Positive Behavior Support Plans Illinois Service Resource Center A Statewide Technical Assistance Center of the Illinois State Board of Education.

Positive Behavior Support Plans

Illinois Service Resource CenterA Statewide Technical Assistance Center of the Illinois State Board of Education

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

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

Multi-tier Model of Service Delivery

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Skill Achievement

SupportingDecisionMaking

IntegratedElements

Universal Level Interventions

80-85% will respond Identify 3-5 Expectations

Be Respectful, Be Responsible, Be Safe Develop Matrix of Expectations

by Environment Develop ways to Teach, Model, Prompt and

Reinforce expected behaviors (TeMPR)

What Does Research Say?

Research supports positive behavior interventions

4 to 1 ratio of positive to negative interactions (Gottman)

Responding to negative behavior-Reactive Preventing negative behavior - Proactive

What does Confucius say?

To teach, start where the student is at

What do Social Workers say?

Begin with where the client is

What do teachers say?

I’m not going to reinforce them for something they should do anyways.

They should already know better. It’s a bribe (If you give them something to

stop the behavior when they are already doing it, it’s a bribe. If you set it up to prevent the behaviors, it is a reinforcement.)

What do good teachers say?

Universal Design Inclusive classrooms Meet the needs of all students Smooth seas do not make skillful sailors

Secondary Level Interventions

10-15% will require and/or respond Specific social skills instruction Increased and regular feedback on behavior Check In Check Out Extra Teaching, Modeling, Prompting,

Reinforcing

Student ________________ Week__________________

Monday Tuesday Wednesday Thursday Friday

AM 1 2 3

1 2 3 1 2 3 1 2 3 1 2 3

PM 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

1 = Not so good2 = OK3 = Good job

Total points earned this week ___________Total possible points this week (30 if attended every day, subtract 6 for each absence) _______Percentage of total points earned this week ____________

Student ________________ Week__________________

Monday Tuesday Wednesday Thursday Friday

8:30-9:30 1 2 3

1 2 3 1 2 3 1 2 3 1 2 3

9:30-10:30 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

10:30-11:30 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

11:30-12:30 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

12:30-1:30 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

1:30-2:30 1 2 3

1 2 3 1 2 3 1 2 3 1 2 3 1 = Not so good2 = OK3 = Good jobTotal points earned this week ___________Total possible points this week (30 if attended every day, subtract 6 for each absence) _______Percentage of total points earned this week ____________

Intensive Level Interventions

3-5% will require Functional Behavioral Assessments Behavior Intervention Plans Community level supports (wraparound) Teaching, Modeling, Prompting, Reinforcing

of replacement behaviors to meet the identified function of specific behaviors

When is a BIP Required?

When behavior impedes a child’s learning or that of others

When a child is first removed for more than 10 days

IL - when restrictive interventions may be used

Interventions

Non-Restrictive Token economy Verbal Reprimand Notify Parents Modification Modeling Peer Involvement

Restrictive Detention Exclusion from

extracurricular activities

Suspensions Time Out in isolation Manual Restraints

Interventions

Highly Restrictive Aversive mists Denial to regularly used

equipment/devices

Mechanical restraints Expulsion with

continuing education program

Prohibited Corporal Punishment Expulsion with

cessation of services Physical manipulation

that causes pain Faradic skin shock

Management vs. Intervention

Managementreduce or eliminate a behaviorsearch and destroy method

Intervention teach new skills

Intervention or Consequence ?

• Intervention – Promoting positive behaviors by Teaching/demonstrating, Modeling/practicing, Prompting and Rewarding appropriate behavior

• Consequences – what the individual derives from the

behavior, not the punishment that occurred

• Example: Requesting a drink of water (Intervention), escaping the task (consequence).

• Example: Giving the student a sticker for good behavior (Intervention), gaining teacher attention (consequence).

