- 1. RIPBIS Tertiary Supports in SWPBIS Conjoint Behavioral
Consultation (CBC) [Collaborative Problem Solving Teams] John
Eagle, Ph.D., & Shannon Dowd-Eagle, Ph.D.Paul V. Sherlock
Center on Disabilities @ Rhode Island College, 2009
2. Classroom SWPBS Subsystems Non-classroom Family Student
School-wide Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 3.
- 1. Commonpurpose& approach to discipline
- 2. Clear set ofpositive expectations & behaviors
- 3. Procedures forteachingexpected behavior
- 4. Continuum of procedures forencouragingexpected behavior
- 5. Continuum of procedures fordiscouraginginappropriate
behavior
- 6. Procedures for on-goingmonitoring& evaluation
School-wide Paul V. Sherlock Center on Disabilities @ Rhode
Island College, 2009 4.
- Positive expectations & routines taught &
encouraged
- Active supervision by all staff
- Precorrections& reminders
Non-classroom Paul V. Sherlock Center on Disabilities @ Rhode
Island College, 2009 5.
- Classroom-widepositive expectations taught &
encouraged
- Teaching classroomroutines & cues taught &
encouraged
- Ratio of6-8 positive to 1 negative adult-student
interaction
- Redirections for minor , infrequent behavior errors
- Frequent precorrections for chronic errors
- Effective academic instruction & curriculum
Classroom Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 6.
- Behavioral competence at school & district levels
- Function-basedbehavior support planning
- Team- & data-based decision making
- Comprehensiveperson-centeredplanning & wraparound
processes
- Targetedsocial skills & self-management instruction
- Individualizedinstructional & curricular
accommodations
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 7.
- Continuumof positive behavior support for all families
- Frequent, regularpositive contacts, communications, &
acknowledgements
- Formal &active participation & involvement as equal
partner
- Access to system of integratedschool & community
resources
Family Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 8. Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems SIMEO Tools:HSC-T, RD-T, EI-T
Check-in/ Check-out (CICO)Behavior Education Plan (BEP) Group
Intervention withIndividualized Feature (e.g., Check and Connect
and Mentoring) Brief FBA Collaborative Problem Solving
TeamsConjoint Behavioral Consultation Teams Wraparound
ODRs,Attendance,Tardies, Grades,DIBELS, etc. Daily Progress Report
(DPR) (Behavior and Academic Goals)Competing Behavior
Pathway,Functional Assessment Interview,Scatter Plots,
BehavioralObservations, etc. Instructional Groups
Social/Problem-solving/ Academic Positive Behavior Interventions
& Supports: A Response to Intervention (RtI) Model Adapted from
Illinois PBIS Network, 2009 and T. Scott, 2004 Tier 2/
SecondaryTier 3/ Tertiary Intervention Assessment Paul V. Sherlock
Center on Disabilities @ Rhode Island College, 2009 9. Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009 10.
Systems-Response Tool Paul V. Sherlock Center on Disabilities @
Rhode Island College, 2009 System Response Options Total # of
Students in Category for Time Period: List date at top of column
& total # of youth in each box Date: Date: Date: Date: Date:
Date: A. Students being monitored by Secondary Systems Team (ex.
CICO, CnC, FBA/BIP) B. Students being monitored by Tertiary Systems
Team (ex. Complex FBA/BIP, Wraparound) C. Students being considered
for Special Education Testing D. Students with Special Education
process in progress (being tested, placement being considered,
etc.) E. Students that were tested and did not qualify for Special
Education F. Students suspended on one occasion G. Students
suspended on two or more separate occasions H. Students placed (or
at risk of placed) in separate setting or Safe School (ex.
Alternative to suspension program) I. Students in Special Education
setting, out-of-home school J. Students in short-term restrictive
placement in clinical setting (hospitalization) K. Students with
expulsion hearing in progress L. Students expelled 11. 3-Tiered
System of SupportNecessary Conversations (Teams) CICO SAIG Group w.
individual feature Complex FBA/BIP Problem Solving Team Tertiary
Systems Team BriefFBA/BIP Brief FBA/BIP WRAP Secondary Systems Team
Plans SW & Class-wide supports Uses Process data; determines
overall intervention effectiveness Standing team; uses FBA/BIP
process for one youth at a time Uses Process data; determines
overall intervention effectiveness Source: Illinois PPBIS Network
Universal Team Universal Support Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 12. Tier 2/Tier 3
Interventions Tracking Tool: NON -Examples of Data-based
Decision-rules for Defining Response
- Responding to CICO:kid carries that DPR card
- 2. Responding to Social/Academic instructional groups:kid shows
up for group - even if hes not supposed to be there
- 3. Responding to Individualized CICO, Groups & Mentoring
(i.e. CNC):roughly, maybe about 30-50% of the numbers are circled
on the paper sheet (double digits are always good)
- 4. Responding to Brief Function-Based Interventions:kid says
now he gets why he does what he does and promises never to do that
behavior again
- 5. Responding to Complex Function-Based Interventions:kid says
now hereallygets why he does what he does and promises never to do
that behavior again
- 6. Responding to Wraparound Plans:kid comes to school every day
with a smile, and the kids teacher has taken to wearing her
original Woodstock Nation t-shirt on school spirit days shes a
happy camper.
Source: Lucille Eber, Illinois PPBIS Network Paul V. Sherlock
Center on Disabilities @ Rhode Island College, 2009 13. Tier 2/Tier
3 Interventions Tracking Tool: Examples of Data-based
Decision-rules for Defining Response
- Responding to CICO:Youth earned a total of80% of DPR
pointsaveraged per day/week for 4 weeks.
- Responding to Social/Academic Instructional groups:Youth earned
a total of 80% of DPR points averaged per day/week for 4 weeks
(demonstrating target skill(s)in classroom setting ) and has had no
new ODRs.
- Responding to Individualized CICO, Groups & Mentoring (i.e.
CNC):Youth earned a total of 80% of DPR points averaged per
day/week for 4 weeks, has had no ODRs or ISSs and hasimproved
attendance .
- 4. Responding to Brief Function-Based Interventions:Over a 4
week period, youth has demonstrated trends of decreased tardies and
increased work completion (as demonstrated onindividualized DPR
).
- Responding to Complex Function-based Interventions:Youth earned
a total of 80% of DPR points averaged per day/week for 4 weeks
(demonstrating target skill(s) in classroom setting), 50% reduction
in ODRs and improvement inSIMEO .
