ISS Monitor Training. Challenging Behavior Behavior that interferes with a student’s learning or...
-
Upload
alisha-cooper -
Category
Documents
-
view
215 -
download
0
Transcript of ISS Monitor Training. Challenging Behavior Behavior that interferes with a student’s learning or...
Challenging Behavior
• Behavior that interferes with a student’s learning or the learning of other individuals, hinders positive social interactions and relationships, or harms the student’s peers, adults, or family members
(Bailey & Wolery, 1992).
Traditional Belief SystemWhen a student doesn’t know how to drive…….. we teach him.
When a child doesn’t know how to wash his hands…… we teach him.
When a person doesn’t know how to read……. we teach her.
But when a child doesn’t know how to behave……….. we punish her.
Reinforcement
Before you plan for instruction you must make a decision…
What effect do you want on behavior?– Increase or decrease the frequency of the
behavior?
Characteristics of Punishment
• Can show immediate effect
• Once used, loses effectiveness and strength must be increased
• Tied to the punisher
• Not effective with inconsistent use
Characteristics of Reinforcement
• Takes time to take effect (not always immediate)
• Faster if consistent in implementation
• Not tied to person giving reinforcer
• Can be maintained without increase in reinforcement strength– Can fade
Reflection
Think about some different items that are reinforcing for your students that are
TangibleSocialintrinsic
What research says
Discipline does not equal punishment. Discipline = training that is expected to produce a
specific character or pattern of behavior, especially training that produces moral or mental improvement.
Improvement means to increase, develop, or enhance.
(Maag, 2001)
Reinforcement Game• Table talk
• Is the scenario reinforcement (+ or -) or punishment (+ or -)
• Consider all people involved in scenario
• We will discuss as a group
POSTIVE REINFOCEMENT
Something reinforcing is presented, behavior will increase
NEGATIVE REINFORCEMENT
Something aversive is removed or avoided, behavior will increase
POSITIVE PUNISHMENT
Something aversive is presented, behavior will decrease
NEGATIVE PUNISHMENT
Something reinforcing is removed, behavior will decrease
Changes in Behavior
• Remember reinforcement of behavior
• If a behavior does not decrease, it is being reinforced
• Increase in intensity of behavior may mean baseline has changed
Our responsibility"If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us for not having nourished the seed properly." - Buddhist proverb
Direct Data
• Eyes on Behavior• Antecedent/Behavior/Consequence data
(ABC)• Frequency, Latency, Duration, Severity, etc.
ABC Data Collection
• Antecedents that trigger the behavior • Consequences that are maintaining the behavior• Assign the function you think (hypothesize) the
behavior to be.• When behavior is maintained or increases
(appropriate or inappropriate), it is being reinforced.
Setting Event/s
Antecedent
Challenging Behavior
Replacement Behavior
Desired
Function/Outcome
Function/Outcome
Competing Behavior Pathway
Abraham Maslow:
If the only tool you have is a hammer, you tend to see every problem as a nail.
Behavior Change
• Slow process • Need changes in BOTH adult and student behaviorStep 1. Externalizing Behavior Change: Extrinsic- Reinforcement- FeedbackStep 2. Fade into Internalizing Behavior Change:
Intrinsic- Self awareness- Self monitoring- Self control
Fight or flight
• Amygdala, Hypothalamus• Adrenaline, noradrenalin, cortisol • Body changes
– Respiration increases, pupils dilate, blood moved to different parts of body
• Perception– Environment possible threat
Topography
• Describes behavior– Tells us what– Does not tell us why
• Label of students, not an analysis of behavior
Interventions
• Antecedent– Prevent behavior from occurring
• Teach– How will we teach the new replacement behavior
• Behavior– Response when behavior is occurring
• Consequence/Reinforce– Response after appropriate/inappropriate behavior
has occurred– Not synonymous with disciplinary action
Allday & Pakurar (2007)
Intervention:
•Teacher Verbal Greeting•Use Students’ Names•One positive Statement•Shake students’ Hands
3 middle school age students (2 boys, 1 girl, AA, W, Hisp)
Problem Behavior: talking, annoying others, out of seat, sleeping, etc.
DV: % intervals on-task10 minutes (15s momentary t.s.)Multiple Baseline Design
Questions to Answer
• How do I teach a more appropriate behavior?
• How do I reinforce the use of that behavior?
