Module 3 Individual Interventions Texas Behavior Support Initiative

Module 3: Individual Interventions Texas Behavior Support Initiative: Module 3 1

Texas Behavior Support Initiative: Module 3 2

Module 3: Agenda • Foundational Concepts • Designing Interventions – – Operational Definitions Data Collection A-B-C Chain Functions of Behavior • Specific Intervention Strategies Texas Behavior Support Initiative: Module 3 3

Foundations All behavior is learned Skill deficits impact behavior Behavior serves a function Team approach is critical Texas Behavior Support Initiative: Module 3 Environment impacts behavior Relationship matters! 4

Foundations All behavior is learned Texas Behavior Support Initiative: Module 3 5

Foundations Behavior serves a function Texas Behavior Support Initiative: Module 3 6

Foundations Environments impact behavior Environment Texas Behavior Support Initiative: Module 3 Behavior 7

Foundations Skill deficits impact problem behavior Texas Behavior Support Initiative: Module 3 8

Foundations Team approach is critical Texas Behavior Support Initiative: Module 3 9

Foundations Relationships matter! Texas Behavior Support Initiative: Module 3 10

Operational Definition Observable Measurable Texas Behavior Support Initiative: Module 3 11

Operationalized Description Vague Description Chad is lazy Texas Behavior Support Initiative: Module 3 Operationalized Description Chad completes 1/5 assignments 12

Operationalized Description Vague Description Susan is mean Texas Behavior Support Initiative: Module 3 Operationalized Description Makes derogatory comments to peers, such as “you’re stupid” 13

Operationalized Description Vague Description Thomas doesn’t care about school Texas Behavior Support Initiative: Module 3 Operationalized Description Absent average of 2 days/week 14

Operationalized Description Vague Description Manuel doesn’t play nicely Texas Behavior Support Initiative: Module 3 Operationalized Description Grabs toys out of peers’ hands 15

Data Collection Frequency Baseline Duration Latency Intervention Intensity Texas Behavior Support Initiative: Module 3 16

ABCs of Behavior Antecedent Behavior Texas Behavior Support Initiative: Module 3 Consequence 17

Identifying Antecedents Antecedent Resulting Behavior Academic tasks Walking around room Given task Verbal refusal Group work Talking to peers Texas Behavior Support Initiative: Module 3 18

Identifying Antecedents Antecedent Resulting Behavior Independent work Playing in desk Transitions Loud verbalizations Unstructured situations Texas Behavior Support Initiative: Module 3 Physical interactions w/ peers 19

Consequences BEHAVIOR • Student given time-out • Teacher gives praise/attention • Peers laugh • Has free time • Teacher reprimands student • Teacher redirects student • Student gets good grade Texas Behavior Support Initiative: Module 3 20

Functions of Behavior Internal Rocking in chair for soothing effect Walk out of class to avoid embarrassment External Obtain Cussing to get peer attention Escape/ Avoid Hitting teacher to escape task Texas Behavior Support Initiative: Module 3 21

Functions for Most Problem Behaviors: • Get peer attention • Get adult attention • Get reward or tangible item • Gain access to preferred activity • Get sensory stimulation • Escape or delay a difficult task or non -preferred activity • Escape or avoid a demanding situation Texas Behavior Support Initiative: Module 3 22

ABCs of Behavior Antecedent Independent work in subject that is difficult Behavior Throws paper and yells Texas Behavior Support Initiative: Module 3 Consequence Sent to office (where given no attention) 23

ABCs of Behavior Antecedent Large group activity Behavior Consequence Yells out and makes off-subject comments Teacher gives mild reprimand; peers laugh Texas Behavior Support Initiative: Module 3 24

How do I determine the function of a behavior? Talk to people who know the student Observe the student in environments where behavior most likely to occur Talk to the student Texas Behavior Support Initiative: Module 3 25

Replacement Behavior • Appropriate behavior to replace Problem Behavior problem behavior • Should serve the same function as the problem behavior Replacement Behavior Texas Behavior Support Initiative: Module 3 26

Reinforcers Texas Behavior Support Initiative: Module 3 27

Variables that Make Reinforcers More Effective • • • Immediately Frequently Enthusiasm Eye contact Description of the behavior • Anticipation • Variety Texas Behavior Support Initiative: Module 3 28

Components of a Good Behavior Support Plan Strategies for: • Increasing desired behavior • Changing the antecedents • Providing positive consequences • Managing inappropriate behavior Texas Behavior Support Initiative: Module 3 29

Modify the Antecedent Behavior Consequence Function Difficult assignment Throws paper Teacher corrects, peers laugh Gain attention (peers & teacher) Modify Student Teacher gives Gain assignment, completes good grade and attention Group the attention, (peers & assignment group gets teacher) good grade Texas Behavior Support Initiative: Module 3 30

Modify Consequence Antecedent Behavior Consequence Function Difficult assignment Throws paper Teacher corrects, peers laugh Gain attention (peers & teacher) Difficult assignment Throws paper Teacher and peers ignore, (Give attention to on-task behavior) Does not get attention for throwing (Extinction) Attention only for ontask Texas Behavior Support Initiative: Module 3 31

Teach Replacement Behavior Antecedent Behavior Consequence Function Difficult assignment Throws paper Teacher corrects, peers laugh Gain attention (peers & teacher) Difficult assignment Teacher helps student to student when raise hand raised for help Texas Behavior Support Initiative: Module 3 Gain attention (peers & teacher) 32

Function and Strategies Function: Get access to desired activities or tangibles Strategy: • Deny access to the activity or tangible after a problem behavior (consequence) • Teach acceptable alternatives to obtain access (replacement) Texas Behavior Support Initiative: Module 3 33

Function and Strategies Function: Escape or avoid unpleasant activities, tasks or persons Strategy: • Reinforce the student for compliance to your instructions (consequence) • Teach the student how to seek help (replacement) • Teach acceptable alternatives to escape (replacement) • Reinforce the student for the absence of the problem (reward appropriate behavior) (consequence) • Initially remove or reduce demands and then gradually increase them (antecedent) Texas Behavior Support Initiative: Module 3 34

Function and Strategies Function: Get attention from peers or teachers Strategy: • Increase attention for appropriate behaviors (consequence) • Ignore problem behavior (consequence) • Teach acceptable alternatives for attention (replacement) Texas Behavior Support Initiative: Module 3 35

Function and Strategies Function: Get sensory stimulation Strategy: • Interrupt and redirect the student (antecedent) • Use reinforcement when behavior is not occurring (consequence) • Increase access to alternative sources of stimulation (antecedent) Texas Behavior Support Initiative: Module 3 36

Activity: ABC Interventions Antecedent Behavior Consequence Function Independent work Makes noises Teacher has student put head down on desk Escape task Texas Behavior Support Initiative: Module 3 37

Develop Action Plan o g n o a g c l l t i a …w h W ong g!! n r o w wr Texas Behavior Support Initiative: Module 3 38

Implement Plan and Collect Data • Simple • Same method as baseline Texas Behavior Support Initiative: Module 3 39

Evaluate Effectiveness Modify Intervention Texas Behavior Support Initiative: Module 3 40

Big Ideas! • • • All behavior is learned Behavior serves a function Environment impacts behavior Skill deficits impact behavior Team approach is critical Relationships matter!! Texas Behavior Support Initiative: Module 3 41