- 6. Responding to Wraparound Plans:Improvement in reading skills
as measured by DIBELS; and improvement with peer interactions
(participating in extracurricular activities and socializing with
peers on a regular basis) as measured bySIMEO .
Source: Lucille Eber, Illinois PPBIS Network Paul V. Sherlock
Center on Disabilities @ Rhode Island College, 2009 14. Deciding
Which Tertiary Level Interventionis Most Appropriate
- Brief FBA/BIP was not successful
- NONE ofWraparound criteria are present
- Youth withmultiple needsacross home, school, community &
life domains
- Youth at-risk forchange of placement
- The adults in youths life arenoteffectivelyengagedin
comprehensive planning (i.e. adults not getting along well)
Source: Lucille Eber, Illinois PPBIS Network Paul V. Sherlock
Center on Disabilities @ Rhode Island College, 2009 15. Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009 16.
Benefits of Family Involvement
- Higher grades, test scores, and graduation rates
- Increased motivation, better self-esteem
- Lower rates of suspension
- Decreased use of drugs and alcohol
- Fewer instances of violent behavior
- Greater enrollment in postsecondary education
- Greater morale (and self-esteem)
- Teaching effectiveness (proficiency) increases
- Communication/relations with students, parents, families, and
communities improves
- Community support of schools increases
- Communication/relations with children and teachers
improves
- Education level/skills increase
- Decision-making skills become stronger
- Attitude toward school and school personnel improves
- Standards for Parent/Family Involvement Programs
-
http://www.pta.org/archive_article_details_1118251710359.html
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 17. Family Involvement in SWPBIS Begins at the Universal Level
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 18. Family Involvement Programs within School-Wide Systems
1-5% 5-10% 80-90% Social-Emotional / Behavioral Systems Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009
- Intensive, Individual Interventions
- Conjoint Behavioral Consultation (CBC)
- Targeted Group Interventions
- Cross-Setting Social Skills Instruction
- Parent Management Training
- Incredible Years Programs
- Parent Child Interaction Therapy
- Four As (Christenson & Sheridan)
- Epsteins Six Types of Parent Involvement
- Systematic Training for Effective Parenting
- Positive Discipline Program
- Incredible Years Self-Administered Program
- Parent Teacher Conferences
- Newsletters /Parent Libraries
19. How Do You Involve Families within SWPBIS? Paul V. Sherlock
Center on Disabilities @ Rhode Island College, 2009 Tertiary
Secondary Universal 20. Family Involvement Programs within
School-Wide Systems Paul V. Sherlock Center on Disabilities @ Rhode
Island College, 2009 SOCIAL-EMOTIONAL / BEHAVIORAL SYSTEMS Level
3
- Conjoint Behavioral Consultation (CBC; Sheridan &
Kratochwill, 1996)
- School-Based Teaming (Dowd-Eagle, 2006)
- Wraparound Services (Eber, Sugai, Smith, & Scott,
2002)
- Community Schools (Sailor,1996)
Level 2
- Check and Connect (Christenson et al., 2008)
- Cross-Setting Social Skills Instruction (Sheridan, 1995;
McGinnis &Goldstein; 2001)
- Home-School Notes (Galloway & Sheridan, 1994)
- Behavior Education Program / BEP-Home (Crone, Horner &
Hawken, 2004; Eagle, 2009)
- Parent Management Training (PMT; Kazdin, 2005)
- Incredible Years BASIC / ADVANCE / SCHOOL Programs
(Webster-Stratton, 2009)
- Parent Child Interaction Therapy (PCIT; Hembree-Kigin &
McNeil, 1995)
Level 1
- Four A s (Christenson & Sheridan, 2001)
- Six Types of Parent Involvement (Epstein, 1995)
- AWARE Parenting Program (Solter,1989)
- Systematic Training for Effective Parenting (STEP: Dinkmeyer,
McKay, & Dinkmeyer,1997)
- Positive Discipline Program (Nelson, 2006)
- Incredible Years Self-Administered Program (Webster-Stratton,
2008)
- Parent Teacher Conferences
- Newsletters /Parent Libraries
21. Collaborative Problem Solving Teams within a 3-Tiered Model
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 22. PST in RTI(Burns et al., 2008)
-
- look at screening data (ODR, attendance, CBM, AIMSWeb) and
identify at-risk students
-
-
- All studentsare assessed 3-4 times/year
-
-
- Efficient 5 minutes for assessment
-
- Serve in decision making for curriculum and focus on a match
between student needs and instruction
-
- Review behavior policies and practices
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 23. PST in RTI(Burns et al, 2008)
-
- Examine data & identify appropriate interventions for
10-15% of students who are not being successful in Tier 1
-
- Monthly progress monitoring
-
-
- Help determine need for more intense interventions
-
-
- Help determine when student is ready to exit to a less intense
intervention
-
- Possible Tier II Interventions
-
-
- Supplemental Instruction (Reading Recovery)
-
-
- Peer Tutoring(Duvall, Delquadri, Elliot, & Hall, 1992; Hook
& DuPaul, 1999).
-
-
- Behavior Education Program (BEP)(Crone, Horner & Hawkin,
2004)
-
-
- Incredible Years(Webster-Stratton, 2009)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 24. PST in RTI(Burns et al., 2008)
-
- Identify individual interventions
-
- Data collected at this level plays a key role in eligibility
decisions
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 25. Tier 3: Tertiary Interventions
- Level 3, tertiary interventions, targets the1-5%of young
children who displaypersistent challenging symptoms or
behaviors
- The goal of tertiary interventions is toreduce the frequency,
intensity and complexityof a child's maladaptive behavior patterns
and provide him/her withsuitable, efficient and effective
replacement behaviorsthat will compete with his/her more
maladaptive ones.
- Tertiary interventions are individualized, assessment-based and
designed to meet individual needs.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 26. Tier 3: Tertiary Interventions
- Function-based interventions are developed through the process
of functional assessment (FA) and behavior support plans
(BSP).
- Functional assessment determines why the student exhibits
challenging behavior.
- BSPs are most effective when developed by a team with family
involvement.
