Step 1 A Î B Î C Step 2: Step 3 Step 4 AND/OR · PDF fileHandout B1-B2 (continued) Step 5: ... only she will try. The teacher normally spends at least 2 minutes per assignment...

Handout B1-B2 PROBLEM ANALYSIS FOR BEHAVIOR PROBLEMS

Deciding what Behavior to Target and How to Intervene Step 1: Identify the Behavior Problem Specifically and Put into a Functional Context

A B C What happened Before Define/Describe the Behavior What happened After Step 2: Identify the Desired “Replacement” Behavior What do you want the student to do instead of the inappropriate or absent behavior? Describe the behavior avoiding the words “not” or “don’t” or “stop” Example: Instead of saying “I want the student to stop hitting other students,” say “I want the student to use his/her words to express anger, walk away, get help from an adult. Step 3: Decide: Is this a Skill Deficit (i.e., the student does not know how to do the skill) or a Performance Deficit (i.e., the student is choosing, for some other reason, not to do the skill)? Step 4: Develop hypotheses as to why the behavior might be a skills deficit. Student has been given no opportunity to learn or master the skill. Student was not completely or appropriately trained. Student did not respond to or was not motivated by training. The training did not last long enough, did not provide enough opportunity for practice, or was not transferred into “real-life” situations or settings. AND/OR Develop hypotheses as to why there might be a performance deficit The student’s inappropriate behavior is being consciously or inadvertently reinforced at a higher level than expected desired behavior. Peers are attending to or reinforcing inappropriate behavior, or they are ignoring or negatively reinforcing expected or desired behavior. Student fears (real or imagined) peer rejection or intimidation.

The student is receiving inconsistent messages or incentives and consequences relative to expected or desired behavior.

Student does not realize the expected or desired behavior is needed in a specific situation or setting.

Handout B1-B2 (continued)

Step 5: Develop other hypotheses as to why the behavior might be occurring: Student hypotheses Teacher/Instructional hypotheses Curricular hypotheses Classroom/Peer hypotheses Building hypotheses Home/Community hypotheses Step 6: Confirm hypotheses and link to specific interventions that will resolve the situation. Step 7: Develop a Behavior Support Plan. Plan should include: Antecedent strategies: altering the environment to prevent problem behavior. Teaching strategies: Teaching alternative behavior to getting the same need met (function) or teaching skills for dealing with the trigger Consequences: Positive for increasing behavior Negative to decrease inappropriate behaviors Crisis Plan If needed Step 8: Implement, keep data and Evaluate (Knoff 2001)

Handout B3 ABC Activity: These activities are to be done with a partner. Allow 5 minutes per situation for the team to discuss and complete. Activity Situation 1: Trisha wants teacher attention. Whenever the teacher gives Trisha an assignment to do, she immediately puts her head down on her desk. Seeing this, the teacher walks over to Trisha, leans down and with great care, talks to Trisha about how she knows Trisha can do the assignment if only she will try. The teacher normally spends at least 2 minutes per assignment getting Trisha started. What is the antecedent? _________________________ What is the behavior? _________________________ What is the consequence? _________________________ Activity Situation 2: Every day, during recess, Spencer (who has a severe speech and language disability) runs over to the swings, which is his favorite piece of equipment. If he gets to the playground late and someone else is on the swing, he will grab the swing and pull him or her off. Usually the student pulled off the swing will go and tell the duty teacher who will eventually come get Spencer off the swing and make him stand on the wall. Spencer’s parents are tired of him standing against the wall during recess and want the practice stopped. The school’s position is that they can’t let him hurt the other kids. What is the antecedent? __________________________ What is the behavior? __________________________ What is the consequence? __________________________

Activity Situation 3 Adam is an 11th grader, and whenever the teacher gives him an assignment, which is unfamiliar to him, he argues about why he has to learn the material or why he has to do it. The arguments usually last a few minutes and end with the teacher becoming upset and sending him to the resource room. When he gets to the resource room, the resource room teacher sits down with him and explains what he needs to do to complete the assignment. Adam starts to work without any further comment. What is the antecedent: ____________________________ What is the behavior: ____________________________ What is the consequence: __________________________

