Behavioral Principles Training - BTSA

Understanding the Motivation of Behavior

Presented by: Emma Ruiz & Amy Ingersoll, PBIS Coaches

Acknowledgements: Chris Borgmeier, PhD, Portland State University [email protected]

Training Objectives

n Participants will be able to: ¨ Identify ABC’s of behavior ¨ Classify a student’s motivation for

misbehavior ¨ Review indicated interventions that address

the student’s motivation

Quote about behavior

“If a child doesn’t know how to read, we teach. If a child doesn’t know how to multiply, we teach.

If a child doesn’t know how to swim, we teach. If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave, we ... teach? … punish?

Why can’t we finish the last sentence as automatically as we

do the others?”

- Herner, 1998

Primary Prevention:

School /Classroom-

Wide Systems for

All Students, Staff, & Settings

Secondary Prevention: Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention: FBAàBSP for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF SCHOOL-WIDE

POSITIVE BEHAVIOR SUPPORT

Mot

ivat

ion-

Base

d Tr

aini

ng fo

r All

Staf

f

Reasons Students Commonly Misbehave n  Students don’t know expectations n  Students don’t know how to exhibit expected

behavior n  Student is unaware he/she is engaged in the

misbehavior n  Misbehavior is providing student with desired

outcome: ü  Obtaining adult/peer attention or an item or

activity ü  Avoiding adult/peer attention or a difficult

task or a non-desired activity

GREEN ZONE

YELLOW & RED ZONE

Understanding Chronic Misbehavior

n  If a student repeatedly engages in a problem behavior, he/she is most likely doing it for a reason, because it is paying off for the student. The behavior serves a purpose.

n  Behavior is a form of communication. Unfortunately some students learn that problem behavior is the best way for them to get their needs met.

ABC’s of Understanding Chronic Behavior Patterns

A è B è C

Antecedent What happens before the behavior occurs? What is the trigger?

Behavior What behavior do you observe? Behavior is specific and measurable.

outCome What happens after the behavior occurs? What is the outcome?

Learning and AèBèC: What did the student learn?

Antecedent Behavior OutCome Jimi is asked to do a math problem in front of the class

Learning & AèBèC What did the student learn?

Antecedent Behavior OutCome Jimi is asked to do a math problem in front of the class

Jimi tries to do the problem at the board, but struggles.


Antecedent Behavior OutCome Jimi is asked to do a math problem in front of the class by Mr. Brown

Jimi tries to do the problem at the board, but struggles

Peers laugh at student and one says aloud, “That one is so easy”

Negative OutCome

Learning & AèBèC Antecedent Behavior OutCome

Jimi is asked to do a math problem in front of the class

Jimi tries to do the problem at the board, but struggles

Peers laugh at student and one says aloud, “that one is so easy”

Negative OutCome

NEXT DAY Jimi is asked to do a math problem in front of the class

What happens today???

Jimi: •  Hits a peer •  Calls teacher a

name •  Disrupts

Teacher calls on someone else and sends Jimi to the office TASK & Failure

AVOIDED!!!

Identifying the ABC’s of Behavior

During reading, the teachers says, “Please put away your notebooks and take out your reading book.” Nancy glances up at the teacher and starts doodling on her notebook. The teacher repeats the directions.

Nancy takes out her reading book and throws it. The teacher send her to the office.


Antecedent Behavior OutCome When: student does: because:

Video Sample

n DVD - Defusing Anger & Aggression (4:53-5:27, Jason scenario, first of two clips)


Antecedent Behavior OutCome


Antecedent Behavior OutCome Teacher asks students to write down their homework assignment.



One student distracts peers and disrupts by throwing paper.



Student distracts peers and disrupts by throwing paper.

The other students laugh which reinforces the misbehavior and the teacher places undivided attention on the negative behavior. Motivation: obtaining attention

from peers and adult

Behavior is Motivational… not GOOD or BAD

n  Motivational = it pays off for the student in some way… so he does it again ¨ We may see the behavior as being “good” or “bad”, but the student does it because it is effective. It pays off for him.

¨ What is most important to remember is that the student is obtaining or avoiding something by using this behavior.

Motivation of Behavior

Avoid

• Peer Attention • Adult Attention • Object/Activity

Obtain

• Peer Attention • Adult Attention • Object/Activity

So the question is… what is the effect of our response to student problem behavior? n  Is our response increasing the chances of

the problem behavior occurring again in the future? OR

n Will our response decrease the likelihood of the problematic behavior occurring in the future?