- Collaborative Problem Solving Teams (Conjoint Behavioral
Consultation; CBC)
IndividualizedStrategies Sources: Blair, Umbreit, & Eck,
2000; Dunlap & Fox, 1999; Galensky, Miltenberger, Stricker,
& Garlinghouse, 2001;Moes & Frea, 2000; Reeve & Carr,
2000). Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 27. Conjoint Behavioral Consultation (CBC; Sheridan
& Kratochwill, 1992)
- CBC is a data-based problem-solving model that systematically
joins parents and teachers in the provision of services for
children with academic, behavioral, and social concerns.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 28. Direct Service Model Therapist Child Paul V. Sherlock
Center on Disabilities @ Rhode Island College, 2009 29. Indirect
Service Model Facilitator /Consultant Consultee (Teacheror Parent)
Child Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 30. Conjoint Indirect Service Model Facilitator
/Consultant Consultee (Parent) Child Consultee (Teacher) Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009 31.
Conceptual Bases of CBC
- Ecological Systems Theory (Bronfrenbrenner, 1979)
-
- Views children in context
-
- Emphasizes reciprocal interactions
-
- Linkages are critical in development of programs
-
- Expanded assessment and intervention contexts
- Behavioral Consultation(Bergan & Kratochwill, 1990)
-
- Structured problem solving process
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 32. Goals of CBC
-
- Improve academic/social/behavioral functioning
-
- Improve skills/knowledge of all parties
-
- Foster home-school partnership
-
- Promote greater conceptualization of concern
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 33. CBC 4Stage Problem-Solving Process
- Needs (Problem) Identification
- Although the model follows a stagewise progression, it is
generally fluid and cyclical in practice.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 34. Problem Solving Process Needs (Problem) Identification
Defining Problem/Directly Measuring Behavior Needs (Problem)
Analysis Validating Problem Identify Variables that Contribute
toProblem Functional Assessment Development Plan Treatment
Implementation Implement with Fidelity Progress Monitor Treatment
Modifications Treatment Evaluation Was it Effective? Follow-up
Procedures Generalization / Maintenance Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 35. Needs
Identification
-
- Invite key personnel and family members
- Prioritize and define needs
-
- Determine discrepancy between current and expected level of
performance
- Establish data collection procedure
-
- Include only necessary staff
-
- Ask family who to include
- Prioritize and define needs
-
- Identify strengths (all settings)
-
- Frame needs in positive language
-
- Determine discrepancy between current and expected level of
performance
-
- Avoid problem glorification
- Establish data collection procedure
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 36. Needs Analysis
-
- Where is the instructional mismatch
- Re-affirm data collection
-
- Check in with staff/family between meetings
-
- Praise data collection efforts
-
- Determine instructional mismatch
-
- Use unifying language (our, we)
-
- Gather information from both home and school settings
-
- Point out similarities across settings
-
- Highlight team members expertise & knowledge of child
-
- Identify plan components across setting
-
- Buy in and social validity
- Re-affirm data collection procedures
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 37. Needs Analysis
-
- Set a realistic short term goal
-
- Parents and teachers KNOW the student and how he/she functions
in home and school setting
-
- Can provide a cultural context
- Cross-setting plan development
-
- What motivates the child?
-
- Is the plan feasible (resources, time)?
-
- The best plan will not be implemented if the team members are
unwilling or unable to implement it
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 38. Plan Implementation
- Measure Treatment Integrity
- Monitor plan implementation
- Measure Treatment Integrity
-
- Provide written information
-
- Checklist to self-monitor
- Monitor plan implementation and provide support/training
-
- Does team member know what to do?
-
- Does team member know how to do it?
-
- Does team member believe it will work?
-
- Is there enough time/resources?
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 39. Plan Evaluation
- Determine if goals have been met
-
- Generalization / maintenance
- Determine if goals have been met
-
- Present graphs showing progress
-
- Highlight parents/teachers role in decision-making process
-
- Social validity? Plan acceptable?
-
- Highlight skills in addressing future concerns
-
- Generalization/maintenance
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 40. Plan Evaluation
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 41. A few skills needed for Collaborative PS
- Define TBs in objective terms
- Promote social competencies / replacement behaviors
- Knowledge of user-friendly data collection strategies
- Conduct FBA via interviews, observations, checklists using an
ecological perspective
- Determine methods for TX integrity
- Evaluation of interventions
- Facilitate the problem-solving process with integrity
- Elicit meaningful information from tees / interviewing
skills
- Relationship building & conflict management skills
- The ability to foster H-S collaboration via process and
content
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 42. Collaboration is NOT lip service!
-
- Pointing out similar experiences among consultees.
-
- Listening and acknowledging different perspectives.
-
- Using empathy and accurate understanding
- Focus on mutual goals/ interests
- Use an agenda to focus on a common theme
- Point out participant contributions
- Develop opportunities for positive communication
- Accept participants where there are at
- Present a non-deficit approach
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 43. Problem Solving Process
- 1.Needs/Problem Identification
- 3.Treatment Plan Implementation
- 4.Treatment Plan Evaluation
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 44. Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 BehavioralConsultationNeeds/Problem Identification
Treatment Plan Implementation Treatment Plan Evaluation
Needs/Problem Analysis Content Skills Process skills Content Skills
Process Skills Content Skills ProcessSkills Content Skills Process
Skills 45.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 46. CBC Stage I Needs Identification Premeeting / Meeting 1
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 47.
- Identify student strengths and needs
- Prioritize, specify, and define target behavior
- Conduct a preliminary Functional Behavioral Assessment
(FBA)
- Establish a baseline data collection procedure
Needs/Problem Identification Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 48. Oh waitwe are working
with people.
- Establish/improve a working relationship among team
- Validate shared goals of supporting the child.
- Identify the strengths of the child, family and school.
- Increase communication and knowledge regarding the child,
goals, concerns, and culture of family and school.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 49. Identifying Target Needs
- Identify a response chain and target the first behavior in the
chain
- Select behaviors that will likely generalize to other
behaviors
- Organize behaviors in terms of their topographical or
functional properties
- Prioritize behaviors that have general utility and that the
environment will likely maintain.
- Change the easiest behavior to encourage further treatment
efforts
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 50. Defining Target Needs
- Provide a precise description of the target concern
- Focus on specific aspects of the behavior that can be
understood by an independent observer
- Criteria for good behavioral definition
- Objective: observable characteristics of behavior must be
countable and measurable
- Clear: unambiguous, specific, and reliable
- Complete: the boundaries of what is to be included and excluded
should be delineated
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 51. Defining Target Needs
- Focus on ONE specific behavioral, or social concern
- Select the most problematic concern
- Be flexible!It may be necessary to re-define the target
behavior
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 52. A little practice.
- During Noahs team meeting, several target behaviors are
discussed including daydreaming, arguing, work incompletion,
wandering in the hall, lack of motivation, & lack of support at
home.
- How would you help the team prioritize a behavior?
