Carol Ann Davis, [email protected] University of Washingtonhttp://www.haringcenter.washington.edu/pdu-presentationshttp://depts.washington.edu/stppbs/present.html
Activity
Why did you choose to attend this workshop?
What kind of conditions do you encounter in the environment that influence you behavior?
Are there certain interactions with people that enhance your social skills?
2
What do we know about successful plans?
If at first you don’t succeed, try, try, again
It takes a village
You can’t have just one
3
Characteristics of Positive Behavior Support Assessment-based: Interventions directly linked to
environmental influences and a hypothesis concerning the function of the problem behavior.
Comprehensive plans, usually involving multiple interventions
Proactive, involving teaching alternative skills and adapting the environment.
Emphasizes lifestyle enhancement and inclusive settings as both the context for and long-range goals of intervention.
Characteristics of Positive Behavior Support (cont.)
Reflects person-centered values that honor the dignity and preferences of the individual.
Designed for use in everyday settings using typically available resources.
Broad view of intervention success that includes(a) increases in the use of alternative skills, (b) decreases in the incidence of challenging behavior, and (c) improvements in quality of life.
How have we changed the way we look at managing behavior? Proactive and preventative focus Understanding why problem behaviors are
happening Developing interventions or support plans based
on outcomes of the FBA Interventions that focus on skills development Strategies that are “doable” in real settings
Obtain DesirableEvents
Avoid/EscapeUndesirable Events
Internal External Internal External
Attention Objects/Activities
Attention Objects/Activities
• Rhythmic rocking• Endorphin release• Visual stimulation
• Smiles, hugs• Frown,scolding• Surprise
• Food• Preferrred activity• Money
• Sinus pain• Skin irritation• Hunger
• Smiles, hugs• Frown,scolding• Surprise
• Difficult tasks• Change in routine• Interruption of desired activity
3
8
Environment
Interactions and Curriculum
Individual
Environmental Checklist
Envt Can all of the children be seen?Can all of the children see you or other instructors in the class?Are the spaces for learning distinct from the other spaces in the room?Does the physical environment fit your instructional style?Does the physical environment fit your instructional style?Is there a schedule in the classroom that the student can act upon?Does the schedule reflect varied activities?Is the instruction and materials appropriate for the chronological age of the student?Have the rules and procedures been taught to facilitate independence?Are there enough materials for all students to be involved in the learning?
Instructional Checklist
Is the ratio of praise statements to negative statements at least 5 to 1?Does the instruction occur immediately prior to requesting the child to perform a new or not yet mastered task?Have reinforcers been assessed?
Are preferences been incorporated into the instruction?
Does the student have a reinforcement system that is systematic, and can be accessed quickly?
Strategies to Influence Behavior by Changing the Instruction
Content Task Difficulty Task Preference Task Length
Presentation Task Variation
Presentation?
What is a FBA?
A process that: Defines the target behaviors Determines the environmental events and factors that
contribute to challenging behaviors Identifies the antecedents and consequences that occur
before and after the challenging behaviors Hypothesizes the function or purpose of the
challenging behaviors Provides direction for developing appropriate and
effective positive interventions
4
FBA is a process in which many instruments may be used to gather information
Reviewing existing documents Interview Scale or Screening Instruments Scatterplot Direct Observation Tools Environmental Manipulation
4
Where do I start?
A description of the target behavior needs to be clear (i.e., form)
Aggression toward others
Tantrums Property Destruction
Other
Hitting Crying Turning over the furniture
Leaving Area
Scratching Whining Writing on furniture
Swearing
Kicking Screaming Throwing objects Non-compliance
Biting Dropping to floor
Throwing objects
Defining the BehaviorNon - Examples Examples
Tantrum Slaps other with open hand
Hyperactive Walks away from area, gets out of seat
Angry Cries loudly with a whine
Frustrated Swipes table clear of materials
Not paying attention Lunges off of carpet square at circle
Aggressive Scratches hands and arms of others, bites
What events do I need to consider when I begin an intensive FBA?
Setting Events Conditions that increase the likelihood that
problem behavior will occur. They can be: Removed in time from the behavior (e.g., the child
wakes up late, is rushed through breakfast, and hurried out the door to daycare two hours before she refuses to clean up her toys)
In close proximity to the behavior (e.g., the child has a block taken from him immediately prior to hitting another child in that center; student has a bad interaction in the hallway prior to screaming at the teacher) Example
An ongoing situation or state (e.g., the student is extremely fatigued due to a cold and not sleeping well the night before).
