Sie sind auf Seite 1von 48

Presented by: Karla Toruno-Troast, M.S.

, PPS, School Psychologist

1
 In July 2013, the California state legislature
repealed regulations regarding behavior
interventions for Special Education Pupils.
 Many of the procedural requirements were
removed.
 This created the opportunity for RUSD SELPA
to address behavioral challenges using
techniques that are based on research and
that make the most sense for the situation.

2
 Federal Special Education law requires that the IEP’s
of students with disabilities include strategies to
address “Behavior Interfering with Learning of Self
or Others.”

 Public agency shall ensure that each teacher and


provider is informed of their specific
responsibilities to accommodate, modify, and
support students with behavior challenges.

 If problem behavior is not addressed (IEP goals


and/or PBIP), the child is being denied FAPE.

3
 Includes three tiers of intervention that provide a
graduated sequence of intensifying interventions in
order to match services to student need and allocation
of services.

 Framework utilizes data and research based strategies


to support student behavior.

 Data is utilized to inform decision making and to


determine movement within tiers.

 Intensity of intervention matched to degree of


unresponsiveness.

4
Intensive: Tier 3
High Risk Students
Individual Interventions
3-5% of students

Targeted: Tier 2
SOME At-Risk Students
Small Group & Individual Strategies
10-25% of students

Universal: Tier 1
ALL Students
School/Class-wide systems of support
75-90% of students

5
 Classroom and Small Group Strategies,
School-wide Systems of Support (Consult w/
resource personnel, School Psychologist, RSP,
etc.), Reinforcement, Environmental Changes,
Accommodation Planning, Teacher Developed
Behavioral Management System.

 75-90% of all students will respond

 Examples (PBIS, school discipline)

6
 Treating behavior as a subject to be learned. (see
handout)

 Providing regular, scheduled, explicit, and repeated


instruction and lessons on behavior.

 Giving rewards, praise, and other kinds of positive


reinforcement for desirable behavior.

 Employing consistent consequences to behavioral


infractions that involve re-teaching to correct behavior.

 Strategies that support academics also support behavior


(active engagement, clear directions, etc.).

7
 Unconditional positive regard shown for each student, by all.

 Five to one positive gestures and comments to corrective


statements.

 Individual reinforcement is available.

 On-going teaching of rules & classroom procedures (Safe,


Respectful, Responsible behavior; 3-5 core rules).

 Explicit direct instruction teaching strategies are used.

 Differentiated instruction and accommodations.

 Proactive classroom management components.

8
 These interventions are implemented based
on a systematic procedure that identifies
students who are non-responsive to Tier I
interventions.

 10-25 % of students who are non-responders


to Tier 1.

 Individual strategies.

9
 Daily report cards.

 Mentoring programs.

 Check-in/Check-out systems (Student meets with a staff person to review target


behaviors and receive encouragement and self-monitoring data sheet in a.m., and
review results in p.m.)

 Self-monitoring systems.

 Behavior contracting.

 Home/School communication.

 Social skills instruction.

 Break/Escape card

 Behavior goal(s) on IEP

10
 Complete Behavior Analysis/Review
Worksheet (See Handout).

 Complete Positive Behavior Intervention Plan.

 Note: This is not considered an assessment


and does not require parent permission or an
Assessment Plan.

11
 For students who did not respond to Tier I or
Tier II interventions.

 Individual behavioral supports for a FEW.

 High-Risk Students

 3-5% of students

12
 Obtain parent consent via an Assessment Plan
to conduct a Functional Behavior Assessment
(FBA).

 Through the IEP process develop a


Comprehensive Behavior Intervention Plan
(CBIP).

 School Psychologist to complete FBA and


work collaboratively with classroom teacher
in developing CBIP.

13
 State and Federal regulations describe two
situations in which a Functional Behavioral
Assessment (FBA) or Behavior Intervention Plan
must be considered and/or developed:

 The determination that a behavior


subject to disciplinary action is a
Manifestation of the Disability.

OR

 The occurrence of a Behavior Emergency.

14
 Think of a student you work with and target
one of the challenging behaviors you want to
address.

 Let’s complete the Behavior Analysis/Review


Worksheet!

