fcec2010 beh mgmt_dme_dwe
TRANSCRIPT
Danielle Eadens, Ph.D. & Daniel Eadens, M.Ed., ABD
Bringing it all together: best practices in behavior
management
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Is it the academics or the behavior?All school faculty need to complete an assessment of
the curriculum and instruction along with a functional analysis of behavior to determine if curriculum changes or other modifications in the environment may eliminate the undesirable behavior in the school, class, or individual
Fundamental Concept: Can’t or Won’t?
Positive Behavior Support (PBS) School-wide, Class-wide,
IndividualizedCHAMPsAntecedent-Behavior-Consequence
(ABC)Prevent-Teach-Reinforce (PTR)
Cognitive Behavior Management (CBM)
General Behavior Reduction Strategies
Bringing it all togetherRecommended Resources
Presentation Outline
What is it?Any systematic plan to encourage positive
student behavior and learning
Positive Behavior Support (PBS)
School-wide PBS (SWPBS)3-5 school-wide expectations, students
are reinforced by all faculty & staff for following expectationsE.g. “kilts” at DHMS
Positive Behavior Support
David Lassman / The Post-Standard
Class-wide PBS (CWPBS)Teach classroom
expectations and reinforce students meeting those expectations
Have well-prepared, interesting, & effective lessons
Decide what you are reinforcing and do so while giving them the best possible learning environment E.g. CMP like CHAMPs, token
economy system, mission statement, marble jar, positive framing, community building, etc.
Positive Behavior Support
Principles:
1. Lack of structure yields irresponsible behavior (classroom organization impacts student behavior)
2. Do not assume students know what is right (overtly teach how to behave responsibly)
3. What you pay attention to is what will flourish (acknowledge the responsible behavior)
4. Do not REACT, RESPOND (preplan responses to misbehavior)
CHAMPS Basic Principles
Sprick, R. (2009). CHAMPS: A Proactive and Positive Approach to Classroom Management (2nd Ed.)
http://www.safeandcivilschools.com/
Conversation (Can they talk? Noise level?) Help (How do they get it?) Activity (objective, end product) Movement (Can they move? Bathroom?) Participation (What does it look like?)
CHAMPS Basic Principles
PLANNING and
TEACHING EXPECTATIONS will give
you more time to teach (and make you
go home happier in the
afternoon!)
Class/Individual Combination Example:
PBS/Token EconomyOoh! The secret student just worked through that problem by themselves using
the steps on the board!
Complete functional analysis of behavior, review student needs, strengths, motivators, etc.Examples: ABC, FBA/BIP, PTR, Behavior
contract, social skills instruction, point sheet (with reinforcement for criterion being met), etc.
Individualized Positive Behavior Support
Is the behavior causing physical harm to other students?
Example: Biting other students
Five Questionsto select challenging/inappropriatebehaviors to target for correction
Is the behavior disruptive to the
student’s learning or the learning
of others?
Example: Yelling out curse
words during lecture
Five Questions
Does the behavior appear to be triggering additional problem behaviors or emotional reactions in the student or others?
Example: Name calling of other students
Five Questions
Is the behavior causing the student
to be socially excluded?
Example: Picking nose ->
other kids think is gross
Five Questions
Is the behavior related to a medical
condition?
Five Questions
Examples: inner ear infections side effects of medication genetic conditions:
Prader-Willi syndrome
Fragile X syndrome
ABCs of Behavior
Behavior
Consequence
Antecedent
It works!Do it again!
Antecedent: happens right before the behavior (ex. instigator)
Behavior: problematic behavior
(described objectively & measurably)
Consequence: (reinforcing) outcome of the behavior -NOTE: NOT a
punishment, but what child gets as a result of the behavior
e.g. Teacher gives student academic task
e.g. Student publicly disrespects teacher
e.g. Student gets out of academic task & gains reinforcing attention from peers
The “PTR” Strategy is an Assessment-based Model of Positive Behavior Support for Individual Students with Problem Behaviors
P = Prevent T = Teach R = Reinforce
Prevent-Teach-Reinforce (PTR) Strategy
Dunlap, G, Lovannone, R., & English, C. (2009). Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support. ISBN: 1598570153
Accessed from comics.com
1. Behavior Hypotheses - Behavior’s purpose
2. Prevention Strategies – make settings, events, etc., less triggering for child orgroup (P)
Prevent-Teach-Reinforce (PTR):Elements of a PTR Plan
1. Inform students of what is expected by them. (CHAMPS)
2. Establish a positive 3. learning climate.4. Provide meaningful learning
experiences.5. Avoid threats.6. Demonstrate fairness.
