prairie lakes aea challenging behavior workshop: session 2
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PRAIRIE LAKES AEACHALLENGING BEHAVIOR WORKSHOP: SESSION 2April 11, 2014
Facilitators: Allie Betsch and Jamie Rouse
Presenters: Glenda Harms, Becky Eglund, Julie Nadrchal, Brenda Gerdes
Objectives
1. Obtain the knowledge and skills to compete a functional behavioral assessment.
2. Obtain the knowledge and skills to complete a Behavior Intervention Plan that aligns with an FBA
QUESTIONS FROM LAST SESSIONA. Where does trauma fit into FBA/BIP?
-IT DEPENDS! Does it have a direct impact on the behavior? Is it ongoing? Here are some ideas-
Questions Continued…B. How do I receive credit for this class?• -Avatar directions on registration table
C. Who takes responsibility of writing the BIP?
-It depends AGAIN! AEA Behavior Strategist will work collaboratively with IEP team to make it a realistic plan
D. When will we talk about replacement behaviors/responding to the function of behavior?
-Today and next session we will take about the Behavior Intervention Plan and how to respond to the identified function of behavior
Session One Review Game• Teams of 8• 1:1 face-off with opposing team• Host (behavior strat. volunteers) reads the question• Participant rings bell to answer question• If participant gets it right, awarded point• If participant gets it wrong, opposing team has 2 minutes
to collectively decide on an answer• If right, awarded 2 points, if wrong no penalty.
Homework Review• Operational definition of a problem behavior
• Does it pass the stranger test?• How can you measure it?
• ABC Data• What tools did you use?• What were common antecedents• What were common maintaining consequences?
Function ReviewProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
• Step 1: Operationally define the target behavior.• Step 2: Identify antecedents• Step 3: Determine maintaining consequences
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 ____________
__________
What is the Function of/ Pay-off for Allison’s Behavior?• During Saturday detention, Mr. Vernon leaves the room. Allison
bites her finger nails and John, another student, says “Keep eating your hand and you’re not going to be hungry for lunch.” Allison bites her nail and spits it at John. John turns away.
Peer makes a comment
Spits a finger nail at peer
Peer turns away
Therefore, the function of the behavior is to: escape
Hypothesis Statement: When a peer makes a comment about her, Allison spits at the peer, in order to escape the peer.
What is the Function of/Pay-off for Andrew’s Behavior?• In the locker room after gym class, when Larry walks by,
Andrew tackles him and whips him with a wet towel. Andrew’s friend laughs loudly and says, “good one!” Andrew is given Saturday detention.
Antecedent/Trigger: When ..
Larry walks by Tackles and whipsFriends laugh and say
“good one”Therefore, the function of the behavior is to: obtain
peer attention
Hypothesis Statement: When Larry walks by, Andrew tackles and whips him with a wet towel, in order to gain peer attention (peer acceptance/respect, etc.).
What is the Function of/Pay-off for Claire’s Behavior?• During Saturday detention, Mr. Vernon gives the class an
essay assignment. Mr. Vernon leaves and Claire cries loudly. Thomas puts his arm around her and offers to let her copy his essay.
Antecedent/Trigger: When ..
Given an essay assignment
Cries loudlyThomas comforts and offers to let her copy.
Therefore, the function of the behavior is to: escape
task demand
Hypothesis Statement: When given and assignment, Claire cries loudly in order to escape the task demand.
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. · CPI: Precipitating Factors
· 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• More Examples from Group?
Practice• Choose one tool • Identify setting events & antecedents• Determine maintaining consequences• Generate a hypothesis
John Bender
• Verbal aggression-using profanity, making threats, mocking others, using a negative tone with adults and peers, giving putdowns.
Richard Vernon
• Verbal Abuse: raising voice, making threats towards others and insulting students.