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 53. Possible TBs
- Noah will complete ____ number of math problems during
independent seatwork
- During independent seatwork, Noah will remain in the class
____% of the time
- During independent seatwork, Noah will be on task ___% of the
time
- Increase the number of positive verbalizations that Noah makes
during math independent seatwork
- Noah will complete ____ number of math problems at home each
night
- Increase the accuracy of Noahs math homework assignments to
___%
- During independent seatwork, Noah will comply with initial
instructions
- What do you notice about all these definitions???
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 54. What are the needs in schools?
- What are the most commonly identified behavioral
concerns/needs?
- What are the most commonly identified social
concerns/needs?
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 55. Exercise
- Define the needs in behavioral terms
- Identify 3 ways to collect data on the TBs
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 56. Data Collection Paul V. Sherlock Center on Disabilities @
Rhode Island College, 2009 57. Tips for Data Collection
- Clearly define what is to be recorded
- Match the data collection procedure to the target
behavior.
- Consider retrospective baseline data
- Graph the data to monitor progress
- Record data that have a range (e.g. not just yes/no)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 58. Overview of Data Collection Procedures
- Performance-based Assessment
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 59. Data Collection
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 60. Permanent Product
- Permanent Product Concrete evidence of a students behavior
-
- Percent of homework assignments completed
-
- Number of worksheets completed in a subject area
-
- Number of problems attempted/completed/accurate
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 61. Permanent Product
- How to collect permanent product data
-
- Clearly define the task to be monitored
-
- Identify the product that corresponds to the task
-
- Determine how the product will be collected
-
- At the end of the assessment period (e.g. day, subject area),
collect the product
-
- Compute the metric corresponding to the target behavior (e.g.
number of problems completed, number of worksheets turning in)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 62. Direct Observation
- Direct observation Measurement of discrete behaviors while they
are occurring
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 63. Direct Observations
- How to collect direct observation data:
- Identify and define the behavior that will be observed and the
time frame when observation will take place
- Determine whether the behavior isloworhighfrequency
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 64. Low Frequency Observations
- Record the time at which recording begins
- Use a chart to record the number of times the behavior
occurs.
- Put a tally on the chart each time the behavior occurs
- Continue recording until the end of allocated time
- Record the time at which the recording ends
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 65. High Frequency Observations
- Determine time interval during which the behavior can be
monitored (e.g. at the end of every 5 or 10 minutes)
- Us a conveniently located chart.
- Record the time at which the observation session begins.
- At the end of the interval, record a tally if the behavior
occurred.Record nothing if the behavior did not occur.
- Record the time the observation session ends.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 66. Performance-based Assessment
- Performance-based assessment Use of rating scales to record
behaviors over time periods.Recordings are based on Likert
Scale.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 67. Performance-based Assessment
- How to collect performance-based data:
- Define the observation period into intervals (e.g. 0-5 mins;
5-10 mins)
- Define the parameters of behavior in meaningful units (e.g.
high, medium, low ect.)
- Develop a Likert Scale that includes assigned values
corresponding to behavior (5 = high, 3 = medium, 1 = low)
- Record the numerical rating for each interval
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 68. Self-Monitoring
- Self-monitoring An observation technique wherein students are
responsible for recording their own behavior
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 69. Self-Monitoring
- How to collect self-monitoring data:
- Define the behavior for the student to self-monitor
- Select an appropriate recording form
- Define the time period.Brief intervals are NOT recommended
- Give the student the form and allow him/her to practice
- Have the student write down the number of occurrences and show
it to the teacher.Teacher should initial the form.
- Do random checks to compare and provide feedback to the
student.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 70. Goal Attainment Scaling
- Goal attainment scaling A rating on a 5 point scale based on
the degree to which a students performance is approximating a
predetermined goal (-2 to +2)
-
- Accuracy on academic task
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 -2 -1 0 1 2 Amount of work completed is significantly worse
Amount of work completed is slightly worse No change in the amount
of work completed Amount of work completed is slightly better
Amount of work completed is significantly better 71. Goal
Attainment Scaling
- How to collect goal attainment data:
- Identify and define the target behavior or task
- Establish a clear goal for behavior change
- Determine a reasonable measurement period (e.g.daily,
weekly)
- Rating is made on 5 point scale (-2 to +2) to reflect the
degree to which progress toward the goal is observed
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 72. Exercise
- Do you want to revise how you collected data?
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 73. Needs Identification
-
- Identify, prioritize, and define child's needs in behavioral
terms.
-
- Identify initial needs of behavior in terms of antecedent,
situation, and consequent conditions across settings.
-
- Establish a procedure to collect baseline data across
settings.
-
- Establish/improve a working relationship between parents and
teacher, and between the consultant and consultees.
-
- Validate shared goals of supporting the child.
-
- Identify the strengths of the child, family and school.
-
- Increase communication and knowledge regarding the child,
goals, concerns, and culture of family and school.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 74. Assessing Target Needs
-
- Student and environmental variables
-
- Antecedents, consequences and sequential conditions
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 75. Primary Outcomes of FA Process
- Prediction of problem behaviors
- Identification of consequences that maintain behavior
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 76. Simple ABC Paul V. Sherlock Center on Disabilities @ Rhode
Island College, 2009 Antecedents When/Where/ What? Behavior What?
Consequences What? What was happening prior to the onset of the
behavior that influenced the occurrence of the behavior?
Operationally Defined Behavior What did the person gain or avoid
through engaging in the behavior? 77. Quick FBA orQuick
Hypothesis
- Gather information about the behavior including the context and
routines within which the behavior is most likely to occur
- Complete a behavior pathway and generate a hypothesis about the
function of the behavior
- If you have high confidence in the hypothesized function,
assign student to a function-based intervention
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 78. Setting Events Triggering Events Maintaining Consequences
Problem Behavior Testable Hypothesis: The Behavior Pathway
-
- Represents your best guess about the behavior and the
conditions under which it is observed
-
- Represents basicworking unitof FBA
-
- Directly guides assignment to contextually appropriate
functional supports
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 79. Stage I Review
- Jointly identify and define childs priorities in behavioral
terms.
- Briefly discuss what is happening before and after the priority
concern, and any specific patterns that occur
- Jointly establish a procedure to collect baseline data across
setting.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 80. CBC Stage II Needs / Problem AnalysisMeeting 2 Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009 81.
Needs / Problem Analysis Interview
-
- Evaluate baseline data across settings
-
- Collaboratively develop an intervention plan.