Maintaining Negative Behavior

Perception of

noncompliance

Look to punish

and control

Design/apply

manipulative

interventions/power

Challenging Behavior

Maintain or increase challenging behavior

Individual’s needremains unaddressed

Reframing

Get yourself out of the picture! Don’t make assumptions

What is half of thirteen?

Functional Behavioral Assessment

Clearly describes the challenging behaviors, including behaviors that occur together

Identifies the events, times, and situations that predict when the challenging behavior will and will not occur.

Develops one or more summary statements or hypothesis that describes specific behavior and the types of situations in which they occur and the reinforcers that maintain the behavior in that situation.

Functional Assessment of Behavior“BIG IDEAS”

A process to improve our understanding of problem behavior so we can develop more efficient, effective & relevant behavior support plans.

Identification of events that reliably predict the occurrence & non-occurrence of problem behaviors.

Adapted from T. Scott, U of Florida Gainesville

Outcome of FBA Operational description of the problem behavior Data Collection Identification of the consequences that maintain

the behavior Prediction of the times and situations when the

behavior will and will not occur Development of hypotheses

Functional Behavioral Assessment: Components Client Strengths Target Behavior Setting Antecedents Consequences Environmental Variables Hypothesis of Function of Behavior

Defining Behavior

Topography Frequency Latency Duration Magnitude

TARGET BEHAVIOR

Is this behavior a Skill Deficit or a Performance Deficit?

Skill Deficit: The individual does not know how to perform the desired behavior

Performance Deficit: The individual knows how to perform the desired behavior, but does not consistently do so

Maddie

Typical description of behavior Be careful about making assumptions or

judgements Use this information to define Maddie’s

behavior

Write a definition of Maddie’s behavior

Maddie: Additional Data Behavior occurs in clusters, starting with whining

and escalating to tantrums if allowed Behavior occurs within 3 minutes of initiating

independent work Talking, delaying, etc. will continue throughout

completion of task Tantrums continue until removal (approx. 5 min.) Vocalizations can be heard throughout the room.

Tantrums include screaming, crying slapping of desk. Sound and tears increase with time

This behavior does not occur in 1:1 or group situations

Strategies for Assessment

Interview the person and those people who know him best

Direct observation over an extended time period (Data collection)

Systematic manipulation of specific situations that you believe will or will not result in the targeted behavior

Data Collection

Referral Interview Direct Observation

AntecedentsConsequencesSetting Events

FBA Components Student Strengths Target Behavior Setting Antecedents Consequences Environmental Variables

Hypothesis of Function of Behavior

Research Validated Functions

2 Valid FunctionsGet/access

TangibleSensoryAttention

Avoid/escape

The most common problem behaviors in school and in life serve one of two functions/purposes:

1. To Get Something (Obtain)-attention, objects, power, self-stimulation

2. To Get Away From Something (Escape)

-tasks, embarrassment, situations, persons

Adapted from T. Scott, 1988

Understanding “Function”

Motivation Assessment Scale Developed by Durand and Crimmins 16 Questions Easy to score Try to have at least 3 raters Ranks functions: Sensory, Escape,

Attention, Tangible (SEAT) Can purchase the scale through:

www.monacoassociates.com/mas

Hypothesis Statement

A hypothesis statement is a summary statement that describes the team’s best guess about the relationship between the problem behavior and the characteristics of the environment- the

specific contexts and the specific function.

The goal of which is to identify specific CONCRETE circumstances

regularly associated with the occurrence and nonoccurrence of the problem

behavior. Adapted from T. Scott, U of Florida Gainesville

Maddie: Interview Information

It appears that Maddie has very low self esteem and is concerned that peers don’t like her and make fun of her.

Maddie: Strengths

Likes math – not great at it, but likes problem solving

Strong team worker Always does her homework

Complete a Functional Behavioral Assessment

for Maddie

Goal of Intervention

To Teach Behaviors: that are functionally equivalent to the problem

behavior that provide a means of coping that the individual wants to do independently

Why is this personengaging in this

behavior,in this settingat this time?