Handout B4

Answers for ABC’s Activities

Activity Situation #1 What is the antecedent: Teacher presents a task What is the behavior: Trisha puts her head down What is the consequence: teacher attention. Activity Situation #2 What is the antecedent: Recess, swing What is the behavior: Pulls or pushed another student off the swing. What is the consequence: Gets to swing on swing. Activity Situation #3 What is the antecedent: unfamiliar work What is the behavior: arguing What is the consequence: being sent to resource room/getting assistance

Handout B5

Schedules of Reinforcement

Instructions: Identify the reinforcement schedule illustrated in the following examples by placing the appropriate abbreviation in the blank next to the item. Use the following code: Fixed Ratio (FR) Variable Ratio (VR) Fixed Interval (FI) Variable Interval (VI) _____ 1. Getting a paycheck every month. _____ 2. Pop quizzes _____ 3. Slot machines at gambling casinos _____ 4. A factory worker who is paid for piece work _____ 5. Fly fishing: casting and reeling back several times before catching a fish _____ 6. Collecting bottles, cans, or other recyclables for cash _____ 7. Buying lottery tickets _____ 8. Watching for shooting stars _____ 9. Playing Bingo _____ 10. A student receives $1 for every 100 envelopes stuffed and sealed

Handout B6 Observable and Measurable Behavior

Activity Check if the behavior described is both observable and measurable.

_____ 1. Will is not in his assigned seat. _____ 2. Jim doesn’t understand a concept presented by the teacher. _____ 3. Laura dislikes the other students in her group. _____ 4. Deb correctly completed ten math problems. _____ 5. Liz taps her pencil on the desk. _____ 6. David checked out five books from the library. _____ 7. Sue asks the teacher to repeat instructions. _____ 8. Vicki sucks her thumb during nap time. _____ 9. Barbara speaks without permission. _____ 10. Toni raises her hand to ask for help. _____ 11. Donna enjoys reading. _____ 12. Josie cries when she is in the cafeteria. _____ 13. Jon is lazy. _____ 14. Janet doesn’t like to work with the other students in her classroom. _____ 15. Ken is angry.

Handout B7

Frequency Data – Activity Part I

Billy, a student in the preschool classroom in which you work, frequently leaves his assigned “spot” during circle time. The teacher has asked you to observe him for five days during circle time and count the number of times he leaves his spot. You collected the following data during the five days. Day 1: left spot 7 times Day 2: left spot 9 times Day 3: left spot 4 times Day 4: left spot 6 times Day 5: left spot 3 times

Using the above data, complete the Frequency Record form.

Frequency Record Form

Student: Billy Behavior: Leaving assigned spot during circle time Day Time Tally Total Start /Stop

Handout B8 Duration Activity – Joseph

Part I

Joseph, a student in the classroom in which you work, frequently taps his pencil for extended periods of time. This behavior is distracting to everyone in the classroom, and the teacher has asked you to take data to determine how long the pencil tapping episodes are lasting. You observe Joseph for five days and obtain the following data. Day 1: Started 2:05 Ended 2:20 Total Time _________ Day 2: Started 1:30 Ended 1:40 Total Time _________ Day 3: Started 2:05 Ended 2:15 Total Time _________ Day 4: Started 2:45 Ended 2:50 Total Time _________ Day 5: Started 12:30 Ended 12:35 Total Time _________ Instructions:

1. Compute the length of time, in minutes, of each episode. 2. Record the information on the Duration Data form.

Handout B9 DURATION DATA SHEET

Joseph – Part I

Student: Behavior:

Day 1

Start Time ____________________ End Time______________________ Total Time ____________________ (# of minutes)

Day 2

Start Time _____________________ End Time_______________________ Total Time _____________________ (# of minutes)

Day 3

Start Time______________________ End Time _______________________ Total Time ______________________ (# of minutes)

