Functional Behavior Assessment in School Settings.
Transcript of Functional Behavior Assessment in School Settings.
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Functional Behavior Assessment in School Settings
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Keys to Developing an Effective Behavior Support Plan
Conducting a Valid Assessment Defining Procedures (aka the “Plan”) Setting Goals & Expectations Planning for Modifications Monitoring Progress
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But First...
Common Understanding of Principles of (Operant) Behavior
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ABC’s of Behavior and Learning
All behavior is learned in the same wayWe decide how to act based on what
happens right before we act, and what happens right after we act
Antecedent – Behavior – ConsequenceBehavior is a function of this interaction,
not our DNA…
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ABC Pattern of Learning
We view behavior as occurring within the context of a 3-term contingency, or A-B-C pattern: A: Antecedent events B: Specific behavior C: Consequence
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ABC’s of Behavior and Learning
A couple of simple rules: Behaviors that result in desirable outcomes
are more likely to happen again Behaviors that do not result in desirable
outcomes, or that result in undesirable outcomes, are less likely to happen again
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Changing Behavior
We can not control an individual’s behavior
We CAN control the environment that supports the individual’s behavior
Change the A and the C, which will result in changes to B
A B C
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Antecedents
Can be separated into two categories: Distant events/conditions
(Establishing Operations)
Immediate events/conditions (Discriminitive Stimuli)
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Distant events function like motivation. Deprivation, Satiation Events that make an anticipated
consequence wanted Examples?
Antecedents: Establishing Operations
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Antecedents: Discriminitive Stimuli
Immediate antecedents are events that indicate the desired consequence is available Presence of materials/people (light switch, ice-
cream truck, famous athlete) Spoken directive or request (“Line up for
recess”) Other examples?
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Behaviors
The specific response to the antecedent event Actions Words Thoughts Etc.
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Consequences
Consequences are the environmental outcomes produced by the student’s behavior.
Consequences indicate whether the preceding behavior is more or less likely to occur again under the same or similar antecedent conditions
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Consequences
Consequences can have the effect of either increasing or decreasing the likelihood of a preceding behavior occurring again in the future.
Consequences that increase future behavior are termed “Reinforcers”
Consequences that decrease future behavior are termed “Punishers”
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Reinforcing Consequences
Reinforcement is defined by its effect on behavior, not the intentions of the deliverer
If you provide a reward that does not increase behavior, it is NOT a reinforcer
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Reinforcing Consequences
Reinforcement can further be classified as either Positive or Negative
Positive Reinforcement
Is the addition of an event/item - the addition of this stimulus increases the behavior
Examples?
Negative Reinforcement
Is the removal of an event/item – the removal of this stimulus increases the behavior
Examples?
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Punishing Consequences
Punishment is also a consequence that is defined by its effect on behavior – no decrease in behavior = no punishment
Typically thought of as events such as verbal reprimands, extra responsibilities, loss of privileges
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Punishing ConsequencesJust as with reinforcement, is classified as
“Positive” or “Negative” PunishmentPositive – always refers to the addition of
some stimulusNegative – always refers to the removal of
some stimulusThe use of punishment should be a last
resort, and should always be used in conjunction with reinforcement strategies
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Consequences Summary
Positive Negative
Reinforcement Give special attention
Give access to toy
Remove from an unpleasant situation
Remove/reduce pain
Punishment Assign extra homework
Assign clean-up duties
Remove from a preferred activity
Take a toy away
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Review
Positive Reinforcement has what effect on behavior?
A. Makes the behavior more likely to occur
B. Makes the behavior less likely to occur
C. Makes the behavior more likely to be good/positive behavior
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Review
Positive Punishment has what effect on behavior?
A. Makes the behavior more likely to occur
B. Makes the punishment more enjoyable
C. Makes the behavior less likely to occur
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Review
Negative Punishment has what effect on behavior?
A. Makes the punishment less likely to be used again
B. Makes the behavior more likely to occur
C. Makes the behavior less likely to occur
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Review
Negative Reinforcement has what effect on behavior?