Break-Out Sessions/Lunch
11:00-12:00• Group A Lunch • Group B Breakout
12:00-1:00• Group B Lunch• Group A Breakout
CREATING BEHAVIOR INTERVENTIONPLANS
Competing Pathways Model
Setting EventsTriggering
AntecedentsMaintaining
Consequences
Desired Behavior TypicalConsequences
Problem Behavior
Alternative Skill
Manipulate to make behavior irrelevant
Manipulate to make behavior irrelevant
Teach to make behavior inefficient
Modify to make behavior ineffective
Key Components of BIPs• Prevent• Teach• Respond• Monitor
Prevent: Manipulate Antecedents & Setting Events• How can setting events and antecedents be changed so
that we can prevent the interfering behavior from occurring?
“An ounce of prevention is worth a pound of cure.” –Benjamin Franklin
“You can't prevent what you can't predict.” –K.M. MacAulay
?
Prevent: Manipulate Setting EventsRemove a problem eventModify a problem eventIntersperse difficult/unpleasant events with easy/pleasant events
Add events that promote desired behaviorsBlock or neutralize the impact of negative events
Table Time: Brainstorm• Come up with 10 prevent strategies
• Can fall into the GAIN or ESCAPE functions of behavior
• What strategies do you include in the majority of your BIPs for all students?
Prevent: Manipulate Antecedents
How can you make problem behavior irrelevant?
Antecedent Function of Behavior
Presented with math fact probe Escape difficult tasks
Teachers attention withdrawn Gain adult attention
Transition from centers Escape preferred activities
Told “no” Gain tangible objects
Partner work Escape peer attention
Individual seat work Gain peer attention
Teach Teach Teach
Setting Events TriggeringAntecedents
MaintainingConsequences
Desired Behavior TypicalConsequences
Problem Behavior
Alternative Skill
Teach• Specific Replacement Skills• General Social Skills• Coping and Tolerance Skills
What is a Replacement Behavior?• An alternative skill to the interfering behavior• 3 Characteristics
Same Function
As/more EfficientAcceptable
Serves the Same Function
Interfering Behavior
Maintaining Consequence
Replacement Behavior
Serves the Same Function
Hitting and Kicking
End work-task
Keeping hands and feet to self?
Serves the Same Function
Hitting and Kicking
End work-task
Putting work in a “later” box
Is Efficient
• How hard do I have to work to get the same result?
• Why would I raise my hand and wait when you always talk to me when I blurt?
Socially Acceptable
• Teacher-Approved?• Kid-Approved?• Friend-Approved?
Setting Events TriggeringAntecedents
MaintainingConsequences
Desired Behavior TypicalConsequences
Problem Behavior
Replacement Behavior
What other students do.
Desired Vs. Replacement Behaviors
Alternative skill that serves the same function
Setting Events TriggeringAntecedents
MaintainingConsequences
Desired Behavior TypicalConsequences
Problem Behavior
Replacement Behavior
Desired Vs. Replacement Behaviors
Science class
Instructed to work with partner
Tears assignment; stomp feet
Complete assignment on his own
Work with partner
Work is completed, social interaction
?
Test it out
General Social Skills
• General Skills• Help alter problems situations and prevent need for problem behavior• Reading skills• Organizational skills • Social skills
Coping and Tolerance Skills
•Teach student to cope or tolerate difficult situations
• Relaxation strategies• Breathing exercises• Positive self-talk• Anger management strategies
Respond• Reinforce desired behaviors & replacement skills• Modify consequences to problem behavior so problem
behavior is ineffective.
Respond: Reinforce New Skills• Match reinforcement w/ the function• Natural & Artificial Reinforcers
Take Home Message• Behavior Intervention Plans must be designed to match
the identified function of the interfering behavior. • Behavior Intervention Plans should:
• Prevent• Teach• Respond• Monitor
For Next Time• Complete an FBA using the competing pathways visual• Select a replacement behavior
What is Your Behavior Philosophy?
https://www.youtube.com/watch?v=jvzQQDfAL-Q
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