FOR BILLY

Scatterplot data:

A-B-C data:

ASSESSMENT DATA FOR BILLY

Activity Frequency

Group work

1

Recess 10

Math 0

Free choice

7

Science 2

A B C

Working with peer

Walked by and bumped with shoulder

Peer turned and smiled and said “stop it Billy!”

Soccer field at recess

Ran by 10 peers and hit with arm

Peers yelled at him and 2 started to chase

Free choice, playing cars

Crawled by peer and ran into their legs

Peer got car and started racing cars with Billy

Science experiment

Walked by peer and bumped with knee

Peers told him to stop and then told the teacher

Socially-Mediate Access to Peer Attention At recess, Billy will run across the soccer field and bump into other

kids. The other kids typically start chasing him and yelling at him which Billy seems to enjoy as evidenced by the big smile on his face.

Setting event strategies Abolishing Operation – provide many opportunities throughout the day

for Billy to work with and play with peers to decrease the valueAntecedent strategies

Have Billy read a social story about how to get the attention of peers in an appropriate way and role-play before recess

Replacement behavior Teach Billy skills to gain the attention of peers in a pro-social way

Consequence strategies Peers provide attention to Billy when he engages in desired behavior Peers provide attention to Billy when he uses replacement behavior Peers do not provide attention when Billy engages in problem

behavior

INTERVENTION PLAN FOR BILLY

Behavioral definition: Physical aggression is defined as any contact between Carla and a peer which results in the peer becoming upset. Includes hitting, kicking, pushing, hair pulling, etc. Does not include contact which is expected such as during a game of tag or when gaining a person attention.



Discrepancy analysis: 0 times per day

ASSESSMENT DATA FOR CARLA

Scatterplot data:

A-B-C data:

ASSESSMENT DATA FOR CARLA

Activity Frequency

Recess 2

Math 0

Reading 0

Free Choice

10

Snack 3

A B C

Playing basketball

Kicked another student

Student dropped the ball and Carla got it

Free choice – peers playing with dolls

Pushed a peer and pulled doll out of her hands

Peer left doll area and went to tell the teacher

Snack – peer next to her eating cookies

Pulled peer’s hair

Peer left table, Carla ate one of peer’s cookies

Socially-Mediate Access to Tangible Reinforcers During free-choice time, if a student has something she wants Carla

will become physically aggressive (e.g., hit, kick, pull hair) with the other student. The other student will typically move away from the area and Carla usually gets access to the preferred item or activity.

Setting event strategies Abolishing operations – Make preferred items and activities readily

available to decrease the value of the reinforcerAntecedent strategies

Prior to free-choice time, remind Carla of expected behaviorReplacement behavior

Teach Carla to ask peers for items/activities and wait for her turnConsequence strategies

Peer provides access to item/activity when Carla engages in desired behavior or uses replacement behavior

Peer does not provide access to item/activity when Carla engages in problem behavior

INTERVENTION PLAN FOR CARLA

QUESTIONS?

Intervention strategies for the classroom

FUNCTION: SOCIALLY-MEDIATED ESCAPE

Socially-Mediated Escape (SME) from: Unpleasant social situations

In the lunch room, when Danny tries to sit down at a table, the other students tell him to go sit somewhere else. Danny will push or hit the other students. The recess monitor will usually send him to the office.

Relatively lengthy tasks During long work assignments, Erin will get up multiple times to sharpen

her pencil or go to the bathroom. Many times this results in her not completing the assignment and getting poor grades.

Relatively difficult tasks When given a difficult assignment during math class, Fernando will

crumple the paper, throw it at the teacher, refuse to do the work and call her names. This typically results in him getting sent to the office.

Aversive physical stimuli/event On days when there is an assembly, Greta will refuse to enter the gym

by yelling at the teacher and then running into the bathroom and locking the stall door. The teacher makes her go to the office until it is over.


Behavioral definition: Pushing and hitting is defined as any contact between Danny’s hands and the body of another student. Touching to get the person’s attention or accidental contact will not be counted.


Baseline data: 4 times per week

Discrepancy analysis: 0 times per week

ASSESSMENT DATA FOR DANNY

Scatterplot data:

A-B-C data:

ASSESSMENT DATA FOR DANNY

Activity Frequency

Lunch 4

Math 0

Reading 0

Writing 0

Science 0

A B C

Trying to find a seat in the lunchroom, student told him he couldn’t sit

Hit student in the face with a open palm

Recess monitor sent to office to eat lunch

Walking by a table trying to find a spot, a student tripped him and laughed

Pushed student and student fell on the ground

Recess monitor sent to office to eat lunch

Socially-Mediate Escape from Unpleasant Social Situations In the lunchroom, when Danny tries to sit down at a table, the other

students tell him to go sit somewhere else. Danny will push or hit the other students. The recess monitor will usually send him to the office.