A. Makes the behavior more likely to occur
B. Makes the behavior less likely to occur
C. Makes the behavior more likely to be bad/negative behavior
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Review
In terms of behavioral consequences, the term “Positive” refers to:
A. The addition of a stimulus/stimulation as the consequence
B. The effect on behavior
C. That the consequence is good/preferred
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Review
In terms of behavioral consequences, the term “Negative” refers to:
A. The effect on behavior
B. The removal of a stimulus/stimulation as the consequence
C. That the consequence is bad/non-preferred
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Application
Marcus gets a dollar every time he earns 90% or better on spelling tests. This is an example of:
A. Positive Reinforcement
B. Negative Reinforcement
C. Reward
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Application
Marcus gets a dollar every time he earns a 90% or better on spelling tests. This has resulted in Marcus receiving more spelling tests with scores of 90% or better. This is an example of:
A. Positive Reinforcement
B. Negative Reinforcement
C. Reward
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Application
Valerie has increased her use of vocal requesting since her parents started reducing her chores each time she vocally requests. This is an example of:
A. Positive Reinforcement
B. Negative Reinforcement
C. Positive Punishment
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Application
Antonio has been tantruming more frequently since his teacher started using time-out each time he cries. This is an example of:
A. Positive Reinforcement
B. Negative Punishment
C. Positive Punishment
D. Negative Punishment
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Application
Kelly feels the physiological sensation of hunger. She eats a cookie. She no longer feels hungry. Now she eats a cookie every time she feels hungry.
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. An Anti-diet
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Application
Kelly likes sweets. She eats a cookie. Now Kelly eats a cookie whenever she sees them.
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. Time for an intervention
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Application
Juan was bitten by a vicious mosquito on his foot. Whenever he kicks something, it stops itching. He’s been kicking kids at school all week.
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
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Application
Shellie likes the sensation she gets when she kicks things. She’s been kicking everything in sight…
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. A future soccer star
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Keys to Developing an Effective Behavior Support Plan
Conducting a Valid Assessment
Defining Procedures (aka the “Plan”)
Setting Goals & Expectations
Planning for Modifications
Monitoring Progress
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Historical Perspective
Understanding basic principles of reinforcement and punishment is a first step
“Old School Behavior Modification”
Functional equivalence in modern Behavior Analysis
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FBA and Prevention of Problem Behavior
When default technologies are used, other problem behaviors may emerge
The use of FBA for developing intervention may avoid the development of new problem behaviors
FBA may identify conditions that pose risks for the development of future problem behaviors
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Functional Behavior Assessment
What is the purpose of Assessment?
1. ID Function of Behavior
2. ID Function of Behavior
3. Understand Common Antecedents
4. Establish Baseline of Target Behavior
5. Determine Proficiency of Alternative Behavior
6. ID Function of Behavior
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Function vs. Topography
Topography = form of the behavior
Function = purpose of the behavior
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Different topographies of problem behavior
Can serve the same function
Can serve different functions
Similar topographies of problem behavior
Can serve the same function
Can serve different functions
Function is more important for intervention than form
Function vs. Topography
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Functions of Challenging Behaviors
Positive Reinforcement “Getting something”
Negative Reinforcement “Getting out of something”
These functions can be Socially mediated Non-socially mediated (automatic)
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Positive Reinforcement
Social
Attention from others
Access to tangible stimuli
Automatic
Physical Stimulation
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Negative Reinforcement
Social
Escape from aversive or difficult tasks
Automatic
Escape from aversive stimulation
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4 Primary Functions of Behavior
Get somethingGet attentionEscape/Avoid somethingAutomatic/Direct
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Probable Functions of Behavior
Escape 34%
Attention 25%
Automatic 16%
Tangible 10%
*Multiple 15%
According to review of published research that included qualifying Experimental Analyses of Behavior (Hanley, Iwata & McCord (2003)
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Probable Functions of Behavior
• Almost 60% of behaviors appear to serve either attention or escape functions
• Only 15% of behaviors appear to serve multiple functions*
• Parsimony!
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Improbable Functions of Behavior
Attention and Escape
Contradicted
Multiple functions appear to be rare
Differential antecedents required for each function
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Improbable Functions of Behavior
Control
Operant behavior is by definition an attempt to “control” one’s environment
Manipulation
Revenge
To get a reaction
This is really attention
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Quick Review (Quiz)
Which behavioral function has been most commonly identified in research?
