ISS Monitor Training. Challenging Behavior Behavior that interferes with a student’s learning or the learning of other individuals, hinders positive social.

ISS Monitor Training

Challenging Behavior

• Behavior that interferes with a student’s learning or the learning of other individuals, hinders positive social interactions and relationships, or harms the student’s peers, adults, or family members

(Bailey & Wolery, 1992).

Traditional Belief SystemWhen a student doesn’t know how to drive…….. we teach him.

When a child doesn’t know how to wash his hands…… we teach him.

When a person doesn’t know how to read……. we teach her.

But when a child doesn’t know how to behave……….. we punish her.

Reinforcement

Before you plan for instruction you must make a decision…

What effect do you want on behavior?– Increase or decrease the frequency of the

behavior?

Increasing Appropriate Behaviors

Reinforcement

PunishmentPositive (give)

Negative (take)

ReinforcementPositive (give)

Negative (take)

Characteristics of Punishment

• Can show immediate effect

• Once used, loses effectiveness and strength must be increased

• Tied to the punisher

• Not effective with inconsistent use

Characteristics of Reinforcement

• Takes time to take effect (not always immediate)

• Faster if consistent in implementation

• Not tied to person giving reinforcer

• Can be maintained without increase in reinforcement strength– Can fade

Reinforcement

• Tangible• Social• Intrinsic

Reflection

Think about some different items that are reinforcing for your students that are

TangibleSocialintrinsic

What research says

Discipline does not equal punishment. Discipline = training that is expected to produce a

specific character or pattern of behavior, especially training that produces moral or mental improvement.

Improvement means to increase, develop, or enhance.

(Maag, 2001)

Reinforcement Game• Table talk

• Is the scenario reinforcement (+ or -) or punishment (+ or -)

• Consider all people involved in scenario

• We will discuss as a group

POSTIVE REINFOCEMENT

Something reinforcing is presented, behavior will increase

NEGATIVE REINFORCEMENT

Something aversive is removed or avoided, behavior will increase

POSITIVE PUNISHMENT

Something aversive is presented, behavior will decrease

NEGATIVE PUNISHMENT

Something reinforcing is removed, behavior will decrease

Reinforcement Trap

Coke Machine Vs. Slot Machine

Ratio of Interactions

Changes in Behavior

• Remember reinforcement of behavior

• If a behavior does not decrease, it is being reinforced

• Increase in intensity of behavior may mean baseline has changed

Our responsibility"If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us for not having nourished the seed properly." - Buddhist proverb

Data CollectionRedesign training

Krystal Colhoff

Direct Data

• Eyes on Behavior• Antecedent/Behavior/Consequence data

(ABC)• Frequency, Latency, Duration, Severity, etc.

ABC Data Collection

• Antecedents that trigger the behavior • Consequences that are maintaining the behavior• Assign the function you think (hypothesize) the

behavior to be.• When behavior is maintained or increases

(appropriate or inappropriate), it is being reinforced.

How do we talk about behavior?

Observable & Measurable

Re-frame Behavior discussions

John is lazy

John completes 1 out of every

5 assignments

Reframe behavior discussons

Kelly is rude

Kelly makes comments to

peers, such as “you’re stupid”

Functions of Behavior

73

Example ABC Data

Setting Event/s

Antecedent

Challenging Behavior

Replacement Behavior

Desired

Function/Outcome

Function/Outcome

Competing Behavior Pathway

ABC Example – Billy Madison

Abraham Maslow:

If the only tool you have is a hammer, you tend to see every problem as a nail.

Designing Behavior Interventions

Behavior Change

• Slow process • Need changes in BOTH adult and student behaviorStep 1. Externalizing Behavior Change: Extrinsic- Reinforcement- FeedbackStep 2. Fade into Internalizing Behavior Change:

Intrinsic- Self awareness- Self monitoring- Self control

Anxiety and the Brain

Frontal LobeJudgmentLogical Thinking

CerebellumEmotionFight or Flight

Fight or flight

• Amygdala, Hypothalamus• Adrenaline, noradrenalin, cortisol • Body changes

– Respiration increases, pupils dilate, blood moved to different parts of body

• Perception– Environment possible threat

Topography

• Describes behavior– Tells us what– Does not tell us why

• Label of students, not an analysis of behavior

Intervention Categories

Topography

Physical Aggression

Function

Escape

Attention

Sensory

Tangible

Interventions

• Antecedent– Prevent behavior from occurring

• Teach– How will we teach the new replacement behavior

• Behavior– Response when behavior is occurring

• Consequence/Reinforce– Response after appropriate/inappropriate behavior

has occurred– Not synonymous with disciplinary action

Allday & Pakurar (2007)

Intervention:

•Teacher Verbal Greeting•Use Students’ Names•One positive Statement•Shake students’ Hands

3 middle school age students (2 boys, 1 girl, AA, W, Hisp)

Problem Behavior: talking, annoying others, out of seat, sleeping, etc.

DV: % intervals on-task10 minutes (15s momentary t.s.)Multiple Baseline Design

Questions to Answer

• How do I teach a more appropriate behavior?

• How do I reinforce the use of that behavior?

