WRITE YOUR BIGGEST FEAR ABOUT STUDENT BEHAVIOR INCLUDE YOUR NAME TO BE ELIGIBLE FOR DOOR PRIZES.
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Transcript of WRITE YOUR BIGGEST FEAR ABOUT STUDENT BEHAVIOR INCLUDE YOUR NAME TO BE ELIGIBLE FOR DOOR PRIZES.
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WRITE YOUR BIGGEST FEAR ABOUT STUDENT BEHAVIOR
INCLUDE YOUR NAME TO BE ELIGIBLE FOR DOOR PRIZES
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Olive Branch
Elementary School
A GUIDE TO WRITING A BEHAVIOR
MODIFICATION PLAN:GETTING ANSWERS
DESOTO COUNTY SCHOOLSSPECIAL EDUCATION
BEHAVIOR SUPPORT STAFF
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• Head banging• Being physically
aggressive• Being truant• Biting• Crying• Defying authority• Destroying property• Pushing, pulling others• Running away• Threatening others• Throwing things
• Inappropriate sexual behavior• Failing to complete
assignments• Failure to follow
directions• Failure to remain seated• Fighting• Yelling• Cursing• Talking out of turn• Use of inappropriate• Language
TYPES OF PROBLEM BEHAVIORS
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Sped Teacher
Regular Education Teacher
Counselor
School Psychologist
Positive Behavior Specialist/Behavior Coach
Clinical Psychologist
Mental Health Professional
WHO CONDUCTS A BEHAVIOR SUPPORT PLAN?
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Target Behaviors
Function/Hypothesis
Replacement Behaviors
Strategies/Interventions
Positive Reinforcement/Natural Consequences
Progress Monitoring
OBJECTIVESAT AT THE END OF THE FOUR SESSIONS, TEACHERS WILL WALK AWAY WITH
A READY-TO-USE BMP FOR AT LEAST ONE TARGET AREA
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“Which Ones”
TARGET BEHAVIORS
Erin Hendricks,PBS
Amber Melton,PBS
August 27,2013
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Observable: The behavior is an action that can be seen.
Measurable: The behavior can be counted or timed.
Define behaviors so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!
DEFINING TARGET BEHAVIORS
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High pitched screams
Kicking over chairs
Completing tasks
Poor impulse control
Angry, hostile, resentful
Paying attention
EXAMPLES NON-EXAMPLES
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Ally stays at the computer to continue playing after her time is up and requires prompting to end and move to the next
activity.
-Observable -Measureable
ALLY
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Jimmy refuses to put on his coat by firmly placing his arms at his sides when
it’s time to go out for recess.
-Observable -Measureable
JIMMY
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Dave does not actively participate in class.
•Dave sits with the group but does not speak or make eye contact with the teacher or classmates. •Dave has not independently raised his hand to answer a question this school year.
DAVE
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“Why”
FUNCTION/HYPOTHESIS
STATEMENT
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Assess the behavior directly and determine its function.
What does the student GAIN from the behavior?
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Sensory StimulationThe behavior serves no other purpose but to provide the child
with sensory input. (ex: hand flapping, body rocking, eye gaze) Escape/AvoidThe child engages in this type of behavior to escape or avoid a
demand or non-preferred task/activity (ex: child hits when asked to sit down to do homework)
AttentionThe child engages in this type of behavior to gain others’
attention (ex: running away so that parent will chase child) Access to tangiblesThe child engages in this type of behavior to gain access to
tangibles (ex: child tantrums with denied cookie)
4 BASIC FUNCTIONS
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FAST
TOOL
Reward and consequence
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WHAT WILL YOU TAKE AWAY?
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Amber [email protected] Erin Hendrickserin,[email protected]
Olive Branch Elementary School’sPositive Behavior Specialist- Mandy Lindsey
Behavior Coach- Ashley Jones
CONTACT INFORMATION
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Progress MonitoringImplementing plans
REPLACEMENT BEHAVIORS Ashley
Jones, BC
MandyLindsey,PBS
Feb 24, 2014
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To replace the inappropriate behavior
When we don’t teach a new behavior, the student will come up with a new way to get what he/she wants
WHY DO I NEED TO TEACH A REPLACEMENT BEHAVIOR?
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It must serve the same FUNCTION as the problem behavior
Be proactive, not reactive--(Best time to intervene is when behavior is not occurring)
Behavior needs to be efficient-- (Easy for the student & others)
Behavior needs to be effective--(Reinforced immediately)
HOW DO I CHOOSE A REPLACEMENT BEHAVIOR?
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Ask for break
Say “all done”Ask for helpAsk for a turnAsk for a hugUse a scheduleID feeling & express
Ask for adult intervention
Use supports to follow rules
Anticipate transition
Say “no”Take turns
POSSIBLE REPLACEMENT BEHAVIORS
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Ally stays at the computer to continue playing after her time is up and requires prompting to end and move to the next
activity.
Perceived function:Ally wants to continue engaging in a
preferred activity.Escape/Avoid non-preferred activity
ALLY
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Ally independently leaves the computer on time and turns off the remote power switch when her time is up.
ALLY’S REPLACEMENT BEHAVIORS
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Jimmy refuses to put on his coat by firmly placing his arms at his sides when
it’s time to go out for recess.
Perceived function:Jimmy does not like the sensation of
wearing restrictive clothingSensory Stimulation
JIMMY
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Jimmy will independently put on his coat within one minute of being told that it’s time for recess
Any other suggestions?