A.Automatic
B.Attention
C.Tangible
D.Escape
E.Multiple
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FBA Procedures
Indirect Assessments Descriptive Assessment Experimental/Functional Analysis
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Typical Framework for Continuum of FBA Methods
Indirect Assessments
Descriptive Assessments
Experimental Assessment (Functional Analysis)
Lev
el o
f P
reci
sion
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• Interviews, ratings scales, questionnaires
• Considered to be the least precise
• Most are easily administered, quickly completed
Indirect Assessment
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Indirect Assessment
Motivational Assessment Scale (MAS): Reliability = 20%
Questions About Behavioral (QABF): Reliability = 43%
Functional Analysis Screening Tool (FAST): Reliability = 67%
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Descriptive Assessment
• Direct observation of behavior in natural setting
• Considered more precise than indirect assessment procedures
• More time consuming than indirect assessment procedures
• Less precise but easier and faster than experimental procedures
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Experimental Assessment
• “Functional Analysis”
• Gold standard for functional behavior assessment
• Most precise
• Most time consuming
• Most complicated
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Functional (Experimental) Analysis
Antecedents and consequences are arranged so that their separate effects on problem behavior can be observed and measured
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Functional Analysis
Yields a clear demonstration of the variable(s) that relate to the occurrence of problem behavior
Serves as the standard to which all other forms of FBA are evaluated
Enables the development of effective reinforcement-based treatment
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Continuum of FBA Methods Recent research suggests
reconsideration of the hierarchy is warranted
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Hall (2005)¼ Descriptive assessments matched FA (Attention)
¾ Indirect matched FA
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Thompson & Iwata (2007)
3/12 DA matched FA
8/12 DA = Attention Function
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Tarbox et al. (2009)
1/7 DA matched FA
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FA takes too much time…
• Lerman & Iwata (1993)
• Time to complete DA ranged from 6-12 hours
• Time to complete FA ranged from 2-9 hours
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FA requires too much expertise…
• Iwata et al. (2000)
• Undergraduate students
• 2 hours of training
• 95% accuracy in implementation
• Moore et al. (2002) & Wallace et al. (2004)
• Teachers and School Psychologists
• 2-3 hours of training
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Typical ConditionsContingent attention
Contingent escape
Alone
Control (e.g., “free play”)
These are presented one at a time until a pattern of problem behavior emerges
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Typical Functional Analysis: Attention Condition
Student is given access to low-moderately preferred activity
While in same room, ignore all non-target behavior
When target behavior occurs, provide attention for ~5 seconds, then turn away
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Student is presented a non-preferred task
Provide instruction to complete task
If student does not complete task, prompt to complete, then present next task
When target behavior occurs, remove task for 30 seconds, then re-present tak
Typical Functional Analysis: Escape Condition
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Student is left in room alone with no materials and asked to wait
Observe student via 2-way mirror or video feed
Track levels of target behavior – no response
Typical Functional Analysis: Automatic Condition
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Student is given free access to variety of preferred activities
No demands are placed on student, including social (don’t ask conversational questions)
Provide attention every 30 seconds (comment, praise, etc.)
Typical Functional Analysis: Control Condition
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Typical Functional Analysis (Analog)
Each session is 10 minutes
Present one condition, track the behavior during session
Take a 5 minute break between sessions
Alternate conditions (Attention, Escape, Control, Automatic)
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Randomize order of conditions presented to control for sequencing effects
Conditions that elicit target behavior rates higher than the control condition indicate the function of behavior
Typical Functional Analysis (Analog)
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Typical Functional Analysis
Practice
Divide into teams
Each person responsible for one condition
One person will be student
Other groups will take data while you demonstrate FA
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Typical Functional Analysis
Practice
Divide into teams
Each person responsible for one condition
One person will be student
Other groups will take data while you demonstrate FA
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Practical Limitations of Typical Functional Analysis
Your thoughts?
Space – where would you conduct?