Setting event strategies Establish Operation – set up a lunch buddy system to make the

value of staying in the lunchroom greaterAntecedent strategies

Remind Danny about behavioral expectations and problem solving strategies to use if something doesn’t go his way

Replacement behavior Teach Danny to request eating lunch in the office and request for

assistance finding a place to sitConsequence strategies

Reinforce use of desired or replacement behavior with lunch in office Do not reinforce problem behavior, prompt to use replacement

INTERVENTION PLAN FOR DANNY

Behavioral definition: Off-task behavior is defined as being out of her seat with or without permission when she is supposed to be working on an assignment.

Type of data: Frequency and percent completed

Baseline data: 35 times per day, 40% completed

Discrepancy analysis: 5 times per day, 90% completed

ASSESSMENT DATA FOR ERIN

Scatterplot data:

A-B-C data:

ASSESSMENT DATA FOR ERIN

Activity

Frequency

Percent

Math 7 30%

Reading

6 50%

Writing 8 40%

Science

10 25%

History 9 55%

A B C

Math test Got up multiple times to get water

Did not complete test

Silent reading Went to the bathroom and up talking

Read half of the assigned chapter

Writing letter to the president

Sharpened pencil 8 times

Wrote two sentences

Science experiment

Walking around talking to peers

Didn’t complete assignment

Group work Sharpened pencil and went to the bathroom

Finished part of the assignment

Socially-Mediate Escape from Relatively Lengthy Tasks During long work assignments, Erin will get up multiple times to

sharpen her pencil or go to the bathroom. Many times this results in her not completing the assignment and getting poor grades.

Setting event strategies Establishing operation – increase the value of completing

assignments by linking to reinforcement systemAntecedent strategies

Modify the length of the assignment if neededReplacement behavior

Teach to request to take a break during the assignmentConsequence strategies

Reinforce for desired or replacement behavior Do not reinforce problem behavior by requiring task completion

INTERVENTION PLAN FOR ERIN

Behavioral definition: Refusal to do work is defined as verbally protesting, crumpling or ripping work and leaving work area without permission.



Discrepancy analysis: 0 times per day

ASSESSMENT DATA FOR FERNANDO

Scatterplot data:

A-B-C data:

ASSESSMENT DATA FOR FERNANDO

Activity Frequency

Art 0

Math 3

Reading 0

Writing 2

Science 0

A B C

Teacher handed him math worksheet

Crumpled paper, threw at teacher and yelled “No!!”

Teacher told him to go do a math game on the computer

Teacher handed him math worksheet

Spit at teacher and kicked her

Teacher sent him to the office

Given writing assignment

Poked peer with his pencil

Sent to the principles office

Socially-Mediate Escape from Relatively Difficult Tasks When given a difficult assignment during math class, Fernando

will crumple the paper, throw it at the teacher, refuse to do the work and call her names. This typically results in him getting sent to the office.

Setting event strategies Establishing operation – increase the value to completing difficult

assignments by linking to meaningful reinforcement systemAntecedent strategies

Modify assignment if appropriate and clarify expectationsReplacement behavior

Teach Fernando to request different work or negotiate the numberConsequence strategies

Reinforce desired and replacement behavior Do not reinforce problem behavior, prompt to use replacement

INTERVENTION PLAN FOR FERNANDO

Behavioral definition: Refusal is defined as verbally protesting and running from the designated area.


Baseline data: 1 time per week

Discrepancy analysis: 0 times per week

ASSESSMENT DATA FOR GRETA

Scatterplot data:

A-B-C data:

ASSESSMENT DATA FOR GRETA

Activity Frequency

Art 0

Gym 0

Lunch 0

Assembly

1

Math 0

A B C

Walking to assembly

Yells “I’m not going” and runs to the bathroom

Teacher gives choice of going to assembly or waiting in office

Socially-Mediate Escape from Aversive Physical Stimuli/Event On days when there is an assembly, Greta will refuse to enter the

gym by yelling at the teacher and then running into the bathroom and locking the stall door. The teacher makes her go to the office until it is over.

Setting event strategies Abolishing operation – decrease the value of leaving the gym by

providing with ear plugsAntecedent strategies

Modify expectations by requiring her to stay for shorter timeReplacement behavior

Teach her to request to not attend the assemblyConsequence strategies

Reinforce desired and replacement behavior Do not reinforce problem behavior, prompt to use replacement

INTERVENTION PLAN FOR GRETA

QUESTIONS?

Ennio Cipani and Keven Schock – Functional Behavioral Assessment, Diagnosis and Treatment (2nd Edition, 2011)

Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai - Classroom Management: Self-Assessment (Revised, 2006) www.pbis.org

RESOURCES

Assessment and Intervention Strategies for Teachers PROBLEM BEHAVIOR IN THE CLASSROOM Abby Twyman, M.Ed., BCBA, LBA Director of Behavioral Services.

Documents

behavior escape

individuals behavior

behavior problems

problem behavior slide

function of problem

teachers problem behavior

pattern of problem behavior

applied behavior analysis