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Transcript of “Don’t Call The Neurosurgeon When You Only Need An Aspirin” Function Junction.
“Don’t Call The Neurosurgeon When You Only Need An Aspirin”
Function Junction
We know that Problem Behavior:
• Hampers learning opportunities• Decreases quality of life• Results in exclusion• Leads to increased involvement with social
and judicial systems• Impacts school completion
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Federal Legislation--There is now an expectation that we address both academic and behavioral aspects of
student performance
Legal FrameworkDiscipline Procedures§300.530 Authority of school personnel.(b) General. (1) School personnel under this
section may remove a child with a disability who violates a code of student conduct from his or her current placement
(d) Services. (1) A child with a disability who is removed from the child’s current placement pursuant to paragraphs (c), or (g) of this section must—(ii) Receive, as appropriate, a functional behavioral assessment, and behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur.
Legal Framework (continued)(f) Determination that behavior was a
manifestation. If the LEA, the parent, and relevant members of the IEP Team make the determination that the conduct was a manifestation of the child’s disability, the IEP Team must--(1) Either-–(i) Conduct a functional behavioral
assessment, unless the LEA had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan for the child; or
(ii) If a behavioral intervention plan already has been developed, review the behavioral intervention plan, and modify it, as necessary, to address the behavior; and…
Legal Framework: IDEA 2004Current Thinking
Past Practice
The Difference
Antecedents are critical in changing behavior
Focus: What can we actively do (teach/structure environment) to change the behavior?
Consequences were attempted to be made so compelling that the student would stop a behavior
Focus: What must the student do to avoid or to get something we provide?
Consequence-based plans: For many students, neither a strong enough punishment nor a strong enough reinforcer can be found to change the behavior;Antecedent-based plans: Can result in changing environmental conditions and student skills for lasting change
Legal Framework: IDEA 2004
Current Thinking
Past Practice
The Difference
Philosophy: Positive behavior needs to be taught (modeled, shaped, cued) in a supportive environment.
Philosophy: Problem behavior needs to be controlled or eliminated. Positive behavior is to be expected regardless of the environment.
Controlling behavior: Becoming increasingly more difficult in today’s classrooms;
Teaching behavior: Has the potential for lasting change
“BEHAVIOR” related to academics
It is common practice in education to:
• Assume student refuses to cooperate• Assume student knows what is right and has been
told often enough• provide more negative consequences• Withdraw student from normal social context• Maintain student removal from normal context• Assume student has “learned” lesson and will behave
in future
Best Practices & I.D.E.A.• In cases of a change in placement due to
disciplinary action a functional behavioral assessment must be conducted to inform the development of a behavior intervention plan
• In the case of a child whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior
General guidelines about when to conduct FBA/BIPs
• When suspending a child with a disability from educational services
• Review the plan when a child with a BIP is again suspended
• Whenever behavior impedes student’s learning or that of others
But What About General Ed.?
• On a whole, general education students miss more instruction time for behavioral issues than special education students.
• Unnecessary referrals of students are made to special education with hope they will qualify for services and behavior interventions will occur.
Determining Need for FBA
• Examine behavior– Serious– Persistent– Chronic– Threat to safety of student or others
• Examine previous interventions– Evidence-based practices– Implemented with fidelity and
integrity
Functional Behavioral
Assessment (FBA)Definition:
“A process whereby informed hypothesis statements are developed about relationships between events in the environment and the occurrence of a student’s challenging behavior.”
Johnson & Dunlap, 1993
Define the Behavior• Describe what the behavior ‘looks’
like– Use exact quotes– Describe body movements/gestures– Resist interpreting or embellishing– Use verbs, not adjectives
• Describe the sequence of events• Explain what did or did not happen
Operationalize the Behavior
• Use terms that are
–Measurable
–Observable
Operational Definitions
• Describe only the behavior you observe
• Use no interpretations or embellishments
• Use verbs, not descriptive terms
• Use specific, non-evaluative descriptions
Operational Definitions
Examples:Vague Operational-uncooperative -throwing materials-self-injurious -bangs head on wall-self-stimming -flapping hands-aggressive -hits others with his hands-disrespectful -calls others profane names-belligerent -responding with the
following profanities when asked to complete a task:
Behavioral Complaints Typically Used in Education:
• Student won’t do his work• Student doesn’t work to his potential• Student is disruptive in class• Student is attention seeking• Student likes to make me angry
FUNCTIONAL BEHAVIORASSESSMENT
• Why?– The majority of student behavior is purposeful.– Behavior (appropriate and inappropriate) is
related to the context(s) in which it occurs.– Behavior is influenced by past-to-present events.– Behavior serves a predictive function.