Preventive Strategies in the Classroom
7. Build and exhibit self-confidence (fake it ‘til you make it)
8. Recognize positive student attributes (inside characteristics)
9. Utilize positive modeling (practice what you preach)
10. Pay attention to the physical arrangement of the classroom.
11. Limit downtime.
Preventive Strategies in the Classroom
3. Replacement Skills – Teach skills to replace the problem behavior (T) (behavior serves a function, find another way to meet that function)
Prevent-Teach-Reinforce (PTR):Elements of a PTR Plan
REMEMBER The Fair Pair Rule: Behavior reduction strategies should always be used in conjunction with procedures that teach new behaviorsDon’t try to
eliminate it without replacing it.
Replacement Strategies
4. Responses – Plan what adults will do when the problem behavior occurs (R) (include reinforcement for replacement and appropriate behavior)
Prevent-Teach-Reinforce (PTR):Elements of a PTR Plan
The goal of CBM is to teach students to be their own agents of change in control of their own behavior and learning
Cognitive Behavior Management (CBM)
CBM Assumes that individuals can and want to monitor and manage their own behaviorShaping &
changing behavior through the use of cognitive & behavioral principles
Goal is to get the student to monitor their own behavior and self-reinforce appropriately
Cognitive Behavior Management (CBM)
Examples of CBMSelf Management
Self-monitoringe.g. Data monitoring
with vibrating timerSelf-instruction
e.g. Student: “Stay focused. You are getting distracted. Finish your essay.”
Self-evaluatione.g. Data monitoring
with vibrating timerSelf-reinforcement
Learning self-delayed gratification
Student Choice (as appropriate based on individual/class needs)Recommended video
about motivationCareer analyst Dan
Pink “Traditional rewards aren't always as effective as we think.”
http://www.ted.com/talks/lang/eng/dan_pink_on_motivation.html
Procedures that when implemented immediately after a target behavior, reduce the future probability of the behavior occurring
General Behavior Reduction
Strategies
1. Proximity control – anticipate behavior & prevent it by body positioning, staying calm & facilitating communication
2. Injecting humor – reduces tension, makes the brain leave ‘fight/flight’
3. Instructional control – instruction on expected behaviors (examples & non-examples as appropriate)
4. Problem-solving facilitation – offer positive alternatives (Love & Logic: “Would you like to hear what other kids have tried in this situation?”)
5. Stimulus change – modify environmental stimuli
Interrupting the Behavior Chain (of inappropriate behavior)
1. Be Consistent – enforce & reinforce to reduce confusion & increase respect
2. Avoid Reinforcing Inappropriate Behavior – avoid long lectures & extra attention
General Behavior Reduction Guidelines
3. Deal with Inappropriate (non-ignorable) Behavior Immediately – Teaches child behavior is not acceptable with you
4. Consequences for Inappropriate Behavior – short & fair consequences -> implement immediately, do not carry over to next day if possible
5. Avoid IneffectiveProcedures– don’t yell, shout, etc.
Behavior Reduction Guidelines, Cont’d
Delivery of reinforcement after behavior has not been exhibited
We generally use differential reinforcement to increase the rate, duration, or intensity of behaviors that students already have in their repertoire, BUT do not perform at an acceptable rate
Differential Reinforcement of Behavior
What’s the magic word?1
2
3
Delivery of a reinforcement after a child has not exhibited a target behavior during predetermined period of time
Differential Reinforcement of Other Behaviors (DRO) - Summarized
Example: not texting while driving for 1 minute = 1 M & M
Fixed or whole interval---not reinforced if the behavior occurs any time during the predetermined time periodExample: student does not suck his thumb
during entire 10 min. interval -> get a sticker for chart
Schedules of DRO
Momentary---not reinforced if the behavior occurs at the time of observationEx.: At end of 5 min. interval, teacher looks at
student to see if he is sucking thumb at that moment – not sucking thumb? then, he gets sticker
Schedules of DRO
Reset Interval---interval reset when behavior occursExample: 10 min. interval. Interval starts at
4:00, set to end at 4:10 (& student gets sticker then.) Student caught sucking thumb at 4:05. Interval restarts, student cannot be reinforced until 4:15 now – provided he doesn’t suck thumb for 10 min.