JIMMY’S REPLACEMENT BEHAVIORS
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Dave does not actively participate in class. He sits with the group but does not speak or
make eye contact with the teacher or classmates. He has not independently
raised his hand to answer a question this school year.
Perceived Function:Dave avoids speaking up in class by not participating in group activities. He also
avoids providing potentially incorrect answers.
DAVE
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Dave will complete a minimum of 50% of in-class assignments within the allotted time per week. Dave will independently request help from a teacher or classmate by raising his hand or speaking at least three times per week.
More suggestions?
DAVE’S REPLACEMENT BEHAVIORS
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model desired behaviors praise student and peers when desired behaviors are
displayed use spontaneous teachable moments ignore undesired behaviors through extinction do no continually reinforce undesired behaviors (giving
attention to student talking out) have one on one conferences with your students; find out
their interests, become involved, let them know you care be consistent; do not overreact; do not take their behavior
personally share social stories with the entire class as a whole provide support and encouragement especially after acting
out episodes
TIPS FOR IMPLEMENTING REPLACEMENT BEHAVIORS...
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Appropriate behavior is a skill that can be taught just as an academic skill is taught.
Behavior must be explicitly taught.
Students with disabilities do not necessarily learn through observation.
Students with disabilities need modeling, error correction, and practice.
REMEMBER
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PROGRESS MONITORING
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How will progress be monitored,
how often, and by whom?
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Using tracking sheetsUsing an email system with your Sped StaffKeeping a behavior log in your classroom
WAYS TO PROGRESS MONITOR
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It is the responsibility of all members of the IEP team to ensure the plans are being followed and progress monitored.
WHO PROGRESS MONITORS?
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Is the replacement behavior increasing?Is the target problem behavior decreasing?How is the student progressing overall?Is the external reinforcement decreasing?
EVALUATING AND ADJUSTING
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Lets look at a plan together. Turn to the last page in your packet…
BMP (BEHAVIOR MODIFICATION PLAN)
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PREVENTION TECHNIQUES
STRATEGIES AND INTERVENTIONS
“How”
ZataraBolden, BC
Sarah Leach, BC
Sept. 24,2013
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These are not prescriptive replacement behaviors and
interventions. Every situation and student is unique!
DISCLAIMER
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specify a number of allowable requests prior to
class time
appoint a reliable escort to accompany the student
conduct a one on one conference with the student
“The Escaper”
Possible function: attention seeking, avoidance
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give short term objectivesassign jobs-message deliveryprovide scheduled breaks
“Over-Active Student”(constantly out of seat, disruptive, fidgety)
Possible function: physical reasons (immaturity), avoidance
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reward desired behavior and ignore interruptive
behavior
conference (make sure the student is aware of their
behavior)
develop silent signals to notify student when
behaviors occur
“The Constant Interrupter”
Possible function: attention seeking, gain approval/power
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address the student directly in a calm voice and use direct eye
contact
give the student the opportunity to speak and talk until they are
quiet
schedule specific meeting times throughout the day and fade
support as the behaviors decrease
allow for breaks to reset emotions
“The Hostile Student”(often angry with self and others, acts verbally and possibly
physically)
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conference with the student
create a pact with the student to listen to their
fears and concerns; take into consideration their
suggestions/opinions
involve the student in any plans to modify their
behavior
“The Defiant Student”
Possible function: attention seeking, task avoidance
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teach appropriate interactions with peers (for
younger students- model with peers; act it out)
allow the student open conference with the teacher
allow both parties to address their side of the
situation with a counselor/adult
“The Bully”(teases and taunts others)
Possible function: attention seeking, social avoidance
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allow breaks for student when aggression is escalating
reiterate the importance of taking care of your things
and others through social stories
complete re-think sheets with student after calming
from an incident; explore other ways of expressing
anger
“The Destructive Student”
Possible function: gain power over a situation/person
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POSITIVE REINFORCEMENT
“When”
Amy Mcinvale, PBS
SarahChandler, Social Worker
Oct. 8, 2013
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Occurs when a reward, sometimes called a reinforcer, is given for a specific desired behavior. Other behaviors, even those that are negative, are simply ignored.
Over time, this will lead to an increase in the desired
behavior.
POSITIVE REINFORCEMENT
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Many experts believe that reinforcement is more effective than punishment in shaping long-term behavior.
Punishment focuses on negative behaviors, while reinforcement ignores those and focuses only on desired behaviors.
REINFORCEMENT VERSUS PUNISHMENT
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Correct TimingCorrect RewardsHigh EnthusiasmConsistency
IMPORTANT COMPONENTS OF A REINFORCER
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The reinforcement should not be ambiguous or insincereThe reinforcement must be age appropriate It is not a bribe It must be something valued by the student It must be individualized to the specific person receiving it
THINGS TO REMEMBER ABOUT REINFORCEMENT
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A consequence (positive reinforcer) is presented dependent on behavior.
The desired behavior becomes more likely to occur.The desired behavior becomes more likely to occur because
and only because the consequence is presented dependent on the behavior.
THE TEST! IS IT A REINFORCER?
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Plans should be reviewed within at least two weeks of implementation
Make sure reinforcers and replacement behaviors are appropriate
Make changes as needed if student is not progressing and fade support as student makes improvement
REVIEW/REVISE
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Amy [email protected] [email protected]
Olive Branch Intermediate School’sPositive Behavior Specialist- Mandy Lindsey
Behavior Coach- Ashley Jones
CONTACT INFORMATION