Prairie Lakes AEA
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Transcript of Prairie Lakes AEA
Prairie Lakes AEAChallenging Behavior Workshop I
January 16, 2012Allie Betsch and Jamie Rouse
FacilitatorsJulie Nadrchal, Glenda Harms, Carol Warmbier,
Aaron Patrick, Penny Nordstrom Presenters
Session One Objectives
Participants will be able to operationally define behavior,
understand the ABCs of Behavior,and gain an understanding of a variety of
setting events and the importance of relationships.
Philosophy Kids Do Well if They Can
Ross GreeneRead and discuss with table behind
A Functional Look At Behavior
Interfering Behavior
“maladaptive” “inappropriate” “dysfunctional” “disruptive” “challenging” “problematic”
By Lunch you will be able to:
Identify the functions of behavior Develop an operational definition of a
behavior Determine the antecedents &
maintaining consequences Generate a hypothesis of the function
PH
ILOS
OPH
Y All people have needs; every behavior has a function.
PH
ILOS
OPH
Y When a child engages in problem behavior we need to ask ourselves……
PH
ILOS
OPH
Y What is the child trying to tell us?
PH
ILOS
OPH
Y All behavior is a form of communication and has a function.
What does it tell us?
All behavior is telling us something Behavior is used by children to
communicate when:› Poor language/communication skills› Learned behavior/social models› Most effective
Messages Being Communicated
Request an object, activity, personEscape demandsEscape activityEscape a personRequest helpRequest social interactionCommentRequest informationRequest sensory stimulationEscape sensory stimulation
Behavior Serves 2 Main Functions
To Get or Obtain something› Social/attention› Tangible› Activity
To Escape or Avoid› Social/attention› Tangible› Demand› Activity› Person
Also:
Sensory input Pain attenuation
What about ‘control’ as a function?
Functions of Behavior
ProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Avoiding the Snowball Effect(or tidal wave for folks from warmer climates)
Old Way – New way
Old WayGeneral
interventions for all behavior challenges
Intervention is reactive
Focus on behavior reduction
Quick fix
New WayIntervention
matched to purpose of the behavior
Intervention is proactive
Focus on teaching new skills
Long-term interventions
Function of Behavior
3 Methods› Indirect› Direct› Functional Analysis
We are not all red people
Continuum of Assessment
Behavior Equation
Antecedent Behavior Consequence(Where & When) (What) (Why)
Operational Definition
Behavior
Observable Measurable Check it: Is it understandable to all
members of the team?
Step 1
Observable & MeasurableNon-observable/measurable
DefinitionObservable/Measurable
Definition
Disruptive behaviors Talks when teacher is lecturing, calling out in a loud voice, singing
Off-task behaviors Draws pictures during group work time
Angry, Hostile Behaviors Throwing objects, Kicking over chairs
Inappropriate language Calls peers namesAttention problems Tapping/ drumming on desk,
looking around the classroomNon-compliance Refusal to do work, failure to
follow directionsDefiance Yells “No” or “You can’t make me”
when given direction
A Few Tips….
1. Ask yourself, “What does the behavior look like?”
Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.
A Few Tips….
2. Provide Examples and Non-examples of the problem behavior
Examples of Talking Out:· Talking when the teacher is giving directions· Talking to peers during independent work time
Non-examples of Talking Out:· Yelling to another student during recess· Talking with a peer during group work
Give it a Try!
Jeff is always disruptive in class. Hailey is constantly off-task during
math. Chris is defiant. Brandon is angry and hostile. Alexis uses inappropriate language.
A stimulus that occurs just prior to the behavior
They ‘trigger’ the behavior
Antecedents BehaviorStep 2
Antecedent Examples
Assignments too difficult/easy
Teased or bullied Told “no” or “can’t
do” Fine motor challenges Change in
schedule/routine
May be consistent: When anyone asks
him to sit down
May be unique to one situation:
When Mr. Jones asks him to sit down
Increase the likelihood that the behavior will occur again (reinforce)
Can decrease the likelihood that behavior will occur (punisher)
Can neither increase or decrease the likelihood of a behavior occurring again (neutral)
ConsequenceBehavio
r
Step 3
Functions ReviewProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Develop A Hypothesis
Your best guess, based on your functional assessment information, as to what the student is gaining or avoiding and what is motivating him/her to do it.