Gordon Paul

Competing Behavior Analysis

Ask: what else can we teach that:

Results in the same reinforcer With shorter delay With greater consistency And requires less effort

Steve Buckmann

Teacher Attention: Competing Behavior Analysis

Screaming Raising Hand

Faster/ShorterDelay

GreaterConsistencyEasier/ LessEffort

Competing Behavior Model

Setting Problem Maintaining Event Antecedent Behavior Consequence

Functional Assessment Pathway

Setting EventTriggeringEvent or

Antecedent

Problem Behavior

MaintainingConsequence

THE FUNCTION“Get something”“Get away from

Something”

Environmental Setting Events

Neighborhood Quality of Life Interactions/Reactions Home Environment Level of Curriculum Instructional Arrangements History

Behavioral Learning Stylesas Setting Events Preferred Activities Length of Task Modality Multiple Intelligence Choice Making Skill Level Level of Activity

Personal Factors as Setting Events Medications Diagnosis Sleep Chronic Illness Nutrition Arousal Sensory Sensitivity

Examples of Setting Events

Medical IssuesFailing to take regularly delivered medication increases the likelihood that Johnny will talk/shout out in class.

When Susie has physical discomfort associated with sitting for long periods of time, she is more likely to throw down her books and cry.

Activity PatternsWhen the curriculum has little variety and mostly repetitive tasks, Mary is more likely to get out of her seat, wander around, and tease peers.

Michael will refuse to leave his assigned table especially when the schedule has changed due to a special activity.

Adapted from T. Scott, U of Florida Gainesville

Examples of Setting Events Relationships with Others

Kevin is more likely to put his head down and close his book when he has been reprimanded by a teacher earlier in the day.

Darrel is more likely to use profanities when a friend or peer group is present.

When Carla has spent the weekend at her father’s house, and her morning routine has been hurried, she is more likely to talk back to teachers and refuse to do what she is asked.

Adapted from T. Scott, U of Florida Gainesville

Setting Events help explain the problem behavior-but do not

excuse it.

Examples of Behavioral Pathways

When given difficult or non-preferred tasks, Jacob will hit, kick or bite adults to escape the task

Setting Event Trigger Behavior Consequence

sick non-pref. task hit escape from task

tired sight words kick bad day math bite

Examples of Behavioral Pathways

When given math worksheets & other assignments, Caesar does not do his work, he uses profanity & disrupts lessons, especially, when he has worked alone for 30 minutes without peer contact. His work does not get completed, & he avoids teachers’ requests.

Setting Event Trigger Behavior ConsequenceAlone for Given Math Profanity Gets out of30+ minutes or other task disruption completing

work

Adapted from T. Scott, U of Florida Gainesville

Examples of Behavioral Pathways

Jason screams and hits his head when approached by his peers Marge or Allison. When he screams, Allison and Marge move away and leave Jason alone. This is more likely to happen if Jason is tired.

Setting Event Trigger Behavior Consequence

Tired Approached Screams, Avoid Marge

by Marge hits head & Allison’s

or Allison teasing

Adapted from T. Scott, U of Florida Gainesville

Examples of Behavioral Pathways

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

During group instruction, Camilla 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.

Adapted from T. Scott, U of Florida Gainsville

Build a Competing Behavior Pathway

Setting EventTriggeringAntecedent

Desired Behavior

Problem Behavior Maintaining

Consequence

ReplacementBehavior

MaintainingConsequence

A Context for Positive Behavior Intervention

Behavior intervention and support is the redesign of environments, not the redesign of individuals.

Positive behavior intervention plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

Adapted from T. Scott, U of Florida Gainesville

Complete aCompeting Behavior Analysis

for Maddie

Write a Behavioral Intervention Plan

for Maddie

If you want them to do it –

TEACH IT

If you want more of it –

PAY ATTENTION TO IT

Cheri Sinnott, LCSW

[email protected]