• What is my consistent response? – Reinforcement schedule

Interventions

Selecting interventions based on function

Antecedent Strategies

• Teaching appropriate/expected behavior

• Modifying environment to reduce triggers

• Reinforce use of appropriate behaviors

Teach Strategies

• How will staff teach student the new behaviors/social skills needed to be successful

• Do peers or other staff members need to be taught how to deal with the behavior

Behavior strategies

• Protocol for staff response for inappropriate/unexpected behaviors

• It is more than “call the AP” or giving a time out

Consequence strategies

• Not a list of disciplinary actions

• Feed the function

• Different strategies to address appropriate AND inappropriate behaviors

Escape Interventions

• Keep the demand• First / Then• Routines• Visuals• Reinforce (Immediate reinforcement)• Expectations clearly defined (visuals, language)

Attention Interventions

• Reinforce appropriate behaviors• Prompt (language, behavior)• Attention Diet (Timer will be your friend)• Practice modeling appropriate behavior• Social Stories (social interventions)• Give them a way to get your attention (look at me)• Tolerance for delay (waiting trials)• Peer Modeling• Choice Making

Tangible Interventions• Reinforce appropriate behaviors• Prompt (language, behavior)• Choice making• First / Then• Timers• Limiting time with preferred items/activities• Interruption trials• Accepting no• Waiting trials• Environmental arrangement• Social stories

Sensory Interventions

• Prompt language to ask for sensory• Sensory diet• Interactive teaching (while you are teaching, be

creative!)- Making shapes in rice- Practice writing in shaving cream- Jumping on trampoline and saying ABCs- Running, swinging, climbing on playground (this is a timed

event w/ teacher interaction)

Build a BIP for Billy

• Use our data from Billy to build a BIP at your table

• Prevent (Antecedent strategies)• Teach (how to teach new skills)• Behavior (what to do during a behavior)• Consequences (what to do after a behavior)

ABC Example – Billy Madison

Progress Monitoring

Daily Behavior Report Card

• Measures behavior goal progress• Enter data daily• Frequency of daily data points depends on

severity of behaviors• Model self-monitoring• Provides feedback for student• Can be tied to reinforcement

– A, B, C behaviors

Behavior Pathway

• Make sure you are scaling/measuring student behavior

• Tier II or III students will unlikely have more than one function for a behavior pathway

• Should build a behavior pathway for one function at a time

Setting Event/s

Antecedent

Challenging Behavior

Replacement Behavior

Desired Behavior

Function/Outcome

Function/Outcome

Competing Behavior Pathway

Behavior Scale Function/Consequence

F. (Worst behavior I have seen, not daily occurrence)

Block function as a consequence for behaviorEscape – Keep the demand, do not allow to escapeAttention – planned ignoring Tangible – deny tangible Sensory – block sensory

D. (Present level of functioning)

C. (Replacement behavior, 1st objective)

Give access to function of behavior as a reinforcer for appropriate behavior Escape – given time to escape Attention – peer and/or adult attention givenTangible – given access to preferred tangibleSensory – given access to sensory needs

B. (Replacement behavior, 2nd objective)A. (Goal behavior)

Behavior Scale Example

A. Independently completes assigned work on time and then receives 3 min reinforcerB. Independently completes assigned work while using a timer. 5 min work/30 sec. reinforcerC. Completes assigned work during the day with teacher giving prompts and extra time allowed receives 30 sec reinforcerD. Student does not complete assigned work

Daily Avg.

Monday Reading Math Science Social Studies Special Areas

ABCD ABCD ABCD ABCD ABCD

Tuesday Reading Math Science Social Studies Special Areas

ABCD ABCD ABCD ABCD ABCD

Wednesday Reading Math Science Social Studies Special Areas

ABCD ABCD ABCD ABCD ABCD

Thursday Reading Math Science Social Studies Special Areas

ABCD ABCD ABCD ABCD ABCD

Friday Reading Math Science Social Studies Special Areas

ABCD ABCD ABCD ABCD ABCD

Example Behavior ScaleA. Raises hand while in assigned area and quietly waits to be called on before talkingB. Raises hand while in assigned area, calls teacher’s name when wanting to talkC. Raises hand, out of assigned area, calls teacher’s name when wanting to talkD. Out of assigned area, interrupts teacher by blurting out when wanting to talkF. Out of assigned area, yells across room at teacher, cursing at teacher when wanting to talk

Daily Avg.

Monday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00

ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF

Tuesday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00

ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF

Wednesday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00

ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF

Thursday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00

ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF

Friday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00

ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF

Scale Behavior

• Use our data from Billy to scale a behavior plan for progress monitoring.

Data Analysis

Mon

TuesW

edThurs

Friday

Mon

TuesW

edThurs Fri

0102030405060708090

100

Billy

Daily AvgLinear (Daily Avg)

Reinforcement Systems

• All staff pair with student and reinforcement

• Reinforce replacement and appropriate behavior (A, B, C)

Token Economy

A reinforcement system that includes a delayed reinforcer

• Money Chart• Sticker Board• Marbles in a jar• Punch Board• Tickets

Examples of Token Economies

Examples of Token Economies

Fading reinforcement

How to change the frequency, duration, or delay in reinforcement

Avoid reinforcement trapBehaves when I’m thereOnly works for reinforcement