behavior interventions for the general education classroom kayla dejong, ed.s., ncsp
TRANSCRIPT
Behavior Interventions for the General Education Classroom
Kayla DeJong, Ed.S., NCSP
Agenda
• Why do we do interventions in classroom?
• What steps do we take before beginning the intervention?
• How do I do the intervention?
• Troubleshooting
Why do we do interventions in classroom?
• The law requires two interventions prior to a special education referral
• 125A.56 ALTERNATE INSTRUCTION REQUIRED BEFORE ASSESSMENT REFERRAL.
• Subdivision 1.Requirement.
•
• (a) Before a pupil is referred for a special education evaluation, the district must conduct and document at least two instructional strategies, alternatives, or interventions using a system of
scientific, research-based instruction and intervention in academics or behavior, based on the pupil's needs, while the pupil is in the regular classroom. The pupil's teacher must document the results. A special education evaluation team may waive this requirement when it determines the pupil's need for the evaluation is urgent. This section may not be used to deny a pupil's right to a special education evaluation.
• (b) A school district shall use alternative intervention services, including the assurance of mastery program under section 124D.66, or an early intervening services program under subdivision 2 to serve at-risk pupils who demonstrate a need for alternative instructional strategies or interventions.
What steps do we take before beginning the intervention?
• Classroom management system
• Pre-referral Process
• Define the problem behavior/target behavior– Can the student perform the target behavior?
• Collect baseline data
“Rudeness”havior Descriptions
Behavior
Rudeness
Good Definition
Clark is exhibiting rudeness when a teacher is talking to him and Clark rolls his eyes. This excludes any time that a teacher is not directly addressing him
Bad Definition
Clark is rude to his teacher.
Baseline Data
• Frequency– How OFTEN does the behavior occur
• Intensity– What are the IMPACTS of the behavior
• Duration– How LONG does the behavior last
FREQUENCY(How often)
DURATION(How long)
INTENSITY(How severe)
Raising Hand Pencil Tapping “Tantrum”
Arrives on time Working on Assignment
Physical aggression
Discrete Trial Interaction with Peers
Out of Seat Rocking or Self Stimming
Turn in Homework “Off-task”
Identify Site Words Sleeping
Math Problems
Measurement Options
Frequency Count
• Count the number of times the behavior occurs
• Use for behaviors with a clear beginning and end
• Use when you want to know if a behavior increases/decreases
• Pros– Easy to do – Easy to graph
• Cons– Doesn’t tell you how
long a behavior lasted
Frequency Count
• How to use– Frequency Count
sheet– Golf counter– Paper clips– Points– Coins
How to graph
Intensity
• Used when you want to measure the impact/force of the student’s behavior
• Severity Rating
• Pros– Can be a good
indicator of change in behavior
• Cons– Without operational
definitions it can be very subjective
Example of Severity Rating
1. Behavior is confined only to the observed student. May include such behaviors as: refusal to follow directions, scowling, crossing arms, pouting, or muttering under his/her breath.
2. Behavior disrupts others in the student’s immediate area. May include: slamming textbook closed, dropping book on the floor, name calling, or using inappropriate language.
3. Behavior disrupts everyone in the class. May include: throwing objects, yelling, open defiance of teacher directions, or leaving the classroom.
4. Behavior disrupts other classrooms or common areas of the school. May include: throwing objects, yelling, open defiance of school personnel’s directions, or leaving the school campus.
5. Behavior causes or threatens to cause physical injury to student or others.
Duration
• Duration/Interval Recording– Use for behaviors
that are continuous
• Pros– Gives you an
estimate of how often the behavior occurs
• Cons– More time intensive
– Need to recognize start/stop of behavior
Duration Handouts
• Duration Data Sheet
• Self Graphing Duration Data Sheet-10 Minute Intervals
Date: _______________ Start time: __________ End time: __________
1240
230
220
210
200
190
180
170
160
150
140
130
120
110
100
90
80
70
60
50
40
30
20
10
Making a Data Collection Plan
• Determine how the data will be collected
• Determine who will collect the data
• Determine how often the data will be collected
How do I do the intervention?