-
- Reaffirm data collection procedures.
-
- Build partnerships between across settings through inclusive
language (i.e. we, our, etc.)
-
- Elicit and validate teams perspectives of the target
concern.
-
- Foster an environment that facilitates "give-and-take"
communication across settings.
-
- Promote joint decision-making and shared responsibility for
plan development
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 82. Evaluate Data
- Collect the data (if you dont already have it)
-
- Make sure you have touched base or collected some data from
teacher prior to meeting.If they dont come with datayou dont know
where to set the goal.and cant determine the effectiveness of
TX
- Use the data to establish a REALISTIC goal
-
- Goals should be directly related to the target
-
- It should be manageable, attainable (based on the baseline
data), and stated in positive terms (what the student will do)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 83. Functional Behavioral Assessment
-
- Collection of methods for gathering information
-
- NOT a single test or observation
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 84. Collecting Information
-
- Systemic, behavioral observations in naturalistic settings
-
- (frequency, interval, duration, latency, permanent
product)
- Functional analysis manipulation
-
- Standardized protocols that systematically manipulate
contingencies controlling problem behavior using single case
designs
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 85. Informant Methods
- Checklists:lists of events or characteristics judged to be
present or not
- Rating Scales: based on a continuous dimension that is being
measured
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 86. Interviews & Checklists
- Functional Assessment Interview(ONeill et al.)
- Preliminary Functional Assessment Survey(Dunlap; Kern)
- Motivation Assessment Scale(Durand & Crimmins)
- The Functional Assessment Checklist for Teachers and Staff
(FACTS) (SWPBIS)
- Functional Assessment of Student Troubles (FAST)
- Academic Competence Evaluation Scales (ACES) DiPerna &
Elliott, 2000) BACESS (brief screening tool)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 87. Interviews
- A great beginning, but be cautious about assuming data are
completely accurate.
- Some Prototypical Questions:
-
- When does the behavior occur most?
-
- When does the behavior occur least?
-
- What typically happens after the behavior?
-
- Why do you think the behavior occurs?
-
- What should the person be doing at that time?
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 88. Setting Events Triggering Events Maintaining Consequences
Problem Behavior Following events that maintain behaviors of
concern Preceding events that trigger or occasion Set of related
behaviors of concern Pre-existing factors/events that affect value
of maintaining consequences Testable Hypothesis: The Behavior
Pathway Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 89. An FBA seeks to identify the events that reliably
predict the occurrence of behavior (e.g. maintaining consequences)
Setting Events Triggering Events Problem Behavior Testable
Hypothesis: The Behavior Pathway Maintaining Consequences
Antecedents Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 90. Antecedent Events
- A major outcome of a functional behavioral assessment is to
gain knowledge ofrecurring antecedentevents - events that increase
the likelihood that certain behaviors will occur
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 91. The class was quietly doing its lesson when
Russell,suffering from problems at home, prepared to employ an
attention-getting device. What do you think is the antecedent here?
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 92.
- Antecedent events are things that occur prior to the onset of
behavior thatset the tableoroccasionthe behavior
- Two types of Antecedent events:
-
- Immediate(Triggering Events)
-
- Distant Setting(Setting Events)
- Antecedent events include bothovert, observable behaviorsas
well ascovert/non-observable processes - feelings or thought
processes -which are harder to assess
Antecedent Events Paul V. Sherlock Center on Disabilities @
Rhode Island College, 2009 93. Immediate Antecedent Events
- Any stimulus thatoccurs immediatelybefore the behavior that
influences the likelihood that the behavior will occur
- Events that occur either within the same setting as the
behavior or in a previous settingclose in timeto the behavior
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 94.
- Lack of opportunity to make choices
- Not called on when hand raised
Examples of Immediate Antecedents
- Activity/task demands (length of task; amount/quality of
interaction; match to skill level; type of instruction)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 95.
- Pre-existing factors/events that:
- Make problem behavior more intense or more likely to occur
-
-
- illness, fatigue, hunger, social conflict, skill deficits
- Change the value of reinforcers
-
-
- praise is less effective, peer attention is more reinforcing,
work completion is less important
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 96. Setting Events Triggering Events Maintaining Consequences
Problem Behavior The Behavior Pathway Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 97.
- Work completion is less important (reinforcing) to Demetri
after he has had anargument with his girlfriend before class
- Colognes use of verbal profanity is more likely (reinforcing)
when shehasnt had enough sleep night before
- Peer attention is less distracting (reinforcing) when
Manuellaisnt feeling well
- Getting >50% of math problems wrongdecreases the value
(reinforcement) of starting new math worksheets.
Examples of Setting Events Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 98. Types of Setting
Events
- Environmental Factors: prior peer/teacher interactions, home
environment, social relationships, changes in
routines/schedules
- Learning Factors: (dis)ability, interest in activities,
attention span, need for activity, skill level, prior experiences
in teaching modality, poor grades
- Personal Factors: medications, physical or mental illness, poor
sleep and/or nutrition, sensory integration issues, anticipation of
frustration or embarrassment, anger
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 99. Consequence
- An event that contingently follows a behavior and affects
whether the behavior will increase or decrease over time
-
- the event may follow immediately or distantly
- A resulting, influential event that follows the occurrence of a
behavior
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 100.
- Givenan office discipline referral
- Having to clean up a mess
- Not being able to play sports
Examples of Consequences
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 101.
- Identifying the consequencesof a behavior helps us determine
the function or purpose that the behavior is serving for the
individual
- Consequences that indicate function are referred to
asmaintaining consequences .They are the consequences that maintain
the behavior
- Not all consequences are maintaining consequences
- Not all maintaining consequences are planned or
intentional
Maintaining Consequences Paul V. Sherlock Center on Disabilities
@ Rhode Island College, 2009 102. Setting event Triggering Event
Response: Problem Behavior Maintaining Consequence Cleo is new to
the 6th grade. English is her second language. When another student
approaches and says something to her in English, Cleo typically
turns away. The other student walks away. This happens several
times during the day. English Language Learner Student approaches
and speaks in English Cleo turnsaway Otherstudent walks away What
function? Escape peer attention Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 103. SWIS Data - Example
Custom Graph of Possible Motivation(i.e., Function of Behavior)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 104. Setting Events Triggering Events MaintainingConsequence
Problem Behavior Resulting events that maintain the behavior(s)
Preceding events that trigger or occasion the behavior Set of
related behaviors of concern Infrequent events that affect the
value of the maintaining consequence Build A Testable Hypothesis
Using the Behavior Pathway Paul V. Sherlock Center on Disabilities
@ Rhode Island College, 2009 105. Developing a Testable
Hypotheses
- Elements of a testable hypothesis:
- The more specific you can be in defining each of these
elements, the more accurate your testable hypothesis will likely
be
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 106. Example Structures
- When ( Student ) is ( Antecedent / Setting Event ) he/she does
( Problem Behavior ) in order to ( Maintaining Consequence /
Function ).