Why..• To acknowledge that the individual’s problem behavior is
functional (see following slide)
• To understand the structure and function of the problem behavior to teach and promote effective alternatives
• To provide a process that eliminates “blame” on the individual, but rather examines the relationship between the individual and environment
What FBA is NOT:• The form that goes with the BIP in the ARD
What FBA IS:What FBA IS:A process of determining why
a student engages in challenging behavior and how the student’s
behavior relates to the environment
• Through this process, we can gather:• Description of problem behavior• Prediction of occurrence• Identification of consequences maintaining problem
behavior• Development of hypotheses• Data to support hypotheses
What FBA is NOT:Information gathered simply from
the memory of event(s)
What FBA IS:What FBA IS:Data collected through direct observation across places,
times, task and other demands, other persons present, changing
conditions, etc.
The Function of Behavior
• Who• What • When• Where• Why• So What?
Things to know before you start…
• Problem Behavior Serves a Purpose!• COMMUNICATION!!!
• We can’t fix it until we know why it’s broken.• One size does not fit all.• No one gives up something for nothing.
Escape
• Unpleasant or difficult tasks
• Changes in routine or transitions
• Attention from certain people
• Corrective feedback
Acquire
• Assistance
• Social interaction
• Attention from peers and adults
• Sensory Stimulation
Functions for Most Problem Behaviors:
Get peer attentionGet adult attention
Get reward or
tangible item
Gain access to
preferred activity
Get sensory stimulatio
nEscape or delay a difficult task or non - preferred
activityEscape or avoid a demanding situation
Internal/External Stimulus
• Automatic Reinforcement– The sound of your own voice– Butterflies in the stomach (thrill-seekers)– A sight, sound or feeling that is pleasing– Etc.
Tangibles
• Food
• Toys
• Money
• Special Events
Is an FBA justified?
• Before going to the process of an FBA…decide “who cares”– Is the behavior important to ME?– Or to the student(s)?
– If it just bothers US…is it really justified?
Getting started…
• Data Gathering Tools
– Interview/Questionnaires (i.e., Teacher/Student/Family)
– Checklists
• Observation– A-B-C forms
PURPOSES FOR DATA COLLECTION:
• to determine current level of learning/behavior (baseline)
• to investigate learning/behavioral event (A-B-C)
• to measure progress toward learning/behavioral goals
• to guide “next steps” in programming (adjustments)
ABC Data
A B C
Identifying Antecedents
A ca d e m ic T a sks
W a lkin g A rou n d th e ro om V e rba l R e fu sa l T a lk in g w ith P e e rs
Identifying Consequences
Consequences
BEHAVIOR
•Student given time-out
•Teacher gives praise/attention
•Student gets free time
•Teacher reprimands student
•Teacher redirects student
•Student gets good grade
ExampleTime Setting Ant. Beh. Consq
10:01 Math seat work
Teacher gives sheet
Tom says, “No”
Teacher glares
10:05 Math seat work
Teacher says “Stop talking”
Tom talks to peer
Peer looks at Tom
10:06 Math seat work
Teacher says “ Get Busy”
Tom ‘fl ips the bird’
Teacher sends to offi ce
Analyze your data• Identify
– Patterns that emerge from information collected– Circumstances under which behavior is most
and least likely to occur– Function(s) of behavior.– Broader variables that affect student’s behavior
• Summarize information in clear, concise, and accurate statements– Specific hypothesis– General hypothesis
Form a Hypothesis
– under x conditions….– the student does y…. – in order to z.
• Under X Conditions– When Susan does not get what she
verbally demands from her peers….
• The student does Y– she screams and hits them….
• To get Z– until they give in to her (e.g., give
up toy)
Create a general hypothesis statement:
• Susan engages in aggression (hitting, etc.) to peers in order to get positive reinforcers (access to preferred activities, tangibles)
Test your hypothesis
– Can I improve (or worsen) the behavior by changing one or more of the setting events, antecedents, and/or consequences of the behavior?
Make Recommendations
• select a replacement behavior.– Does the student have
the academic skills necessary to achieve expected tasks?
– Does the student have the skills necessary to perform expected, new behaviors?
– Does the student have the skill, but, for some reason, not the desire to modify his or her behavior?
1. Summary of observations and data collected
2. Make recommendation that address function and needs of student
3. Develop behavior support plan with teachers/support staff
• Goal replacement behavior(s)– Short-term objectives– Long-term objectives
• Teaching and reinforcing plan for student to reach the goal– What, who, when, how student will be taught
and reinforced– How to eliminate current response to
challenging behavior• Environmental changes & supports• Plan for evaluating success