Will this response Increase or Decrease the Problematic Behavior? n  Suspension n  Verbal Reprimand n  Reflection activity n  Responsibility Center n  Detention n  IT DEPENDS ON THE STUDENT MOTIVATION!!

n  We often assign value to consequences, based on what we think…. BUT… ¨  What we need to do is look thru the student’s eyes (Motivation

of Behavior) ¨  What is the impact of our response on the student’s behavior?

Proactive Interventions

based on Motivation

Proactive Interventions Antecedent Behavior OutCome

Prevention

Interventions occurring before the behavior occurs

Teach

Replacement behaviors instead of the problem behavior

Response to Behavior

Intervention occurs after (in response to) positive or negative behavior

PBIS (Positive Behavior Intervention & Support)

Emphasis on interventions to prevent problem behavior

Emphasis on explicitly teaching alternate, desired behavior

Emphasis on positive reinforcement of desired behavior

Proactive Interventions ~ AVOID TASK Antecedent: Prevention

Interventions occurring before the behavior occurs Modify the task or provide support: •  Modify assignments to meet student instructional/skill level (adjust

timelines, provide graphic organizers, break in to smaller chunks, etc.) •  Assign student to work with a peer •  Provide additional instruction/support •  Provide visual prompt to cue steps for completing tasks student

struggles with •  Provide additional support focused on instructional skills (Homework

Club, study hall, etc.) •  Pre-teaching content •  Pre-correct - frequently & deliberately remind student to ask for help

Proactive Interventions ~ AVOID TASK Behavior: Teach

Behaviors to use instead of the problem behavior •  Teach student more appropriate ways to ask for help

from teacher or peers •  Provide additional instruction on skill deficits •  Role play (use students for examples; adults non-

examples) •  Identify and teach specific examples of ways to ask for

help •  Raise hand and wait patiently for teacher to call on you •  Likely need to differentiate (large group, small

group, work time, etc.)

Proactive Interventions ~ AVOID TASK

OutCome: Response to Behavior Intervention occurs after (in response to) positive or negative behavior §  Respond quickly if student asks for help or for a break §  Reward students for being on task, trying hard, work

completion, and for asking for a break or help appropriately

§  Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior §  However, need to make sure student is capable of doing work… or

provide support/instruction so student can complete the work

Proactive Interventions ~ ATTENTION SEEKING

Antecedent: Prevention Interventions occurring before the behavior occurs

Prevention (give attention early for positive): • Check-in – provide adult attention immediately upon student arrival • Give student leadership responsibility or a class ‘job’ that requires the student to interact with staff • Place student in desk where they are easily accessible for frequent staff attention • Give student frequent intermittent attention for positive or neutral behavior • Pre-correct - frequently & deliberately remind student to raise their hand and wait patiently if they want your attention

Behavior - Teach Behaviors to use instead of the problem behavior

•  Teach student more appropriate ways to ask for adult attention

•  Explicitly teaching desired behavior •  Identify and teach specific examples of ways to ask

for attention •  Raise hand and wait patiently for teacher to call on you •  Likely need to differentiate (large group, small group,

work time, etc.)


OutCome: Response to Behavior Intervention occurs after (in response to) positive or negative behavior •  Respond quickly if student asks appropriate for adult attention •  Give the student frequent adult attention for positive behavior •  Student earns ‘lunch with teacher’ when student earns points for

paying attn in class & asking appropriately for attention •  Eliminate/minimize the amount of attention provided to a student

for engaging in problem behavior •  Limit verbal interaction – create a signal to prompt the student to

stop the problem behavior •  Avoid power struggles


Proactive Interventions ~ Attention Seeking

OutCome: Response to Behavior Intervention occurs after (in response to) positive or negative behavior •  Sometimes students need additional encouragement to

engage in the desired behavior •  When using additional incentives to encourage student

positive behavior •  If students desire adult attention, use it as an incentive:

•  Lunch with teacher •  1:1 game with favorite staff, etc. •  Be a special teacher assistant •  Behavior chart

Video Sample #2

DVD - Defusing Anger & Aggression (6:16-7:12, Jason scenario, second of two clips)

Scenario

What is the behavior? What does it look like? What happens after the behavior? What happens before the behavior?

ABC’s, Motivation, and Proactive Interventions

Antecedent Behavior OutCome

Possible Motivation: Interventions:

Prevention

Teach

Response to Behavior

Behavioral Principles Training - BTSA

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