- It appears to the team that(Student)engages in(Problem
Behavior)in order to (Maintaining Consequence /
Function)when(Antecedent / Setting Event).
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 107. Example of a Testable Hypothesis
- When Davis is presented with an academic task that he does not
want to do, he disrupts the class by (1) verbally refusing to
follow the teachers directions and (2) distracting his classmates
by talking.Daviss behavior is maintained by successfully getting
out of doing his work by being removed from the class/school
(OSS).
- When it is time for independent reading, Ginny puts her head
down on her desk and refuses to begin the assignment.When her
teachers try to get her on task, she puts her fingers in her ears
and turns her head away. Her teachers then stop prompting her to do
her work as long as she is quiet. Ginnys behavior appears to be
maintained by avoiding class work.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 108.
- You should not propose to reduce a problem behavior without
also identifying alternative, desired behaviors the person should
performinstead of the problem behavior (ONeill et al., 1997, p.
71).
Fundamental Rule! Now that we have developed a Testable
Hypothesis for the problem behavior, the next step is to
identifyalternative desired behaviors , also known asreplacement
behaviors The Next Step Paul V. Sherlock Center on Disabilities @
Rhode Island College, 2009 109. Setting Events Triggering
Antecedents Maintaining Consequences Desired Behavior Consequences
ProblemBehavior Replacement Behavior Competing Behavioral Pathways
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 110. Identify the Desired Behavior
- Thedesired behavioris the behavior you want the student to
perform given the antecedent conditions
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 Antecedent Desired Behavior Given a seat work task Given a
teacher request Given a taunt from a peer Student will work quietly
Student will comply Student will turn and walk away 111. Setting
Events Triggering Antecedents Maintaining Consequences
DesiredBehavior Maintaining Consequence ProblemBehavior Replacement
Behavior Whines, screams, pushes peer Peer asks for toy Hunger Peer
moves away without toy Share the toys TeacherPraise
forrelinquishingthe toys Competing Behavioral Pathways Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009
112.
-
- The biggest challenge, once you have identified the behavior
pathway, is trying to replace aneffective, highly reinforcing
problem behavior with aless effective, less reinforcing
alternativepositive replacement behavior
Replacing a HighlyReinforcing Problem Behavior Paul V. Sherlock
Center on Disabilities @ Rhode Island College, 2009 113.
Replacement Behavior
- A replacement behavioris a socially acceptable behavior, taught
to the student, that achieves thesame function (result) as the
problem behavior
- An Appropriate Replacement Behavior:
-
- Serves thesame functionas the problem behavior
-
- Isas or more effective/as easy to perform(once taught) as the
problem behavior
-
- Issocially acceptable and a contextual fit
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 114.
- Because if we ONLY take the toy away, we did not teach a
positive way for Ethel to get her needs met, (i.e. keep the
preferred toys). This response over time often leads to
disengagement and an increase in problem behaviors
- Replacement Behaviors address the questions:
- How can Ethel keep the toy without having to engage in problem
behavior?(maintain the function)
- What can we teach Ethel using instruction, practice, meaningful
reinforcement and assessment, that will increase the likelihood
that she will choose a more socially acceptablebehavior?
Why Are Replacement Behaviors Important? Paul V. Sherlock Center
on Disabilities @ Rhode Island College, 2009 115. Setting Events
Triggering Events Maintaining Consequences Problem Behavior Hunger
Peer wantstoy Screamingand pushing peers Peer goes away Ethel keeps
toy Desired Behavior Maintaining Consequence TeacherPraise
forrelinquishingthe toy Will share toys . Competing Behavioral
Pathways Replacement Behavior Ask for help From teacher Why
isfunctionimportant? Because consequencescompete!! Paul V. Sherlock
Center on Disabilities @ Rhode Island College, 2009 116. Behavioral
Functions
- BEHAVIORAL EXCESSES Too much of a behavior
-
- OBTAIN OBJECTS/ACTIVITIES
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 117. Skill Development
- BEHAVIORAL DEFICITS Inability to adequately perform a
behavior
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 118. Problem Analysis Interview:Designing Interventions Paul
V. Sherlock Center on Disabilities @ Rhode Island College, 2009
119. Behavior Support Plans
-
- Show how everyone will change Not justthe child
-
- Flow from the functional assessment
-
- Fit with values and skills of people using it
-
- Goal: make the problem behavior
-
- irrelevant, inefficient, and ineffective!
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 120. Interventions with Antecedents
- Allows opportunity to teach alternatives in a more pleasant
environment
- Avoids negative consequences of the problem behavior for the
child
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 121. Addressing Antecedents
-
- How can the setting or the immediate predictors be changed to
avoid the problem behavior?
-
- What can be added to the daily routine to make it more likely
that a desired behavior happens.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 122. Antecedent and Setting-Event Modifications
-
- avoid giving difficult work problems for ind. seatwork
- Interspersedifficult/unpleasant events with easy or pleasant
events
-
- Mix mastered tasks with acquisition
- Addevents that promote desired behavior
- Blockor neutralize the impact of negative events
(Babbara & Knoster, 1998) Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 123. Teaching Alternative
Skills
- Replacement skills 1-1 replacement that serves exact function
of problem behavior
-
- I need help vs head banging
- General skills prevent need for problem
- Coping and tolerance skills cope with problem
(Babbara & Knoster, 1998) Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 124. Alternative
Skills
- Have an immediate and positive result
- Taught before problem behaviors happen
- Generalize across settings and are easily understood
(Babbara & Knoster, 1998) Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 125. Consequence
Interventions
- Increase use of alternative skills
-
- Replacement, general or coping/tolerance
- Reduce outcomes of problem behavior
-
- Re-direct or prompt use of alternative skill
-
- At first sign of crisis calming activity
(Babbara & Knoster, 1998) Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 126. Developing
Consequence Interventions
- How will the plan reinforce alternative behaviors?
- How will the plan teach the child that the problem behavior is
on longer effective, efficient, or desirable?
- How will the plan de-escalate crisis and protect the child and
others?