Time – could take a long time to complete over multiple days
Some argue that there are idiosyncrasies in the classroom setting that are lost in an analog setting
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Alternatives to Analog Assessment
Classroom Based FA In-Situ Assessment Brief FA Single Function Test FA
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Single Function Test
Social Sr+ Attention or Tangible vs. Play
If PB high in Attention or Tangible, go to treatment
Social Sr- Demand vs. Play
Automatic Sr Alone Condition
If PB high in alone, go to treatment
If PB low or decreasing trend, likely social function
Iwata, 2009
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Classroom application of a trial-based FA Conditions: attention, tangible, demand,
ignore4-min trials embedded during school day
(20 trials each condition?) 2 min: Control 2 min: EO Present, Sr contingent on PB
Typical FA: Same conditionsHow valid?: 6/10 correspondence with FA
Iwata, 2009
Classroom Based FA
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Classroom Based FA Practice
Using same groups and target behavior from before
Each person responsible for one condition – rotate!
Develop and practice for a classroom application
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In-Situ Assessment
Develop intervention package based on initial hypothesis
Alternate periods of baseline with periods of intervention
If initial hypothesis was correct, intervention is already developed
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In-Situ Activity
Using the same behavior from the Classroom Based FA activity develop simple intervention strategies
Decide as a group how you would use this intervention to conduct an In-Situ Assessment
How would you collect and interpret data?
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Brief FA
Similar to Typical Functional Analysis
Each condition implemented only once
5 min sessions
ID condition with highest rate of behavior and perform contingency reversal sessions
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Brief FA
Contingency Reversal
Identify an alternative behavior for target behavior (e.g., raising hand, asking for break)
Perform the elevated condition, but only respond to alternative behavior during reversal sessions
Alternate reversal session and target behavior session
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Brief FA
If hypothesis is correct, you should see:
Target behavior occurs at higher rates during target behavior sessions, since it is reinforced
Alternative behavior occurs at higher rates during reversal sessions, since target behavior is no longer reinforced
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Brief FA Activity
Based on the “implicated” function from your previous FA
Develop your reversal condition
What is the replacement behavior?
How does each session look?
Try it!
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Assessment Review (Quiz)
Which assessment methodology yields the most valid results?
A.Indirect Assessment
B.Descriptive Assessment
C.Functional Analysis
D.IQ Testing
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Assessment Review (Quiz)
Which assessment methodology produces results that are least valid?
A.Indirect Assessment
B.Descriptive Assessment
C.Functional Analysis
D.Divine Intervention
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Keys to Developing an Effective Behavior Support Plan
Conducting a Valid Assessment Defining Procedures (aka the “Plan”) Setting Goals & Expectations Planning for Modifications Monitoring Progress
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Reinforcement Based Approaches to Bx InterventionEffective plans address each variable
within the A-B-C behavior context
A – Prevention – Irrelevant
B – Teaching – Inefficient
C – Reactive – Ineffective
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Reinforcement Based Approaches to Bx Intervention
A – Irrelevant – Non Contingent Reinforcement
B – Inefficient – Differential Reinforcement
C – Ineffective – Extinction
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Non Contingent Reinforcement
NCR
Delivering functional reinforcer for “free” regardless of behavior
Decreases the need to engage in any behavior that is used to access the reinforcer because it’s already given for free
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NCR
For attention
For Escape
For Automatic
Thin schedule of delivery over time
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Differential Reinforcement
Differential Reinforcement of Alternative Behavior (DRA)
Providing functional reinforcement for an alternative behavior while withholding reinforcement for the target behavior
Teaches the student how to have needs met in an socially acceptable (tolerable) way
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DRA
The ultimate goal is for the student to tolerate the trigger event/complete a task/”behave appropriately”
Provide functional reinforcer for the “ultimate goal” behavior
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DRA
For Attention
For Escape
For Automatic
Thin schedule of delivery over time
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Extinction
Withhold reinforcement when challenging behavior occurs.
Challenging behavior may still occur, but will not result in reinforcement.
May result in “extinction burst” – it’s only temporary!
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Extinction
For Attention
For Escape
For Automatic
Extinction would always remain in effect – never thin or withdraw it
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Keys to Developing an Effective Behavior Support Plan
Conducting a Valid Assessment Defining Procedures (aka the “Plan”) Setting Goals & Expectations Planning for Modifications Monitoring Progress
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Set Realistic Goals and Expectations
Performance Discrepancy Analysis
Measure student’s behavior against classroom norms
What are classroom same-gender peers doing?