Note: One behavior may serve one or more functions. More than one behavior may serve the same function
Step 4
Hypothesis Formula
When this occurs…The student does… in order to…
Antecedent
When _______
Behavior:
The student does __________
Consequence
… and as a result ____________
__________
When asked to work with a partner in science, Bobby tears up his assignment and stomps his feet. The teacher then has Bobby sit down at his desk to complete the same assignment, while the rest of the class works together with their partners.
What is the Function of/ Pay-off for Bobby’s Behavior?
Asked to work with a partner
Tears assignment & stomps feet
Sent to his desk to complete the assignment
Therefore, the function of the behavior is to: avoid
Hypothesis Statement: When asked to work with a peer, Bobby tears the assignment and stomps his feet, in order to avoid working with a partner.
What is the Function of/Pay-off for Jane’s Behavior?
Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O’Neil. After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities. Then, adults spend time talking with her about her behavior.
Antecedent/Trigger: When ..
Staff are present
Shouts profanities
Adults talk to her
Therefore, the function of the behavior is to:
get/avoid Hypothesis Statement: When staff are present, Jane shouts profanities, in order to obtain adult attention.
Consider Setting Events
We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)?
· Infrequent events that temporarily impact the
antecedent to increase or decrease the value of
the behavioral outcome.
· Either increase or decrease the likelihood that a
behavior will occur
Antecedents vs. Setting Events
Antecedents - occur immediately before and act as “triggers” for problem behavior
Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.
Setting Event Examples
Lack of sleep or food Having a fight on the way to school Bad grade on a test / reprimands Forgetting to take medication Substitute teacher / changes in
routine
How??
Indirect Tools› Motivational Assessment System› Interviews› Review of records
Direct Tools› ABC forms
Practice
Read the following scenario Choose one tool Define the behavior (observable &
measurable) Identify setting events & antecedents Determine consequences Generate a hypothesis
Scenario
Mary-Jo did not have a good night at home. She got into a huge argument with her sister over who’s turn it was to do the dishes. When her mother came home, Mary-Jo’s sister blamed her for the mess in the kitchen. Mary-Jo was so upset she did not sleep well that night. Her mother woke her up early in the morning so she could drop her off at school before going to work. Mary-Jo was tired and told her mother she was sick, but her mother said she must go to school. While Mary was waiting in the line at her classroom door, a classmate pushed in-front of her. Mary-Jo shoved the classmate and yelled, “watch out!” and the classmate yelled back. A teacher came out of a classroom and told them that yelling is not ok. When the teacher turned to leave, Mary-Jo and the other girl began pushing each other. The teacher sent the girls to the office upon which Mary-Jo was suspended and sent home.
Practice
What tool did you use? Operational definition? Antecedents? Consequences? Setting events? Hypothesis?
Diverse students come in to schools with abilities to be successful in diverse realities.
Schools aim to arm students with skills and knowledge to be successful in middle class reality.-Ruby Payne
Break-Out Sessions/Lunch
11-12:15› Group A-Lunch› Group B-Pick one Breakout Session
12:30-1:45› Group A-Pick one Breakout Session› Group B-Lunch
Developing a Student Profile
Broadening our FocusNarrow view of student
Looking at the bigger picture
Cumulative File Review
Family Background› Who does the child live with?› History of Relocating?
Development History› Information on birth, infancy, or toddlerhood?
Educational History› When did child begin schooling? Did they attend daycare?› How many schools has child attended?› IEP or Behavioral Concerns (bus reports) noted? Academic
Abilities? Medical Reports
› Medical history or involvement with psychological testing? Other Pertinent Information
Parent Meeting
In-person Parent-Teacher Meeting› Strengths of Child› Areas of Concern› Parent Feedback
Relationships
Ticket Out
3- things you learned today
2- things you will take back with you and use
1- Question still circling in your mind