Teaching a Different Way of Behaving: Positive Behavior Supports by Cathy Pratt Chapter 7.

Teaching a Different Way of Behaving: Positive Behavior Supports

by Cathy Pratt

Chapter 7

Crisis Management

When a student with an ASD engages in dangerous behaviors, an expert is often called in to provide a “quick fix” that will have an immediate impact on the situation

The Problem with Crisis Management

Short-term solution with no long-term educational benefit

Addresses the immediate behavior, but not the underlying cause

Dangers of a Crisis Management Approach Our response could potentially escalate

the behaviorRestraining a student who craves deep

pressure would reinforce the behaviorIf behavior is related to stress or anxiety,

confrontation may make it worseIf the student is looking for attention or

excitement, an emotional response may provide it

An Appropriate Crisis Management Plan If student is at risk, a plan is vital Each person involved with student in

crisis must know how to respond:Keep everyone safeMinimize the situationDon’t lecture; keep words to a

minimum, and don’t show emotion

After the Crisis

After the immediate crisis has passed, team should review what part of plan worked and what should happen next time

Once student is out of crisis, need to start work on a real plan for behavior change

How Behavioral Perspectives Are Changing

In the past, focus was solely on manipulating consequences to change behavior

Today, behavioral support plans focus on teaching students socially valid ways of responding

Underlying Assumptions of a Positive Behavioral Support

Approach Behavior is:

Influenced or governed by settingFunctional, purposeful, and

meaningful to the individualAffected by internal events, including

emotional and medical issuesInfluenced by factors outside the

immediate environment

Underlying Assumptions of a Positive Behavioral Support

Approach Behaviors will change as people mature

and develop new competencies. Puberty demonstrates that not all maturation

improves behavior. Behavioral supports are guided by a strong

value base Are you more focused on the student’s

quality of life and teaching him self-control? Or are you more focused on controlling the

situation, with a more punitive approach?

The Goal of a Positive Behavior Support Plan

The Goal is…

LONG-TERM CHANGE

Functional Behavioral Assessment

The process of gathering information necessary to understanding the function of a behavior

Long considered best practice, it is now articulated under IDEA

The Behavior Support Team

Should include members from all environments in which the student interacts, including: Family Teachers Paraprofessionals Therapists Doctors Student himself

Responsibilities of the Team

Decisions impacting the student must be made within the team structureDecisions made in isolation fragment

the team, and lead to ineffectual planning and poor outcomes

6 Steps to Positive Behavior Support

Steps include:Defining the behavior of concernGathering infoDeveloping hypothesesCreating the behavioral support planImplementing interventionsMonitoring implementation and

outcomes

Step 1: Defining the Behavior of Concern Behavior must be described and written in

a measurable and observable formatPoor descriptors:

• “Aggressive”• “Destructive”

Measurable/observable descriptors• Pushes other students off swing on playground• Tears instructional materials when presented

Are you choosing the right behavior to target?

Is it truly a problem or just an annoyance to someone?Measures such as frequency,

duration, and intensity can help determine significance of a behavior

Also look at the long-term impact of a behavior on a child’s adult options

Step 2: Gathering Behavioral Information

One person may guide the process, but data gathering must be conducted by multiple people in multiple situations

A-B-C: Antecedent, Behavior, Consequence

Focus on identifying antecedents and consequences that maintain the behavior antecedent = what happens before

the behavior occursconsequence = what happens after

the behavior

2 Types of Antecedents

1. Slow triggers (setting events)

2. Fast triggers (immediate antecedents)

Immediate antecedents are easier to identify, but setting events play a critical role in increasing the likelihood that a behavior will occur

Slow Triggers/Setting Events

Can “chip away” at a student’s tolerance and ability to perform/cope

Slow triggers may explain why a student can handle a task one day, but not the next

Examples of Slow Triggers

Schedule changes Medication

changes Problems at home Skill deficits Lack of sleep Missed meals Too hot/cold

Problems on school bus

Medical problems Uncomfortable

clothes Worries/fears Missed meal What else???

Fast Triggers

Events that are directly related to the challenging behavior or immediately precede

Easier to spot, but not always immediately obvious

Examples of Fast Triggers

Being asked to perform a non-preferred task

Behavior of others A certain noise

(e.g., vacuum, hand dryer in bathroom)

Unstructured setting

Being interrupted during a preferred activity or routine

Being bullied Fire drill Can’t access

preferred item What else???

Consequences

Responses that follow a behavior and make it more likely to occur again

Keep in mind that some “punishments” could be a reinforcing consequence for a student with ASDsMissing recessMaking teacher yellSitting in corner by self

Data Collection

Methods may include:Formal and informal instruments

• Motivation Assessment Scale• Functional Behavior Assessment Form

Scatter plotsVideo taping

12 Questions That Help Identify the

True Function of the Behavior

1. What is the history of the behavior?

2. When is the student most successful?

3. What are the student’s strengths? Are they being reinforced?

4. What type of curriculum is the student enrolled in? Is it a good match (i.e., engaging and meaningful for him)?



5. Is student actively engaged in instruction or other activities for at least 80% of the school day?

• Time spent waiting for instruction to begin, waiting for others to finish, or transitioning between activities does not count as being actively engaged!