6-8
Setting Event Checklist Case Study
9/12 9/13 9/14 9/15 9/16 9/19 9/20 9/21 9/22
Did not sleep at least 6 hours X X X X
Does not watch TV in the morning X X X X
Did not access lunchbox at lunch X X X
Late to school X X X X
6-8
9/12 9/13 9/14 9/15 9/16 9/19 9/20 9/21 9/22
Did not sleep at least 6 hours X X X X
Does not watch TV in the morning X X X X
Did not access lunchbox at lunch X X X
Late to school X X X X
6-8
Another Example
6-8
Setting Events
Bad interaction with family previous to school Sick, Hungry, Tired Was reprimanded in class and privilege taken
away
Advantages DisadvantagesIdentifies events that may influence whether or not a behavior will occur
No information regarding function, or frequency of behavior
Helps identify sources of variability in the child’s performance
No information on history or prior intervention outcomes
6-8
Motivation Assessment Scale
A 16-item survey that assists in developing a hypothesis about the function of the problem behavior
http://www.monacoassociates.com/mas/index.html
Advantages DisadvantagesEasy and quick to use Information may or may not be
reliableEasy to understand
Provides information regarding developing a hypothesis for the function of the behavior
9-10
Motivation Assessment Scale
Questions Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
1. Would the behavior occur continuously if this child was left alone for long periods of time?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
2. Does the behavior occur following a command to perform a difficult task?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
3. Does the behavior occur when you are talking to other persons in the room?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
4. Does the behavior ever occur to get a toy, food, or game that he or she has been told that he she can’t have?
Never
0
Almost Never
1
Seldom
2
Half Time
3
Usually
4
Almost Always
5
9-10
Interviews
An interview that describes the problem behavior and identifies physical and environmental factors that reliably result in the problem behavior.
Advantages DisadvantagesProvides information of potential function
Assessment is time consuming
Provides information of possible setting events
Information may or may not be reliable
Provides information regarding resources for developing a positive behavior support plan
11-13
Interview Information What exactly does the behavior look like? What do you think is the function of the behavior? What events/situations predict the behavior? What are the learning characteristics? What does the child like or not like? How does the child communicate needs, wants, etc.? What are some of the other factors (e.g., medical,
schedule) that may influence behavior?
11-13
Scatterplot An interval recording system that assists in
determining if patterns of problem behavior exist during specific time periods
Advantages DisadvantagesPinpoints the time periods in which the behavior is likely and unlikely to occur.
Little information on setting events, environmental influences, or antecedents and consequences
Quick to complete and interpret
No information on prior interventions
Assist in identifying functions
14-16
Scatterplot Form
Time/Activity8:00 - 8:20
8:20 - 8:35
8:35 - 9:15
9:20 - 9:35
9:35 - 9:559:55 - 10:30
1 2 - 3 > 3
9/12 9/13 9/14
0
14-16
Scatterplot Form
Time/Activity8:00 - 8:15
8:15 - 8:30
8:30 – 8:45
8:45-9:00
9:00 - 9:159:15 - 9:30
6-10 11-15 > 15
9/12 9/13 9/14
<5
14-16
Scatterplot Form Activity
Time/Activity
14-16
Scatterplot Form
Time/Activity8:00 – 8:30
8:30 – 9:00
9:00 - 9:30
9:30 – 10:00
10:00-10:3010:30 - 11:00
1 2 - 3 > 3
7/28 7/29
0
14-16
ABC Analysis
Event recording system that determines patterns of antecedents and consequences associated with a particular behavior.
Advantages DisadvantagesDescribes antecedents and consequences to the behavior.
Does not provide information on the times antecedents and consequences were prevalent and no behavior occurred.
Provides confirmation of the hypothesized function of the indirect assessment.
Can be time consuming.
17-22
Antecedent-Behavior-Consequence Analysis
Date Antecedent Behavior Consequence
17-22
What do I do with all of this? (i.e., How do I summarize the data?) Antecedent Behavior Consequence A T E ?
Denied access to object
Verbal outburst, Given access when quiet
X
Change in schedule
Verbal outburst Schedule put back in order
X
Task demand (put a way)
Verbal outburst Given 1 min with item
x X
Task demand (complete work)
Verbal outburst Asked to quiet and provided assistance
x
Working Independely
Verbal Outburst Asked to quiet and provide assistance
x x
17-22
Hypothesis Development
when this happens (setting event /context/antecedent)
the student does (describe the target behavior)
for what purpose (obtain/escape/avoid)
When William has to wait for the bus and he is presented with a difficult task
screams, swings his arms
to escape having to do the work
When Annie has been working independently on a math assignment
Wanders the classroom shoving the materials of her classmates on the floor
to obtain attention
After a weekend with his grandparents and when transitioning from recess to reading groups
Quintalis puts his head down and begins to doodle on the paper
to escape having to read
26-27
Developing a Hypothesis Statement Hypothesis statements are developed for
each behavior. Review the data to identify patterns:1. Under what condition does the behavior
occur?2. What happens when the behavior occurs?3. Summarize when X happens, S engages in
problem behavior to get Y
26-27
Hitting a peerTeacher
attention Raising his hand
to signal the T.
When two responses serve the same function they are functionally equivalent
What do we know about successful intervention plans?
Why is it important to identify the function of a behavior? It is empirically validated as best practice.
Placed in “time out”
Reinforced
Child hits to escape circle
timeRedirected to stay in circle
Not Reinforced
Developing a hypothesis statement Using your example student, develop a
hypothesis statement for each behavior.
26-27