Day 4

Start Time ____________________ End Time ______________________ Total Time _____________________ (# of minutes)

Day 5

Start Time _____________________ End Time _______________________ Total Time ______________________ (# of minutes)

Handout B10 Interval Recording Activity

Jonathan

Jonathan frequently hums during independent work times. His humming is a distraction to other students trying to complete their work. The teacher has asked you to observe Jonathan at one-minute intervals during a fifteen minute independent work time using an interval recording method. Using the data below, chart Jonathan’s humming behavior on the Interval Record Form. You observed him on November 5 from 9:45 to 10:00 a.m. Interval # Hummed – yes/no

1 yes 2 yes 3 yes 4 no 5 no 6 yes (2 times) 7 yes 8 no 9 no 10 no 11 yes 12 yes 13 yes 14 no 15 no

Handout B11 Sample of Interval Record Form

Student______________________________________ ___________

Behavior__________________________________________________ X = behavior occurred O = behavior did not occur Record at 1 minute intervals Starting Time___________ Ending Time____________ Date 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Handout B12 Activity – Anecdotal Recording

Directions: After reading the incident below, take out the information you don’t think needs to be included and then record the needed information on the “Anecdotal Recording Form.”

Tommy & Brad

(1) During morning (9:45) recess Tommy and Brad were outside playing on the slide. (2) Brad was behind Tommy going up the steps on the slide. (3) He didn’t think Tommy was going fast enough. (4) Brad told Tommy to go faster and pushed the back of Tommy’s legs. (5) Tommy turned around and told Brad to stop it or else. (6) Brad told Tommy to shut up, and Tommy said, “Make me!” (7) Brad grabbed one of Tommy’s feet, and then Tommy stepped on Brad’s head with his other foot. (8) Brad was real mad at this point. (9) He pulled Tommy’s foot, and they both fell off the slide. (10) When they fell, Tommy landed on Brad. (11) Brad had some scratches on his back. (12) Tommy was just scared because he fell. (13) Brad can’t control his temper and is always starting fights with the other children, but he runs away before the other child can do anything to him. (14) Sometimes I think if we let one of them catch him it might put a stop to this nonsense. (15) I know his whole family, and they’re all just like this – they fight all the time. (16) If you ask me, I think they just like to fight, and I think it’s time we put a stop to it!

Handout B13 Anecdotal Recording Activity – Tommy and Brad

Happy Days Elementary School

Anecdotal Recording Form

Observer________________________________Observation Date_________ Observation Time ________ Student(s) Name_________________________________________________ Location/Setting_________________________________________________ Description of the incident_________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

______________________________________________________________ Notes/Recommendations/Actions___________________________________________________________________________________________________ ______________________________________________________________ ____________________________________ Signature

Handout B14

Frequency Data Activity - Chart Billy – Part II

Chart your data from Part I of the activity in the space below. Don’t forget to label the vertical axis and the horizontal axis.

________________________________________________

Handout B15 Duration Activity – Joseph

Part II

Using the information from the Duration Data activity, Part I, chart the data you recorded using the “graph” provided below. Remember to label your vertical axis and horizontal axis. The vertical axis should indicate the duration times of Joseph’s pencil tapping, and the horizontal axis should indicate the day it occurred. __________________________________________

Glossary of Terms for Behavior Module

ABCs of Behavior: The process of identifying what is causing or maintaining behavior is called the ABCs of Behavior. Active listening: Reflecting and responding – actively showing that you are listening and hearing what the other person is saying, and often, feeling. Anecdotal Records: Written notes describing/ documenting events/ incidents that occur and usually become part of a student’s file. Examples of incidents recorded: Unexpected or infrequently occurring events; conversations with parents. Antecedents: This usually refers to events that occur just before the behavior occurs. Antecedent Control Strategies: The Best Emergency Management is NOT to have an emergency in the first place. What can we do? Remove seductive objects. Plan, schedule, anticipate and change events and routines in order to have things go smoothly. Behavior Management Plans:

• Written document • Describes the behavior to be changed • Describes strategies or interventions regarding the target

behavior • Includes a recording system • Developed by teacher or school team. • Sometimes includes paraprofessional’s input • Assists the teacher and para to proactively and effectively deal

with behavior.