15
 Problem Behavior(s):

◦ Describe the behavior(s) that are interfering with


learning.

◦ Describe in observable, measurable terms without


being judgmental.

◦ Include frequency, duration, and/or intensity.

◦ Utilize data collection forms to gather information


regarding the behavior.

16
◦ Direct Observation: A-B-C Analysis:

 Systematic observation of the immediate antecedent


events associated with each instance of the display of
the targeted inappropriate behavior.

 Systematic observation of the consequences following


the display of the behavior to determine the function
the behavior serves for the individual.
A B C
ANTECEDENT BEHAVIOR CONSEQUENCE

17
 Antecedents:

◦ Identify what typically triggers or is happening


before the behavior is observed.

◦ Antecedents may include some of the following:


activities, places, interactions, requests, transitions.

◦ What variables would you have to put into place if


you wanted to create a situation in which you would
see the target behavior?

18
 Consequences:

◦ What usually happens as an immediate and/or delayed


result of the behavior.

◦ What does the student gain from using the target


behavior?

◦ Think of it as, “what is the ‘payoff’ for the behavior?”

◦ Consequences could involve the following: increased


response from others, decreased response from others,
isolation, punishment, reinforcement (removal or
application)

19
 Communicative Function of the Behavior:

◦ Key Concept: Behavior serves a purpose for the


student. All behaviors, including problem behavior,
allow the student to get a need met (i.e., behavior
serves a function). Although all functions are
legitimate and desirable, the method or form of the
behavior may require alteration.

◦ Based on the antecedents and the consequences,


what does the problem behavior allow the student
to “get” or “avoid/escape?”

20
Function of
Behavior

To Get To Avoid

Desired
Sensory Object or Sensory
Attention Object or Attention
Input Activity Input
Activity

21
 Why Bother?

◦ Determining the function of a behavior can lead to


more effective interventions and prevent the
implementation of inappropriate interventions.

◦ Effective interventions:
 Eliminate the reinforcer that maintains the target
behavior
 Promote a new and more efficient replacement
behavior, and
 Construct antecedent conditions that encourage the
use of the replacement behavior.

22
 Possible indicators:

◦ Attention (words, eye contact, body language)


reliably/usually follows the behavior.

◦ The student looks at or approaches person before


engaging in the behavior.

◦ The student smiles just before engaging in the


behavior.

23
 Possible indicators of escape/avoidance:

◦ The student engages in the behavior when a task is


presented.

◦ The student engages in the behavior when a new activity


begins.

◦ The student engages in the behavior when a stimuli they


view/perceive as aversive is presented.

◦ The behavior ends when the student is allowed to leave


the activity.

24
 Possible indicators of seeking access to a
tangible item are:

◦ The student’s behavior ends when given the item or


activity.

◦ The student asks for/requests the item.

◦ The student’s behaviors occur after it is clear that they


cannot have the item they want.

◦ The student’s behavior occurs when the item is not


presented fast enough.

25
 Possible indicators of seeking sensory input are:

◦ The student would engage in the behavior even when


other people are out of the room.

◦ The student appears to be engaging in the behavior


because they need sensory input (e.g. pushing up
against others, mouthing objects, squeezing others,
hands in ears, etc.)

◦ The student appears to be enjoying the behavior, not


aware of others around them, not being presented with a
work activity, and not attempting to gain access to
something.

26
 Example of Function: Billy

◦ Billy throws his work on the floor because it is hard


work for him. When he does this, his face shows
anger and frustration.

◦ His actions are a protest.

27
 Example of Function: Dolores

◦ Dolores giggles and disrupts peers around her


because she enjoys the attention and reactions she
gets. Her face shows pleasure and excitement.

◦ Her actions are to get social attention (even when


that attention is displayed as displeasure and
disapproval).

28
 Focusing on the student’s facial expression
and the response of others often yields cues
as to what the function of the behavior may
be.

29
 A statement of function provides information
relevant to making effective intervention
decisions and clearly communicates the
function of the behavior.

 It should clearly describe how the behavior


functions, in the presence of specific
antecedents, to either access or escape a
particular type of reinforcer.