• Structured reinforcement system
• Self-monitoring
Structured Reinforcement System
What Behaviors To Use it With
• Poor motivation• Work completion• Quality of work• Attendance/punctuality• Disruptions• Arguing• Swearing• Fighting• Throwing tantrums
The Plan
1. Choose a method for monitoring student behaviors.
2. Identify a menu of possible rewards.
3. Determine how many points will be required for the student to earn each reward.
4. Specific consequences for misbehavior (if necessary).
5. Meet with the student to introduce plan.
6. Set goal for success.
7. Progress monitor.
Examples of MethodsClass Keep hands to
myselfStay in assigned area
Appropriate volume Total
Opening
English
Daily 5
Spelling/Phonics
Examples (Continued)
• Sarah’s Thumb Chart– My goal is: – I am working for:
Monday:Class Spelling Reading Math Gym
My Thumb Is:
Up Down Side
Up Down Side
Up Down Side
Up Down Side
Examples (Continued)Date Stealing-AM Check
(Yes/No)Stealing-PM Check (Yes/No)
Lying
Monday___________
Tuesday___________
Wednesday________
Thursday__________
Friday_____________
Examples (Continued)
• Interventions: Evidence Based Behavioral Strategies for Individual Students
• Randy Sprick & Mickey Garrison
Determining Rewards
• Reinforcement hierarchy1. Primary
2. Tangibles
3. Contingent access
4. Privileges
5. Social status
6. Praise
• Have the student determine what they want to work for
• Preference assessment
Things to Consider
• Rate of reinforcement
• Stick with it!
• Don’t take away what they have earned.
• How often you want to do the intervention?
Self-Monitoring
What Behaviors To Use it With
• Blurting out
• Complaining
• Careless work
• Failure to pay attention
• Inappropriate comments
• Aggression
The Plan
1. Determine when the student will record behaviors
2. Develop a recording system
3. Design a cueing system to prompt the student to record
4. Set goal for success
5. Teach the student how to use the recording system
6. Adult monitor
Examples
Examples (Continued)
Directions: Mark a “+” for each direction followed without complaining. Mark a “–” for each direction that led to complaining.
Date:_________
Examples (Continued)
Happy Cat/Sad Dog• Name Behavior• Each time you remember, color the smiling cat. When you forget, color
the sad dog.
Happy Dog/Sad Cat• Name Behavior• Each time you remember, color the smiling dog. When you forget, color
the sad cat.
Examples (Continued)Directions: Circle the number that best describes the level of neatness of this assignment. If the assignment is rated 0 or 1, it will have to be cleaned up or redone. If the teacher agrees with your rating, there may be an occasional reward.
4 The paper is whole and flat with no extra marks. The writing sits appropriately on the line. There are spaces between the words. The capitals are big and the small letters are small. The writing is all printing or all cursive. The writing is straight or at a uniform slant.
3 The paper is whole and flat with no extra marks. The writing sits appropriately on the line. There are spaces between the words. The capitals are big and the small letters are small. The writing is all printing or all cursive.
2 The paper is whole and flat with no extra marks. The writing sits appropriately on the line. There are spaces between the words.
1 The paper is whole and flat, but has extra marks/smudges.
0 The paper is torn or crumpled.
Things To Consider
• Fidelity of student
• May want to combine with a structured reinforcement system
• Frequency of behavior
• Student’s cognitive level
• Fading of intervention
Troubleshooting
• Questions to consider:– Is the plan being implemented as proposed? (Fidelity)– How has the problem behavior changed (i.e. frequency,
duration, trend, etc.)?– Is the student acquiring new skills? (Replacement
Behavior)– Is the student using the new skill in different situations?
(Generalizing)– What modifications, if any, in the plan are needed to
improve its effectiveness?