• Communicates behavioral expectations and consequences for achieving the goal.

• Helps paras and teachers remain consistent. Behavioral Chain - Think about it as a number of response chains, a chain of responses. Think of the “task analysis”. Behaviors have little spaces between them. One behavior serves as a cue for the next. What I do right now reinforces the previous. Can you do something to INTERRUPT the chain of events? Lots of ways to intrude on that chain. Classical Conditioning: Learning based on repeated association. (The things that happen at the same time as something important to you – become important also. These things then become a signal.) Conditioned Aversive Stimulus – A stimulus (could be you) gets PAIRED WITH an unpleasant or aversive event (like punishment), and that stimulus also becomes aversive (like the sight of the punisher). Confidentiality - What you hear and read goes no further. Consequences: What immediately follows the behavior. Discipline: Comes from the word “disciple” – which means to teach and to guide. “Discipline” is not synonymous with punishment. DRA – Differential Reinforcement of Alternative Behavior. The idea here is to reinforce alternative behaviors, which will increase, and the original, undesirable, behavior will decrease.

DRI – Differential Reinforcement of Incompatible Behavior. The child is reinforced for an appropriate behavior that is incompatible with a behavior you are trying to decrease. As one increases, the other HAS to decrease. Example: You reinforce “in-seat” behavior, and “in-seat” behavior increases. Therefore, “out-of-seat” behavior HAS to decrease. DRL – Differential Reinforcement of Low Rates of Behavior. The child is reinforced for bringing the problem behavior down to a very low, tolerable, rate of occurrence. DRO – Differential Reinforcement of the Omission of Behavior. The child is reinforced for OMITTING an offensive behavior. (Example: He gets x number of points for NOT hitting anyone all day.) Duration Recording: A record of the length of time from the beginning to the end of a behavior, i.e., how long the behavior lasts. This method is used for behaviors occurring less frequently and for a longer time. Examples of behaviors to record using this method: crying episodes, tapping the desk with a pencil, screaming Elicited aggression – Reflexive aggression, evoked – by us or circumstances. Environmental Variables: Variables present in the environment that can cause or contribute to the students’ inappropriate behaviors. Examples: temperature, adults, room arrangement, other students, etc. Escalating Behavior: Behavior that is becoming more out of control.

• Questioning and arguing • Noncompliance and defiance • Verbal abuse

• Disruption • Bothering others • Destruction of property • Whining and crying • Limit testing • Threats and intimidation • Avoidance/escape • Off-task behavior

Extinction: If reinforcement stops coming after the behavior, the behavior will gradually weaken and disappear. Frequency Recording: A record of the number of times a specific behavior occurs within a specific time period. Frequency recording is useful for behaviors with a clear beginning and ending and are of relatively short duration. Examples: hitting, leaving seat, raising hand. Function of Behavior: What the student is getting or avoiding when they engage in a specific behavior. Interval Recording: A method that measures whether or not a behavior occurs within a specific time interval. Examples of behaviors recorded with this method: toy throwing, smiling, socializing with other students. Intra-child Variables: Variables within the student, which can influence his or her behavior. Example: Physical and emotional factors, past traumas, etc. Law of Effect: Behaviors which lead to satisfying consequences will be strengthened and are likely to be repeated, whereas behaviors

that lead to unsatisfying consequences will be weakened and are less likely to occur again. Maturation: Some behaviors change just as part of the process of development – not learning. Modeling/Observational Learning: The third way students learn behaviors is by watching others. They watch you – how you handle your anger, etc. They watch other students – and what behaviors get reinforced and punished. When you model a procedure in order to teach them how to do it – they learn by watching you demonstrate. Much learning happens this way. Noncontingent fun: Fun that doesn’t have to be EARNED. Non-directive listening: Listening and not trying to direct the situation. Operant Conditioning: Learning from the consequences of our behavior. Positive Reinforcement: Something (stimulus) is presented following a behavior, and the behavior increases. Primary Reinforcers - naturally reinforcing and do not have to be acquired through learning: Food, water, warmth, air. Proactive: The process of thinking ahead and planning – in order to avoid problems – as opposed to “reactive”.