- ( Bambara & Knoster, 1998)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 127. Adapting the Curriculum & Instruction Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009 128.
REMEMBER
- Behavior problems are less likely if kids are actively
engaged
- instructional procedures?
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 129. Adapting the Curriculum & Instruction
- Concrete factors that can be changed to increase
engagement
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 130. Time Accommodations
- Shorter periods (10 minutes on, 2 minutes off)
- Space short work breaks or change of task
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 131. Learning Style Accommodations
- Auditory, Visual, & Kinesthetic
-
- Verbal and written instructions/exams
-
- Cues to important info This is important
-
- Written copy of material provided
-
- Flash cards in bold colors
-
- Manipulative, hands-on activities (e.g. marker boards, counting
bears)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 132. Environment Accommodations
- Allowing student to work in different parts of the
classroom
- Seated in an area free from distractions (e.g away from
specific peers, empty distracting items from the desk)
- Pull sticks to ensure students have an equal chance of being
called on during discussions
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 133. Content Accommodations
- Intersperse easy/difficult problems
- Highlighting important aspects of content
- Present material at an individual students level
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 134. Behavioral Interventions Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 135. Behavior
Interventions
- Self-Management / Beeper tapes
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 136. Coercive Cycle Paul V. Sherlock Center on Disabilities @
Rhode Island College, 2009 Adult MakesRequest Adult Acts
withHostility orWithdraws Child AvertsRequest Child Reactswith
Hostility 137. * see p. 62 of Rhode et al. (1992) Precision
Requests Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 138. Positive Reinforcement
- Intermittent vs. Continuous
-
- Use of backup reinforcers
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 139. Common Properties of Differential Reinforcement
- Differential reinforcement is the reinforcement of one form of
behavior and not another, or the reinforcement of a response under
one condition but not another.
- Differential reinforcement uses positive reinforcement to
differentiate or separateappropriatestudent behavior
frominappropriatebehavior by increasing one while decreasing the
other.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 140. Mystery Motivators
- Incentive system designed to deliver random rewards for
appropriate behavior
-
- Select basic rewards for students to earn
-
- Write one selected reward on piece of paper and put it in a
sealed envelope
-
- Define the behavior you want to see
-
- Utilize invisible markers and write an M in a few of the reward
boxes
-
- If student meets the goal, they get to color in the box for
that day.If an M appears, they open the envelope immediately for
their reward.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 141. Mystery Motivators
- If no M appears after the student colors the square,
congratulate them on their behavior and tell them that tomorrow
could be a reward day
- In the beginning, there should be 2-3 Ms per week
- Positive comments are important Scott got a 75% on his homework
great job versus Scott is trying but has so much more
potential
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 142. Home-School Note
- A home note is used to share information between the teachers
and parents
-
- Decide what type of home note is necessary (Daily, weekly
ect.)
-
- Set up a conference with parents get their input
-
- During conference, decide on behaviors that should be included
on the note.
-
- During the conference, decide how behaviors should be
rated.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 143. Home-School Note
- During the conference, decide on what type of reinforcement
should be used for each rating
- Discuss that no excuse should be accepted (e.g. I forgot, There
was a substitute teacher)
- Explain the procedure to the student
- Begin the home note on Monday try to give the student positive
ratings for the first few days if possible.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 144. Token Economies
- Behaviors to be reinforced are identified and defined.
- A medium of exchange is selected.A medium of exchange refers to
some symbol or token that a student received after successfully
completing the target behavior.
- Back-up reinforcers are provided that can be purchased with the
tokens.
Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities
@ Rhode Island College, 2009 145. Reasons for the Effectiveness of
Token Economies
- The time gap is bridged between behavior and back-up
reinforcer.
- The amount of reinforcement is immediately obvious to
students.
- Tokens are unaffected by the mood of the praiser
- Tokens make use of generalized conditioned reinforcers.
- Tokens provide stimuli that control teacher behavior.
Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities
@ Rhode Island College, 2009 146. Rules for Establishing a Token
Economy
- Select an appropriate token.
- Establish reinforcers for which tokens can be exchanged.
- Establish a ratio of exchange.
- Develop a reward menu and post it in the classroom.
- Designate a time when children can exchange tokens.
- Implement the token economy.
- Provide immediate token reinforcement for target
behaviors.
- Gradually change from a continuous to variable schedule.
- Provide a time to exchange tokens for back-up reinforcers.
- Revise the menu frequently.
Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities
@ Rhode Island College, 2009 147. Behavior Contracts
- Contracting involves placing contingencies for reinforcement
into a written document which is agreed to and signed by the
student
- Select contract reward with help from student
- Define contract criteria, including the amount of behavior
required, amount of reinforcement and the time limits for
performance
- If necessary, include a bonus clause for exceptional
performance or behavior completed before the contract time
limits
- Negotiate the contract with the student
- Put terms of contract in writing
- Set a date for reviewing the contract
- Have all participating parties sign the contract.Keep a copy,
and make a copy for each participant
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 148. Reasons Why Contracts Work
- Contracts involve rule-governed behavior.
- Contracts are public documents.
- Students are equal participants.
- Behavior of all participants is clearly specified.
Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities
@ Rhode Island College, 2009 149. Guidelines for Successful
Contracting
- Rule 1:Contracts must be fair.
- Rule 2:Contracts must be clear.
- Rule 3:Contracts must be honest.
Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities
@ Rhode Island College, 2009 150. Novel Applications of Positive
Reinforcement Paul V. Sherlock Center on Disabilities @ Rhode
Island College, 2009 151. Chart Moves Source: John Maag, 2005 Paul
V. Sherlock Center on Disabilities @ Rhode Island College, 2009
152. Chart Moves A Comic Book Help Librarian Move Desk Listen to
Music First in Line Lunch with Teacher Jims Tower Lisas Tower
Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities @
Rhode Island College, 2009 153. Spinners Source: John Maag, 2005
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 154. Good Behavior Game
-
- Select instructional period
-
- Explain procedures and rewards
-
- Divide class into 2 teams
-
- Tally behavior team with fewest number wins.If both teams are
below pre-specified level all students earn the reward
-
- Initially rewards should be given daily then faded to
weekly
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 155. The person who is supposed to implement the strategy
needs to be actively involved in designing it; or it probably wont
work ! Ownership & Voice: A Key to Intervention Design
Interventions Source: Lucille Eber Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 156. The task is not
redesign the individual but to redesign the environment in order to
prevent problem behavior and ensure an acceptable behavior is
produced instead. - Rob Horner Source: Lucille Eber Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009 157.