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Setting Expectations
A good BSP will not necessarily ensure that the behavior will not occur again
Starting an intensive reading intervention does not make the student a grade-level reader the next day…
Understand how intervention strategies affect behavior
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It will never happen…
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Artificial Rate of Change
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More Likely…
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Swearing
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Keys to Developing an Effective Behavior Support Plan
Conducting a Valid Assessment Defining Procedures (aka the “Plan”) Setting Goals & Expectations Planning for Modifications Monitoring Progress
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“A failure to plan is a plan for failure.”
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Planning for Success
What is the plan if:
behavior is getting worse?
behavior is not improving (progress stalls)?
behavior is improved?
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Behavior is Getting Worse
When will the data say that this plan is not working?
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Progress Stalls
When will data indicate that progress has stopped?
What changes can be made?
Changes to reinforcement density?
Decrease in triggers?
Changes in teaching strategy / targets?
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Behavior Improves
When criteria are met, how will the plan be faded?
Thin schedules of reinforcement?
Generalize to natural reinforcers?
Expand to other times of day/environments?
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Keys to Developing an Effective Behavior Support Plan
Conducting a Valid Assessment Defining Procedures (aka the “Plan”) Setting Goals & Expectations Planning for Modifications Monitoring Progress
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Why?
Intervention
Is this working?
Behavior improving?
Getting worse?
No Change?
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Cost-Benefit Analysis
Data collection is time consuming!
Takes time away from interacting with students
Data collection is complicated!
Methods can be tedious
Feedback may help refine procedure and make it more user friendly
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Cost-Benefit Analysis
What is the cost of not collecting data?
May result in the termination of a successful intervention
May result in the continuation of an ineffective intervention
May delay necessary changes to intervention
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Alternatives to Data Collection
Anecdotal reports are unreliable
Subjective
Bias
Reliant on observer’s … … ? … memory!
“He never turns in his homework”
“He always distracts the other students”
“He’s been hitting a lot more lately”
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Rate of Change
Behavior does not follow a constant trend
An “up and down” pattern of behavior is difficult to analyze anecdotally
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Determining Data Collection Tools
Data should be meaningful to you – it is a resource to assist you in planning
Data should tell you something you would not otherwise know about the behavior
Data should work for you – Don’t work for your data!
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Innovative Techniques
There are numerous methods that you can employ to help you collect data without carrying around a clipboard, if that is impractical.
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Innovative Techniques
Tape
Beads
Beans/coins/paperclips
Golf counter
Knitting counter
MP3 Counter
There’s an App for that
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Observing and Collecting
The goal of data collection is to obtain a representative and reliable sample of the target behavior
You do NOT necessarily need to observe and record EVERY instance of the behavior
You DO need to observe and record sufficient samples of behavior that truly reflect how often the behavior is occurring and during situations in which that sample is meaningful.
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Observing and Collecting
Is the behavior a problem throughout the day?
Is it a problem only at certain times of the day (e.g., recess, group instruction, independent work)?
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Observing and Collecting
How long do you need to observe?
Long enough to get a representative sample.
No less than 10-15 minutes per observation.
Can you make a reliable prediction of how often the behavior occurs throughout the day after your observation?
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Some Final Thoughts
Once the paperwork is done, the real work is just beginning…
Other considerations to increase the success of the fruits of your labor!
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Common Objections
Students should be self-motivated
Students should be accountable or punished
I don't have time to do this
It's not my job
It's not fair to treat students differently
It won't work – I've already tried that
Chandler & Dalquist, 2006
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Directly Administer and Monitor
After reviewing information and brainstorming with the team, provide written and vocal description of the intervention
Model application with the student in the classroom setting
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Observe staff implementing interventions
Teach and Reinforce
Revise intervention plan as needed
On-going monitoring and communication with staff
Directly Administer and Monitor
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Lack of Support Available to Implement
Fidelity is perhaps #1 issue affecting success of behavior plans
May not have resources to implement all day long
Start with small period of day with 100% fidelity, then “break down intervention,” then expand to other times of day
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Staff Support
Be encouraging and responsive to questions and requests
Prep staff on importance of taking care of themselves
QTIP (Quit Taking in Personally)