Proximity Control - Standing near a student who is experiencing difficulty. Moving around the room helps most students stay on task because of your “proximity” to them. Punishment: A stimulus or event occurs following a behavior, and the behavior decreases.

• Presentation of something unpleasant. • Removal of positive reinforcement

Time Out (from reinforcement) Response Cost (a fine – take away positive

reinforcement already earned.) Redirection – an attempt to distract the student from one thing and “redirect” to another – a method of behavior control.

• Redirect to competing activities • Run an errand • Ask entire class to name three favorite things and call on

student first. • Ask entire class to stand up and take a deep breath. • “Check this and see if it’s ok.” • Ask student to collect the classwork. • 2 children starting to escalate – “Excuse me, would you run this

here – and you – would you do this over here?” • “Help me” instructions • Run this paper to the office for me. • Help me take out the trash. • Collect the papers for me. Or – I dropped my papers and I

need your help. Reinforcement: Any consequence that increases the probability of a behavior occurring. Schedules of Reinforcement:

• CONTINUOUS REINFORCEMENT - (Every response is reinforced)

• INTERMITTENT REINFORCEMENT - (Not all responses are reinforced)

Fixed Interval - The first response that occurs after a predetermined period of time is reinforced.

Variable Interval - The 1st response made after a variable amount of time is reinforced.

Fixed Ratio - Reinforcement occurs after a specified # of responses.

Variable Ratio - Reinforcement occurs after a varying # of responses have been made. Highest rate of responding.

Secondary Reinforcers - learned reinforcers (by associating them with primary reinforcers): money, grades, prizes, applause. Shaping: The method of reinforcing successive approximations of the target behavior. We “shape” behaviors gradually – such as teaching an infant how to use silverware, or reinforcing a student for putting more and more of his body in his seat. Spontaneous Recovery: Recurrence of a behavior - after rest or not being in that situation - following extinction. Target Behavior – the behavior you are targeting in order to change. “Thoughtful” aggression. “Come back and get you aggression” – Columbine, etc. Time Sampling: Behavior is recorded ONLY if it occurs at the end of the specified time period.

PARAPROFESSIONAL TRAINING MODULE ON BEHAVIOR

Pretest Post test

Name _______________________________________ Answer the following with T (True) or F (False).

____ 1. Positive feedback can improve student behavior.

____ 2. The process of identifying what is causing or maintaining behavior is called the

ABCs of Behavior.

____ 3. Paraprofessionals provide information to the teacher about behaviors they

observe during recess, lunch, etc.

____ 4. A behavior management plan assists teachers and paraprofessionals in dealing

with students’ behavior by making it easier to be consistent.

____ 5. Paraprofessionals can take part in implementing behavior plans.

____ 6. It is acceptable for a paraprofessional to decide how students should be

disciplined.

____ 7. Function of Behavior means “What is the student getting or avoiding when they

engage in a specific behavior?”

____ 8. For effective behavior management, it is important to tell students what is good

about their behavior.

____ 9. Standing near a student who is having difficulty staying on task is an effective

way of promoting appropriate behavior.

____ 10. Demonstrating behaviors assists students in learning new expectations.

Directions: Circle the correct answer. Circle Pretest Posttest 11. A good time to ignore behavior is: a. if it is attention-seeking c. if it is disrupting class e. all of the above b. if it is hurting another d. if it interferes with learning f. I don’t know 12. Variables that can contribute to inappropriate behaviors can include:

a. Supervising teacher expectations are too high/too low for student b. Feedback to student is not frequent enough c. Rates of reinforcement are too low for student’s needs

d. All of the above.