Effective Behavior Interventions:
Source: Lucille Eber Paul V. Sherlock Center on Disabilities @
Rhode Island College, 2009 158. Points to Keep in Mind When Action
Planning with a Team
- Scientifically sound strategies can fail if they dont fit with
values and skills of those who are supposed to implement them.
Contextual Fit Source: Lucille Eber Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 159. Types of Data
Collection
- OUTCOME (Baseline / Treatment)
- IMPLEMENTATION OF INTERVENTION
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 160. Stage II Review
- Evaluate information collected across home and school.
- Collaboratively develop developmentally appropriate goals for
priority behavior across home and school.
- Discuss what is happening before and after the priority
behavior, as well as specific patterns that occur, during the
focused time/setting.
- Collaboratively develop a plan built upon strengths and
competencies to address the priority behavior across home and
school.
- Reaffirm information collection procedures.
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 161. CBC Stage III: Treatment Plan Implementation Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009 162.
The Million Dollar Question??
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 163.
- has the resources to do it.
- fits with the culture of the classroom/home
Make sure. Paul V. Sherlock Center on Disabilities @ Rhode
Island College, 2009 164. Treatment Plan Implementation
- monitor implementation of the intervention across settings
- provide training to parents and teacher, if necessary
- assess behavioral side effects and contrast effects; is the
treatment causing any unforeseen problems or effects?
- determine the need for immediate revisions in the plan
- continue data collection procedures across settings
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 165. Treatment Integrity
- Treatment integrity plan was implemented as
designed/intended
- A student who shows no change in performance at the end of an
intervention may be referred for special education services, when
in fact the intervention was poorly implemented
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 166. Treatment Integrity
- Provide written information about the plan
- Manualize the intervention
- Provide training (e.g., model/rehearsal/feedback)
- Provide script or checklist of plan
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 167. Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 168. CBC Stage IV: Treatment Plan Evaluation Meeting
3 Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 169. Treatment (Plan) Evaluation
- Determine if the shared goals of consultation have been
attained
- Evaluate the effectiveness of the plan across settings
- Discuss strategies and tactics regarding the continuation,
modification, or termination of the treatment plan across
settings
- Schedule additional interviews if necessary
- Discuss ways to continue conjoint problem solving or shared
decision making
Goals Include to : Paul V. Sherlock Center on Disabilities @
Rhode Island College, 2009 170. Outcome Data Paul V. Sherlock
Center on Disabilities @ Rhode Island College, 2009 171. Outcome
Data
-
- Direct Behavioral Observations
- Behavior Intervention Rating Scale( BIRS Von Brock &
Elliott, 1987 )
- Goal Attainment Scaling( GAS; Kiresuk, Smith, & Cardillo,
1994 )
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 172. Data Analysis
-
- Effect sizes (Busk & Serlin, 1992)
-
-
- No assumptions regarding homogeneity of variance and population
distribution
-
-
- Used to compute the difference in phase means within a
case
-
-
- .8 or above is considered large (Cohen, 1992)
-
-
- Mean of TX Mean of Baseline =ES
-
-
- Standard Deviation of baseline
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 173. Baseline Treatment Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 174. Data Analysis
Contd
- Standard deviation of baseline = 4.08
- Which would indicate averylarge effect size
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 175. Social Validity:Are the results clinically meaningful?
BIRS GAS Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 176. Instrumentation
- Behavior Intervention Rating Scale-Revised (BIRS-R)(Sheridan
and Steck, 1995)
-
- 24 itemsmeasuring participants perceptions of
acceptability,effectiveness and time-to-effectiveness of the
problem-solving process
-
- The Acceptability factor is 15 items score on a 6 point
scale
-
- The Effectiveness factor is 7 items scored on a 6
pointscale
-
- The time to effectiveness factor is 2 items on a 6 point
scale
-
- (1= not at all acceptable; 6 = highly acceptable)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 177. Instrumentation Contd
- Goal Attainment Scaling(GAS; Kiresuk, Smith, &Cardillo,
1994)
-
- One item used to evaluate participants perceptions of
attainment of goals set forth by team
-
- Rated on a 5 point scale from -2 (behavior is significantly
worse) to +2 (behavior is significantly better)
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 -2 -1 0 1 2 Compliance with instruction is significantly worse
Compliance with instruction is slightly worse No progress
Compliance with instruction is slightly better Compliance with
instruction is significantly better 178. Additional Analysis: Small
N
-
- Magnitude of Change (Kazdin, 1982)
-
-
- Mean changes shift in average rate of performance across
phases
-
-
- Level changes shift in performance from the termination of one
phase to the onset of the next phase
-
- Rate of Change (Kazdin, 1982)
-
-
- Trend systematic increases/decreases in data over time
-
-
- Latency time period between onset or termination of once
condition and a corresponding change in performance
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 179. Additional Analysis: Small N
-
- Level Stability and Variability (Kazdin, 1982)
-
-
- Level stability variability within data series
-
-
- Data were considered stable when 80-90% fell within 15% of mean
level of the phase
-
- Trend Direction and Stability (Tawney & Gast, 1984)
-
-
- Trend direction steepness of data over time
-
- Overlapping data points (Tawney & Gast, 1984)
-
-
- Percentage of overlap = Calculate the range of data in first
phase. Count the number of data points in the second phase that
fell within the range of the first phase. That number was divided
by the number of data points in the second phase and multiplied by
100
Paul V. Sherlock Center on Disabilities @ Rhode Island College,
2009 180. Whole Group Independent Seatwork Baseline Treatment
Follow up JVs Compliance during Math Paul V. Sherlock Center on
Disabilities @ Rhode Island College, 2009 181. Group 1 Group 2
Baseline Treatment Follow up DLs Letter Recognition Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009 182.
Case Outcome Example Baseline Treatment Effect Size = 1.87 Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009 183.
Case Outcome Example Baseline Treatment Effect Size = 1.16 Paul V.
Sherlock Center on Disabilities @ Rhode Island College, 2009 184.
RIPBIS Paul V. Sherlock Center on Disabilities @ Rhode Island
College, 2009 Tertiary Level Behavior Support Plan Type of Support:
Conjoint Behavioral Consultation Assessment Complex Cross-setting
FBA; Record review Social/Medical history; Social-Emotional Rating
Scales Data Collection Progress monitoring of behavioral
observations; SWIS ODR data Plan Implementation Complete behavioral
support plan steps; Daily completion of support plan fidelity
checklist Plan Evaluation