• What is my consistent response? – Reinforcement schedule
Antecedent Strategies
• Teaching appropriate/expected behavior
• Modifying environment to reduce triggers
• Reinforce use of appropriate behaviors
Teach Strategies
• How will staff teach student the new behaviors/social skills needed to be successful
• Do peers or other staff members need to be taught how to deal with the behavior
Behavior strategies
• Protocol for staff response for inappropriate/unexpected behaviors
• It is more than “call the AP” or giving a time out
Consequence strategies
• Not a list of disciplinary actions
• Feed the function
• Different strategies to address appropriate AND inappropriate behaviors
Escape Interventions
• Keep the demand• First / Then• Routines• Visuals• Reinforce (Immediate reinforcement)• Expectations clearly defined (visuals, language)
Attention Interventions
• Reinforce appropriate behaviors• Prompt (language, behavior)• Attention Diet (Timer will be your friend)• Practice modeling appropriate behavior• Social Stories (social interventions)• Give them a way to get your attention (look at me)• Tolerance for delay (waiting trials)• Peer Modeling• Choice Making
Tangible Interventions• Reinforce appropriate behaviors• Prompt (language, behavior)• Choice making• First / Then• Timers• Limiting time with preferred items/activities• Interruption trials• Accepting no• Waiting trials• Environmental arrangement• Social stories
Sensory Interventions
• Prompt language to ask for sensory• Sensory diet• Interactive teaching (while you are teaching, be
creative!)- Making shapes in rice- Practice writing in shaving cream- Jumping on trampoline and saying ABCs- Running, swinging, climbing on playground (this is a timed
event w/ teacher interaction)
Build a BIP for Billy
• Use our data from Billy to build a BIP at your table
• Prevent (Antecedent strategies)• Teach (how to teach new skills)• Behavior (what to do during a behavior)• Consequences (what to do after a behavior)
Daily Behavior Report Card
• Measures behavior goal progress• Enter data daily• Frequency of daily data points depends on
severity of behaviors• Model self-monitoring• Provides feedback for student• Can be tied to reinforcement
– A, B, C behaviors
Behavior Pathway
• Make sure you are scaling/measuring student behavior
• Tier II or III students will unlikely have more than one function for a behavior pathway
• Should build a behavior pathway for one function at a time
Setting Event/s
Antecedent
Challenging Behavior
Replacement Behavior
Desired Behavior
Function/Outcome
Function/Outcome
Competing Behavior Pathway
Behavior Scale Function/Consequence
F. (Worst behavior I have seen, not daily occurrence)
Block function as a consequence for behaviorEscape – Keep the demand, do not allow to escapeAttention – planned ignoring Tangible – deny tangible Sensory – block sensory
D. (Present level of functioning)
C. (Replacement behavior, 1st objective)
Give access to function of behavior as a reinforcer for appropriate behavior Escape – given time to escape Attention – peer and/or adult attention givenTangible – given access to preferred tangibleSensory – given access to sensory needs
B. (Replacement behavior, 2nd objective)A. (Goal behavior)
Behavior Scale Example
A. Independently completes assigned work on time and then receives 3 min reinforcerB. Independently completes assigned work while using a timer. 5 min work/30 sec. reinforcerC. Completes assigned work during the day with teacher giving prompts and extra time allowed receives 30 sec reinforcerD. Student does not complete assigned work
Daily Avg.
Monday Reading Math Science Social Studies Special Areas
ABCD ABCD ABCD ABCD ABCD
Tuesday Reading Math Science Social Studies Special Areas
ABCD ABCD ABCD ABCD ABCD
Wednesday Reading Math Science Social Studies Special Areas
ABCD ABCD ABCD ABCD ABCD
Thursday Reading Math Science Social Studies Special Areas
ABCD ABCD ABCD ABCD ABCD
Friday Reading Math Science Social Studies Special Areas
ABCD ABCD ABCD ABCD ABCD
Example Behavior ScaleA. Raises hand while in assigned area and quietly waits to be called on before talkingB. Raises hand while in assigned area, calls teacher’s name when wanting to talkC. Raises hand, out of assigned area, calls teacher’s name when wanting to talkD. Out of assigned area, interrupts teacher by blurting out when wanting to talkF. Out of assigned area, yells across room at teacher, cursing at teacher when wanting to talk
Daily Avg.
Monday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00
ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF
Tuesday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00
ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF
Wednesday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00
ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF
Thursday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00
ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF
Friday 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00
ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF ABCDF
Data Analysis
Mon
TuesW
edThurs
Friday
Mon
TuesW
edThurs Fri
0102030405060708090
100
Billy
Daily AvgLinear (Daily Avg)
Reinforcement Systems
• All staff pair with student and reinforcement
• Reinforce replacement and appropriate behavior (A, B, C)
Token Economy
A reinforcement system that includes a delayed reinforcer
• Money Chart• Sticker Board• Marbles in a jar• Punch Board• Tickets
Examples of Token Economies
Fading reinforcement
How to change the frequency, duration, or delay in reinforcement
Avoid reinforcement trapBehaves when I’m thereOnly works for reinforcement