30
 Example 1: Statement of Function

◦ When Randall is given teacher-assigned work that is


difficult for him (antecedent), Randall will refuse to
begin or complete any work in order to avoid the
assignment (function). As a result, Randall is
removed from the classroom and sent to the office,
or the assignment is removed and he is told that he
will receive no credit (consequences).

31
 Example 2: Statement of Function

◦ When Renee is given teacher-assigned work that is


difficult for her and peers are nearby (antecedents),
Renee will refuse to begin or complete any work in
order to get peer attention (function). As a result,
Renee is cheered on by peers when she is removed
from the classroom and sent to the office
(consequences).

32
 Positive/Replacement Behavior:

◦ Describe the behavior that you will teach the student to


use instead of the problem behavior.

◦ It is imperative that this behavior achieve the same


outcome (serves the same function) as the problem
behavior.

◦ This is called a FERB (Functionally Equivalent


Replacement Behavior).

◦ It must meet the Communicative Function that you have


described previously.

33
 Think of it as a contract:
◦ The student still gets or rejects

 The problem behavior can only be changed


if the student can get his/her needs met in
the new way.

 Replacement behavior cannot be the


absence or opposite of the problem
behavior!!!

34
 Some Examples:

 Behavior:
Poking peer with elbow
 Outcome:
Removal from group

 Alternative behavior:
Hands on table
 Outcome:
Teacher praise/sticker

35
 Reinforcers:

◦ What is motivating to the student?

◦ Activities, people, tangibles, or foods that the


student prefers.

◦ Can be based on observation, student report,


parent input, etc.

36
 Variety decreases satiation.

 Reinforcer available only after the correct


response is demonstrated. Contingent upon the
target behavior.

 Specific criteria to earn the reinforcer should be


established.

 Reinforcer should be easily delivered.

 Reinforcement should be planned and faded over


time.

37
 Let’s complete the Positive Behavior
Intervention Plan!

38
 Using information from Behavior
Analysis/Review Worksheet complete first
three sections of the behavior plan.

39
 Reduction of Problem Behavior:

◦ What is going to be changed in the environment


that will prevent or reduce the need for the student
to use the problem behavior?

◦ Note strategies, who will implement and when.

40
 Reduction of Problem Behavior:

◦ Examples:
 Environmental changes in how time is structured (e.g.,
reduced number of transitions, decreased demands).

 Space is organized (e.g., preferential seating, increased


access to teacher).

 Materials are selected (e.g., behavior chart, visual schedule,


curricular modifications).

 Positive interactions are increased (e.g., positive to negative


feedback ratio, peer tutors, assigning tasks in classroom).

41
 Increase of Positive/Replacement Behavior:

◦ List specific strategies for teaching the


positive/replacement behavior.

◦ Indicate frequency and responsible personnel (by


title, not name) for teaching, modeling, eliciting the
Positive/Replacement Behavior.

◦ See handout.

42
 Reinforcement:

◦ Indicate what positive replacement behaviors are you


reinforcing?

◦ Indicate what is the reinforcement?

◦ Indicate the schedule of reinforcement (how often it is


given).

◦ Indicate specific criteria for delivering the reinforcer.

◦ Indicate the personnel responsible for delivering


reinforcer.

43
 Reactive Strategies:

◦ What to do if the problem behavior occurs:


 First step is to prompt/remind student to use the
replacement behavior. (Verbal, visual, or gestural prompt).

 Reminders to student of what they are working for.

 Reminders to student of the consequences.

 Encouraging choice-making.

 Offering support (emotional or task).

44
 Reactive Strategies:

◦ Include a plan for debriefing with staff and student


after a problem behavior has occurred.

◦ Debriefing may include a verbal dialogue, a written


process, or a behavior practice session.

45
 Personnel responsible:

◦ Specify who will be responsible for monitoring and


overseeing the implementation of the plan.
◦ To be determined based upon district policy.

46
 IEP Goals:

◦ There should be at least one goal to increase the


Positive Replacement Behavior.

◦ List goal number on plan.

47
 Contact Information:

 Karla Toruno-Troast: ktoruno-troast@rusd.k12.ca.us

48

Das könnte Ihnen auch gefallen