13. Rules and instructions should be: a. Guidelines for behaviors d. Both A and B b. clearly communicated to students e. I don’t know.

c. used to catch a student acting inappropriately

14. Praising students should: a. specifically describe the behavior being praised d. all of the above b. be done immediately when they are being appropriate e. I don’t know

c. be genuine

15. Observing and recording student behavior is important in special education classrooms because: a. it allows teachers to document changes in student behavior. b. it provides the opportunity to see which teaching methods are working. c. feedback on behavior can assist students in learning to manage their own behavior.

d. all of the above.

16. When the observer measures and records the length of time that a behavior occurs, they are using which technique? A. duration b. percentage c. frequency d. time sampling e. anecdotal record 17. Punishing a student may: a. discourage unacceptable AND acceptable behaviors b. damage the student’s relationship with the teacher and / or paraeducator c. give attention to the wrong behavior d. all of the above

e. I don’t know.

18. Students benefit from behavior management plans in the classroom by: a. the positive environment it can provide d. all of the above. b. having more time for learning. e. I don’t know.

c. learning that different situations require different behaviors

19. When the observer records how many times a specific behavior occurs during a defined time period, this is called: a. duration b. percentage c. frequency d. time sampling e. anecdotal record

PARAPROFESSIONAL TRAINING MODULE ON BEHAVIOR

Pretest Post test

Name __ANSWER KEY Answer the following with T (True) or F (False).

__T__ 1. Positive feedback can improve student behavior.

__T__ 2. The process of identifying what is causing or maintaining behavior is called the

ABCs of Behavior.

_T___ 3. Paraprofessionals provide information to the teacher about behaviors they

observe during recess, lunch, etc.

_T___ 4. A behavior management plan assists teachers and paraprofessionals in dealing

with students’ behavior by making it easier to be consistent.

__T__ 5. Paraprofessionals can take part in implementing behavior plans.

__F__ 6. It is acceptable for a paraprofessional to decide how students should be

disciplined.

__T__ 7. Function of Behavior means “What is the student getting or avoiding when

they engage in a specific behavior?”

__T__ 8. For effective behavior management, it is important to tell students what is good

about their behavior.

__T__ 9. Standing near a student who is having difficulty staying on task is an effective

way of promoting appropriate behavior.

__T__ 10. Demonstrating behaviors assists students in learning new expectations.

Directions: Circle the correct answer. Circle Pretest Posttest 11. A good time to ignore behavior is: a. if it is attention-seeking c. if it is disrupting class e. all of the above b. if it is hurting another d. if it interferes with learning f. I don’t know 12. Variables that can contribute to inappropriate behaviors can include:

a. Supervising teacher expectations are too high/too low for student b. Feedback to student is not frequent enough c. Rates of reinforcement are too low for student’s needs

e. All of the above.

13. Rules and instructions should be: a. Guidelines for behaviors d. Both A and B b. clearly communicated to students e. I don’t know.

d. used to catch a student acting inappropriately

14. Praising students should: a. specifically describe the behavior being praised d. all of the above b. be done immediately when they are being appropriate e. I don’t know

f. be genuine

15. Observing and recording student behavior is important in special education classrooms because: a. it allows teachers to document changes in student behavior. b. it provides the opportunity to see which teaching methods are working. c. feedback on behavior can assist students in learning to manage their own behavior.

g. all of the above.

16. When the observer measures and records the length of time that a behavior occurs, they are using which technique? A. duration b. percentage c. frequency d. time sampling e. anecdotal record 17. Punishing a student may: a. discourage unacceptable AND acceptable behaviors b. damage the student’s relationship with the teacher and / or paraeducator c. give attention to the wrong behavior d. all of the above

h. I don’t know.

18. Students benefit from behavior management plans in the classroom by: a. the positive environment it can provide d. all of the above. b. having more time for learning. e. I don’t know.

d. learning that different situations require different behaviors

19. When the observer records how many times a specific behavior occurs during a defined time period, this is called: a. duration b. percentage c. frequency d. time sampling e. anecdotal record