• Problem behaviors are more likely to occur during unstructured time



6. When is the student more likely to engage in problem behaviors?

• During certain activities or classes?• With specific instructors?• At certain times of day?



7. Are varied instructional approaches being used in the classrooms?

• Several shortened activities within a lesson?

• Various modalities?• Lecture• Group activity• Hands-on instruction



8. Does the behavior serve a purpose for the student?

• Escape?• Attention?• Fulfillment of a physiological or

sensory need?



9. What is the student’s primary means of communication?

• Research shows a direct link between inability to communicate and occurrence of problem behavior

• Nonverbal student needs augmentative communication system in place and readily available

• Highly verbal student may still need help expressing frustrations, needs, etc.



10. Could there be a medical explanation for student’s behavior?

• Acute or chronic illness/condition?• Medication problem? • Substance abuse?

11. Is the student having any issues with eating or sleeping?



12. What is the student’s life like outside school?

• Participating in a range of activities?• Stressful events/conditions that

could be troubling him?

Developing Hypothesis Statements

Informed guesses about the underlying causes of behavior

Based on information gathered through FBA process

Can be illustrated as a Problem Behavior Pathway

Hypothesis Statement asProblem Behavior Pathway

Nonverbal

Social SkillsDeficit

Sees classmateson swing

Pushes classmate off swing

Briefly getsswing.Brief

interactionwith

classmate.

Setting Events

Fast Trigger

Problem Behavior

Maintaining Consequence

Step 4: Creating a Behavior Support Plan

Should evolve from hypotheses developed through FBA

Must: Be clearly written Define how environment will be altered

in an effort to change behaviorSpell out how the student will be taught

an alternative way of responding

Positive Behavior Supports

Goals should be written in the positive:Wait turn quietlyRespond to adults in a respectful

manner NOT in the negative

Stop interruptingWill not curse

Step 5: Implementing Interventions

It’s the team’s job to design an instructional program that both supports and teaches the student

Curricular Considerations

Students are more willing to learn skills and engage in activities that relate to their lives, interests, and strengths

For many students w/ ASDs, the high school curriculum should focus on preparation for employment

Curricular Considerations

Identify alternative or replacement behaviors that will serve the same function as the challenging behavior

Be specific in writing goals“Will handle any teasing in the hallway

by …” as opposed to “Will behave appropriately”

Recommendations for Classroom Management and Instruction Minimize free/unstructured time Develop a schedule that includes

varying tasks to minimize boredom and frustration

Build in time downtime or physical activity as needed

Get student engaged as soon as he enters the classroom

Recommendations for Classroom Management and Instruction

Intersperse easy and difficult tasks Embed opportunities for choice Allow student to preview/rehearse

new materials or activities Clearly articulate and visually

demonstrate expectations for instruction and interaction


Make sure the majority of your interactions with the student are positive ones (not corrections or reprimands)

Establish rapport Establish routines, but build in

changes to prevent rigidity Consider the student’s learning style


Teach strategies for coping and negotiating the stress of daily life

How Does ABA Fit In?

The technology of positive behavior support includes, and is an extension of, applied behavior analysis

Shaping: reinforcement of successive approximations of preferred behavior

How does ABA fit in?

Redirection: Sometimes better to redirect student to a preferred behavior when challenging behavior is starting

Consequences: Should be assessed in terms of what motivates the individual

Planned Ignoring: Don’t use unless you will be able to ignore the behavior no matter how much it escalates

Step 6: Monitoring Implementation and Outcomes

The main reason why behavior support plans aren’t successful is that they are not implemented!

Once a plan is developed, it should include a procedure for continually monitoring and improving upon the planAre positive behaviors increasing and

negative behaviors decreasing?

Conclusions

There is no single intervention or approach that will work with all studentsEven if your district adopts a model

behavioral program or treatment package, it may not be appropriate for students with ASDs

Develop a plan based on a thorough assessment of each student’s behavior

Conclusions

Learning a new way of responding takes Repetition Patience Flexibility Consistency Commitment by all

Don’t give up if change doesn’t happen quickly!

Conclusion

The hardest fact for some to swallow: Often it is the behavior of the

professionals and/or the family that needs to change in order to eliminate or decrease the student’s problem behaviors

• If our behavior doesn’t change, it is unlikely that the student’s will

Teaching a Different Way of Behaving: Positive Behavior Supports by Cathy Pratt Chapter 7.

Documents

immediate behavior

behavior support team

situation slide

emotion slide

idea slide

longterm change slide

immediate environment

underlying cause slide