DRO Schedules, Cont’d
Increased Interval or DRO-Fading – interval increases over time in relation to progressEx.: After three successful 10 min. interval,
interval for reinforcement increases to 20… If not successful, interval stays at 10 min. – NOTE: okay to increase quality of reinforcer as intervals increase
DRO Schedules, Cont’d
Reinforcement of a more appropriate form of a targeted inappropriate behaviorExample: Raising hand vs. calling out (student
gets teacher’s attention either way)
Differential Reinforcement of Alternate Behaviors (DRA)
Reinforcement of behaviors that are topographically incompatible with the targeted behaviorExamples:
If you are on-task, you cannot be off-taskHand at side to prevent poking other students in
line
Differential Reinforcement of Incompatible Behaviors (DRI)
Targeted Behavior Reinforced Behavior Reinforcement
Reinforcement of small decreases in the rate of the target behavior (compared to baseline)Use with high rate of occurrence problem
behaviors or with appropriate behaviors that have become a problem due to a high rate of occurrence (ex. Repeatedly asking to use RR)
Differential Reinforcement of Lower Rates of Behavior (DRL)
Day 1 Day 2
=Reinforcement
Two Forms: Rate and IntervalRate: reinforcement provided if lower rate of
occurrence during specified intervalExample: Student only asked 3 times in 1 hour to use
RR, allowed to use RR at end of that 1 hr interval.Interval: reinforcement provided if interval
since last occurrence has passedExample: It has been 1 hr since last asked to use RR,
student gets to go
Effective DRL depends on solid baseline behavior data
DRL Cont’d
AKA Changing Criterion DesignReinforcement of increases in the rate of a
target behavior compare to the baseline rateUsed to increase behaviors student knows, just
does not use enough (ex. Saying please)Purpose is to INCREASE target behavior
Ex. Increasing frequency of saying please, student reinforced at all three stages:
Differential Reinforcement of Higher Rates of Behavior (DRH)
25%50% 100%
Procedure for gradually reducing the frequency and/or intensity of a target behavior by withholding reinforcement from a previously reinforced behavior
Ignore a behavior that would normally be reinforced. Ex. Tantrum where the function isattention
Extinction
Extinction is ONLY effective with behaviors that are maintained by attention
Extinction IS NOT effective with behaviors that are intrinsically reinforcing
Consistency is critical!
Extinction
Once behavior is no longer reinforced, student will temporarily intensify behavior to get reinforcerDon’t misjudge extinction program as
ineffective based on extinction burstsDecide whether extinction burst phase is
ignore-able before implementing extinction
Extinction Bursts
Day 1 Day 2 Day 3 Day 4
Extin
ctio
n Bur
st
Inte
rven
tion
Day 5
Systematic Removal of reinforcers contingent on inappropriate behaviorOften (mis)used in conjunction with a token economy
system as reinforcement system & consequences should be separate
E.g. red/yellow/green, loss of computer time
Response Cost
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Restitution or simple correction – return environment to its previous conditionEx. Clean desk they wrote on
Restitutional Overcorrection – return environment into dramatically better conditionEx. Throws a piece of paper on ground, must pick
up all pieces of paper on ground in classroomPositive Practice Overcorrection – practicing
an appropriate behavior repeatedly as punishment for inappropriate behaviorEx. Student does not fold paper per teacher
directions, must fold 10 pieces of paper in correct format
Restitution, Positive Practice, and Overcorrection
Recognize the need for PBS (A systematic plan to encourage positive student behavior and learning)Have a plan that: reinforces good behavior &
does NOT reinforce unwanted behaviors
Bringing it all together, 1 of 2
Accessed from comics.com
For a mild/moderate classroom:Use CHAMPs classroom management system to
ensure expectations are understood for every lesson
Practice functional analysis (ABC) so it becomes automatic for every misbehavior witnessed
Use a combination of PTR/PBS across the school, class, & for individualsE.g. Schoolwide: Prevent at lunchtime via assigned
seating; Classwide: removing triggering stimuli; Individual: provide choices in place of directives
Use CBM to get individual students (or a small class) realize they can become agents of change in their own behavior
Implement general behavior reduction techniques as appropriate/needed
Bringing it all together, 2 of 2
Dunlap, G, Lovannone, R., & English, C. (2009). Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support. ISBN: 1-598-57015-3
FLDOE. (1999). Facilitator’s Guide to Positive Behavior Support. Access free from: http://www.apbs.org/files/PBSwhole.pdf
Lemov, D. (2010). Teach Like A Champion: 49 Techniques that put Students on the Path to College. ISBN: 978-0-470-55047-2
Mueller, T.G., & Brewer, R.D. (2010). Strategies at Hand: Quick and Handy Positive Behavior Support Strategies. ISBN: 978-1-934-57564-2
Sprick, R. (2009). CHAMPS: A Proactive and Positive Approach to Classroom Management (2nd Ed). ISBN: 978-1-59909-030-6
For recommendation to parents: Latham, G. I. (2006). The Power of Positive Parenting. ISBN: 1-56713-175-1
Recommended Resources